B2 First (FCE)

This page intentionally left blank.

HEAAADERLOGOLEFT

Contents

Part I 7

Unit 1.1 - What, why, how? 9

Unit 1.2 - Grammar guru 17

Unit 1.3 - Worlds of words 23

Unit 1.4 - Sight reading 31

Unit 1.5 - The write stuff 39

Unit 1.6 - Speaking 101 47

Part II 57

Unit 2.1 - Spices 59

Unit 2.2 - Redheads 67

Unit 2.3 - Horse power 73

Unit 2.4 - If you say so 79

Part III 87

Unit 3.1 - Message from the Stone Age 89

Unit 3.2 - A wheelie good idea 99

Unit 3.3 - That’s the spirit! 107

Unit 3.4 - Reflect on Use of English and Reading 117

Part IV 125

Unit 4.1 - Get off the phone! 127

Unit 4.2 - Just the job 137

FOOOOTERLEFT Learn without forgetting!

4 / 306
Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
 HEAAADERLOGORIGHT

Unit 4.3 - Getting crafty 145

Unit 4.4 - Movie night 153

Unit 4.5 - On your bike! 161

Unit 4.6 - Reflect on Writing 171

Part V 177

Unit 5.1 - Listening in 179

Unit 5.2 - In Bruges 187

Unit 5.3 - Chillax 195

Unit 5.4 - Twin style 201

Unit 5.5 - Reflect on Listening 209

Part VI 215

Unit 6.1 - We’d like to know something about you 217

Unit 6.2 - Get the picture 225

Unit 6.3 - Combined efforts 235

Unit 6.4 - Under discussion 243

Unit 6.5 - Tricky situations 253

Unit 6.6 - Reflect on Speaking 261

Part VII 269

Unit 7.1 - B2 First Practice Paper 1: Use of English and Reading 271

Unit 7.2 - B2 First Practice Paper 2: Writing 283

Unit 7.3 - B2 First Practice Paper 3: Listening 291

Unit 7.4 - B2 First Practice Paper 4: Speaking 299

FOOOOTERRIGHT Learn without forgetting!

5 / 306
Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
HEAAADERLOGOLEFT

Expemo App

Expemo app - learning without forgetting

Using our expemo app accelerates language acquisition and helps learners remember what
they learn, even after many years.

22:00 22:00 22:00

Home page Review

Click the button below to start your

review. For best results, try to use
Expemo every day for about 20 Great work, you scored 100%!
minutes. Happy learning!
Bad - 0 So-so - Good - 7
START REVIEW 18

vocabulary
or
Complete the sentence:

Please scan the QR code from your

London has many famous
worksheet
l such as Tower Bridge
and the Millenium Dome.

You can always look at your flashcards again.

Come back soon so that the words stay in
your memory.
CHECK ANSWER
Please practise again.

START SCANNING
FINISH

1.DISPLAY A QUESTION
Expemo displays a question or task. Try to recall the correct response from memory. Then
click ‘Show Answer’ to display the correct answer.

2.RATE YOUR RESPONSE

Compare your response to the correct answer by pressing one of the three grade buttons.

BAD | SO-SO | GOOD

If you click ‘Bad’, don’t worry. You will see the same flascard again after a few more questions,
so you will have another chance to answer correctly.

FOOOOTERLEFT Learn without forgetting!

6 / 306
Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
 HEAAADERLOGORIGHT

PART 1

FOOOOTERRIGHT Learn without forgetting!

7 / 306
Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
This page intentionally left blank.
 HEAAADERLOGORIGHT

WHAT,
UNIT 1
WHY, HOW?

QrrkoD Scan to review worksheet

Expemo code:
1H4Z-G7AB-ABD9

1 Warm up

You are starting a B2 First exam preparation course! Choose the option that best describes you in
each sentence below. You can add another option if you want to.

1. I am taking the B2 First exam for work / to study at an English-speaking college or university /
to travel and use English socially.
2. I feel most confident about my grammar / vocabulary / pronunciation in English.
3. My strongest skill in English is speaking / listening / reading / writing.
4. When I make mistakes in English, I feel embarrassed / depressed / curious.
5. In my opinion, the most important quality needed for language learning is an eye for detail /
confidence / a willingness to work hard.
6. I’ve got lots of / some / very little experience with exams in English.
7. Right now, I’m feeling confused / excited / worried about the exam.
8. After I take the B2 First exam, I think I’ll continue my studies in English / stop studying English.

Compare ideas in pairs or small groups to find out how you are the same and how you are different.
Ask and answer questions to find out more.

FOOOOTERRIGHT Learn without forgetting! 9/306

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
HEAAADERLOGOLEFT
1.1 What, why, how?

2 Reading

When you are preparing for an exam, it’s important to know how the exam is structured and what
you have to do in each part.

Read the information about the B2 First exam and answer the following questions.

1. Which paper combines two areas?

2. Which paper takes the longest to complete?

3. Which paper do you complete in pairs?

4. Which paper offers a choice of tasks?

5. Which tasks are similar on paper 1 and paper 3?

6. Which two parts of the exam have the most questions?

7. Which papers have the same number of parts?

8. Where do you write your answers for papers 1-3?

10/306 FOOOOTERLEFT Learn without forgetting!

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
 HEAAADERLOGORIGHT
1.1 What, why, how?

1. What new information about the exam did you discover?

2. Do you have experience with all of these task types?
3. What do you think is the best way for you to approach a challenge like an exam preparation course

FOOOOTERRIGHT Learn without forgetting! 11/306

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
HEAAADERLOGOLEFT
1.1 What, why, how?

3 Language point
You are going to watch a video about the psychology of learning. First, you will need to define some
vocabulary.

Group 1: the words in bold are ~B2 level. Match the sentence halves and use the context to explain
their meanings.

1. The music school has a number of dedicated areas

2. I’m worried my flatmate is going to get really defensive
3. We would certainly embrace the opportunity
4. My manager asked me to help implement the new sales plan
5. It’s parents who really influence the decisions
6. Children get a strong sense of their own worth

a. to visit Australia and stay with local people.

b. where students can practise their instruments.
c. when I remind her that it’s her turn to clean the kitchen.
d. that she suggested.
e. that children make about the world.
f. if they have jobs to do around the house.

Group 2: these words are C1+ level. Read the sentences and match the words in bold with their
meanings.

1. It was really devastating to hear that my aunt and uncle are getting a divorce after 25 years
together.
2. Most young people have a happy and positive mindset, although many are worried about the
future.
3. She’s working hard at school, but she tends to shy away from working in groups.
4. The two countries have decided to engage in talks that might lead to a trade deal.
5. There are certain immutable scientific laws that everyone knows, like what goes up must come
down.

a. avoid something due to worries or lack of confidence

b. upsetting and shocking
c. a way of thinking
d. take part in something
e. never-changing

Have you ever heard of a growth mindset? What do you think it means?

12/306 FOOOOTERLEFT Learn without forgetting!

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
 HEAAADERLOGORIGHT
1.1 What, why, how?

4 Watching video

These sentences are from the short video "Growth Mindset" (0:00-2:09). You already know the
meanings of the words in bold, but some other important words are missing. Try to imagine what
the missing words are - you are given the first letter. Then watch the video to check.

1
Carol Dweck ...’s research on the i of mindset suggests that there is every
reason to believe that we can be great, maybe even the best, at anything with dedicated
2
p .
Having the right mindset is important because it affects behaviours which greatly
3
influence w or not you will succeed at something. For example, if you have
4
growth mindset, you’re more l to embrace challenges, appreciate feedback,
and ...
5
Those who have a fixed mindset, on the other hand, shy away from c ,
6 7
don’t implement f , and in fact often feel defensive about the c ,
8
and when failures happen it’s devastating and feels like an a on one’s worth.
9
If you believe that your abilities can improve, you’ll engage in b which
make it so. If you believe your a are more or less immutable, you don’t try to
improve and so you don’t.

5 Language in context

Read these sentences from the video and use the context to explain the meanings of the phrases in
bold.

1. For example, our fixed mindsets might tell us that we’re an English person but not a math person.

2. You can see that there is a self-fulfilling prophecy here. If you believe that your abilities can
improve, you’ll engage in behaviours which make it so.

3. Practice having a growth mindset and the sky’s the limit.

What kind of person are you?

• a languages person or a math person

• an outdoors person or an indoors person
• a cat person or a dog person
• a computer games person or a football person
• your own idea?

FOOOOTERRIGHT Learn without forgetting! 13/306

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
HEAAADERLOGOLEFT
1.1 What, why, how?

6 Something to think about

If you want to demonstrate a growth mindset, you need to have something that psychologists call
grit.

Which of these qualities do you think is the most difficult to demonstrate? Why?

7 Activate

Read these statements and decide if you agree (A), somewhat agree (S) or disagree (D).

1. In my life experiences, there have been times when I have shown a growth mindset and
demonstrated grit.

2. It wouldn’t be possible to pass the B2 First with a fixed mindset.

3. I think I can apply ideas about Growth Mindset and grit to help me prepare for the exam.

4. To prepare for the exam, it’s more useful to improve your level than to do lots of practice tests.

5. There’s a lot I can do outside of class to help me prepare for the exam.

6. I want the teacher to correct all the mistakes I make in speaking and writing.

7. Communication is far more important than accuracy when you’re speaking English.

Compare your ideas in pairs or small groups and explain your thinking.

14/306 FOOOOTERLEFT Learn without forgetting!

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
 HEAAADERLOGORIGHT
1.1 What, why, how?

8 Optional extension / homework

One way to promote a growth mindset and develop grit is to keep a regular learning journal. Complete
this information for the lesson today.

You can buy a small notebook and take a few minutes to complete these points after every lesson.

What other topics could you add to your learning journal?

FOOOOTERRIGHT Learn without forgetting! 15/306

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
This page intentionally left blank.
 HEAAADERLOGORIGHT

GRAMMAR
UNIT 2
GURU

QrrkoD Scan to review worksheet

Expemo code:
1H4Z-G7AB-7898

1 Warm up

What’s the most difficult thing about learning English? Put these four areas in order from most
difficult to least difficult.

grammar / pronunciation / spelling / vocabulary

Compare your ideas in pairs or small groups. Explain your thinking, giving specific examples.

Are there any other areas you’d like to add to this list?

FOOOOTERRIGHT Learn without forgetting! 17/306

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
HEAAADERLOGOLEFT
1.2 Grammar guru

2 Reading

Skim the article and compare the ideas about grammar, pronunciation, spelling and vocabulary with
what you discussed in the Warm up.

English is difficult ...

... what does that tell us about English native speakers?

A. Native English speakers are famously terrible language learners. Why should they bother – after all, they already
speak one of the most useful languages in the world? However, this isn’t the only reason for their lack of skills.
They honestly think that learning a foreign language is too hard. It’s difficult to believe this when their own
language is so incredibly complicated. Here are a few examples.

B. Every student of English knows that the relationship between sound and spelling is, to put it politely, irregular.
English has 19 vowel phonemes, but only 6 alphabet letters to express these (including Y). So, it’s no wonder that
there’s no one-to-one relationship between what you say and how you write it.

C. Another problem that learners of English face is the huge number of vocabulary items. In fact, English has two
parallel systems of words, some of which came from its earlier Germanic roots and others from Latin or French.
We use these to express different levels of formality, which is why most of the time the Germanic-origin phrasal
verbs are found in everyday speaking, while Latin or French-based items are used in more formal or scientific
contexts. It’s like learning two languages at the same time.

D. Finally, there is an aspect of English grammar which is virtually unique among world languages: question formation.
In English, we change the word order to make a statement into a question, and we sometimes even insert an
auxiliary verb like do/does/did. Most other languages just add a special question particle to the end of a sentence.

E. Given that native English speakers pick this sort of complexity up without even thinking about it, it’s strange that
there has always been so little interest in language learning in most English-speaking countries. One reason might
be that because many of us have taken the trouble to learn English, native English speakers can get by in lots of
work or travel situations. When are they going to catch up with the rest of the world and accept the challenge of
learning a foreign language?

source: theconversation.com

Answer the following questions.

1. What’s the most interesting or surprising thing you read in this article?
2. The article makes generalisations about what native English speakers are like. To what extent do
you agree with the writer’s ideas?
3. How can native English speakers be encouraged to learn foreign languages?

18/306 FOOOOTERLEFT Learn without forgetting!

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
 HEAAADERLOGORIGHT
1.2 Grammar guru

3 Language point

The article says that English grammar can be challenging for speakers of other languages. When
you’re preparing for an exam like B2 First, you need to be able to recognise and discuss grammar so
that you can improve your accuracy and range. Look at the mind map and answer the questions on
the next page.

FOOOOTERRIGHT Learn without forgetting! 19/306

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
HEAAADERLOGOLEFT
1.2 Grammar guru

1. How many main areas does the diagram show?

2. Which terms can relate to two items?

3. Do you think this is a helpful way to present this information? Why/not?

Look back at the article and match the items in bold with the appropriate number 1-12 on the mind
map. What else can you say about each example?

Extra challenge: work in pairs. Find three more interesting items in the article and invite your partner
to explain what they are.

4 Language in context

A phrasal verb is a verb + adverb / preposition which has a meaning that is difficult to guess from its
parts. There are hundreds of phrasal verbs in English, and many are tested on the B2 First exam.

Read these sentences from the article and remember the word that completes each phrasal verb so
that it has the meaning in brackets.

1. One reason might be that because many of us have taken the trouble to learn English, native
English speakers can get at / by / up in work or travel situations. (succeed or survive in a difficult
situation – intransitive, cannot take an object)

2. English has two parallel systems of words, some of which came from / in / through its earlier
Germanic roots and others from Latin or French. (had origins in a particular place – transitive and
inseparable, the object always follows the phrasal verb)

3. Given that native English speakers pick this sort of complexity across / out / up without even
thinking about it ... (learn very easily, without even trying – transitive and separable, the object
can go in the middle of the phrasal verb or at the end)

4. When are they going to catch up by / for / with the rest of the world and accept the challenge of
learning a foreign language? (reach the same level as someone else – a three part phrasal verb)

When you learn a phrasal verb, you also need to notice the grammar. How many types of phrasal
verbs are there?

20/306 FOOOOTERLEFT Learn without forgetting!

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
 HEAAADERLOGORIGHT
1.2 Grammar guru

5 Something to think about

Although there are some aspects of learning English which are difficult, there are also features which
are easy compared to some other languages.

What other "easy" features does English have?

What aspects of your language do you think people struggle to learn?

6 Activate

Review some important grammar points by playing this three-in-a-row game. Work in two teams.
Each team takes turns to choose a box in the table to win. The teacher will ask a question and the
team must work together to decide the correct answer. If they are right, they win the square with an
X or an O. If they are wrong, their turn is over. Every time a team makes three in a row, horizontally,
vertically or diagonally, they get one point.

1 2 3 4 5

6 7 8 9 10

11 12 13 14 15

16 17 18 19 20

21 22 23 24 25

7 Optional extension

The mind map from this lesson is a useful diagram to refer to or even hang on your wall. Creating
these sorts of diagrams for yourself helps you understand and remember important information.

Design a poster that shows how the auxiliary verbs be, do and have are used to make simple, continuous
and perfect forms. Include examples of positive and negative sentences and questions.

Tip: using colours is a good way to show similarities and differences.

FOOOOTERRIGHT Learn without forgetting! 21/306

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
This page intentionally left blank.
 HEAAADERLOGORIGHT

WORLDS
UNIT 3
OF WORDS
QrrkoD Scan to review worksheet

Expemo code:
1H4Z-G7AB-9D63

1 Warm up

Read the opening sentences from a longer novel and answer the questions.

Beyond the spaceport gates, the men of the Kharsa were hunting down a thief. I heard the
shrill cries, the sound of their footsteps – too long to be human - raising echoes all down the
dark and dusty streets leading up to the main square.

1. Where and when do you think this story takes place?

2. What do we know about “the men of the Kharsa”?

3. Who do you think the narrator is?

4. What do you think happens immediately after this?

5. What do you think are the themes of the novel?

6. Does this opening remind you of any other stories or films?

7. Which words in the text are unfamiliar to you? Do you need to know what they mean?

FOOOOTERRIGHT Learn without forgetting! 23/306

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
HEAAADERLOGOLEFT
1.3 Worlds of words

2 Reading

When you encounter new vocabulary, you can sometimes guess the meaning. Read some more of
Chapter One from the novel titled The Door Through Space. Then work in pairs and use the context
of the story to guess what the words in bold mean. Don’t check your dictionaries or phones.

Beyond the spaceport gates, the men of the Kharsa were hunting down a thief. I heard
the shrill cries, the sound of their footsteps – too long to be human - raising echoes all
down the dark and dusty streets leading up to the main square.

But the square itself lay empty in the crimson noon. Overhead the dim red circle of Phi
Coronis, the planet Wolf’s old and dying sun, gave out a pale and heatless light. The pair
of Spaceforce guards at the gates, wearing the black leathers of the Terran Empire,
weapons at their belts, were half-asleep under the arched gateway where the
star-and-rocket logo showed we were on Terran soil. One of them, a youngster only a
few weeks out from Earth, suddenly stood at attention and spoke to me.

"Hey, Cargill, you can talk their lingo. What’s going on out there?"

I stepped out past the gateway to listen. There was still no one to be seen in the square.
It lay white and empty; to one side the spaceport and the white skyscraper of the Terran
Headquarters, and at the other side, the clutter of low buildings, the street-shrine, the
little spaceport cafe smelling of coffee and jaco, and the dark opening mouths of streets
led down into the Kharsa—the old town, the native quarter. But I was alone in the square
with the shrill cries—closer now, raising echoes from the surrounding walls—and the
sounds of many feet rushing down one of the dirty streets.

Then I saw him running - someone or something wearing a hood, small and agile. Behind
him the still-faceless crowd yelled and threw stones. I could not yet understand the cries;
but they were out for blood, and I knew it.

I said briefly, "Trouble coming," just before the crowd entered the square. The one they
were chasing stared about wildly for an instant, his head moving from side to side so
rapidly that it was impossible to get any impression of his face—human or nonhuman,
familiar or strange. Then, he made straight for the gateway and safety.

And behind him the hunters yelled and came pouring over half the square. Just half.
Then, without warning, they came to a ragged stop, heads turning from side to side.

I stepped up on the lower step of the Headquarters building and looked them over.

24/306 FOOOOTERLEFT Learn without forgetting!

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
 HEAAADERLOGORIGHT
1.3 Worlds of words

3 Language point

Although you can often guess the meaning of new words, sometimes you need to check them in a
dictionary. You will learn more from an English-English (monolingual) dictionary than from one which
offers translation (bilingual). Dictionaries offer lots of useful information besides meaning. If you
read the entry carefully, you can also find out about grammar, pronunciation, spelling, collocation
and usage.

Read these sentences about the ten vocabulary items that you considered a minute ago. Use a paper
or online monolingual dictionary to decide if the sentence is true or false. Be ready to explain your
answer.

1. Hunt down is a phrasal verb which is intransitive and cannot take an object.

2. Shrill is an adjective that can describe different sounds that people make.

3. Crimson is a colour.

4. You can use the word lingo in any situation.

5. There is no plural form for the noun clutter.

6. Jaco is a type of food.

7. In this text, quarter must relate to the number 4.

8. The letter G in agile is pronounced in the same way as the G in goat.

9. Make for is the same kind of phrasal verb as hunt down.

10. Ragged has two syllables.

Answer the following questions.

1. Which meanings were you able to guess before you checked the dictionary?

2. Are there any other words you’d like to check?

FOOOOTERRIGHT Learn without forgetting! 25/306

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
HEAAADERLOGOLEFT
1.3 Worlds of words

4 Language in context

Sometimes we need to understand a phrase as a whole, rather than just as individual words. Read
these sentences from the text and use the context to explain the meanings of the phrases in bold.

1. The pair of Spaceforce guards at the gates ... were half-asleep under the arched gateway where
the star-and-rocket logo showed we were on Terran soil.

2. ... and at the other side ... the dark opening mouths of streets led down into the Kharsa—the old
town, the native quarter.

3. I could not yet understand the cries; but they were out for blood, and I knew it.

Answer the following questions.

1. Why does the writer use these expressions?

2. Besides novels, what other type of writing might use language like this?

5 Something to think about

Truly understanding a word means that you know a lot of information about it – much more than just
the meaning. Look at the list below showing more aspects of vocabulary.

• Meaning: the dictionary offers definitions and example sentences to help you understand. Make
sure you are looking at the right part of the entry – you may need to move down the page!
• Spelling: be aware of American and British variations, as well as for pronunciation.
• Pronunciation: including phonemes and syllable number and stress; online dictionaries will speak
to you so you can hear how to say the word.
• Grammar: what part of speech – noun, verb, adverb, etc? Is it countable, transitive, irregular, etc?
• Related forms: many words have families, or related nouns, verbs, or adjectives, including opposites
formed with prefixes. This is tested on the B2 First Use of English paper.
• Collocation: what words do we often see with this item? For example, we do homework, but make
a mistake.
• Connotation: does this word have a positive or negative association?
• Register: is this word formal or informal? Where can/can’t we use it?
• Frequency of use/level: how often are you likely to encounter this word? Is it the same level as
the exam you are preparing for? Dictionaries show this information in a range of ways.

Which items from the text do you think would be the most useful for you to remember?

26/306 FOOOOTERLEFT Learn without forgetting!

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
 HEAAADERLOGORIGHT
1.3 Worlds of words

6 Activate

When you find a word that you think is worth remembering, how will you make a note of it? Many
students preparing for exams find that it’s helpful to keep a vocabulary notebook. This is a good
way to review the lesson in the evening or the next day. There are lots of different ways to make
vocabulary notes.

Examine these three examples and say where you can find each of these items.

1. a drawing →

2. a question to ask the teacher →

3. a translation →

4. a word with the opposite meaning →

5. an example sentence from the dictionary →

6. an example sentence with personal relevance →

7. collocations →

8. grammar information →

9. information about a vowel sound →

10. information about syllable stress →

11. the original example sentence from the textfrom the text →

Example A

FOOOOTERRIGHT Learn without forgetting! 27/306

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
HEAAADERLOGOLEFT
1.3 Worlds of words

Example B

Example C

1. How are these three notebooks organised?

2. If you decide to include a translation of a phrasal verb or phrase, should you translate each individual
word?

Choose at least three more items from the text and decide the best way to record each one. Compare
your ideas in pairs.

7 Optional extension

Read and enjoy some more of the story. Guess the meanings of unknown words and check information
in a dictionary if you really need to. Which words would you like to remember? How will you record
them?

28/306 FOOOOTERLEFT Learn without forgetting!

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
 HEAAADERLOGORIGHT
1.3 Worlds of words

I stepped down and walked into the open square, across the crumbled white stones,
toward the ragged mob. Even with two armed Spaceforce men at my back, it made my
skin crawl, but I flung up my empty hand in token of peace:

"Take your mob out of the square," I shouted in the jargon of the Kharsa. "This territory is
held in compact of peace! Settle your quarrels elsewhere!"

There was a little stirring in the crowd. The shock of being addressed in their own tongue,
instead of the Terran Standard which the Empire has forced on Wolf, held them silent for
a minute. I had learned that long ago: that speaking in any of the languages of Wolf
would give me a minute’s advantage.

But only a minute. Then one of the mob yelled, "We’ll go if you give’m to us! He’s no right
to Terran sanctuary!"

I walked over to the huddled dwarf, miserably trying to make himself smaller against the
wall. I nudged him with my foot.

"Get up. Who are you?"

The hood fell away from his face as he twitched to his feet. He was trembling violently. In
the shadow of the hood, I saw a furred face, a quivering velvety muzzle, and great soft
golden eyes which held intelligence and terror.

"What have you done? Can’t you talk?"

He held out the tray which he had shielded under his cloak, an ordinary peddler’s tray.
"Toys. Sell toys. Children. You got’m?

I shook my head and pushed the creature away, with only a glance at the array of
delicately crafted manikins, tiny animals, prisms and crystal whirligigs. "You’d better get
out of here. Scram. Down that street." I pointed.

A voice from the crowd shouted again, and it had a very ugly sound. "He is a spy of
Nebran!"

"Nebran—" The dwarfish nonhuman gabbled something then doubled behind me. I saw
him dodge, feint in the direction of the gates, then, as the crowd surged that way, run for
the street-shrine across the square, slipping from recess to recess of the wall. A hail of
stones went flying in that direction. The little toy-seller dodged into the street-shrine.

Then there was a hoarse "Ah, aaah!" of terror, and the crowd edged away, surged
backward. The next minute it had begun to melt away, its entity dissolving into separate
creatures, slipping into the side alleys and the dark streets that disgorged into the square.
Within three minutes the square lay empty again in the pale-crimson noon.

FOOOOTERRIGHT Learn without forgetting! 29/306

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
This page intentionally left blank.
 HEAAADERLOGORIGHT

SIGHT UNIT 4

READING
QrrkoD Scan to review worksheet

Expemo code:
1H4Z-G7AB-2023

1 Warm up

Most people have some experience of music in their lives. Look at the pictures below, as well as the
header image, and decide how to label each one: me or not me. Think about your past experiences,
your likes and dislikes, your interests and your hopes and wishes for the future.

1. a choir 2. busking

3. music lessons 4. homemade instruments

Work in pairs. Compare the photos you chose as "me" and explain how they relate to you.

FOOOOTERRIGHT Learn without forgetting! 31/306

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
HEAAADERLOGOLEFT
1.4 Sight reading

2 Something to think about

Reading in English is the best way to improve your level. Regular reading practice will improve your
reading speed as well as your grammar, vocabulary, spelling and cultural knowledge. Reading is magic
learning!

3 Before you read

When you read a text in English, you want to read quickly and understand most of what you’re
reading. It’s helpful to have an idea of HOW you will read. Follow these instructions to read any
story in a newspaper or magazine.

1. You are going to read an article about street pianos. Examine the top image on the first
page of the lesson and consider the title and sub-title of the article: Play me, I’m yours!
Launderette inspires artist.
2. Make sure you understand all the words.
3. Write at least three questions that you want to find the answers for in this article. You
can write yes/no questions as well as using words like who / what / when / where / how /
how many / etc.

32/306 FOOOOTERLEFT Learn without forgetting!

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
 HEAAADERLOGORIGHT
1.4 Sight reading

4 Reading

Now follow these instructions.

Extension: reading for specific information, like names or numbers, is called scanning. Scan the article
to find these numbers (they may be written as words) and explain why they’re important.

a. 2→

b. 70 →

c. 92 →

d. 2008 →

e. 30,000 →

f. 20 million →

FOOOOTERRIGHT Learn without forgetting! 33/306

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
HEAAADERLOGOLEFT
1.4 Sight reading

Play me, I’m yours!

Launderette inspires artist

A. Twice a week, 92-year-old Denis Robinson commutes from his home on the outskirts of London into St Pancras
International Station, in the heart of the city. He heads for a spot opposite the exit for Eurostar passengers and
sits down at an old upright piano, one of two in the station. Then he plays, both for himself and to entertain
travellers. Robinson chooses from a selection of old hits which appeal to all ages – "Somewhere over the rainbow"
is a favourite. Some people stop and watch if they have time, or film him to post on social media. Others dance
past or sing along, even if they’re in a hurry.

B. Train station pianos are part of the street piano movement which, as of 2020, had placed over two thousand
pianos in seventy cities worldwide. Founder Luke Jerram estimates that 20 million people have participated in
the scheme, as players or as part of the audience. In 2023, British television capitalised on the feelgood factor of
station pianos by televising a competition filmed in five UK locations to showcase the talents of a huge range of
amateur players. It’s safe to say that street pianos are having a bit of a moment.

C. The idea originally occurred to artist Jerram when he went to wash his clothes at his local launderette. Seeing the
same people there every weekend, made him realise that cities contain hundreds of these invisible communities,
where people regularly spend time together in silence. Jerram says, "Placing a piano into the space was my solution
to this problem, acting as a catalyst for conversation and changing the dynamics of a space."

D. Jerram’s first venture came at the 2008 Fierce Festival in Birmingham. He placed fifteen pianos in public spaces
across the city. It was an immediate success, with something like 140,000 people interacting with and around the
pianos during the festival period. Since then, the idea has gone from strength to strength. Organisations around
the world now raise funds, source second-hand pianos and place them in key locations in a city, with the written
invitation, "Play me, I’m yours!" After a few weeks, some pianos are donated to schools and community groups
while others, like the ones in St Pancras Station, are permanent features. These require regular servicing as there
is inevitably a lot of wear and tear on the instruments.

E. Many people view the scheme as a type of multi-faceted public art installation. The pianos don’t just provide
an opportunity to hear music and watch performances – local artists are often commissioned to decorate the
instruments using themes which reflect the location or even the local sponsors, bringing in an additional visual
element. Street pianos also change the way people engage with public spaces and allow them to reclaim these
areas by giving them new functions.

F. There was a time when pianos were the main way that people consumed and enjoyed popular music. Many homes
and schools had one, and there were regular occasions for friends and family to gather round for a song - even
in the pub! However, pianos are hard to come by these days. In the 1980s, thirty thousand new pianos a year
were sold in the UK, but that’s now down to five thousand. They simply take up too much space in people’s front
rooms, as well as being expensive. There’s a lot of competition these days too – an electronic keyboard is cheaper
and smaller, not to mention programmable, and we can instantly hear any music we choose on our phones. So,
some street pianos actually offer a useful practice space for would-be pianists.

G. However, it’s no coincidence that street pianos took off around the same time as the first Smart phones appeared.
Street piano performances are well-suited to social media. And as people lead increasingly virtual lives, there’s
a genuine interest in witnessing someone doing something with their hands, or even having a go yourself. "Art
belongs to everyone," says Jerram.

sources: huffpost.com, streetpianos.com, bbc.co.uk, classicfm.com

34/306 FOOOOTERLEFT Learn without forgetting!

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
 HEAAADERLOGORIGHT
1.4 Sight reading

5 Language in context

Read these sentences from the text and use the context to explain the meanings of the phrases in
bold.

1. It’s safe to say that street pianos are having a bit of a moment.

2. Since then, the idea has gone from strength to strength.

3. And as people lead increasingly virtual lives, there’s a genuine interest in witnessing someone
doing something with their hands, or even having a go yourself.

Finish these sentences in a logical way.

... is having a bit of a moment on social media.

Another thing that’s been going from strength to strength is ...

I’d really like to have a go at ...

FOOOOTERRIGHT Learn without forgetting! 35/306

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
HEAAADERLOGOLEFT
1.4 Sight reading

6 Activate

Follow the steps in the diagram to read a second text about musical instruments made from recycled
materials.

36/306 FOOOOTERLEFT Learn without forgetting!

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
 HEAAADERLOGORIGHT
1.4 Sight reading

"The world sends us garbage. We send back music."

The Recycled Orchestra from Paraguay transforms lives around the world

A. Learning a musical instrument is a common rite of passage for many kids. Their parents hope that along the way
they will pick up other valuable qualities: discipline, dexterity, resilience and better concentration. The irony is
that instruments and music lessons are so expensive that these benefits are offered almost exclusively to those
well-off children who are already on track for success. If someone found a way to bring music into the lives of
youngsters with fewer advantages, well, that would be life changing.

B. Favio Chavez did just that. In 2006, the environmental consultant went to work at Cateura, a poor community
of around 40,000 people living and working on Paraguay’s largest rubbish dump. Tons of rubbish arrived daily
from the capital, Asunción. Both adults and children, who were frequently taken out of school to work, made a
living sorting the garbage for recycling. The area suffered from serious social problems – unsafe housing, illiteracy,
pollution and drugs.

C. Chavez started to look around for additional ways he could help the community and started offering free music
lessons, using donated instruments. It soon became apparent that there weren’t enough of these to meet demand.
So, Chavez teamed up with local rubbish picker and carpenter Nicolas "Cola" Gomez to see if they could make
their own.

D. The instruments they came up with were ingenious, if not elegant. An old oil drum became the body of a cello, a
fork the tailpiece of a violin. A metal drainpipe, coins, cans and bottle caps made up a saxophone. Even old X-ray
film found a use as a drumhead, held in place with plenty of tape. These recycled instruments are harder to play,
partly because the materials they use react to changes in temperature. But they work, and they make up a full
orchestra. In an area where a new violin would cost more than a house, this is truly remarkable.

E. The Recycled Orchestra, as it is known, carried on for several years, with Chavez and Cola putting in thousands
of hours as volunteers, in collaboration with Luis Szarán, a Paraguayan musician, conductor and composer. Then,
the project caught the attention of a team of filmmakers led by producer Alejandra Amarilla. She recognised
that the Recycled Orchestra had all the ingredients for an inspirational story and created a short video to post
online to raise money to finance a full-length documentary. The video went viral and in 2015, the award-winning
documentary Landfill Harmonic was released. As a direct result, the Recycled Orchestra were invited to perform
with international stars including Metallica, Coldplay and Stevie Wonder. They have also performed around the
world, playing a classical repertoire alongside folk music, and John Lennon and Frank Sinatra hits. More recently
the group has staged performances near rubbish dumps to call attention to environmental problems.

F. All of this success has meant that more money is available for the project. Chavez has finally been able to draw a
small wage for his work, and funds have been directed to improving homes in the local area. However, the greatest
benefit to the community, Chavez says, is the new respect families show for their children and their education.
The Recycled Orchestra has provided a template for similar projects in other countries including Mexico, Spain
and Burundi. Chavez remarked, "It’s often said that we shouldn’t throw away trash so easily. Well, we shouldn’t
throw people away either."

G. The effect on the young musicians has been transformational. Eighteen-year-old Maria de Jesus Rios is typical.
She says, "Music is the love of my life. Music has taught me so many things. It taught me to be a more disciplined
person." Rios is already teaching violin to young people in her neighbourhood, and she wants to train as a
professional music teacher. She has many happy memories of playing with the orchestra, but the opportunity
to travel and see the ocean for the first time while touring in Brazil was unforgettable.

sources: bbc.co.uk, theguardian.com, npr.org

FOOOOTERRIGHT Learn without forgetting! 37/306

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
HEAAADERLOGOLEFT
1.4 Sight reading

7 Optional extension / homework

Extensive listening is another important activity that will help you prepare for the B2 First exam,
especially if you are not living in an English-speaking country.

Match the sentence halves to complete the advice.

1. Find a short listening (under 5 minutes)

2. Before you start listening,

3. The first time you listen,

4. The second time you listen,

5. If you need extra help answering your questions,

6. You can also use captions or subtitles

7. It can also be helpful to listen to the English audio

8. Follow suggested links to other recordings

a. don’t be afraid to use captions or subtitles.

b. write 2-5 questions that you want to answer.

c. about a topic that interests you.

d. with captions or subtitles in your own language.

e. to explore pronunciation.

f. just try to decide if you can answer your questions.

g. make a note of the answers.

h. to find out more information about the topic.

Use your phone to find English language videos which relate to the topics of the two articles you read
in class today.

38/306 FOOOOTERLEFT Learn without forgetting!

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
 HEAAADERLOGORIGHT

THE WRITE
UNIT 5
STUFF
QrrkoD Scan to review worksheet

Expemo code:
1H4Z-G7AB-DB64

1 Warm up

Read the description of an essay below and complete the text with the correct form of one of these
verbs.

do / explore / include / present / reach / refer / show / specify / support / understand

What is an essay?
1
An essay is a piece of writing that is typically in educational contexts. The writer
2 3
their views on a set subject in order to a teacher or examiner
4
that they it and also that their writing skills are well-developed. Typically, an essay
5 6
the writer’s opinions, by reasons and examples, and may also
7 8
advantages and disadvantages of a particular situation before a
9
conclusion. Essays usually a maximum length or word count. In some contexts, an
10
essay may be to as a composition.

How much experience do you have writing essays in your language? What about in English?

What do you think is the most important thing to remember when writing an essay in English?

2 Reading

An English language teacher has asked their class to write essays about why studying English is so
popular, with a word count of 140-190. Think of three points you think the writer will include.

FOOOOTERRIGHT Learn without forgetting! 39/306

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
HEAAADERLOGOLEFT
1.5 The write stuff

Read the model answer and see if the writer included any of the points you predicted.

Model essay

The study of English as a foreign language has become very popular in the last twenty
years. Almost everyone in my country has to study English until the end of high school,
and many have been learning since they were babies. There are several reasons why
people want to study this language.

The first reason is related to their future careers. Lots of professions these days require a
minimum level of English. This is not surprising for occupations like tourism or education,
but advertisements for some jobs ask for good English even in a post where the worker
won’t be using this language day to day. In the same way, many international universities
require their students to have a high level of English for all of their degrees, not just the
ones that are taught in this language. A third reason for the popularity of English is that it
offers speakers the chance to communicate with people from all over the world. It’s
always possible to find an English speaker when you travel internationally, whether you
want to check in to a hotel, ask for medical help or just pass the time with someone.

At the moment, English is an important life skill. However, no one knows if this will be
true in ten, twenty or fifty years.

Which of these comments do you think the teacher made about the essay?

a. I’m afraid that you didn’t understand the question. When I wrote the instructions, I wasn’t
expecting such a personal response. Furthermore, it’s not appropriate to use informal language in
this assignment. I’d like you to come to see me to talk about how you can improve this piece of
writing.
b. This essay shows that you have considered the question well and you have provided some good
ideas and organised them logically. However, it’s too short. You could include some more detailed
examples and you develop the conclusion more.
c. Your essay relates well to the instructions, and you’ve made some good points and explained your
reasons. You have organised the text into three paragraphs, but I think the middle one is too long.
I also believe that you have written well over 200 words, which is more than I asked for.

40/306 FOOOOTERLEFT Learn without forgetting!

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
 HEAAADERLOGORIGHT
1.5 The write stuff

3 Language in context
One of the things that examiners are looking for when they mark your writing for exams is the range
of vocabulary that you know. The model answer used a range of language to refer to jobs and work.
Read the sentences and match each word in bold with the best meaning.

1. The first reason is related to their future careers.

2. Lots of professions these days require a minimum level of English.

3. This is not surprising for occupations like tourism or education, ...

4. ... but advertisements for some jobs ask for good English even in a post where the worker won’t
be using this language day to day.

a. jobs that need a high level of education, training or skills

b. a job or series of jobs that someone does in their working life, often in one professional area

c. the specific job that someone does in an organisation

d. a particular type or area of work

How many words can you think of that refer to exams?

4 Language point
Part 1: Writing effectively involves understanding a range of language points and demonstrating your
knowledge. Read the introduction to the model essay in the box and answer the questions about
sentences and paragraphs.

The study of English as a foreign language has become very popular in the last twenty years.
Almost everyone in my country has to study English until the end of high school, and many
have been learning since they were babies. There are several reasons why people want to
study this language.

1. How many sentences are there?

2. How do we show the end of one sentence and the beginning of another?

3. A sentence should contain one or, at most, two complete ideas. Which sentence contains two
ideas?

4. Why are sentences important?

5. Why is the last sentence included in this introduction?

6. What is a paragraph?

7. Why are paragraphs important?

8. How can we show we are starting a new paragraph?

FOOOOTERRIGHT Learn without forgetting! 41/306

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
HEAAADERLOGOLEFT
1.5 The write stuff

Part 2: We have already seen that punctuation is important in writing. Match the names of the
punctuation marks with the examples.

Part 3: Decide if these statements are true or false.

1. Add a comma to indicate a place where you pause if you are speaking aloud.

2. Colons introduce a list of items and semicolons join two related clauses together.

3. Exclamation marks are appropriate in both formal and informal writing.

4. If you report someone’s exact words, you need to use quotation marks.

5. In American English, there is another word for full stop.

6. Question marks are used with reported questions.

7. The opposite of an upper-case letter is called a little-case letter.

8. We can indicate possession with an apostrophe + s.

9. We only use capital letters to start sentences.

10. You should use a hyphen if you need to write any word with more than two syllables.

Are any of these used differently in your language?

42/306 FOOOOTERLEFT Learn without forgetting!

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
 HEAAADERLOGORIGHT
1.5 The write stuff

Part 4: When teachers mark students’ writing, they often use a correction code. This one is very
popular. What do you think each mark means?

1. GR →

2. T→

3. WW →

4. WO →

5. SP →

6. P→

7. word →

8. ^→

9. N→

How important do you think it is for your teacher to indicate that you have done something well?

How can they do this?

5 Something to think about

If you want to do well in the B2 First writing exam, you have to take responsibility for yourself. Here
are some useful tips.

FOOOOTERRIGHT Learn without forgetting! 43/306

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
HEAAADERLOGOLEFT
1.5 The write stuff

6 Activate
An English language teacher has asked their class to write essays about why English exams are so
important, with a word count of 140-190.

First, read the model essay. Then correct the underlined mistakes 1-9. Finally, find and correct three
more mistakes to make a total of twelve.

Model essay

No matter how much you enjoy your English lessons, 1. someone who likes taking exams is
unusual (N). Even so, there are times that an exam will really help you get 2. forward (WW)
in life.
One reason that many people take exams is that they are required to show a particular
level of English to even apply for work or study. For 3. the example, many 4. profession’s (P)
require a minimum level of B2 in English and if people want to study for a degree that is taught
in English, they often need to show 5. even higher level (^). Another related reason is that
many people 6. need to use English actually (WO) on a day-to-day basis in their post, perhaps
e-mailing, making phone calls or 7. deal (GR) with customers face to face. Passing an exam
in English, especially one that evaluates this skills, can ensure that they have the confidence
to do their duties. Outside of work and study, formal exams may serve to motivate students
who feel like they’re not making progress. The pressure of preparing for an exam and the 8.
sucess (SP) they 9. felt (T) when they pass, can bring new life to their English journey.
In conclusion, exams play important part in our lives and bring many different benefits,
even if it is stressing preparing for them.

Which of these mistakes do you think you would have made?

What comments would you make about these aspects of the model answer?

• response to instructions
• word count
• use of paragraphs
• vocabulary

44/306 FOOOOTERLEFT Learn without forgetting!

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
 HEAAADERLOGORIGHT
1.5 The write stuff

7 Optional extension / homework

Students usually have lots of questions about the writing paper. Match the sentence halves to find
out more about this part of the exam.

1. These days a lot of people aren’t used to writing much by hand

2. As long as your handwriting is easy to read,

3. You won’t lose points for the style of handwriting you use –

4. Your usual handwriting is fine even if it’s in all UPPER CASE (CAPITALS),

5. You can change what you’ve written on the exam paper

6. For the writing paper, you are required to use

7. You can use a pencil on the Use of English, reading and listening papers,

8. Some students are surprised that they can’t

9. Mobile phones are not allowed in the exam either

10. In some test centres, a computer-based test is offered

a. and make sure you have an eraser too.

b. it will be acceptable to the examiner.

c. if you cross it out clearly and show where the new words are.

d. so you won’t need to write by hand.

e. so you may need to practise before the exam.

f. bring a dictionary to the exam, but this is the rule.

g. because they might be used to cheat or to help others cheat.

h. a black or blue pen and you should bring your own.

i. both printed and joined-up (cursive) writing are allowed.

j. although you can write in lower case too (using capitals as appropriate).

Did any of these rules make you feel surprised? Relieved? Angry?

Do you have any other questions about the B2 First exam?

FOOOOTERRIGHT Learn without forgetting! 45/306

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
This page intentionally left blank.
 HEAAADERLOGORIGHT

SPEAKING
UNIT 6
101
QrrkoD Scan to review worksheet

Expemo code:
1H4Z-G7AB-1D81

1 Warm up

You will have to demonstrate your speaking skills on the B2 First exam. In many ways, this is similar
to a job interview or university application interview. Read what happened to five people in these
contexts and say why this occurred and what the result might be.

1. Everyone in the waiting room was wearing a suit, but I was in jeans and a T shirt. At least it was a
clean T shirt!

2. I didn’t know how many parts there were on the speaking exam, so I was surprised when it was
over so quickly!

3. My interview was scheduled for 10:30, but my train was delayed, and then I couldn’t find the right
room. I didn’t arrive until 10:35.

4. My phone rang just as I was going into the interview. Funnily enough, it was my dad, wishing me
luck.

5. When they asked me about why I wanted the job, I told them it was really all about the money. It
was a joke, but no one laughed.

Have you experienced any of these situations or something similar? What else might go wrong in this
type of situation?

2 Listening

You are going to listen to a podcast called Life Skills, where an expert is giving advice about succeeding
at interviews. Predict three pieces of advice you will hear. Listen and check your ideas.

FOOOOTERRIGHT Learn without forgetting! 47/306

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
HEAAADERLOGOLEFT
1.6 Speaking 101

These notes summarise the advice Dr Cynthia Snow gives. Complete each item with a short phrase
from the recording. Listen again to check your ideas.

BODY LANGUAGE

A. How you sit:

→ sit up straight

1
→ have a good view of

→ keep your feet on the floor

B. Your face:

→ smile to show that you’re happy to meet new people and have a chance to

2
→

3
→ with the interviewers

C. Your hands:

→ find a relaxed position

4
→ only move your hands to help make

QUESTIONS AND ANSWERS

A. Listen!
5
→ it’s very rude to

6
→ you can always ask the interviewer to the question again

B. Respond:

7
→ speak in full sentences and include

8
→ don’t keep going when you’ve said

9
→ make sure the volume of your voice is

→ you also shouldn’t speak too fast

10
Main tip: before the interview!

Which do you think is the most useful advice for you to prepare for the B2 First exam?

Which advice is the most difficult to follow? Why?

Is there any important advice that you think is missing from the recording?

48/306 FOOOOTERLEFT Learn without forgetting!

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
 HEAAADERLOGORIGHT
1.6 Speaking 101

3 Language in context

Read these sentences from the text and use the context to explain the meanings of the phrases in
bold.

1. It’s such a shame if they fall at the last hurdle.

2. Is there any other aspect of body language that I need to bear in mind?

3. This is not a weakness; on the contrary, it’s showing that you understand effective communication.

What situations do you think these sentences are referring to?

1. She passed all of her exams and got loads of practical experience at the hospital, but she fell at
the last hurdle and decided to train as a nurse instead.

2. I’d just like you to bear in mind that you’re not the only person living in this house.

3. You’re probably thinking that I don’t like Guido. On the contrary, I think he’s adorable, but I’m very
allergic.

4 Something to think about

If you want to do well in the B2 First speaking exam, you have to take responsibility for yourself. Here
are some useful tips.

FOOOOTERRIGHT Learn without forgetting! 49/306

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
HEAAADERLOGOLEFT
1.6 Speaking 101

5 Language point

Pronunciation is an important part of speaking in exam contexts, but it is also key to listening effectively
too. Read about these reasons why spoken English can be difficult to understand, especially in fast,
natural speech.

→ linking of the final consonant sound of one word with the beginning vowel sound of the next word
making it difficult to recognise that there are two separate words.
→ not pronouncing a particular sound in a word or short phrase, also called elision.
→ unstressed/weak pronunciation of some words in sentences, meaning they are said more quickly
and at a lower volume and tone.

Match each item A-F in the first sentences of the recording with one of the three points above.

Hi guys! After a summer break, your A) favourite podcast Life Skills B) is back and, C) as ever, we’ve
got lots of great ideas about how you can win at all those tricky situations that life D) throws at you.
Today, we’re E) going to be talking about interviews – job interviews, college or university interviews,
and even speaking exams. F) Let’s welcome our expert, Dr Cynthia Snow. Hello Cynthia!

Listen to the first part of the recording again to check your ideas. Can you identify any other examples
of the features in these sentences?

Practise saying the sentences in the same way as the speaker in the recording.

6 Activate

You are going to practise applying the advice from the podcast in an interview situation. Work in A/B
pairs. Make sure you are looking at the right page of the worksheet (A, page 4, B, page 6).

Student A will ask Student B the questions below. These relate to topics that might appear on the B2
First exam.

• Work and study: Are you working or studying at the moment? What are your plans for the future?
• Friends: Do you like to spend time with a few special friends, or do you prefer having a wider circle
of people to spend time with?
• Transport: How much time do you spend travelling around your town or city during a typical week?
What type of transport do you use?
• TV and books: How often do you watch TV? What types of shows do you enjoy?
• Phones: Do you use your phone a lot? What for?

First, Student A will be the examiner and Student B will be the candidate. Practise coming into the
room, sitting down and asking and answering all the questions on Student A’s page.

50/306 FOOOOTERLEFT Learn without forgetting!

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
 HEAAADERLOGORIGHT
1.6 Speaking 101

Then change roles, using the other set of questions on Student B’s page.

How did you do? Complete the table on page 5 and answer the final question.

Interview skills yes mostly no

Sitting I sat up straight,

had a good view
of everyone in
the room and
kept my feet on
the floor.

Your face I smiled and

made an
appropriate
amount of eye
contact with the
interviewer.

Your hands My hands were

relaxed, but I
sometimes used
them to help
make a point.

Listening I listened to the

questions
without
interrupting and I
asked for
repetition or
explanation if I
needed to.

Responding I spoke in full

sentences and
gave reasons and
examples. I
stopped talking
when I had
answered the
question. My
voice was loud
enough, and I
didn’t speak too
quickly.

FOOOOTERRIGHT Learn without forgetting! 51/306

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
HEAAADERLOGOLEFT
1.6 Speaking 101

What is the most important thing that you need to do to improve before the exam? How can you do
this?

Student B will ask Student A the questions below. These relate to topics that might appear on the B2
First exam.

• Work and study: Are you working or studying at the moment? What do you enjoy the most about
what you’re doing?
• Friends: What’s the best way to make friends? Do you think social media friends are real?
• Transport: How do most people like to travel around your town or city? How could transport be
improved there?
• TV and books: Do you enjoy reading? What types of things do you like to read?
• Phones: How difficult is it for you to spend time without looking at your phone? Do you think
some people have a problem with this?

First, Student A will be the examiner and Student B will be the candidate. Practise coming into the
room, sitting down and asking and answering all the questions on Student A’s page.

Then change roles, using the other set of questions on Student B’s page. How did you do? Complete
the table on page 5 and answer the final question.

52/306 FOOOOTERLEFT Learn without forgetting!

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
 HEAAADERLOGORIGHT
1.6 Speaking 101

Interview skills yes mostly no

Sitting I sat up straight,

had a good view
of everyone in
the room and
kept my feet on
the floor.

Your face I smiled and

made an
appropriate
amount of eye
contact with the
interviewer.

Your hands My hands were

relaxed, but I
sometimes used
them to help
make a point.

Listening I listened to the

questions
without
interrupting and I
asked for
repetition or
explanation if I
needed to.

Responding I spoke in full

sentences and
gave reasons and
examples. I
stopped talking
when I had
answered the
question. My
voice was loud
enough, and I
didn’t speak too
quickly.

What is the most important thing that you need to do to improve before the exam? How can you do
this?

FOOOOTERRIGHT Learn without forgetting! 53/306

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
HEAAADERLOGOLEFT
1.6 Speaking 101

7 Optional extension / homework

As you prepare for the B2 First exam, you will learn new words and you need to be able to talk about
how to pronounce them. Your teacher may also want to correct your pronunciation from time to time.
Knowing the sounds of English will help you to recognise and produce correct pronunciations.

Examine the chart and practise saying the sounds and examples. Most of the words appeared in this
lesson.

1. Which do you find difficult?

2. Are there any sounds on the chart that you don’t have in your language?
3. Can you add any other words to the chart?

You might also want to start a page in your vocabulary notebook to record new words which share
the same sounds. Which sound would you start with?

54/306 FOOOOTERLEFT Learn without forgetting!

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
 HEAAADERLOGORIGHT
1.6 Speaking 101

FOOOOTERRIGHT Learn without forgetting! 55/306

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
This page intentionally left blank.
 HEAAADERLOGORIGHT

PART 2

FOOOOTERRIGHT Learn without forgetting!

57 / 306
Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
This page intentionally left blank.
 HEAAADERLOGORIGHT

SPICES UNIT 1

QrrkoD Scan to review worksheet

Expemo code:
1H4Z-G7AB-BC34

1 Warm up

Match the pictures of these useful spices with the descriptions on the next page.

1. cinnamon 2. coriander 3. cumin 4. ginger

5. paprika 6. saffron 7. pepper 8. turmeric

1. To produce this spice, the berries of this vine from southwest India are dried
and ground into a powder. Lots of people use a grinder to do this at home.

FOOOOTERRIGHT Learn without forgetting! 59/306

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
HEAAADERLOGOLEFT
2.1 Spices

2. The roots of this plant, originally from Southeast Asia, add a warm and fiery
taste to food. It can also be used as a tea to help with stomach problems.
3. The small flat seeds are used to give food a warm, earthy flavour. They come
from a plant that’s in the same family as the carrot and is easy to grow all over
the world.
4. This spice is made from the inner bark of a family of trees which grow on
tropical islands like Sri Lanka and Indonesia. The smell might make you think
of Christmas.
5. Native to southern India and Indonesia, the bright orange roots of this plant
have a warm taste. They are used in cooking as well as in medicine and
makeup.
6. This plant, originally grown in the Mediterranean and Middle East, is now
used in a variety of different cooking traditions. You have to toast the round
seeds to release the flavour.
7. This is actually made from a type of small purple flower and has been used
in cooking for several thousand years. It gives rice dishes a beautiful yellow
colour but it’s extremely expensive.
8. This plant comes from Mexico, although the spice now features in lots of
different types of European cooking. This family of plants is also responsible
for a range of other spices including chilli powder.

Answer the following questions in pairs.

1. Which of these would you use to bake a cake?

2. Would you use any of these to make a typical dish from your country?

3. What other types of cooking do you associate with each of these spices?

4. Which one of these comes in a range of colours?

5. Which one of these can also be used as a fresh herb?

60/306 FOOOOTERLEFT Learn without forgetting!

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
 HEAAADERLOGORIGHT
2.1 Spices

2 Language point

Part 1: Complete the sentences with words from the box.

aim / approve / belong / boast / comment / cooperate

1. Does this purple coat to you? It’s on your chair.

2. I wish he wouldn’t about his Ferrari all the time.

3. If we don’t with the client on this project, we can’t expect to be successful.

4. My parents don’t really of my sister’s partner because he doesn’t have a degree.

5. The mayor didn’t want to on the situation, but she did answer a few questions.

6. You need to be sensible about what you for in life. Think about how you can earn
enough money to support yourself.

What type of words are these?

Part 2: Complete the sentences with words from the box.

disappointed / enthusiastic / fond / hooked / responsible / sensitive

1. Have you seen that new crime show on TV on Tuesday nights? I’m totally on it
– I can’t wait for the next episode.

2. I’m going to miss our neighbours when they move. I’ve grown really of them.

3. This pizza is not very good. I have to say I’m rather with it, considering the price.

4. What I like about working with you is that you’re always so about everything.

5. Whatever you do, don’t say anything negative about her work. She’s very to
criticism.

6. Who is for the mess in the kitchen? I thought the rule was that we cleaned up
after ourselves.

What type of words are these?

FOOOOTERRIGHT Learn without forgetting! 61/306

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
HEAAADERLOGOLEFT
2.1 Spices

Some verbs and adjectives are followed by certain prepositions. You need to know which ones go
together so you can use this vocabulary accurately. Use the information in the exercises to complete
the table.

verb adjective + preposition

1
boast about
2 3
for
4 5
of
6 7
on
8 9
to
10 11
with

Work in pairs. Test your partner on the prepositions that follow each item.

3 Use of English part 1

Paper 1 contains both Use of English and Reading parts. The first Use of English task is part 1 and
contains eight gapped sentences with four multiple-choice options. On the answer sheet you mark
your choice A, B, C or D with a pencil. Each correct answer in this part is worth 1 point.

62/306 FOOOOTERLEFT Learn without forgetting!

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
 HEAAADERLOGORIGHT
2.1 Spices

4 Mini task

Before you try a full practice task for part 1, read this shorter text and choose the correct answer: A,
B, C or D. Follow the tips you have just read.

Then compare your answers and what you underlined or highlighted with a classmate.

Explain your thinking. Can you tell what language area each question is testing?

1
Turmeric is trending on social media. The plant it is produced from belongs the ginger family
and it is widely used in Indian cooking. The health benefits of this spice are well-documented, and as
2 3
very few people are to it, it’s safe to use. you use fresh or powdered turmeric, be
careful because the colour can permanently stain clothes and kitchen utensils.
1. A. to B. from C. of D. with
2. A. sensible B. sensory C. sensitive D. sensed
3. A. Whether B. Unless C. Although D. Both

FOOOOTERRIGHT Learn without forgetting! 63/306

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
HEAAADERLOGOLEFT
2.1 Spices

5 Practice
Read the text and decide which answer (A, B, C or D) best fits each gap (1-8). Mark your answers A,
B, C or D.

The most valuable spice in the world

1
I’ve been about saffron ever since I tried out my first authentic Spanish paella on holiday.
2
The next morning, I went shopping for some to bring home. It smelled dried grass, but, to
my surprise, a tiny box set me back much more than a good bottle of wine.
3
Saffron is actually more expensive than gold! This is because it has to be collected by from
4
individual flowers and these plants can’t reproduce without help. They only bloom once a
year, in October, and these days most is grown in Iran. The crop is so profitable that there is a lot of
5
fake saffron on the , made from another type of flower. I bought some of this once by mistake
6
and was really disappointed it.
7
If you’re aiming recreate the taste of exotic holidays at home, your best bet is to ask a Spanish
8
friend to point out a good brand. If your friend of it, it’s likely to be worth the money.
1. A. eager B. keen C. enthusiastic D. loving
2. A. as B. seem C. like D. similar
3. A. hands B. handle C. hand D. person
4. A. human B. man C. personal D. their
5. A. store B. shop C. market D. sale
6. A. about B. with C. for D. of
7. A. about B. for C. on D. to
8. A. likes B. approves C. takes D. wants

6 Language in context
Read the sentences from the text and explain what the words or phrases in bold mean.

1. ... ever since I tried out my first authentic Spanish paella on holiday.

2. ... to my surprise, a tiny box set me back much more than a good bottle of wine.

3. ... ask a Spanish friend to point out a good brand.

Finish these sentences in a logical way.

I’ve been trying out a new way to ...

A really nice meal in a restaurant in my hometown will set you back ...

The tour guide pointed out an interesting ...

64/306 FOOOOTERLEFT Learn without forgetting!

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
 HEAAADERLOGORIGHT
2.1 Spices

7 Optional extension

On the second part of the writing paper, you may be asked to write a review. Read the task instructions
along with the student’s answer and add eight missing prepositions.

Ginger and Spice

These long winter evenings really make me hungry for something warm and satisfying. So,
when my friend pointed a new curry house near the university, I knew I had to try it.
The chef and businesswoman responsible Ginger and Spice is Chaula Patel. She greeted
us personally and was soon boasting the specials board, which has more than three vegan
options. Now, I’m not a vegan but I am fond vegan food, so I ordered the root vegetable
curry. I have to say that I’m absolutely hooked this dish - its warm earthy flavour and complex
notes of cumin, coriander, turmeric and ginger really hit the spot. In fact, I returned several
times for lunch in the following week and ordered it again. That means I can’t really comment
the rest of the menu, but I’m sure it will be delicious.
Even better, a meal at Ginger and Spice won’t set you much. I spent less than £20 including
a tasty starter and drinks, and my friend and I also shared a lovely dessert. Run, don’t walk,
to Ginger and Spice to beat the winter blues!

Find expressions with these meanings in the review.

1. a part of the menu that changes daily:

2. was exactly what I needed:

3. overcome the sad feelings caused by cold weather:

FOOOOTERRIGHT Learn without forgetting! 65/306

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
This page intentionally left blank.
 HEAAADERLOGORIGHT

REDHEADS
UNIT 2

QrrkoD Scan to review worksheet

Expemo code:
1H4Z-G7AB-3454

1 Warm up
Choose the best answer to complete the sentences about redheads.

1. Around the world, red is the least common natural hair colour, at only 0.5% / 1% / 2% of the global
population.

2. In the British Islands / Isles / Aisles, a higher percentage of people are redheads, although it’s a
bit less clear what the exact figures are.

3. The country with by far the greatest proportion of redheads is Ireland, at 8% / 10% / 12% of the
population.

4. Scotland also has a lot of redheads, but not nearly as many as Ireland – estimates suggest the rate
is around 4% / 5% / 6%.

5. With the exception of Ireland and Scotland, red hair is more common in England than almost
anywhere else in the world at 3% / 4% / 5%.

6. The country with the highest number of individual redheads is Canada / Ireland / the United
States.

7. Every August, the Dutch city of Tilburg hosts a three-day / four-day / week-long festival of
redheads based on the values of connection, pride, and recognition. The 2023 festival was the
best yet.

8. While red is the natural hair colour that the fewest people have, sales of red hair dye are strong.
The colour is the most popular it’s ever / never / always been!

Answer the questions in pairs or small groups.

1. Is red hair common in your country?

2. What do you think the most common hair colours are around the world?

FOOOOTERRIGHT Learn without forgetting! 67/306

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
HEAAADERLOGOLEFT
2.2 Redheads

2 Language point

Part 1: We often need to make or understand comparisons on the B2 First exam. Read the sentences
below and do the tasks that follow.

1) Regular adjectives

• ... a higher percentage of people are redheads.

• ... red hair is more common in England ...
• The country with the highest number of individual redheads ...
• The colour is the most popular it’s ever been!

Explain how we form regular comparative and superlative adjectives.

2) Irregular adjectives

• The 2023 festival was the best yet.

What is the base-form of the adjective shown in bold?

What other irregular adjectives do you know?

3) "the smallest"

• Around the world, red is the least common natural hair colour ...

Sometimes we want to say that something has the smallest value. What’s the comparative form of
this adjective?

4) Quantifiers

• While red is the natural hair colour that the fewest people have ...

We also use comparatives and superlatives as quantifiers, to talk about how much / many. We use
fewer / the fewest for countable nouns. What do we use for uncountable nouns?

68/306 FOOOOTERLEFT Learn without forgetting!

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
 HEAAADERLOGORIGHT
2.2 Redheads

5) Adding extra information

• ... although it’s a bit less clear what the exact figures are.
• The country with by far the greatest proportion of redheads is Ireland ...
• Scotland also has a lot of redheads, but not nearly as many as Ireland ...

In some comparative/superlative structures, we add extra information. Note that in expressions with
as ... as we don’t use the comparative form of the adjective.

Part 2: Add the expressions in bold from these sentences to the table below. Repeat all the comparative
sentences in the exercise. Practise making more sentences using the other forms in the table.

a big difference: A is more a great deal, much, quite a lot, + comparative adjective + than
than B far

a big difference: A is less than nothing like as ... as, not nearly + (not) as + base form adjective
B as ... as + as

a big difference between A without question, far and + superlative adjective

1
and other groups away,

2
a small difference: A is more , a little, + comparative adjective + than
than B slightly

a small difference: A is less not quite as ... as, + (not) as + base form adjective
3
than B , almost as ... + as
as

Make comparisons between different hair colours (blonde, red, brown and black) by using these
expressions.

• Example: Where I live, there are a quite a lot more people with brown hair than with blonde hair.

FOOOOTERRIGHT Learn without forgetting! 69/306

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
HEAAADERLOGOLEFT
2.2 Redheads

3 Use of English part 2

Paper 1 contains both Use of English and Reading parts. The second Use of English task is part 2 and
contains a text with eight gaps – you must supply one missing word. Each correct answer in this part
is worth 1 point.

4 Mini task

Before you try a full practice task for part 2, read this shorter text and complete the sentences with
one missing word. Follow the tips you have just read.

My younger sister has 1) question the most beautiful ginger hair that I have ever seen.
Although she was sometimes teased at school, I think she’s very lucky. Red hair is extremely unusual,
just 2% of people worldwide have it. 2) , in some countries the percentage is a great
deal higher. This hair colour is rare because 3) parents have to pass on a copy of the
MC1R gene to their children.

Compare your answers and what you underlined or highlighted with a classmate. Explain your thinking.
Can you explain what language area each question is testing?

How confident are you to try the full practice task?

70/306 FOOOOTERLEFT Learn without forgetting!

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
 HEAAADERLOGORIGHT
2.2 Redheads

5 Practice
Read the text and think of the word which best fits each gap. Use only ONE word in each gap. Write
your answers in CAPITAL LETTERS on the answer sheet.

Factfile: red hair

Not many people know that ginger hair is actually far thicker than other colours, but to make up for
this, redheads often have less hair on their heads than everyone 9) . People with red
hair are much more likely to have brown eyes than blue.

If you have red hair, you tend 10) be more sensitive to hot or cold temperatures. As
this hair colour is also associated 11) fair skin, you 12) have to take
care to stay out of the sun. However, your body can produce its own Vitamin D, 13)
means that you don’t need to receive the same amount of sunlight as the rest of 14) .
Doctors report that it can be more difficult to put redheads to sleep before an operation. This may be
related to the fact that they are not quite 15) sensitive to pain as other people.

My sister’s favourite fact about redheads is that they don’t go grey when they get old. Their bright
beautiful hair will just fade to a lovely rose-gold colour. And is it true that redheads have a fiery
personality? Let’s just say that my sister is by 16) the scariest person I know when
she’s angry.

6 Language in context
Read the sentences from the text and explain what the words or phrases in bold mean.

1. This hair colour is rare because both parents have to pass on a copy of the MC1R gene to their
children.

2. Not many people know that ginger hair is actually far thicker than other colours, but to make up
for this, redheads often have less hair ....

3. ... you ... have to take care to stay out of the sun.

Work in pairs to think of examples of these things.

Something you’d like to pass on to a future generation.

Something you might do for a friend to make up for them missing a holiday.

Reasons why you might stay out of the water at the beach.

FOOOOTERRIGHT Learn without forgetting! 71/306

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
HEAAADERLOGOLEFT
2.2 Redheads

7 Optional extension

In part 3 of the B2 First Speaking paper, you work with your partner to evaluate different ideas to
find the solution to a problem. You will learn more about how to do this later in the course, but it will
be helpful to get some practice now.

Examiner:

Now, I’d like you to talk together about something for two minutes. I’d like you to imagine
that a friend has had a haircut that she feels very unhappy with. Here are some ideas she is
considering now, and a question for you to discuss. First you have some time (15 seconds) to
look at the task.

Now, talk to each other about how these ideas might help your friend (2 minutes).

Thank you. Now you have a minute to decide which idea would be the best thing for your
friend to try.

72/306 FOOOOTERLEFT Learn without forgetting!

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
 HEAAADERLOGORIGHT

HORSE UNIT 3

POWER
QrrkoD Scan to review worksheet

Expemo code:
1H4Z-G7AB-39D7

1 Warm up

These photos show working horses. Work in pairs to talk about the photos. Say what the horses are
doing and where you think the photos were taken. Compare and contrast the work the horses are
doing.

Picture A Picture B Picture C

Answer the following questions.

1. What other jobs do working horses do?

2. Are there any working horses where you live? What type of work do they do?

3. What are the advantages of using horses for some types of work? Are there any disadvantages?

FOOOOTERRIGHT Learn without forgetting! 73/306

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
HEAAADERLOGOLEFT
2.3 Horse power

2 Language point

The B2 First exam specifically tests your knowledge of word families in the Use of English paper, but
this language area is also important in all other parts of the exam. You need to know how to form
various words that share the same stem by using suffixes (added to the end of words) and prefixes
(added to the beginnings). Use the words from the box to complete the notes.

• Forming nouns

a. Abstract nouns formed from verbs: excitement,

b. Abstract nouns formed from adjectives: safety,

c. People nouns formed from verbs: teacher,

d. Note that some words have an internal change: long changes to

• Forming adjectives and adverbs

a. Adjectives formed from verbs (participle adjectives): surprised,

b. Adjectives formed from nouns: numerous (this also has a slight internal change),

c. Adjectives with suffixes that add extra meaning: hopeless,

d. Many adverbs are formed from adjectives like this: quickly,

e. But be careful: some -ly endings are adjectives: friendly,

• Prefixes

These change the meaning of a word, not its grammar.

a. Many adjectives form opposites like this: unhappy, inconvenient,

b. Sometimes the spelling of the stem word affects the choice of prefix: irresponsible, impatient,

c. Verbs also form opposites with prefixes: disagree,

d. Prefixes bring additional meanings to some words: rewrite, pre-booked,

Underline the suffixes and prefixes. Think of more examples.

74/306 FOOOOTERLEFT Learn without forgetting!

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
 HEAAADERLOGORIGHT
2.3 Horse power

3 Use of English part 3

Paper 1 contains both Use of English and Reading parts. The third Use of English task is part 3 and
contains a text with eight gaps – you must supply the correct form of the stem word you are given.
Each correct answer in this part is worth 1 point.

4 Mini task
Before you try a full practice task for part 3, read this shorter text and use the word given in capitals
to form a word that fits in the gap. Follow the tips you have just read.

People in France are getting used to seeing horses working in the countryside again as wine producers
1) DISCOVER the benefits of these animals. Their great 2) STRONG allows
them to do the same work as a tractor, but horses are able to work around the young vines without
damaging them or the soil. Although horses aren’t the cheapest option, changes in wine 3)
CONSUME over the last few years mean that this model is economically successful.

Compare your answers and explain your thinking.

Can you see any other words in the text which could have been chosen for this exercise?

How confident are you to try the full practice task?

FOOOOTERRIGHT Learn without forgetting! 75/306

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
HEAAADERLOGOLEFT
2.3 Horse power

5 Practice

Read the text and use the word given in capitals to form a word that fits in the gap. Write your answers
in CAPITAL LETTERS.

The return of the horse

The clip-clop of horse feet on the pavement has now become a familiar sound in some French towns.
Certain jobs which are usually carried out by motorised vehicles are now being performed by horses,
with 17) SURPRISE positive results.
This is part of a plan to make cities better places. Horse-drawn vehicles that travel around narrow
streets collecting household rubbish and recycling create no 18) POLLUTE and are
quiet enough to use in the early morning or late at night, unlike the usual 19) NOISE
rubbish collection trucks. In any case, most city 20) RESIDE welcome this sound –
many have even described it as magical. Horses are also being brought in to take children to and from
school every day, replacing 21) SUSTAINABLE petrol-fuelled buses and vans. This is
all part of a movement to encourage people to slow down and lead less 22) STRESS
lives. Local governments have found that their 23) EMPLOY are very positive about
the scheme, but there is a need for workers to 24) TRAIN so that they can understand
and work with the horses safely while they do their job in a new way.

6 Language in context

Read the sentences from the text and explain what the words or phrases in bold mean.

1. Certain jobs which are usually carried out by motorised vehicles ...

2. Horses are also being brought in to take children to and from school every day ...

3. This is all part of a movement to encourage people to slow down ...

Explain why people might do these things. Try to think of two or more reasons.

1. A hospital carries out tests on a patient.

2. A company brings in a new manager.
3. The staff at a train station ask someone to slow down.

76/306 FOOOOTERLEFT Learn without forgetting!

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
 HEAAADERLOGORIGHT
2.3 Horse power

7 Optional extension

Read the essay task and the model answer. Then find items from the text that could be used to create
a word formation exercise similar to the ones you have worked on during this lesson.

You have been talking about working animals in your English class. Now your English
teacher has asked you to write an essay.

Many cities in the world use horses to do different types of work. Why do people want to
use these animals as taxis, in rubbish collection or to deliver goods to shops?

1. access
2. environmental issues
3. your own idea: positive public response

Model answer

Before the invention of heavy machinery, horses did all the hard work. These days, some cities
are bringing back horses to provide transport, collect rubbish and deliver goods to shops.
There are a number of benefits to using horses in these ways.
The first advantage is that horses find it easy to move around old cities where accessibility
is an issue. This is the same reason that horses find employment in the forestry industry,
as they can move around easily in the narrow spaces between the trees. People have also
realised that horses are an environmentally friendly option, as they do not use energy like
other vehicles, although they sometimes receive electrical assistance if they are pulling heavy
loads.
The public has responded extremely well to the introduction of working horses in some
places and this brings further advantages. People enjoy seeing the horses around them and
many find the sound of their feet on the streets relaxing.
Of course, there are also some disadvantages. For example, there is a need for workers to
receive training so that they can handle the horses confidently. Nonetheless, working horses
in cities are growing in popularity.

FOOOOTERRIGHT Learn without forgetting! 77/306

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
This page intentionally left blank.
 HEAAADERLOGORIGHT

IF YOU UNIT 4

SAY SO
QrrkoD Scan to review worksheet

Expemo code:
1H4Z-G7AB-6257

1 Warm up

When was the last time you had problems understanding someone or they couldn’t understand you?
Explain what happened. What strategy did you use to overcome the problem?

Sometimes you need to say the same thing in a different way. Listen to four short dialogues and
choose the strategy that is used. One item is extra.

a. present a difficult idea at an easier level →

b. speak up - the listener might have a hearing problem →

c. make your message more formal (or informal), to suit the situation →

d. just give the main points →

e. rephrase one important idea →

FOOOOTERRIGHT Learn without forgetting! 79/306

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
HEAAADERLOGOLEFT
2.4 If you say so

2 Language point
Read these sentences from the recording and choose the best option to complete each one.

1. I had such a hard difficulty / problem / time / work setting up the computer!

2. If Mikey takes a toy away from you, can / just / only / try choose another one.

3. I mean, that book isn’t light / narrow / short / small enough to fit in my bag - the book is, like, too
big.

4. Let’s put the table under the window and than / then / therefore / thus we can at least fit three
chairs around it.

5. We can get four chairs in here because / because of / due to / through the window isn’t taking
up one side of the table.

The information in sentences 1-5 is rephrased below. Add one missing word to complete each sentence.

1. ... it was so that I nearly gave up ...

2. It doesn’t really matter so as you find another toy to play with.

3. That book is so !

4. ... we need to change the furniture around so we can all eat together in the
evenings.

5. I think the table would be better in the middle of the room, so to make room for
four people to sit down.

What do you notice about the rephrased sentences?

Being able to rephrase information is a useful skill in real-life and is also tested on the B2 First Use
of English paper, part 4. You need to be able to rephrase structures like these, as well as a range of
grammatical forms including active and passive, direct and reported speech, and present perfect and
past simple.

1. Make this sentence passive: The local government banned cars from the city centre at a meeting
last night.

2. Change this direct speech to reported speech: Tina asked me, "Do you like cycling?"

3. Rephrase this message using present perfect: I started dating my girlfriend exactly a year ago.

4. You also need to be able to rephrase a message using different vocabulary. What phrasal verb
could you use to rephrase this sentence? If you can’t swim, you should avoid the water.

80/306 FOOOOTERLEFT Learn without forgetting!

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
 HEAAADERLOGORIGHT
2.4 If you say so

3 Use of English part 4

Paper 1 contains both Use of English and Reading parts. The final Use of English task is part 4 and
contains six items – you must rephrase information using a key word that you are given. Each correct
answer in this part is worth 2 points. Answers which are partly correct receive 1 point.

FOOOOTERRIGHT Learn without forgetting! 81/306

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
HEAAADERLOGOLEFT
2.4 If you say so

4 Mini task

Before you try a full practice task for part 4, read these three completed key word transformations
and say if you think the candidate would receive two, one or zero points for each one.

1. That little girl couldn’t carry her suitcase because it was so heavy. (ENOUGH)

That little girl’s suitcase WAS HEAVY ENOUGH for her to carry.

2. Of course, Rome is much older than New York. (NEARLY)

Of course, New York is NOT ANYWHERE NEARLY AS OLD AS Rome.

3. I think you spilled your drink on purpose. (MEANT)

I think you WERE MEANING TO SPILL your drink.

Compare your answers and explain your thinking. What language areas does each pair of sentences
test?

How confident are you to try the full practice task?

82/306 FOOOOTERLEFT Learn without forgetting!

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
 HEAAADERLOGORIGHT
2.4 If you say so

5 Practice

Complete the second sentence so that it has a similar meaning to the first sentence, using the word
given. Do not the change the word given. You must use between two and five words, including the
word given. Write only the missing words IN CAPITAL LETTERS.

Experts think this painting dates from the 15th century. (BELIEVED)
This painting 25) from the 15th century.

The weather was so hot that we had to leave the beach early. (DAY)
It 26) that we had to leave the beach early.

The teacher showed us the most helpful chapters to read. (OUT)

The teacher 27) the most helpful chapters to read.

You’re welcome to use the kitchen so long as you don’t leave a mess. (SURE)
Feel free to use the kitchen but 28) you don’t leave a mess.

Who does this bag belong to? (WHOSE)

29) this bag?

It’s too bad that you can’t come to my party. (WISH)

30) come to my party.

6 Language in context

Read the sentences from the recordings and explain what the words or phrases in bold mean.

1. I had such a hard time setting up the computer! Honestly, it was so difficult that I nearly gave up,
but I finally gave my presentation.

2. Oh sweetie, sometimes people are just fed up with sharing.

3. ... we need to change the furniture around so that we can all eat together in the evenings.

FOOOOTERRIGHT Learn without forgetting! 83/306

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
HEAAADERLOGOLEFT
2.4 If you say so

Complete these questions with the correct form of one of these phrasal verbs. Ask and answer the
questions in pairs.

1. Do you ever get learning English? Why/not?

2. How would you like to things in your classroom or bedroom?

3. When is the last time you something and why?

7 Optional extension
Most exam candidates need a lot of practice with key word transformations. Games like Reversi will
help you do this. Read the rules and try the game.

Rules for Reversi

Work in A/B pairs and make sure you are looking at the correct part of the worksheet.
Both A and B have the first parts of eight sentences and a key word. A’s first item will
transform into B’s first item and vice versa.

A begins by transforming the first item out loud and B checks A’s answers - do not write
anything while you are playing. If A’s answer is completely correct, they can do the
second item. However, if A makes even a small mistake (this could include pronunciation),
B must tell them the correct answer and A’s turn is over. B begins with their first item and
continues in the same way. When A takes their second turn, they must begin again with
number 1. The winner is the first player to complete all of their sentences perfectly in a
row.

You can play the game alone as well, checking your ideas with the other set of answers.

Student A

1. The weather was SO HOT THAT we had to leave the beach early. (DAY)
2. I think you MEANT TO SPILL your drink. (ON)
3. Of course, Rome IS MUCH OLDER than New York. (NEARLY)
4. This painting IS BELIEVED TO DATE from the 15th century. (THINK)
5. The teacher POINTED OUT the most helpful chapters to read. (US)
6. WHOSE IS this bag? (BELONG)
7. You’re welcome to use the kitchen SO LONG AS you don’t leave a mess. (SURE)
8. IT’S TOO BAD THAT you can’t come to my party. (WISH)

Extension: you can make more Reversi games with other examples.

84/306 FOOOOTERLEFT Learn without forgetting!

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
 HEAAADERLOGORIGHT
2.4 If you say so

Student B

1. It WAS SUCH A HOT DAY that we had to leave the beach early. (SO)
2. I think you spilled/spilt your drink ON PURPOSE. (MEANT)
3. Of course, New York is NOT NEARLY AS OLD AS Rome. (MUCH)
4. Experts THINK THIS PAINTING DATES from the 15th century. (BELIEVED)
5. The teacher SHOWED US the most helpful chapters to read. (OUT)
6. Who DOES THIS BAG BELONG to? (WHOSE)
7. Feel free to use the kitchen but MAKE SURE THAT you don’t leave a mess. (LONG)
8. I WISH YOU COULD come to my party. (BAD)

Extension: you can make more Reversi games with other examples.

FOOOOTERRIGHT Learn without forgetting! 85/306

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
This page intentionally left blank.
 HEAAADERLOGORIGHT

PART 3

FOOOOTERRIGHT Learn without forgetting!

87 / 306
Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
This page intentionally left blank.
 HEAAADERLOGORIGHT

MESSAGE
UNIT 1
FROM THE
STONE AGE
QrrkoD Scan to review worksheet

Expemo code:
1H4Z-G7AB-22D0

1 Warm up

You are going to watch a short video about prehistoric cave art, like the image at the top of this page.
Watch the video and choose the best answers to these questions.

1. The cave art that we know about has been mostly found in Eurasia / the Ice Age / France and
Spain.

2. Most examples of cave art date back to around 40,000 / 65,000 / 80,000 years ago.

3. Alongside pictures of different types of animals and strange symbols, there are also images of
trees / humans / stars in the night sky.

4. We think cave art may be an early form of graphic communication because it showed what people
were thinking and dreaming. / there were so many reasons that people might have created it. /
the same symbols were repeated in different places.

5. We can learn about prehistoric animals / why people wanted to express themselves / early
religions from cave art.

Answer the following questions.

1. Why do you think our ancestors created cave art?

2. What do you think is the meaning of the strange symbols that are sometimes included in this type
of art?
3. Do you agree that cave art is a type of writing? Why/not?

FOOOOTERRIGHT Learn without forgetting! 89/306

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
HEAAADERLOGOLEFT
3.1 Message from the Stone Age

2 Language point

Complete the word family chart and underline the stressed syllables.

90/306 FOOOOTERLEFT Learn without forgetting!

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
 HEAAADERLOGORIGHT
3.1 Message from the Stone Age

verb noun noun - person adjective

1
anticipate - expect or - -
guess that something
will happen

2
- breakthrough - -
discover something
important

3
breed - (animals) breed - a type of -
reproduce animal

4
contribute - join in a contributor -
group effort to
produce something

5
decode - discover the - -
meaning of
information written in
a secret way

6
gather - come gathering -
together or bring
things together

7
imply - communicate - -
an idea indirectly

8
restore - return restoration -
something to its
original condition

9
satisfy - provide - (un)satisfactory
something that is
needed or wanted
10
- - significant - having
importance or
meaning (opposite
insignificant)

11
survive - stay alive in survivor -
a difficult situation
12
symbolise - represent - -
a meaning

FOOOOTERRIGHT Learn without forgetting! 91/306

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
HEAAADERLOGOLEFT
3.1 Message from the Stone Age

Choose one item from each family to complete the sentences in these short texts. You can change
the form to fit the grammar of the sentence.

1
It’s possible to the type of questions on each part of the B2 First exam. You can get
2
a advantage by reviewing vocabulary regularly. However, if you don’t follow your
3
teacher’s advice, your performance may be .

4
The Rosetta Stone allowed linguists to ancient Egyptian hieroglyphs, or picture writing.
5
One on the stone matched a familiar place name written in Greek. Several different
6
people made a to our understanding of this period of history.

7
Thousands of people at Stonehenge to watch the sun rise on the longest day of
8
the year. Archaeologists have made huge in their understanding of ancient stone
9
monuments. They hope to the site to the way it looked when the stones were first
built, thousands of years ago.

10
At this time of year, many seabirds visit these wetlands to . However, over the last
11
decade, their numbers have fallen, that climate change is having a negative effect
12
on these animals. Their is in doubt.

92/306 FOOOOTERLEFT Learn without forgetting!

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
 HEAAADERLOGORIGHT
3.1 Message from the Stone Age

3 Reading part 5

Paper 1 contains both Use of English and Reading parts. The first reading task is part 5 and contains
six multiple-choice questions with four options. Each correct answer in this part is worth 2 points.

4 Mini task

Before you try a full practice task for part 5, read this shorter text and choose the correct answer: a,
b, c or d for questions 1-3. Follow the tips you have just read.

The discovery of the Lascaux cave paintings

Some of the most famous prehistoric images were discovered in September 1940 near the
village of Montignac, in the Dordogne region of southwest France. One story goes, that four
teenagers out for an adventure, came across the cave when their dog chased a rabbit down
a hole. Excited by local stories of buried treasure, the boys decided to investigate. The hole
took them straight down for around 15m, and when they reached the bottom and looked
around, they were astonished to see life-like animal paintings all around them. After they
returned the next day to explore further, they decided on a plan to lead expeditions to view
the wonder for a small fee. Quickly overwhelmed by the site’s popularity, they consulted their
teacher. As soon as he saw the paintings, he understood their significance and realised they
needed to be protected. Jacques Marsal, at only 14 the youngest of the boys, persuaded his
parents to let him camp at the entrance to act as both guard and guide. He remained active
in this role until his death in 1989.

FOOOOTERRIGHT Learn without forgetting! 93/306

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
HEAAADERLOGOLEFT
3.1 Message from the Stone Age

1. The writer is telling us that

a. some people may understand these events differently.

b. the boys were sure they’d find treasure.

c. the story is very popular with local people.

d. these events are historical facts.

2. How did the boys first understand what they had found?

a. As a popular local attraction.

b. As a way of making a lot of money.

c. As something unusual and amazing.

d. As the treasure mentioned in local stories.

3. The boys’ teacher

a. helped make the caves more popular with visitors.

b. made sure that one of the boys was always on site to handle visitors.

c. was concerned that the paintings could be in danger from visitors.

d. was involved with the cave for many years.

Compare your answers and what you underlined or highlighted with a classmate.

Explain your thinking. How confident are you to try the full practice task?

5 Practice

You are going to read an article about a recent discovery about the distant past. For questions 1-6,
choose the answer (a, b, c or d) which you think fits best according to the text.

1. Why does the writer include the word even in this phrase from paragraph A: ... and even fish?

a. To emphasize the age of the paintings.

b. To express admiration for the artistic abilities of the people who created the paintings.

c. To express surprise that this animal is included in the list.

d. To suggest that this animal is the most important one in the list.

94/306 FOOOOTERLEFT Learn without forgetting!

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
 HEAAADERLOGORIGHT
3.1 Message from the Stone Age

2. Why did Ben Bacon decide to investigate the cave paintings more closely?

a. Because he wanted to become an expert.

b. Because he wanted to show that other researchers were wrong.

c. Because he wasn’t very busy.

d. Because they interested him.

3. What evidence is there that the markings relate to cycles of the moon?

a. Most of the animals in the paintings only give birth to single young.

b. Other ancient peoples used lines and dots as calendars.

c. The animals in the paintings all breed in the same season.

d. The maximum number of markings that appear on each image.

4. What does they refer to in paragraph E: Knowing when and where they gathered together to breed
... ?
a. The caves where they made the paintings.

b. The most useful animals.

c. The other authors of the paper.

d. The people who lived at that time.

5. The recent findings show that

a. ancient people thought in the same way that we do.

b. cave painters were trying to communicate with us.

c. early humans had some form of religion.

d. Stone Age hunters faced serious environmental problems.

6. How do Bacon and the other researchers expect their findings to be received?

a. Everyone will congratulate them once they publish their final report.

b. No one will believe them.

c. Only a few people will read their report.

d. Some people won’t accept their ideas.

FOOOOTERRIGHT Learn without forgetting! 95/306

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
HEAAADERLOGOLEFT
3.1 Message from the Stone Age

Bringing our ancestors closer

An exciting discovery

A. Tens of thousands of years ago, Ice Age hunters across Europe and Asia created images of animals that are now
familiar to us all. Those wild horses, reindeer, bison and even fish, which decorate the walls of inaccessible caves,
are also accompanied by other markings. These mysterious symbols predate the oldest recognised writing systems
by ten thousand years. Up to now, no one was sure of their meanings. But an exciting breakthrough has just been
published, and the lead author of the paper is a furniture restorer!

B. An article in the Cambridge Archaeological Journal from January 2023 has presented a totally original explanation
of these dots, lines and other markings. The report has six authors, five researchers from well-known universities,
and the main contributor, Ben Bacon. What’s unusual here is that Mr Bacon is not an expert in prehistory. In fact,
although he has a degree in English, he has taken on this academic research as a hobby.

C. Bacon spent years of his spare time examining images of animals from prehistoric European sites, working in the
British Library or using pictures from the Internet. "The meaning of the markings within these drawings has always
intrigued me, so I set about trying to decode them, using a similar approach that others took to understanding an
early form of Greek text." Bacon knew that previous reports had described these markings as counts of animals
seen or killed. Even though a system of lines and dots has been used elsewhere in the world to express numbers,
for example by the Maya of Central America, Bacon found this theory unsatisfactory.

D. Instead, he suggested that the markings were a type of calendar, based on the breeding cycles of the animals in
the paintings. One particular marking, which looks like the letter Y, may communicate the idea that, after giving
birth, one animal becomes two. Many of the animals in the paintings typically give birth to just one baby at a time.

E. A calendar followed by our Stone Age ancestors could easily have been based on the cycles of the moon to show
in which month each type of animal was breeding. Just as there are never more than thirteen full moons in a year,
there were never more than thirteen lines or dots associated with each image. The information was recorded for
those species of animal which were frequently hunted by Stone Age populations. Knowing when and where they
gathered together to breed would have been highly useful for these people’s survival.

F. After hours of independent work, Bacon reached out to the university professors who later became his co-authors.
They encouraged him to continue his research and the results were eventually published.

G. Professor Robert Kentridge of Durham University was one of the paper’s authors. "The implications are that Ice
Age hunter-gatherers didn’t simply live in their present, but recorded memories of the time when past events
had occurred and used these to anticipate when similar events would occur in the future, an ability that memory
researchers call mental time-travel."

H. Amazingly, this system of recording information may have continued unchanged for tens of thousands of years
across a whole continent. This ability is an important skill for humans. Our ancestors would recognise their own
thoughts in the way we are now studying and recording information about climate change over long periods of
time across the whole planet. It seems we haven’t changed that much since the days we lived in caves.

I. This is not the first time that an amateur has made a significant discovery about the past. The Linear B writing used
by the Mycenaean Greeks on the island of Crete around 1400 BCE was finally translated by a British architect
called Michael Ventris in 1952, who figured out how the system worked after years of effort. He had been
interested in the problem since meeting the famous archaeologist Sir Arthur Evans at an archaeological exhibition
in London, when he was just fourteen.

J. Meanwhile, Bacon and the other authors are waiting to celebrate until they have published all of their ideas. They
expect there to be some lively discussion about whether their calendar markings can be counted as the first real
writing in the world or whether it will be seen as an intermediate step in the development of this skill.

96/306 FOOOOTERLEFT Learn without forgetting!

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
 HEAAADERLOGORIGHT
3.1 Message from the Stone Age

6 Language in context

Read the sentences from the article and explain what the words or phrases in bold mean.

1. In fact, although he has a degree in English, he has taken on this academic research as a hobby.

2. After hours of independent work, Bacon reached out to the university professors who later became
his co-authors.

3. The Linear B writing used by the Mycenaean Greeks ... was finally translated by a British architect
called Michael Ventris in 1952, who figured out how the system worked after years of effort.

Talk about a time when:

• you, or someone you know, took on too much work

• someone reached out to you
• you figured something out

FOOOOTERRIGHT Learn without forgetting! 97/306

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
HEAAADERLOGOLEFT
3.1 Message from the Stone Age

7 Optional extension

In part 2 of the B2 First Speaking paper, you have to describe and compare two photographs. You will
learn more about how to do this later in the course, but it will be helpful to get some practice now.

Work in A/B pairs. Look at your two photos and make a response according to the instructions.

Student A

Your pictures show people working with their hands. Describe and compare the pictures and
say why you think these jobs are important.

Picture A Picture B

Student B

Your pictures show people painting. Describe and compare the pictures and say why people
enjoy this type of activity.

Picture A Picture B

98/306 FOOOOTERLEFT Learn without forgetting!

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
 HEAAADERLOGORIGHT

A WHEELIE
UNIT 2
GOOD IDEA
QrrkoD Scan to review worksheet

Expemo code:
1H4Z-G7AB-5F1F

1 Warm up

Imagine that a friend is travelling to a remote island to volunteer for a month, and she is only allowed
to check one item of luggage on the flight.

Look at the options below and discuss the advantages and disadvantages of each one and then say
which would be the best choice for her to buy for this trip. Work in pairs and speak for three minutes.

A) a big backpack B) an ultralight C) a hard-shell D) a suitcase E) a duffle bag

or rucksack suitcase suitcase with with four wheels
two wheels

What kind of suitcase do you prefer to travel with? Why?

When do you think the first wheelie suitcase was invented?

FOOOOTERRIGHT Learn without forgetting! 99/306

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
HEAAADERLOGOLEFT
3.2 A wheelie good idea

2 Language point
Read the article below. Are these points similar to what you discussed in the Warm up activity at the
beginning of the lesson?

I’ve been selling travel goods in a major department store for 20 years. Buying a new item
of luggage can be a big investment, so it’s important to get it right. This means considering
several things. First, ask yourself how much you really need to take with you. This sounds
obvious, but many people over-estimate what they need to pack. Then, consider how you
will be travelling. If you’re planning a driving holiday, it doesn’t matter what type of bag you
choose, as long as it fits in your car. The most common issue people face is finding something
small enough to be used as cabin baggage across a range of airlines. We recommend checking
the rules on all the carriers you are likely to use and identify the smallest possible size allowed.
Finally, having a suitcase with wheels of any size allows you to move around an airport or train
station more easily. However, travellers to remote destinations may find that they’re actually
better off with a rucksack than with a wheelie. Another important consideration for them is
whether the bag is waterproof.

Skilled readers recognise how a text builds up meaning by connecting information.

A topic sentence tells you what the paragraph is about. What is the topic sentence for this paragraph?

Find key words which make these connections clear to the reader. Underline or highlight the answers.

a. a definition or explanation of a previous statement:

b. how items in a list are marked:

c. a problem and a solution:

d. a result:

e. a contrast:

f. an additional point:

Connections can also relate to vocabulary or pronouns.

1. Identify synonyms for suitcase in the text.

2. Identify another word for airlines in the text.

3. What do these pronouns refer to: ... as long as it fits in your car. / Another important consideration
for them ...

What areas of the B2 First exam test your understanding of how information is connected?

100/306 FOOOOTERLEFT Learn without forgetting!

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
 HEAAADERLOGORIGHT
3.2 A wheelie good idea

3 Reading part 6

Paper 1 contains both Use of English and Reading parts. The second reading task is part 6 and contains
a gapped text within which six sentences must be placed in the correct position. There are six gaps
but seven options, so one option is extra. Each correct answer in this part is worth 2 points.

FOOOOTERRIGHT Learn without forgetting! 101/306

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
HEAAADERLOGOLEFT
3.2 A wheelie good idea

4 Mini task

Before you try a full practice task for part 6, read this shorter text and choose the correct option to
fill each gap: A, B, C or D. Remember that one option is extra.

Air passengers of all ages will certainly have noticed the Trunki, a fun and practical luggage option for
children.
The Trunki has a hard plastic shell and four wheels. Parents or kids can pull it along by a strap. Best of
all, tired little legs can have a rest because kids can ride the Trunki through the airport or sit on it while
waiting in queues. 1) This means they fit easily into overhead lockers on board the plane or
under the seat in front. Larger models are also available, but they must be checked.
As far as most families are concerned, the best feature is the appearance. Trunkis come in a range of
colourful designs including buses, firetrucks, tigers and ladybirds. Licensed characters like Hello Kitty
or the Gruffalo are also available. 2) It can also be recycled if returned to the manufacturer,
Magmatic.
Developed by Rob Law, the Trunki was first marketed in 2006 and has been manufactured in the UK
since 2012. 3) Nonetheless, sales remain high with 5 million units sold.

A. Due to their huge popularity, Trunkis have been widely imitated, leading to legal action.

B. In fact, Trunkis are a 21st century design classic.

C. Standard sized Trunkis count as hand luggage.

D. Trunkis are extremely durable and can be passed down to younger family members or friends.

Compare your answers and what you underlined or highlighted with a classmate. Explain your thinking.

How confident are you to try the full practice task?

102/306 FOOOOTERLEFT Learn without forgetting!

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
 HEAAADERLOGORIGHT
3.2 A wheelie good idea

5 Practice

You are going to read an article about the history of the wheelie suitcase. Six sentences have been
removed from the article. Choose, from A-G, the sentence which fits each gap (37-42). There is one
extra sentence which you do not need to use.

The invention of the wheelie suitcase

What took so long?

In the early 1970s, if you had enough money, you travelling with them. Strangely, it just didn’t occur to
could travel anywhere in the world in just a matter anyone that things could be otherwise.
of hours. The airplane you travelled in was partly
Enter Bernard Sadow, the owner of a company called
controlled by an autopilot system and you’d be served
US Luggage. He fitted two wheels from a wardrobe
a hot meal as you cruised above the clouds. So, it’s
onto a suitcase and pulled it behind him with a long
strange to reflect that there was no technological
strap. Sadow obtained a patent in 1972 and the
solution to the problem of moving your own luggage
device proved popular. 40) _____ Airline pilot Robert
around easily. That’s because the wheelie suitcase
Plath added two more wheels and a pull-up handle to
hadn’t been invented yet.
create the now familiar Rollaboard and thus founded
Throughout most of history, people moving from the brand Travelpro.
place to place either had very little to carry or
Plath’s product, initially marketed to airline crews,
someone to carry it for them. A travel boom at the
proved a runaway success. In addition to making
end of the 19th century changed all that. 37) _____
travel smoother for everyone, it turned out that the
Porters were on hand at stations to help transfer your
wheelie has an unexpected advantage. Baggage
bags between taxis and trains. When air travel in turn
handlers tended to throw luggage around when they
took off, this arrangement continued.
loaded and unloaded the plane, so damage to the
Even if someone else was handling heavy luggage bags and their contents was fairly frequent. 41)
at transport hubs, many people still needed to _____ In addition, this ease of transfer meant that the
move their suitcases around themselves, for example handlers were experiencing fewer injuries.
getting on and off public transport or around city
Innovation never stands still, and the wheelie suitcase
streets. 38) _____ As early as the 1940s, it was
continues to evolve. Modern wheelies now include
possible to buy a device called "the portable porter,"
a huge range of features to address new problems
wheels that could be strapped on to any suitcase. So
that travellers may face. For those who expect to
why did it take so long for this idea to take hold?
be working on their laptops as they travel, there
The answer lies in cultural ideas about gender. are models with padded laptop sleeves or even USB
Assuming there were relatively few unaccompanied ports for recharging. 42) _____ Others include an
women travelling at that time compared to today, external water bottle holder so you can stay hydrated
heavy suitcases weren’t seen as a problem for men. or a jacket hook to keep your suit looking fresh and
39) _____ Men were expected to carry their own unwrinkled if you take it off. Whatever the next trend
luggage as well as that of any women who were is, it’s clear that the wheelie is here to stay.

sources: theguardian.com, cntraveler.com, interestingengineering.com

FOOOOTERRIGHT Learn without forgetting! 103/306

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
HEAAADERLOGOLEFT
3.2 A wheelie good idea

A. However, wheelies could simply be rolled onto and off the plane.

B. In 1987, this basic concept was improved by someone with a great deal of travel experience.

C. Some feature a built-in laundry bag so that your dirty clothes don’t mix with your clean unworn
outfits.

D. The solution – wheeled luggage – was obvious.

E. This is because it was thought that they would welcome any opportunity to show off their
strength.

F. Wheelies have been so successful because the basic design can be made in many different sizes.

G. With more passengers using the railways to get around, a new role was created.

6 Language in context

Read the sentences from the article and explain what the words or phrases in bold mean.

1. Heavy suitcases weren’t seen as a problem because it was assumed that most travellers were male,
and they would welcome the opportunity to show off their strength.

2. Strangely, it just didn’t occur to anyone that things could be otherwise.

3. In addition to making travel smoother for everyone, it turned out that the wheelie has an unexpected
advantage.

Complete the gaps in this mini story with the correct forms of the items above.

We were enjoying a family afternoon at the beach when my dad pointed out that there was
someone on top of a big rock some distance away, waving their arms. We had a good look
1 2
and it that it was my brother. At first, we thought he was just ,
3
but then it us that he was in trouble. We called the rescue service, and they
brought him down. What a drama!

104/306 FOOOOTERLEFT Learn without forgetting!

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
 HEAAADERLOGORIGHT
3.2 A wheelie good idea

7 Optional extension

On the second part of the writing paper, you may be asked to write an e-mail. Read the task instructions
and student answer and complete the multiple-choice exercise.

You have received this e-mail from your English-speaking friend Joanne.

FOOOOTERRIGHT Learn without forgetting! 105/306

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
HEAAADERLOGOLEFT
3.2 A wheelie good idea

Dear Joanne,
1
I’m that you remembered my volunteering. It was a great experience and I’m sure
your friends will learn a lot.

For me, the most important thing I brought turned out to be a mosquito net for my bed at night. This
2
saved me from a lot of insect bites, and it was very light to pack. In fact, you can also
3
buy these on the island but they’re much better if you buy them here.

As for luggage, there are pros and cons to every option. A rucksack is easy to carry once you’re on
the island but not so easy to get through the airport. Wheelie suitcases are great at the airport but
4
there were no roads to my village, so there would be some in carrying them up the
5
mountain. However, your friends may be in a more location. It’s worth checking in
6
.

Whatever they choose, I’d recommend getting something waterproof because there are some
7 8
storms during the season. They may also have to use a boat to reach
the village.

I hope this helps! All the best – Lila

1. A. impressing B. impression C. impressive D. impressed
2. A. worrying B. sickening C. annoying D. bothering
3. A. equality B. quality C. qualify D. quantity
4. A. challenging B. hardness C. difficulty D. troubles
5. A. accessed B. accessing C. accessory D. accessible
6. A. ahead B. before C. previous D. advance
7. A. intense B. intended C. intensive D. intentional
8. A. rain B. rainy C. rainier D. raining

106/306 FOOOOTERLEFT Learn without forgetting!

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
 HEAAADERLOGORIGHT

THAT’S
UNIT 3
THE SPIRIT!
QrrkoD Scan to review worksheet

Expemo code:
1H4Z-G7AB-141A

1 Warm up

Part A: Match the titles with the genres.

Blood Garden Queen Victoria’s Secret Soulmates

The Moons of Charon The Necklace of Power The Shadow under the Stairs

1. : fantasy

2. : ghost story

3. : historical fiction

4. : horror

5. : romance

6. : science fiction (sci-fi)

Part B: Use one of the words in the box to complete the phrases related to book formats – you can
use one option twice.

book / novel / reader

a. a classic : a famous work of literature, often written a long time ago

b. an e- : an electronic version of a book to read on a device like a Kindle

c. a graded : a book for language learners adapted to their level

d. an audio : a reading of a book to listen to on headphones

FOOOOTERRIGHT Learn without forgetting! 107/306

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
HEAAADERLOGOLEFT
3.3 That’s the spirit!

Answer the questions in pairs.

1. What type of fiction do you most enjoy reading?

2. How often do you read non-fiction?
3. Where and when is your favourite place and time to read?
4. What sort of things do you read in English? Have you ever read a graded reader?

2 Language point

Read these student responses and match each one with a question from the Warm up. Are they
similar to your answers?

1. I’m afraid I hardly ever read it, especially for fun. It’s just not my cup of tea, although of course I
have to read stuff like that for school or work. →

2. That’s a hard question! I’m not saying I’ve never read one, but I don’t remember the title. →

3. My favourite genre is sci-fi because I love imagining different worlds. It really makes you see how
things could be different on this planet. →

4. In my opinion, you can’t beat a long, hot, candle-lit bath on a Sunday afternoon. →

Skilled language users are able to recognise and use parallel expressions. These are expressions which
share the same meaning but use different words. These include synonyms, idioms and negatives. On
an exam like B2 First, the Reading and Listening papers test this by using phrasings in the questions
and texts and the Use of English key word transformations test this directly.

Find examples of synonyms, idioms and phrases with negatives in the questions and responses.

108/306 FOOOOTERLEFT Learn without forgetting!

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
 HEAAADERLOGORIGHT
3.3 That’s the spirit!

Review these common idioms by matching the sentence halves.

1. This book is a real page

2. Once you start reading you won’t be able to

3. I know it looks boring, but everyone knows not to

4. When I was a kid, I guess you could say I was a complete

5. Someone told me that to learn English really well you have to read the dictionary from cover

a. put it down so it’s perfect for a long flight.

b. to cover, but I don’t think that can be true.

c. -turner and I read it in one sitting.

d. judge a book by its cover.

e. bookworm because I spent all my pocket money on books and comics.

Answer the following questions.

1. Explain the meanings of the idioms.

2. Do you know any other idioms that refer to books or reading?

Negative structures are sometimes used to express attitude as well as avoid repetition.

I’m not saying I’ve never read one, but I don’t remember the title.

1. What attitude is expressed in this sentence?

2. How could you express the idea in this sentence in a simpler way?

Explain the attitude and rephrase the information in these sentences.

1. I don’t doubt that it’s an unsuitable story for kids, even though I enjoyed it when I was younger.

2. He’s not actually refusing to take part in the activity. However, I wouldn’t describe him as keen.

The information in these structures is often expressed in two clauses. How are the clauses connected?

Are negative structures like these common in your language?

FOOOOTERRIGHT Learn without forgetting! 109/306

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
HEAAADERLOGOLEFT
3.3 That’s the spirit!

3 Reading part 7

Paper 1 contains both Use of English and Reading parts. The final reading task is part 7 and contains
one long text or up to six shorter texts along with ten questions. Candidates match each question
with the section of text which contains the answer. Each correct answer in this part is worth 1 point.

110/306 FOOOOTERLEFT Learn without forgetting!

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
 HEAAADERLOGORIGHT
3.3 That’s the spirit!

4 Mini task

Before you try a full practice task for part 7, you are going to work with some shorter texts and tasks.
First, skim the reviews of three graded readers and answer this question.

What’s the same about items A - C?

For questions 1-5, choose the correct option to fill each gap: A, B or C. The options may be chosen
more than once.

A) A game of hide-and-seek in the dark takes a terrifying turn when one of the players finds they
are holding hands with a ghost! In this collection of classic stories, Rosemary Border makes the
work of six writers, including Dracula author Bram Stoker, accessible to B2 students of English.
Audio is also available – listen late at night, if you dare! (Ghost Stories, Oxford University Press,
2007)

B) The 19th century master of fear, M R James, retains the power to scare audiences more than a
century later. In all four of these stories, now retold for A2 readers by Kate Williams, travellers and
explorers find themselves faced with the unexplainable, the unthinkable and the unforgettable.
The 2021 edition is also available to buy as a Kindle e-book. (Ghost Stories, Penguin, 2021)

C) What would you do if you encountered a strangely silent railway worker on a lonely line late at
night? Intermediate readers will enjoy this collection of stories by household name Charles
Dickens. This value-for-money edition, adapted by Karen Kovacs, offers readers the opportunity
to download a fifth story for free and audio versions are also available for purchase. (Ghost Stories,
Read Stories – Learn English, 2021)

1. Which edition is available to read in more than one format?

2. Which features the work of a variety of authors?

3. Which offers a bonus feature at no extra cost?

4. Which stories promise to frighten readers even though they were written a long time ago?

5. Which would be most appropriate for a student preparing for the Cambridge First exam?

Compare your answers and what you underlined or highlighted with a classmate. Explain your thinking.

How confident are you to try the full practice task?

FOOOOTERRIGHT Learn without forgetting! 111/306

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
HEAAADERLOGOLEFT
3.3 That’s the spirit!

5 Practice task

You are going to read a bookseller’s reviews of five graded readers. For questions 43-52, choose from
the sections A-E. The sections may be chosen more than once.

Which section or sections describe ...

... a work that is still fresh 43.

... two works set in real locations 44. 45.

... a work that is difficult to put down 46.

... a similar work that is recommended to readers 47.

... a complicated work that we can understand in more than one way 48.

... two works that have been successful as live performances 49. 50.

... a work which contrasts the past and the present 51.

... information that some people may find surprising 52.

112/306 FOOOOTERLEFT Learn without forgetting!

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
 HEAAADERLOGORIGHT
3.3 That’s the spirit!

Classic Ghost Stories

A bookseller reviews some of the best, and scariest graded readers for B1/B2 students

A. Set around and after the famous 17th century witch a real page-turner and may find themselves staying
trials in Salem, Massachusetts, this classic 19th up late to finish the story once they’ve started.
century novel is possibly more of a tale of horror than It’s available as an e-book as well but, be warned,
a ghost story. After a land dispute with a neighbour, reading the words on the screen is just as spooky
Matthew Maule is sentenced to death for witchcraft, as reading them on paper. (The Turn of the Screw, by
but before he dies, he curses the Pyncheon family Henry James, retold by Fiona Mackenzie for Penguin
who accused him. Unexplained deaths and financial Readers.)
losses follow, and several generations of the family
D. Before it was a massively successful musical, this
suffer. The real star of the story is undoubtedly
classic tale of a haunted theatre in Paris was a book
the house itself. Still standing in Salem, tourists
published in 1910. At the heart of the story is
and residents alike have reported ghostly visions.
a mysterious masked phantom, obsessed with the
If you’re planning a visit to the Boston area, you
beautiful singer Christine. However, she falls for
should definitely arrange a visit. Why not buy
someone else, who struggles to save her from the
the audio version as well, and listen to it while
phantom when he imprisons her. Most readers will
you’re travelling? (The House of the Seven Gables by
be unaware that this isn’t a work of pure fiction. The
Nathaniel Hawthorne, adapted by Gina D.B. Clemen
events were inspired by a terrible historical accident
for Black Cat Cideb.)
when a fire caused a chandelier to fall from the
B. When an American family moves into an English ceiling, killing one person and injuring several. What’s
country house, they refuse to be put off by the more, the underground lake that features in the
increasingly terrifying appearances of the resident story actually exists beneath the Paris Opera House,
ghost, Sir Simon. This is much more than a classic although it’s really a water storage tank. B2 students
ghost story, with themes of romance and love, but will be spoiled for choice with this title as it’s available
most of all, it is very funny, especially the descriptions as a book, e-book and in an audio version, not to
of how the children get the better of Sir Simon via mention the acclaimed musical, still going strong after
a series of practical jokes. Eventually, the teenaged nearly forty years. (The Phantom of the Opera, by
daughter of the family befriends the ghost and finds Gaston Leroux, retold by Coleen Degnen-Veness for
a way to bring him peace. Students of intermediate Pearson, 2008).
level and all ages will enjoy this – just as entertaining
now as it was in 1887, when first published. Buy the E. Upper intermediate readers who are looking for
book, e-book or listen to the audio version, and look something a little different will enjoy this collection
out for the many TV, film and theatre adaptations of of six ghost stories from Japan, available only as
this wonderful story. (The Canterville Ghost, by Oscar a paper copy. Some are traditional folk tales: a
Wilde, retold by John Davage for Pearson.) musician loses his ears to a ghostly samurai, and a
spirit who eats the dead is defeated by a clever monk.
C. This is a dark story which has been re-interpreted
Modern stories offer a fascinating counterpoint; in
in many ways since its publication in 1898. Young
fact, the spirits seem even more terrifying in a familiar
Flora takes on a job looking after two orphan children
setting as they encounter children, priests and even
at their uncle’s remote country house. Over the
gangsters. The author is both an English language
summer, Flora begins to see two figures around the
teacher and an acclaimed fiction writer. If this book
house and garden, but she realizes that they are not
is your cup of tea, you won’t want to miss The
visible to any of the other servants, although the
Lake Beneath the Station by the same author with
children seem to be aware of them. Her concerns
Patrick Kennedy, a collection of chilling love stories.
that the man and woman she sees pose a danger
(Japanese Ghost Stories, retold by Cooper Baltis for
to the children prove correct with tragic results.
Hippo Press, 2016).
Intermediate students will find this short work to be

FOOOOTERRIGHT Learn without forgetting! 113/306

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
HEAAADERLOGOLEFT
3.3 That’s the spirit!

6 Language in context

Read the sentences from the article and explain what the words or phrases in bold mean.

1. When an American family moves into an English country house, they refuse to be put off by the
increasingly terrifying appearances of the resident ghost, Sir Simon.

2. Young Flora takes on a job looking after two orphan children at their uncle’s remote country house.

3. However, she falls for someone else, who struggles to save her from the phantom when he
imprisons her.

Think of examples of these things.

1. Things that might put you off renting a particular flat.

2. Jobs that people won’t take on unless the pay is good.
3. Famous stories where one person falls for another one.

114/306 FOOOOTERLEFT Learn without forgetting!

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
 HEAAADERLOGORIGHT
3.3 That’s the spirit!

7 Optional extension

Storytelling is an ancient art, and every culture has its own version of a ghost story. What do you
think are five important things to do, to make a story really frightening?

Here are some tips to make sure your audience feels really scared when you tell one of these tales.
Listen and complete each gap with one word from the recording, using the first letter you are given.

1
First, consider when and where you tell the story. The best places are, of course, d ,
2 3
q and secluded and it’s essential to make sure you won’t be i .
4
Second, stick to this simple structure - i the hero, who will have a problem. While the
hero tries to find a solution, they meet someone scary, the bogeyman, who gets upset ... very upset.
As the bogeyman takes revenge, make sure you leave the end of the story open so that your audience
5
believes that the bogeyman is still o t______________!
Next, relate to the story directly to yourself or to your audience. You can say this really happened to
your friend or neighbour, and say it took place in your local area. Make the characters like some of
6 7
your l . If you include lots of f and believable details, they will imagine
that the story is really happening to them.
8
Another tip is to change the way you speak as you tell the story. Start with a quiet, casual a .
9 10
As the story continues, change your s and v .
You should also use your voice and body to express individual characters. Plan to bring out some props
11 12
as well, for example, a f or a hook h .
Finally, look for someone in your audience who already seems a little jittery. If they are feeling scared,
13
it will be easy to make them jump, so choose the scariest moment and make p
c______________ with them!

FOOOOTERRIGHT Learn without forgetting! 115/306

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
This page intentionally left blank.
 HEAAADERLOGORIGHT

REFLECT ON
USE OF ENGLISH UNIT 4
AND READING
QrrkoD Scan to review worksheet

Expemo code:
1H4Z-G7AB-CB61

1 Warm up

Paper 1 on the B2 First exam tests Use of English and Reading. There are seven parts. Number the
parts in the order they appear on the test paper. One item is extra.

• gap-fill with no options given

• key word transformations
• missing sentences exercise
• multiple choice comprehension questions
• multiple choice gap-fill
• true/false comprehension questions
• word formation
• multiple matching exercise

Answer these questions.

1. In general, are you more confident with the Use of English tasks or the Reading tasks? Why?
2. Which individual exercise is your favourite, and which one is your least favourite? Why?

FOOOOTERRIGHT Learn without forgetting! 117/306

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
HEAAADERLOGOLEFT
3.4 Reflect on Use of English and Reading

2 Language review

Complete the exercises. Each item is worth 1 point.

For questions 1-5, read the text below and decide which answer (A, B, C or D) best fits each gap.

A pet I’ll always remember

When I was six years old, my parents let me get a gerbil. His name was Derek and he was just an
1
ordinary of gerbil, nothing special. He lived in a big glass tank in our dining room. Of course,
he soon got interested in what we were doing at mealtimes, and before long, we decided to share
certain foods from our plate with him, like vegetables or pasta. The funny thing was that Derek really
2
liked hot food – in fact, he was hooked it. If we gave him something that wasn’t really hot, he
3 4
would throw his dish against the side of the tank as to make a lot of noise. This also
that if we went out for dinner, my mother had to cook a tiny amount of food just for him. Later on, I
5
had other gerbils, but they were like as demanding.

1. A. category B. form C. breed D. pet

2. A. about B. on C. by D. in
3. A. so B. for C. such D. that
4. A. caused B. happened C. meant D. resulted
5. A. anything B. nothing C. everything D. something

For questions 6-10, read the text below and think of the word which best fits each gap. Use only one
word in each gap. Write your answers IN CAPITAL LETTERS.

Wellington boots

These knee-high waterproof boots, famously worn by Paddington Bear, have an interesting history. In
the early 19th century, Arthur Wellesley, the Duke of Wellington, became a national hero for defeating
the French leader Napoleon. 6) he was also a fashion icon, his preferred footwear
of mid-length leather boots soon caught on with the general public, and were called, unsurprisingly,
Wellingtons. Then, in the mid-19th century, manufacturers made a technological 7)
that allowed them to produce a similar style of boot made of rubber. These proved to be essential to
soldiers as they were by 8) the best way to protect their feet from wet conditions, which
was especially important during the First World War. When those soldiers returned home after the
conflict had ended, they brought their boots with them and soon everyone wanted a pair. These days,
celebrities even buy expensive top-branded Wellingtons in unusual colours to show 9)
at music festivals. If these boots aren’t 10) cup of tea, you’ll just have to wait for the
fashion to change. But don’t hold your breath!

118/306 FOOOOTERLEFT Learn without forgetting!

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
 HEAAADERLOGORIGHT
3.4 Reflect on Use of English and Reading

For questions 11-15, read the text below. Use the word given in capitals to form a word that fits into
the gap. Write your answers IN CAPITAL LETTERS.

Giving gifts – top tips

Whether you’re choosing a present for a birthday, Christmas or another occasion, it’s important to
make the right decision. Obviously, the first 11) CONSIDER should be your budget.
But after that, you need to think about how much 12) ENJOY your gift will bring to
the person receiving it. It’s a good idea to choose something that will 13) STRONG
your relationship with each other – be 14) THINK and select an item that reflects
shared experiences. Some people are hard to shop for because they seem to already have everything
they need. When I’m in this situation, I tend to go for something totally 15) EXPECT
– everyone likes to be surprised!

Complete the second sentence so that it has a similar meaning to the first sentence, using the word
given. Do not change the word given. You must use between two and five words, including the word
given. Write only the missing words IN CAPITAL LETTERS.

How much did that new bike cost you? (SET)

How much did that new bike 16) ?

I don’t mind you borrowing my stuff if you ask first. (LONG)

17) you ask first, it’s fine for you to borrow my stuff.

My son read the whole book in just one day. (COVER)

My son read the book 18) in just one day.

I’m really tired of this weather. (FED)

I’m really 19) this weather.

She was too young to go to university. (ENOUGH)

She 20) to go to university.

FOOOOTERRIGHT Learn without forgetting! 119/306

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
HEAAADERLOGOLEFT
3.4 Reflect on Use of English and Reading

You are going to read an article about keeping warm in winter. Five sentences have been removed
from the article. Choose from sentences A-F the one which fits each gap (21-25). There is one extra
sentence which you do not need to use.

Stay warm in winter

Top tips to beat the cold

People all over the world have been affected by the recent cost of living crisis, and those who live in cold climates
have been suffering through the winter. Here is some advice for how to stay warm without spending a lot of
money.

First of all, wearing lots of layers of clothes will help to keep your body temperature up. Look for natural materials
like wool, cotton and silk. 21) Having several warm blankets will provide the most warmth.

Obviously, you don’t want a lot of draughts coming in. 22) So, check your house and close up
any little gaps or holes that you find. You should also use thick curtains and make sure to close them when it gets
dark at night to keep warm air in.

Another thing that people often need to be reminded of is to only heat rooms where they are spending lots of
time. 23) If you do this, you should only heat your main living area during the day.

24) This makes a big difference to your body temperature, and also to your long-term health.
Include plenty of fruit and vegetables in your diet so that you avoid illness during the winter months.

When you’re all wrapped up in blankets, it can be easy not to get enough exercise. Getting up and moving around
at least once an hour will ensure that your blood is moving around your body. 25)

A. Ask if there’s any help available from your energy supplier or local government.

B. It’s surprising how many people haven’t changed the settings on their central heating or
radiators.

C. Make sure that you’re having regular hot drinks and eating hot food.

D. These are currents of cold air which are often found around doors and windows.

E. What many people may not realise is that this even applies to your bed.

F. What’s more, it will improve your mood.

Calculate your score for exercises 1-25 in the previous stage. There are 25 points available in total.
Convert this into a percentage and write this here:

120/306 FOOOOTERLEFT Learn without forgetting!

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
 HEAAADERLOGORIGHT
3.4 Reflect on Use of English and Reading

3 Self-evaluation

Think about how well you performed in each of the categories in the table. Give yourself a traffic
light mark for each line: green means you performed well, yellow means your performance was ok,
and red means you need to improve. You should also consider the two reading exercises that were
not included in the revision activities.

Now think about how you did in each of these language areas.

Choose up to three important areas from either of the tables that you need to improve in. Mark these
with an X in the tables above.

There are lots of ways for you to improve in your weaker areas. Choose up to three that you need to
do from the list below and make time in your schedule to complete them before the exam.

• You need to be able to read fast in the B2 First exam. Practise reading short texts online or in
English-language newspapers, magazines and books. Read for 10 minutes every day.
• Look back at exam tasks in this and previous lessons. Make sure you can explain why every right
answer is correct and why the wrong answers are incorrect.
• Find more B2 First practice papers online and work with those. Make sure you can explain why
every right answer is correct and why the wrong answers are incorrect.
• Check a grammar book or look online for additional practice with grammar points that you don’t
feel confident about.
• Make a list of vocabulary, phrasal verbs and other language in context that you don’t feel confident
about. Write personal and original sentences which use these items.

FOOOOTERRIGHT Learn without forgetting! 121/306

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
HEAAADERLOGOLEFT
3.4 Reflect on Use of English and Reading

4 Optional extension

Read the opening of the well-known Sherlock Holmes story by Sir Arthur Conan Doyle. Then look at
the three multiple-choice questions which relate to the underlined areas of the text. Three incorrect
options are provided – you need to write the correct option.

The Hound of the Baskervilles

Mr. Sherlock Holmes, who was usually very late in the mornings, except those not infrequent occasions
when he was up all night, was seated at the breakfast table. I stood upon the hearthrug and picked
up the stick which our visitor had left behind him the night before. It was a fine, thick piece of wood.
Just under the head was a broad silver band nearly an inch across. "To James Mortimer, M.R.C.S., from
his friends of the C.C.H.," was engraved upon it, with the date "1884." It was just such a stick as the
old-fashioned family doctor used to carry—dignified, solid, and reassuring.
"Well, Watson, what do you make of it?"
Holmes was sitting with his back to me, and I had given him no sign of my occupation.
"How did you know what I was doing? I believe you have eyes in the back of your head."
"I have, at least, a well-polished, silver-plated coffee-pot in front of me," said he. "But, tell me, Watson,
what do you make of our visitor’s stick? Since we have been so unfortunate as to miss him and have
no idea of his errand, this accidental souvenir becomes of importance. Let me hear you reconstruct
the man by an examination of it."
"I think," said I, following as far as I could the methods of my companion, “that Dr. Mortimer is a
successful, elderly medical man, well-liked by those who gave him this mark of their appreciation.”
"Good!" said Holmes. "Excellent!"
"I think also that the probability is in favour of his being a country doctor who does a great deal of his
visiting on foot."
"Why so?"
"Because this stick, though originally a very handsome one has been so knocked about that I can hardly
imagine that he carried it in town. It’s very worn down, so it is obvious that he has done a great amount
of walking with it."
"Perfectly true!" said Holmes.
"And then again, there is the ‘friends of the C.C.H.’ I should guess that to be the Something Hunt, the
local hunt to whose members he has possibly given some surgical assistance, and which has made him
a small presentation in return."
"Really, Watson, you’re very clever," said Holmes, pushing back his chair. "I must say that in all the
reports which you have given of my own small achievements you have almost always underrated your
own abilities. It may be that you are not yourself brilliant, but you are a conductor of light. Some
people without possessing genius have a remarkable power of stimulating it in others. I confess, my
dear fellow, that I am very much in your debt."

122/306 FOOOOTERLEFT Learn without forgetting!

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
 HEAAADERLOGORIGHT
3.4 Reflect on Use of English and Reading

1. What does Holmes mean when he says, "What do you make of it?"

a. He is asking how the stick was made.

b. He wants to know what Watson is going to do with the stick.

c. He is wondering why the visitor left the stick behind

2. Holmes knows that Watson has picked up the stick because

a. Holmes has special powers.

b. Holmes is wearing his glasses.

c. Watson is talking about the stick.

3. What does Holmes mean when he says, "Some people without possessing genius have a
remarkable power of stimulating it in others"?
a. He means that Watson is smarter than most other people.

b. He means that you don’t need to be a genius to understand what’s happening.

c. He means that someone else has helped Watson solve a puzzle.

Correct options:

1.

2.

3.

FOOOOTERRIGHT Learn without forgetting! 123/306

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
This page intentionally left blank.
 HEAAADERLOGORIGHT

PART 4

FOOOOTERRIGHT Learn without forgetting!

125 / 306
Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
This page intentionally left blank.
 HEAAADERLOGORIGHT

GET OFF
UNIT 1
THE PHONE!

QrrkoD Scan to review worksheet

Expemo code:
1H4Z-G7AB-C1EE

1 Warm up

Look at the survey about mobile phone use and complete each question with one missing word.

1. How would you answer these questions? Compare your ideas in pairs or small groups.
2. Discuss whether phone use is out of control in our society.

FOOOOTERRIGHT Learn without forgetting! 127/306

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
HEAAADERLOGOLEFT
4.1 Get off the phone!

2 Language point

Read the sentences and match the words in bold with their meanings.

Group A

1. I think it’s about time that schools taught students more about health and well-being.

2. I’ve got a lot of anxiety about the exam next month – I don’t think I’m going to pass!

3. It’s inappropriate to show scary films and TV programmes to young children.

4. Lots of people put images of the food they’re cooking or eating on social media.

5. Teachers often talk to parents to share any concerns they have about students who are often
absent or late.

6. We usually provide at least two people to supervise the children at playtime.

a. watch someone to make sure they are doing something well or safely

b. not suitable for a specific situation because it could cause harm

c. a feeling of worry about the future

d. pictures or photographs

e. specific worries about a person or situation

f. the state of feeling good in both your body and your mind

128/306 FOOOOTERLEFT Learn without forgetting!

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
 HEAAADERLOGORIGHT
4.1 Get off the phone!

Group B

1. If you have a device like a phone or tablet, you can stream music or videos to watch in your free
time.

2. If you suffer from depression, you may need to take medication to help you feel more positive.

3. Some popular posts on social media have hundreds of thousands of views.

4. Violent films and movies about war are only recommended for those over 18s.

5. We need to make sure we take mental health seriously and give people space to say when they’re
feeling unhappy or sad.

6. You can set up a special password on your TV to make sure that your young children don’t view
anything meant for older people.

a. how you are feeling in your mind – whether you are sad or happy, relaxed or stressed, etc.

b. a small machine that can connect to the Internet

c. a serious condition where you feel very sad and without hope for a long period of time

d. a message, picture or video that someone is showing on a website or social media

e. relating to people hurting each other

f. watch something

Find five pairs of words with very similar meanings: one item in each pair is from Group A and one
from Group B.

Complete the word family table and underline the stressed syllables.

verb noun adjective

1
- anxiety

2
- concern

3
- depression

4
supervise -

5
- violent

FOOOOTERRIGHT Learn without forgetting! 129/306

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
HEAAADERLOGOLEFT
4.1 Get off the phone!

3 Writing part 1 - an essay

Paper 2 contains two writing tasks. The first is always an essay and all students must complete this
task. You are recommended to spend around 40 minutes on this task and write 140-190 words.

For the essay task, a topic and two ideas are supplied. You must include both ideas and supply a third
idea of your own in your response.

130/306 FOOOOTERLEFT Learn without forgetting!

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
 HEAAADERLOGORIGHT
4.1 Get off the phone!

4 Model answer

Look at the task and decide what third point you would include.

FOOOOTERRIGHT Learn without forgetting! 131/306

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
HEAAADERLOGOLEFT
4.1 Get off the phone!

Read the model answer and compare the third idea with your own.

Add the missing -ing phrases to the gaps – one is extra.

• chatting with friends during lessons

• damaging their health and well-being.
• looking at a screen for long periods of time
• sharing and viewing posts on social media.
• spending lots of time on social media
• viewing inappropriate content

Nearly everyone these days has a smartphone and most feel that they cannot manage without
this device. However, many people, particularly young people, spend so much time checking
1
their phones that they may be .

Of course, the main purpose of a phone is to stay in touch with what’s going on in the world.
2
This includes both contact with friends or family and . Young people would
argue that this is an important and enjoyable daily activity.

3
However, research shows that may lead to anxiety and depression. In addition
4
to poor mental health, there are also concerns about . Some easily available
5
images and videos are violent or upsetting. Furthermore, may lead to eyesight
problems and difficulties falling asleep.

As too much screen time can lead to a range of physical and mental problems, it is up to
parents and teachers to supervise how young people use their smartphones.

How many paragraphs are in the essay? What is each paragraph about?

132/306 FOOOOTERLEFT Learn without forgetting!

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
 HEAAADERLOGORIGHT
4.1 Get off the phone!

5 Practice

You are going to try a similar essay-writing task. Complete the activities.

Read the instructions. Then cover them and say what you think you have to do.

Work in pairs to think of a third point to include. You could think of several possibilities and then
choose the strongest one.

Make some short notes about all three points. What will your conclusion talk about?

Write your essay in 40 minutes. It is helpful to double space for your teacher to make corrections as
they read. You do not need to do this on the exam.

FOOOOTERRIGHT Learn without forgetting! 133/306

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
HEAAADERLOGOLEFT
4.1 Get off the phone!

6 Writing feedback

134/306 FOOOOTERLEFT Learn without forgetting!

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
 HEAAADERLOGORIGHT
4.1 Get off the phone!

7 Optional extension / homework

In part 2 of the B2 First Speaking paper, you have to describe and compare two photographs. You will
learn more about how to do this later in the course, but it will be helpful to get some practice now.

Work in A/B pairs. Look at your two photos and make a response according to the instructions.

Student A: your pictures show travellers using their phones. Describe and compare the pictures and
say how useful you think phones are to travellers.

Picture 1 Picture 2

Student B: your pictures show two people using phones at the same time. Describe and compare the
pictures and say how they’re using their phones together.

Picture 1 Picture 2

FOOOOTERRIGHT Learn without forgetting! 135/306

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
This page intentionally left blank.
 HEAAADERLOGORIGHT

JUST UNIT 2

THE JOB
QrrkoD Scan to review worksheet

Expemo code:
1H4Z-G7AB-4786

1 Warm up

These six sentences are mixed up. Organise them into two different messages by labelling them like
this: A1, A2, A3 and B1, B2, B3.

• Hope you didn’t wait around for me for ages – will catch up with you this weekend.
• I am so sorry to have inconvenienced you and I hope we can find a time to reschedule.
• I am writing to apologise for missing my appointment with you yesterday.
• Sorry I couldn’t make it yesterday!
• The train was really late and then I lost my phone, total nightmare!
• This was due to a severely delayed train and, unfortunately, I was not able to contact you because
I had lost my phone.

Answer the following questions.

1. How did you decide on the solution?

2. Who are the intended readers of each message?

3. What would happen if the intended reader of one message received the wrong one?

FOOOOTERRIGHT Learn without forgetting! 137/306

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
HEAAADERLOGOLEFT
4.2 Just the job

2 Language point

Writing successful messages, e-mails and letters depends partly on getting the style right. There are
several important differences in English between informal and semi-formal styles.

Compare these pairs of sentences and say which is informal and which is semi-formal. Explain your
thinking.

138/306 FOOOOTERLEFT Learn without forgetting!

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
 HEAAADERLOGORIGHT
4.2 Just the job

Make a note of the features of informal and semi-formal language in the table below.

informal messages, e-mails and letters semi-formal messages, e-mails and letters

example: Greeting: Dear + first name,

3 Writing part 2

Paper 2 contains two writing tasks. The second task allows you to choose from three options and
one might be an e-mail or letter (these are considered to be the same thing in the exam).

You are recommended to spend around 40 minutes on this task and write 140-190 words.

FOOOOTERRIGHT Learn without forgetting! 139/306

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
HEAAADERLOGOLEFT
4.2 Just the job

4 Model answer

Before you read the model answer, look at the task and answer the questions.

1. What specific things do you think a successful response will include for the three points?

2. Is there any additional information you could include?

Read the model answer and compare your ideas with the response.

140/306 FOOOOTERLEFT Learn without forgetting!

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
 HEAAADERLOGORIGHT
4.2 Just the job

Dear Sir/Madam,
I saw your advertisement on the noticeboard at college, and I wanna help you out.
I am studying maths and science at the college, and I have had a wonderful time here, from the course
itself to the social activities. I would welcome the opportunity to share my experiences with others. I
was planning to remain on campus during the spring holidays in order to complete some revision, but,
you know, I’d be pretty cool about working a couple of hours.
Furthermore, I have had some experience with this type of role. At school, someone chose me to show
new students around. I was also asked to look after a small group of pupils who needed additional
support in their first year, and I very much enjoyed being able to help them feel more confident in their
new environment.
In the future, I would like to train as a maths teacher, and I think this role would give me some useful
understanding of how young people view their educational opportunities. I hope you will consider me
for this role. Drop me an e-mail.
Catch you later,
Luke

1. What style should the response be? Has the writer achieved this style?

2. Locate five items which need improving and rewrite these in the correct style.

3. How many paragraphs are in the e-mail? What is each paragraph about?

FOOOOTERRIGHT Learn without forgetting! 141/306

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
HEAAADERLOGOLEFT
4.2 Just the job

5 Practice

You are going to try a similar essay-writing task. Complete the activities.

Read the instructions. Then cover them and say what three points your response should include and
what style you need to use.

Make some short notes about all three points. What other information could you include?

Write your essay in 40 minutes. It is helpful to double space for your teacher to make corrections as
they read. You do not need to do this on the exam.

142/306 FOOOOTERLEFT Learn without forgetting!

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
 HEAAADERLOGORIGHT
4.2 Just the job

6 Writing feedback

FOOOOTERRIGHT Learn without forgetting! 143/306

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
HEAAADERLOGOLEFT
4.2 Just the job

7 Optional extension / homework

You are going to review Use of English part 4 – key word transformations, working with pairs of
informal/semi-formal items.

Complete the second sentence so that it has a similar meaning to the first sentence, using the word
given. Do not the change the word given. You must use between two and five words, including the
word given. Write only the missing words IN CAPITAL LETTERS on the separate answer sheet.

1. Can you send me a copy of the original letter? (WONDER)

I forward me a copy of the original letter.

2. It would be great if you could offer me this discount. (GRATEFUL)

if you could give me this discount.

3. We are currently trying to determine why your order was lost. (OUT)
At the moment, we are trying to why your order got lost.

4. We should discuss this situation at the earliest opportunity. (POSSIBLE)

We should talk about this situation .

5. I’m sure we can give you all the information you need (WITH)
I am confident that we can all the information you require.

Find another semi-formal and informal pair of items in each of the exercises.

144/306 FOOOOTERLEFT Learn without forgetting!

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
 HEAAADERLOGORIGHT

GETTING
UNIT 3
CRAFTY
QrrkoD Scan to review worksheet

Expemo code:
1H4Z-G7AB-E0B4

1 Warm up
In part 2 of the B2 First Speaking paper, you have to describe and compare two photographs. You will
learn more about how to do this later in the course, but it will be helpful to get some practice now.
Work in A/B pairs. Look at your two photos and make a response according to the instructions.

Student A: your pictures show people knitting and sewing. Describe and compare the pictures and
say why people enjoy these crafts.

Student B: your pictures show people doing woodwork and pottery. Describe and compare the
pictures and say how people usually learn these crafts.

FOOOOTERRIGHT Learn without forgetting! 145/306

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
HEAAADERLOGOLEFT
4.3 Getting crafty

Answer the questions below.

1. Can you think of any other popular craft activities?

2. Which of these crafts have you tried, and which would you like to try?
3. Why is it important for children to get the chance to learn these skills?

2 Focus on language

There are many phrases in English which use the verb get, for example: get the chance to learn new
skills. These are very common in informal speaking and writing. Complete the get phrases in these
sentences using a two-word option from the box.

1. Can I just get sign here, please?

2. Did you get my old school papers? I wanted to keep them.

3. Good morning! I’ve had my coffee and I’m ready to get .

4. He thinks he got away on the exam, but I’m sure someone’s going to find out.

5. I didn’t understand what you meant, at first, but I get .

6. I guess I ate too much over Christmas – these trousers seem to have got for me.

7. I had a bit of a headache this morning, but now it’s getting .

8. I’m back from the supermarket, but I’m afraid I didn’t manage to get .

9. I’m sorry I’m late. I got the way here.

10. If you just leave the dirty dishes in the sink, I’ll get doing them later.

11. We don’t get with our neighbours, I’m sorry to say.

12. When I was a child, I only got up late when it was my birthday.

Some uses of get are very easy to understand and use.

• Example: get the chance to learn new skills = have an opportunity to do something new, or do
something that you enjoy. This is a collocation.

1. Which examples refer to a change in a situation?

2. Which example refers to buying or obtaining something?

3. Which example refers to understanding?

146/306 FOOOOTERLEFT Learn without forgetting!

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
 HEAAADERLOGORIGHT
4.3 Getting crafty

Other uses of get are more complicated.

• Example: get to stay up late = be allowed to do something that you really want to do and/or which
is normally not allowed.

1. Which examples relate to beginning or starting a task?

2. Which example means to ask another person to do something?

3. Which example relates to doing something wrong, and escaping punishment?

4. Which example relates to relationships?

5. Which example relates to something you don’t want any more?

What other phrases with get do you know?

3 Writing part 2 - an article

Paper 2 contains two writing tasks. The second task allows you to choose from three options and
one might be an article. You are recommended to spend around 40 minutes on this task and write
140-190 words.

FOOOOTERRIGHT Learn without forgetting! 147/306

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
HEAAADERLOGOLEFT
4.3 Getting crafty

4 Model answer

Before you read the model answer, look at the task and answer the questions.

You see this announcement on an English-language website.

1. How many questions do you have to answer?

2. The title of the model answer you are going to read is "Thanks, grandma!" Make some predictions
about what the writer says in the article.

Read the model answer and compare your ideas with the response.

148/306 FOOOOTERLEFT Learn without forgetting!

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
 HEAAADERLOGORIGHT
4.3 Getting crafty

Thanks, Grandma!

"Now you know how to knit, I think you should start making a sweater," said my
grandmother. She even bought me some wool and an easy pattern. It was time to begin
working!

I was ten years old, and I have to tell you, it wasn’t easy. I can’t count how many times I
couldn’t follow the pattern and lost my place. My grandmother was on hand to help. She
checked my work, and she never excused me for making a mistake! Sometimes I had to
ask her to do the tricky bits. It seemed to take forever. But slowly, the sweater took
shape, and I improved at knitting.

I finished the sweater and wore it for years. I even kept it when it became too small - it
was too special to throw away. I’m still a keen knitter. Just before grandma passed away a
few years ago, I told her, "I understand! Life is all about hard work and patience. Thanks,
Grandma!"

The writer has missed some opportunities to include get or phrases with get.

• Example: "... I think you should start (get down to) making a sweater ..."

Look back at the article and find nine more places where you can substitute get or a phrase with get.

1. How does the writer achieve an informal style?

2. What does the writer do to interest, inform or entertain the reader?

3. How many paragraphs does the writer use and what is each one about?

FOOOOTERRIGHT Learn without forgetting! 149/306

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
HEAAADERLOGOLEFT
4.3 Getting crafty

5 Practice task

You are going to try a similar article writing task. Complete the activities.

Read the instructions. Then cover them and say what you have to write about, what three points your
response should include and what style you need to use.

You see this announcement on an English-language website.

Make some short notes about all three points.

1. How will you interest, inform or entertain the reader?

2. What get phrases will you use?

Write your essay in 40 minutes. It is helpful to double space for your teacher to make corrections as
they read. You do not need to do this on the exam.

150/306 FOOOOTERLEFT Learn without forgetting!

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
 HEAAADERLOGORIGHT
4.3 Getting crafty

6 Writing feedback

FOOOOTERRIGHT Learn without forgetting! 151/306

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
HEAAADERLOGOLEFT
4.3 Getting crafty

7 Optional extension / homework

Read the text below and think of the word which best fits each gap. Use only ONE word in each gap.

Which craft?
Are you one of those people who love crafts? I know people like that. Every evening, they sit in front
1
of the TV and get to work on their latest project. They never seem to get bored
2 3
their work. I get – they love crafts! And I’m a bit jealous.
4
I’ve tried to learn so many different skills over the years, but I never really got with any of
5
them. I wasn’t having much fun, and it seemed like I never got round finishing anything.
6
In the end, I had so many bags and boxes of unfinished projects that I had to get of
them all.
7
But now, at last, I think I’ve found the right craft. I got my neighbour teach me how
to knit. We have a regular date every week to work on our projects together. I feel very lucky to get
8
the to learn this new skill and have a chat with someone I like.

Which parts of the writer’s experience can you relate to?

152/306 FOOOOTERLEFT Learn without forgetting!

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
 HEAAADERLOGORIGHT

MOVIE UNIT 4

NIGHT
QrrkoD Scan to review worksheet

Expemo code:
1H4Z-G7AB-E5D7

1 Warm up

Write these film/movie words next to the correct part of the diagram. Then add any other examples
you can think of.

actor / dull / play / musical / set / director / soundtrack / hilarious / documentary / animation
/ special effects / gripping / producer / star / dialogue

FOOOOTERRIGHT Learn without forgetting! 153/306

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
HEAAADERLOGOLEFT
4.4 Movie night

Answer these questions in pairs or small groups. Present yourself as if you were taking the exam, by
giving reasons and examples to support your answers.

1. Do you enjoy watching movies?

2. What type of movies are your favourite?
3. Are there any types of movies that you never watch?

2 Language point

When we are writing, we cannot use our voice for emphasis, as we can in speaking. Therefore, we
need to find other ways to help readers notice certain items in our sentences. Compare the pairs of
examples in the table.

Normal sentence Cleft sentence

The ending of the story was the best bit. The best bit of the story was the ending.

The special effects really surprised me. What/The thing that surprised me were the
special effects.

A big musicals fan recommended the film to The person who recommended the film to me
me. was a big musicals fan.

Cleft sentences work by moving the information we want to emphasize to the front of the sentence.
They are very useful in certain genres of writing like reviews or articles because they are more interesting
to the reader. It is also possible to use cleft sentences in speaking.

Complete the second sentence so that it has a similar meaning to the first sentence, using the word
given. Do not change the word given. You must use between two and five words, including the word
given.

1. The accents were so difficult to understand. (FOUND) most difficult

to understand were the accents.

2. The story is that a bank robbery goes wrong. (HAPPENS) a bank

robbery goes wrong.

3. The costumes were my favourite thing. (LIKED) best were the

costumes.

4. This documentary will be appreciated by horse fans. (PEOPLE) are

going to love this documentary.

5. My father really wanted to see this film. (PERSON) really wanted

to see this film was my father.

154/306 FOOOOTERLEFT Learn without forgetting!

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
 HEAAADERLOGORIGHT
4.4 Movie night

6. I enjoyed the movie because it was so funny. (REASON) enjoyed

the movie was because it was so funny.

7. I found it very strange to see that actor as a young man. (STRANGEST)

that actor as a young man.

8. I was so disappointed with the soundtrack. (THING) was the soundtrack.

9. I was wondering why the bad guys were all so handsome. (WHAT)
why the bad guys were all so handsome.

10. The hero looked for his missing money. (DID) was to look for his
missing money.

How many of the cleft sentences use superlative forms?

3 Writing Part 2 - a review

Paper 2 contains two writing tasks. The second task allows you to choose from three options and
one might be a review. You are recommended to spend around 40 minutes on this task and write
140-190 words.

FOOOOTERRIGHT Learn without forgetting! 155/306

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
HEAAADERLOGOLEFT
4.4 Movie night

4 Model answer
Before you read the model answer, look at the task and answer the questions.

You see this announcement in your college English-language magazine.

Film reviews wanted

What film or movie made a big impression on you when you were a child?

Write us a review of the movie and explain when and where you saw it and why it was so
special for you. Tell us whether you think children these days would enjoy seeing it.

The best reviews will be published in the magazine.

How many points of information do you have to include?

Read the model answer and then cover the paper. Remember what the writer said in response to the
points in the task.

Mary Poppins: a movie review

You can call me old-fashioned, but the movie that I loved best as a child was Mary Poppins.
I watched it on TV the Christmas when I was six. What I remember about seeing it for the
first time is that my mother made popcorn and hot chocolate for me and my sister.
Mary Poppins is a musical produced by Disney about a magical nanny who brings an English
family closer together. It’s set in early 20th century London and shows a long-forgotten world
of cooks and chimney sweeps. The main reason why I love this film is the singing and dancing.
In fact, the songs were so catchy that I asked my parents to get the soundtrack and I learned
all the words. All I wanted to do for months after that was to play Mary Poppins with my
sister and our friends!
I’m not sure if today’s children would enjoy the 1960s version of this film. One concern I
have is that the animation sequences will seem dated. It may be better to show them Mary
Poppins Returns, an update on the story made in 2018.

1. Underline the cleft sentences in the review.

2. How does the writer achieve an informal style?

3. What special film vocabulary does the writer include?

4. How many paragraphs does the writer use and what is each one about?

156/306 FOOOOTERLEFT Learn without forgetting!

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
 HEAAADERLOGORIGHT
4.4 Movie night

5 Practice

You are going to try the same review writing task that you saw in the model answer. Complete the
activities.

Make some short notes about the film you are going to review. Remember that you will not be able
to use the Internet during the exam!

information notes

name of the movie

some basic information: genre, setting,

producer, director, actors

when and where you first saw it

why it was special for you

recommendation for kids today and why/not?

What special film vocabulary can you use?

Can you include two or three cleft sentences?

Work in pairs and present your ideas to your partner. If you are listening, give some feedback:

1. Did the speaker cover all the points clearly?

2. Did they use special film vocabulary?
3. Did they include a couple of cleft sentences?

Write your essay in 40 minutes. It is helpful to double space for your teacher to make corrections as
they read. You do not need to do this on the exam.

FOOOOTERRIGHT Learn without forgetting! 157/306

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
HEAAADERLOGOLEFT
4.4 Movie night

6 Writing feedback

7 Optional extension / homework

You are going to read five short movie reviews. For questions 1-5, choose from the sections A-E. Two
answers are possible for one question.

In which section does the writer describe ...

1. a move that has the same plot as a novel

2. a movie about a relationship that is pushed to the limit

3. a movie that is both funny and sad

4. a movie that might make you feel like you’re on holiday

5. a movie that you can only watch once a year

158/306 FOOOOTERLEFT Learn without forgetting!

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
 HEAAADERLOGORIGHT
4.4 Movie night

My favourite films
Unmissable movies to enjoy again and again on TV or streaming services

A. Elf (2003): this hilarious 2003 fantasy has now achieved the status of holiday classic. Starring Will Ferrell as a
human raised by Santa Claus’ helpers at the North Pole, it showcases all the magic of a New York Christmas. This
is truly an experience for the whole family to laugh and cry over in the run-up to this very special time of the year.

B. Clueless (1995): unbelievably now approaching its thirtieth anniversary, this update of a classic Jane Austen story
still seems fresh and funny, with its sparkling dialogue and engaging characters. Set in Beverly Hills, high school
student Cher tries to help a new girl fit in, finding love for herself in the process.

C. The Darjeeling Limited (2007): although train travel can be dull, this comedy-drama about three brothers on a long-
distance train journey across India certainly isn’t. Director Wes Anderson’s colourful style is instantly recognizable,
and he also co-wrote the screenplay. Watch it for the scenery, if nothing else.

D. Mamma Mia! (2008): with the soundtrack consisting exclusively of Abba songs, this fun musical, filmed on the
gorgeous Greek island of Skopelos, is full of sunshine and joy. The plot, which concerns a wedding and the search
for the bride’s real father, hardly matters when there are so many chances to sing along!

E. Touching the Void (2003): this documentary tells the story of two mountaineers who face an impossible situation
when they make the descent from a peak in the Peruvian Andes. Even if you know the ending, you’ll be absolutely
gripped by the unfolding events. No special effects are needed when the truth is this incredible!

Answer the following questions.

1. Have you seen any of these films? Did you enjoy them? Why/not?
2. Which of these do you think you would enjoy watching?
3. What films would you add to this list of "Unmissable movies to enjoy again and again on TV or
streaming services"?

FOOOOTERRIGHT Learn without forgetting! 159/306

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
This page intentionally left blank.
 HEAAADERLOGORIGHT

ON YOUR UNIT 5
BIKE!
QrrkoD Scan to review worksheet

Expemo code:
1H4Z-G7AB-423D

1 Warm up

You will hear cyclists talking in five different situations. For questions 1-3, choose the best answer:
A, B or C.

1. What are the cyclists complaining about?

a. The hills.

b. Their bikes.

c. Other people’s behaviour.

2. What happens on Thursday?

a. The customer can collect their bike from the shop.

b. The shop will service the bike.

c. The customer can leave their bike at the shop.

3. Why does the owner like having an electric bike?

a. Because you don’t need to charge it very often.

b. Because the place where they live isn’t very flat.

c. Because it makes other people jealous.

4. What has happened?

a. A cyclist has nearly hit a pedestrian.

b. A car has nearly hit a cyclist.

c. A van is blocking the road.

FOOOOTERRIGHT Learn without forgetting! 161/306

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
HEAAADERLOGOLEFT
4.5 On your bike!

5. Who do the cyclists need to communicate with?

a. Their instructor.

b. Each other.

c. Drivers.

Answer the following questions.

1. Are you a cyclist?

2. Are there many cycle paths in your town? What other facilities are available for cyclists?
3. Why do you think some people like to cycle to work or school?

2 Language point
Read these sentences from the recordings.

• But all work must be paid for in advance.

• So, it only needs to be recharged once a week ...
• For safety reasons, you’ve been put into small groups.

1. What’s the same about the verb forms in bold?

2. How do we make this form?

3. How could these sentences be expressed with active verb forms?

Why do we use passive forms? Match the examples with the most appropriate reasons. Note that
the agents are the people who perform an action in an active sentence.

1. I’m so excited – my book is going to be published!

2. After the accident, the drivers were arrested, and their cars were taken away.

3. We were told that there were no refunds available.

4. It is to be assumed that most residents would welcome better cycling facilities.

a. We want to achieve a more formal and impersonal style.

b. The agents are not known, not important or, as in this case, obvious.

c. We’re more interested in the action than in the agents.

d. We want to avoid identifying the agents, perhaps to avoid blaming someone.

162/306 FOOOOTERLEFT Learn without forgetting!

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
 HEAAADERLOGORIGHT
4.5 On your bike!

Read the text and complete the sentence with the correct tense and form (active or passive) of the
verb in brackets.

A short history of cycling

1
In the early days, bicycles (make) entirely of wood and had no pedals. Riders
2
(move) themselves forward by pushing off the ground with their feet. In the
3
1860s pedals (add), making cycling a more efficient and enjoyable experience.

4
The demand for more efficient and comfortable bicycles (grow) as cycling
5
became more popular. In the late 19th century, various technical innovations
(introduce), including the chain-driven bicycle, the air-filled tire, and a gear system.

6
Throughout the 20th century, cycling (continue) to evolve. Racing bikes,
7
mountain bikes, and electric bicycles (create) as a result of advances in
materials, design, and technology.

8
Today, cycling is a popular leisure activity and a competitive sport, which
9
(enjoy) by millions of people. Cycling (see) as a healthy and environmentally
10
friendly mode of transportation. As a result, many cities (introduce) bike-
sharing programmes, making it easier to use bikes for short trips. In the future, more local
11
governments (expect) to take action to promote cycling by constructing
12
cycle lanes in which cyclists (keep away) from both pedestrians and cars
for safety reasons.

FOOOOTERRIGHT Learn without forgetting! 163/306

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
HEAAADERLOGOLEFT
4.5 On your bike!

3 Writing part 2 - a report

Paper 2 contains two writing tasks. The second task allows you to choose from three options and one
might be a report. You are recommended to spend around 40 minutes on this task and write 140-190
words.

164/306 FOOOOTERLEFT Learn without forgetting!

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
 HEAAADERLOGORIGHT
4.5 On your bike!

4 Model answer

Before you read the model answer, look at the task and answer the questions.

A transport group with a special interest in cycling is coming to visit your local school.
The aim of their visit is to see what the school is doing to promote this form of transport.

You have been asked to prepare a report for their leader. Your report should:

- include information about how the school encourages students to cycle

- recommend other steps the school could take

Write your report.

1. Who is the target reader and what do they want to know?

2. Why do you think they need this information?

3. Make some predictions about what the report says.

Read the model answer and compare your ideas with the response.

FOOOOTERRIGHT Learn without forgetting! 165/306

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
HEAAADERLOGOLEFT
4.5 On your bike!

Cycling for all

Introduction
As part of a school-wide focus on health and well-being over the last few years, cycling rates among
students have increased dramatically, both in and out of school. This report describes how this has
been achieved.

Equipment
The first requirement for this scheme to work is to ensure that students have access to bicycles. When
students were first surveyed, only 40% owned their own bikes. Many families reported that cost was
a major factor, so a local cycling retailer was invited to make discounted bikes and equipment available
to pupils. Furthermore, a successful scheme for selling second-hand bikes was set up by the parents’
association. Today over 85% of students have their own bicycles. Bicycle sheds for storage during the
school day have been constructed at cost price by local builders.

Education
The second element required for the promotion of cycling is education and training. Younger children
are taught the basics of riding on the school playground, while older children are taken onto the roads
and instructed in safe cycling.

Recommendations
Following the success of the scheme so far, it is recommended that teachers and other staff are offered
the same discounts as pupils, and that this assistance is extended to the purchase of electric bikes.

1. Circle the passive verb forms in the report.

2. How does the writer achieve a semi-formal style?

3. How many paragraphs does the writer use and what is each one about?

4. How helpful do you think this report will be for the target reader?

166/306 FOOOOTERLEFT Learn without forgetting!

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
 HEAAADERLOGORIGHT
4.5 On your bike!

5 Practice task

You are going to try a similar report-writing task. Complete the activities.

Read the instructions. Then cover them and say what you have to write about, what points your
response should include and what style you need to use.

A representative from your local government has contacted your neighbourhood

residents’ association because they want to find out how local people view cycling.

You have been asked to prepare a report to send in. Your report should:

- explain local people’s feelings about cycling and cyclists

- include information about local facilities for cyclists

- recommend steps the government could take to encourage people to cycle more

Write your report.

Make some short notes about the points you need to include.

How will you achieve a semi-formal style?

Write your essay in 40 minutes. It is helpful to double space for your teacher to make corrections as
they read. You do not need to do this on the exam. Remember to include a title and sub-headings.

FOOOOTERRIGHT Learn without forgetting! 167/306

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
HEAAADERLOGOLEFT
4.5 On your bike!

6 Writing feedback

168/306 FOOOOTERLEFT Learn without forgetting!

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
 HEAAADERLOGORIGHT
4.5 On your bike!

7 Optional extension / homework

You are going to review Reading Part 7 – multiple matching. Read the article about a community
cycling scheme and for questions 1-5, choose from sections A-E. The sections may be chosen more
than once.

Which paragraph ...

1. talks about changes to the project?

2. suggests the best way to access the service?

3. describes how the service collects and spends money?

4. explains a surprising fact about the town?

5. gives a reason why the service may not be offered on a specific day?

A community that supports cycling

How Doctor Bike transforms Lewes into a bike-friendly town

A. The county town of Lewes in East Sussex is, by anyone’s accounts, not an ideal place for cycling. The town is
built around a central steep hill and that means that cyclists are usually either struggling to get up or trying not to
go too fast on the way down. The town’s narrow old streets barely have enough space for basic pavements and
cars, let alone cycle lanes. Yet the residents enjoy the services of a unique community project to promote cycling:
Doctor Bike.

B. The scheme is staffed entirely by volunteers. Once a week, weather permitting, they set up a free service in a
central location, which offers basic repairs to brakes, gears and tires. This service is available to anyone. The
volunteers are also happy to teach people how to fix their own bikes and/or lend specialist tools to anyone who
needs them. The service is first come, first served, with no appointments, so early attendance is advised.

C. Doctor Bike dates back at least to 1991, when local people staged a sustainable transport festival called Green
Wheels Day. As part of this event, a free cycle repair workshop was offered and proved to be so popular that
there was barely space to accommodate everyone. Since then, the service has been a regular event in the town,
although the locations have varied over the years, as have the individual mechanics.

D. Encouraging cycling in this way brings a range of benefits to the town. First of all, it encourages people to use
cycling as a more environmentally friendly form of transport. Cycling also provides exercise and promotes good
health. Doctor Bike makes cycling accessible and affordable to local people and the scheme helps create a sense
of community spirit in the town. Although the service is free, users are invited to make donations which pay for
spare parts and insurance, with any extra profits going to local charities.

Answer the following questions.

1. Do you have a similar project in your town? If so, how does it work and how popular is it? If not,
do you think something like this should be set up?
2. Which one of the benefits described in the article do you think is the most important? Why?

FOOOOTERRIGHT Learn without forgetting! 169/306

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
This page intentionally left blank.
 HEAAADERLOGORIGHT

REFLECT ON
UNIT 6
WRITING

QrrkoD Scan to review worksheet

Expemo code:
1H4Z-G7AB-7C87

1 Warm up

Paper 2 on the B2 First exam tests writing skills. The exam includes several different types of writing
task. Place the types in the box in the correct place(s) on the line according to their level of formality.

an article / an e-mail / an essay / a report

1. One type of task is missing from the list. What is it and where does it belong?

2. Why is the essay different to the other types?

FOOOOTERRIGHT Learn without forgetting! 171/306

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
HEAAADERLOGOLEFT
4.6 Reflect on Writing

2 Language review

Complete the exercises. The answers in the first two sections are worth two points each and those
in the final section are worth one point.

These sentences were written by students in their essays about exam preparation. Read the sentences
and then the teacher’s comments in italics. Then rewrite the sentences following the teacher’s advice.
Each item is worth two points.

1. During a stressful time like this, everyone should make sure that they look after both their mind
and body. Please rephrase this more formally – 4 words, the final word has a hyphen.

2. Most people study English so they can get a better job. Could you use a cleft sentence here to explain
why? It would make more of an impact.

3. If you don’t get it, just ask the teacher. Phrases with GET are usually informal.

4. My parents asked me, "Do you have any homework?" Please rewrite this as an indirect question.

5. Once you have had a nice walk outdoors, you will feel ready to get down to studying. Think about
how you can avoid using this phrasal verb – it’s quite informal.

6. People often have a lot of worried feelings before they take an exam. Please rephrase this as one
word.

7. I’m feeling both nervous and excited right now, and I expect you’re feeling the same! Make sure
you show the examiner that you understand how punctuation can express a more formal style.

8. The teacher instructed us to write in pencil. This would be better as a passive.

9. There will be someone in the room to watch people taking the exam. Please rephrase this more
formally using a verb + noun collocation.

10. What every student waits for is the summer holidays, but exams come first. In this case, it would
be more natural to use a phrasal verb. Can you remember the correct one? We often use it in emails
and letters.

172/306 FOOOOTERLEFT Learn without forgetting!

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
 HEAAADERLOGORIGHT
4.6 Reflect on Writing

Read this student-written e-mail. There are ten mistakes, which are underlined. Correct the mistakes
and say what kind of mistake each one is, using the correction code below. Each item is worth two
points.

GR - grammar mistake

T - tense

WW - wrong word

WO - word order

SP - spelling

P - punctuation (including mistakes with capital letters)

word - there is an extra word – please remove it

^- insert a word or phrase

N - natural – this means the teacher understands what you mean but a native speaker
would say/write it differently

Dear 1) Sir Ben Williams,

I saw your advertisement for the 2) big ben school of english on social media. I 3) write to ask for some
more 4) informations about your school.
First, I would like to ask 5) are how many students in each class. A 6) school has many students is
attractive for me because I want to make a lot of friends.
I would also like to ask about the resources of your school and the qualifications of the teachers. It is
important for me to be taught by teachers who have qualifications. What qualifications do the teachers
have? And what resources does the school have?
Finally, I would like to ask about the program, and the 7) amenties in the local 8) country. So please 9)
tell to me what is included in the price and what I can do in my free time.
Thank you very much for your help in this matter. I am 10) looking forward to go to your school.

Best wishes,
Natasha

FOOOOTERRIGHT Learn without forgetting! 173/306

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
HEAAADERLOGOLEFT
4.6 Reflect on Writing

Complete this article with the missing words. You are given the first letter of each missing word. Each
item is worth 1 point.

Quitting social media – my experience

1
Lots of people have expressed c about the amount of time they spend on social media.
The person who made me question my own use was an expert in addiction. In a recent podcast, she said
2
the amount of time people spent online was directly related to the state of their mental h .
3
People who spent more time on their devices were more likely to suffer from d - this
effect was stronger for young people.
4 5
So, I decided to completely get r of social media apps on all of my d ,
although I still used them for e-mails and phone calls. It was hard at first, especially when I knew my
6 7
friends were p fun stuff and sharing i . But I stuck with it and started
8
to do things I didn’t usually get the c to do – cooking, exercise, and face-to-face chats.
It felt amazing.
9
Some of my friends are very worried about what their kids are v online – it’s hard
10
to avoid inappropriate c . I would encourage the whole family to see the benefits of
quitting social media for themselves.

3 Self-evaluation

Think about how well you performed in each of the categories in the table. Give yourself a traffic
light mark for each line: green means you performed well, yellow means your performance was ok,
and red means you need to improve.

Now think about how confident you are to write each of these task types for the exam.

Which of these options would you most like to see as Task 2 on the exam paper when you take the
B2 First?

174/306 FOOOOTERLEFT Learn without forgetting!

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
 HEAAADERLOGORIGHT
4.6 Reflect on Writing

Which would you least like to see?

Choose up to three important areas from either of the tables that you need to improve in. Mark these
with an X in the tables above.

There are lots of ways for you to improve in your weaker areas. Choose up to three that you need to
do from the list below and make time in your schedule to complete them before the exam.

• Make sure you have a strategy for the writing paper – you need to be prepared for the essay task
and at least two other task types to be certain that you will show your best work on the day.
• Look back at your B2 First writing that your teacher has marked. Make sure you understand all
the feedback and comments. If you haven’t already done this, write the task again and improve it
by making corrections and following comments.
• Find more B2 First practice writing tasks and work with those. Practise planning, writing and
checking your work under timed conditions (40 mins per task).
• Check a grammar book or look online for additional practice with grammar points that you don’t
feel confident about.
• Make a list of vocabulary, phrasal verbs and other language in context that you don’t feel confident
about. Write personal and original sentences which use these items.

4 Optional extension

This revision paper did not include an example of a Review writing task. Read the instructions and
make notes showing your plan to respond to this task. Show how you will use paragraphs.

An English-language website has asked for reviews of parks and gardens in your local
area. You decide to write a review of one of these places that you have visited. Describe
the park or garden and say what you think of it. How do you think it could be improved?

Write your review in 140-190 words.

How many different words can you think of to refer to the park or garden without repeating these
words?

FOOOOTERRIGHT Learn without forgetting! 175/306

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
This page intentionally left blank.
 HEAAADERLOGORIGHT

PART 5

FOOOOTERRIGHT Learn without forgetting!

177 / 306
Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
This page intentionally left blank.
 HEAAADERLOGORIGHT

LISTENING
UNIT 1
IN

QrrkoD Scan to review worksheet

Expemo code:
1H4Z-G7AB-9347

1 Warm up

You can overhear lots of interesting conversations in busy airports. Finish writing up to three of the
five conversations which relate to the picture below.

FOOOOTERRIGHT Learn without forgetting! 179/306

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
HEAAADERLOGOLEFT
5.1 Listening in

Compare your ideas in pairs.

What’s the most interesting conversation that you have ever overheard?

2 Focus on language
We use lots of functional language in conversation. Functional language does a specific job in a
conversation - see the examples below. Match each sentence with the correct function - think about
what people really mean rather than the exact words they’re using.

ask permission disagree express gratitude

give a compliment give a warning give instructions

1. Are you using this chair?

2. That’s not how I see it at all.

3. It means so much to me.

4. That colour really suits you!

5. I’ve just cleaned the floor over there so it’s quite wet.

6. The cat food is in the cupboard next to the sink, and he only gets half a cup.

180/306 FOOOOTERLEFT Learn without forgetting!

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
 HEAAADERLOGORIGHT
5.1 Listening in

Write one missing word in each sentence so that it matches the function. The first letter of the missing
word is given to you.

1. make an announcement: All right everybody, can I have your a ?

2. make an apology: We r to say that the 4:40 train to Sheffield will be delayed by
20 minutes.

3. make an offer: I’m happy to s my meal with you - I ordered way too much.

4. make a request: Would you m holding this for me for a second?

5. make a suggestion: Have you e thought of using a delivery service for your groceries?

6. make a complaint: I’m afraid the service here just isn’t good e !

When we talk about functional language, we use a range of collocating verbs. All the items in the
second exercise collocate with make. Look back at the first exercise and underline more collocations.

Work in pairs to test your partner, like this: What goes with permission? Ask.

3 Listening part 1

Paper 3 contains Listening exercises. Part 1 includes eight short conversations or monologues which
are introduced by a context sentence. This is followed by three multiple choice options. Each correct
answer in this part is worth 1 point. You hear each recording twice in a row.

FOOOOTERRIGHT Learn without forgetting! 181/306

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
HEAAADERLOGOLEFT
5.1 Listening in

4 Mini task

Before you try a full practice task for part 1, listen to these three conversations and choose the correct
answer: A, B or C. Follow the tips you have just read.

You will hear people talking in different situations. For questions 1-3, choose the best answer: A, B
or C.

1. You hear a teacher and student talking about their English class. How does the student feel?

a. Confident in the teacher.

b. Ready for the exam next year.

c. Worried about his reading skills.

2. You hear an announcement at a business conference. What is the announcement about?

a. Lunch.

b. Parking.

c. Tomorrow’s schedule.

3. You hear two people talking about a TV show they’ve both seen. What do they agree about?

a. The reviews.

b. How it made them feel.

c. The way the characters looked.

Compare your answers with a classmate and explain your thinking.

Which item contained each of these types of functional language?

a. agreeing about a negative statement

b. giving a compliment/expressing gratitude

c. making a request

How confident are you to try the full practice task?

182/306 FOOOOTERLEFT Learn without forgetting!

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
 HEAAADERLOGORIGHT
5.1 Listening in

5 Practice task

You will hear people talking in different situations. For questions 1-8, choose the best answer: A, B
or C.

1. You hear an artist talking about her career. Why did she do so much drawing as a child?

a. She enjoyed it.

b. It helped her think.

c. She was bored at school.

2. You hear two university students at the end of a night out. What is the woman worried about?

a. Crime.

b. The weather.

c. Finding a taxi.

3. You hear two neighbours speaking. How can the man help?

a. Being quieter at night.

b. Keeping animals under control.

c. Making sure the bins are closed.

4. You hear two co-workers talking. How does the woman feel about public transport?

a. The train is better than the bus.

b. The bus is a good choice.

c. The train is as bad as the bus.

5. You hear two friends speaking about their local library. What do they disagree about?

a. The selection of books available.

b. The staff.

c. The types of stories they like.

6. You hear two housemates talking. Where is the woman going?

a. To a birthday party.

b. Out with her friend Dana.

c. To a restaurant.

FOOOOTERRIGHT Learn without forgetting! 183/306

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
HEAAADERLOGOLEFT
5.1 Listening in

7. You hear the introduction to a podcast. What does the guest do for a living?

a. She’s a tour guide.

b. She’s a wildlife photographer.

c. She’s a travel writer.

8. You hear a voicemail message. Why is the speaker calling?

a. To explain the new work schedule.

b. To say that the client called.

c. To say that a delivery is missing.

6 Language in context

Read the sentences from the recordings and explain what the words or phrases in bold mean.

1. My teachers always used to tell me off because they thought I wasn’t paying attention in my
lessons.

2. Hi - I’m glad I ran into you.

3. I think someone broke down on the main road.

Think of at least three examples:

• People who might tell you off.

• Places where you might run into someone you know well.
• What you have to do if your car breaks down.

184/306 FOOOOTERLEFT Learn without forgetting!

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
 HEAAADERLOGORIGHT
5.1 Listening in

7 Optional extension / homework

On the second part of the writing paper, you may be asked to write a letter/e-mail and you may
need to use different types of functional language. Read the task instructions and model answer and
identify five different functions in the e-mail.

You receive this phone message at work. Write your e-mail in response.

Dear Mr Lloyd,

I am writing with reference to your phone call yesterday, in which you made a complaint
about our delivery service. Let me start by offering you my personal thanks for bringing
this matter to our attention. The situation you describe does sound unacceptable, and we
regret that you experienced such inconvenience.

Our complaints process requires you to complete an online form which you can find by
clicking "Let us know what you think" at the bottom left of our homepage on the
company website. I wonder if you would be able to upload and attach some screenshots
of the texts you received from the delivery driver so we can gain a better understanding
of what occurred.

Once again, we appreciate your taking the time to engage with this process. We value
the opportunity to improve our procedures to bring our customer service up to the
highest standard.

Sincerely,

Joanne Newsome

Find some examples of formal language in this e-mail.

FOOOOTERRIGHT Learn without forgetting! 185/306

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
This page intentionally left blank.
 HEAAADERLOGORIGHT

IN UNIT 2

BRUGES
QrrkoD Scan to review worksheet

Expemo code:
1H4Z-G7AB-CBF8

1 Warm up

Imagine that a historic town wants to improve the main square so that residents and tourists spend
more money there. Look at the options below and discuss the advantages and disadvantages of each
one. Then say which would be the best TWO ways to increase spending.

1. What two options did you choose and why?

2. How difficult was it to reach an agreement with your partner?

FOOOOTERRIGHT Learn without forgetting! 187/306

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
HEAAADERLOGOLEFT
5.2 In Bruges

2 Language point

Read these sentences which relate to what students may have said in the discussion task from the
Warm up. Complete each gap with the correct form of one of the reporting verbs in the box. There
is one word you do not need to use

guess / imagine / persuade / predict / promise / recommend / remind / suggest / warn

1. Don’t forget that extra cleaning services could cost a lot of money. I just want to
you of that.

2. Perhaps if the cleaning department to empty the bins more frequently, that would
be enough.

3. It’s interesting to what the square would look like with more flowers and trees.

4. It’s quite difficult to what kind of live music is popular without actually asking
people.

5. OK, after hearing what you said about live music, I’ve changed my mind. You’ve
me.

6. I’m pretty certain that banning dogs isn’t going to help. Of course, I’m not completely sure, but
that’s what I will happen.

7. There’s going to be a very negative reaction to banning dogs. I’m you that this
will be a really unpopular move.

8. The best thing to do is provide more seating. I’m that we do this.

Which verbs relate to these ideas?

1. : do something helpful in the present or future

2. : choose the best option

3. : explain that something dangerous might happen

4. : help someone to remember something

5. : present an argument that makes someone think in a different way

6. : pretend that things are different to how they really are

7. : say what will happen in the future

8. : use limited information to make a statement

What other reporting verbs do you know?

188/306 FOOOOTERLEFT Learn without forgetting!

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
 HEAAADERLOGORIGHT
5.2 In Bruges

Parallel expressions

Skilled language users are able to recognise and use parallel expressions. These are
expressions which share the same meaning but use different words. These include
relating functional language like reporting verbs to what people actually say, and you can
find examples of this in the Listening paper, as well as in Reading and Use of English.

Parallel expressions are also useful for describing people’s opinions and feelings. Put these words
in the right order to complete each parallel expression so that the second sentence has the same
meaning as the first.

1. I think the town square is really special. by / I’m / impressed / the / town square. / very

2. In my view, we ought to invest more money in the town square. believe that / for one, / I, / more
investment. / needs / the town square

3. Interestingly, the square is over 500 years old. 500 years / a matter / As / dates back / of interest,
/ the town square

4. I was surprised to hear that the town square was originally a horse market. a horse market. /
didn’t realise / the town square / was once / was that / What I

How would you express each of these ideas in a parallel expression?

a. I was pleased to hear that ...

b. She’s very upset about ...

c. I’d rather not ...

FOOOOTERRIGHT Learn without forgetting! 189/306

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
HEAAADERLOGOLEFT
5.2 In Bruges

3 Listening part 2
Paper 3 contains Listening exercises. Part 2 is a sentence completion task with ten items based on a
monologue like a TV/radio broadcast, live talk or classroom presentation. Each correct answer in this
part is worth 1 point. You hear the recording twice.

4 Mini task
You will hear a tour guide introducing a group of visitors to the Belgian city of Bruges. For questions
A-C, complete the sentences with a word or short phrase. Before you listen, notice the underlined
phrases and also try to predict something about the missing information.

1. Sally guesses that the tourists have come to the city of Bruges to see the beautiful old buildings
and walk along the A) .
2. You might be surprised to learn that more than one hundred years ago, Bruges was one of several
important B) for international visitors.
3. In the past, making and selling lace was a C) industry in the local area.

Compare your answers with a classmate and explain your thinking. How were the underlined phrases
in the questions expressed in the recording?

How confident are you to try the full practice task?

190/306 FOOOOTERLEFT Learn without forgetting!

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
 HEAAADERLOGORIGHT
5.2 In Bruges

5 Practice task

You will hear a woman called Sally Baker, who is a tour guide, talking about an interesting aspect of
the Belgian city of Bruges. For questions 9-18, complete the sentences with a word or short phrase.
You now have 45 seconds to look at Part Two.

Sally predicts that walking around Bruges and 9) will make everyone feel tired after a
while.

Sally is impressed by how easy it is to find a place to rest in Bruges’ green spaces and city 10) .

Visitors can find chairs in many places including near canals and in the 11) of trees.

Sally suggests trying to spot slightly wider chairs which are provided for 12) to share.

Sally enjoys finding a chair to sit in while she imagines she is a local 13) .

In Sally’s opinion, it’s 14) to watch people using the green seats as social hubs.

Even though other cities provide similar seats for visitors, the green seats have certainly become a
much-loved 15) of Bruges’ identity.

Interestingly, the first chairs were provided as a gift to the city by a 19th century 16) .

Sally reminds everyone to be careful of 17) as they walk through the streets on the
way to the hotel.

Sally promises to explain the full 18) on the next day.

6 Language in context

Read the sentences from the recording and explain what the words or phrases in bold mean.

1. As a matter of interest, it was a mayor who personally paid for the first seats to be installed more
than one hundred years ago, when he set up the seating scheme.

2. The chairs are locally made to be as sustainable as possible. With this in mind, they don’t really
stand up to winter weather, so when it gets really cold, the city collects them and stores them
until spring.

3. Then you’re free to enjoy your first evening in Bruges, before we meet up over breakfast at the
hotel.

FOOOOTERRIGHT Learn without forgetting! 191/306

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
HEAAADERLOGOLEFT
5.2 In Bruges

Talk about your experiences in pairs.

1. Have you ever set something up? Was it successful?

2. What kind of weather do your shoes need to stand up to where you live?
3. What do you usually do when you meet up with friends?

7 Optional extension / homework

The topic of improving an area of town might also appear in a task for Writing part 2 – a report.
Read this model answer and use the correct form of the reporting words in the box to complete the
sentences.

advise / complain / compliment / express concern / recommend / remind / suggest / warn

Increasing customer spending in the town’s main square

Introduction

At a recent town meeting, shopkeepers and business owners from the area around the town square
1
that their incomes were falling. A number of ideas to address this situation were
discussed at the meeting. This report is a record of these discussions.

Health concerns

2
Several shopkeepers about the amount of dog mess that was present in the square.
3 4
They that this was a danger to health and some banning pets altogether.
5
Others simply increasing the frequency of street cleaning and adding some signs to
6
owners to clean up after their pets.

Making the environment more attractive

7
One business owner the parks department on their attractive floral displays and
asked if there could be more flowers and plants in the square. A local government officer agreed and
8
also providing more seating for visitors. One further proposal was to arrange for a
programme of live music at weekends.

Conclusions

The meeting was brought to an end before a decision could be reached. It was agreed that discussions
would resume at next month’s meeting and that, in the meantime, government officers would look into
the costs of the various proposals.

192/306 FOOOOTERLEFT Learn without forgetting!

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
 HEAAADERLOGORIGHT
5.2 In Bruges

Which reporting words are followed by these forms?

1. about something

2. someone on something

3. someone to do something

4. that + clause (subject + verb)

5. verb with -ing

FOOOOTERRIGHT Learn without forgetting! 193/306

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
This page intentionally left blank.
 HEAAADERLOGORIGHT

CHILLAX
UNIT 3

QrrkoD Scan to review worksheet

Expemo code:
1H4Z-G7AB-1D26

1 Warm up
Read the short text and choose the best option to complete the sentence.

How I relax
1
My favourite way to is pottering around with my plants in the garden. I don’t have
a big garden and it’s not very tidy, but I love spending time there. I have a very demanding job and
2
I usually get really stressed by the end of the week. Because of this, I need to get
3
from it all on Saturday mornings. It’s strange, but when I get out my gardening gloves,
4
they immediately make me feel better. I a deep breath and get to work. I always leave
5
my phone and other devices switched off. That means that I also get a detox. I find
6 7
that this time in the garden really helps me to calm and centre After
an hour or so, I’m ready for the weekend, whatever it brings. I really recommend gardening as a great
8
way to . This is what my garden means to me: a piece of heaven!
1. a. distress b. offstress c. de-stress d. unstress
2. a. off b. over c. up d. out
3. a. away b. over c. off d. up
4. a. do b. take c. have d. make
5. a. digital b. call c. internet d. screen
6. a. by b. it c. out d. down
7. a. it b. me c. yourself d. myself
8. a. unwind b. dewind c. nonwind d. offwind

Answer the following questions.

1. What’s your favourite way to relax?

2. Think of some more ways that people like to relax.
3. Why is having time to relax so important for our health?

FOOOOTERRIGHT Learn without forgetting! 195/306

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
HEAAADERLOGOLEFT
5.3 Chillax

2 Language point

Can you remember? Read these sentences from the text in the Warm up and say what the words in
bold refer to.

1. ... and it’s not very tidy, but I love spending time there.

2. Because of this, I need to get away from it all on Saturday mornings.

3. ... they immediately make me feel better.

4. That means that I also get a digital detox.

5. This is what my garden means to me: ...

Which one of these is different to the others and why?

Skilled language users are able to recognise and use references with words like it, they, this and that.
Understanding how these references work can help you to identify correct answers in the Listening
and Reading papers by thinking about what comes before or after these words. You will also be able
to use these in the Speaking and Writing papers to add complexity.

Note: This and that are very similar in their use in this context. These words are more emphatic than
it and suggest that a new, interesting fact has been mentioned.

Use it / that / they / this to complete this short description. There may be more than one answer
possible and you may need to add a verb.

1 2
is how I unwind – I just sit and do nothing! cheap and requires no
3
preparation. Because of , I find I can calm down anywhere and anytime. When people
4
see me relaxing in a chair with my eyes closed at work, often ask what I’m doing. So,
5 6
I tell them, and always seems to amaze them. But maybe they’ll try
themselves sometime, and then they’ll see.

Now change the information in the last text to describe your own way of relaxing.

196/306 FOOOOTERLEFT Learn without forgetting!

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
 HEAAADERLOGORIGHT
5.3 Chillax

3 Listening part 3

Paper 3 contains Listening exercises. Part 3 is a multiple matching task with five short monologues
and eight options. Each correct answer in this part is worth 1 point. You hear the recording twice.

4 Mini task

Before you try a full practice task for part 3, you are going to complete a shortened task. Read options
A-C and underline the key words. Then listen to the speaker talking about how they like to relax, and
decide which option is the best match.

1. This speaker needs time alone to relax.

2. This speaker relaxes at the weekend.

3. This speaker doesn’t know exactly why this way of relaxing works.

Compare your answers with a classmate and explain your thinking.

Think of relaxation activities that might match the two extra options.

How confident are you to try the full practice task?

FOOOOTERRIGHT Learn without forgetting! 197/306

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
HEAAADERLOGOLEFT
5.3 Chillax

5 Practice task
You will hear five short extracts in which people are talking about how they like to relax. For questions
19-23, choose from the list A-H what each person says about the way they relax. Use the letters only
once. There are three extra letters which you do not need to use. You now have 30 seconds to look
at Part Two.

A. Exercise and fresh air are what really helps.

B. It takes years of practice to develop the skills.
C. It’s important to have the right person to help you.
D. Only older people should try this.
E. This activity takes a long time.
F. This method has proven health benefits.
G. This speaker doesn’t like being interrupted.
H. You need a lot of expensive special equipment.

19. Speaker 1 →

20. Speaker 2 →

21. Speaker 3 →

22. Speaker 4 →

23. Speaker 5 →

Extra →

6 Language in context
There are many expressions relating to stress, for example, de-stress and get stressed out. Read these
sentences from the recording and add the missing word or part of a word, using the letter you are
given.

1. But none of them lasted long, maybe because my job was always getting more and more
stressf .

2. The teacher creates a stress-f environment and that’s what I really value the most ...

3. As far as I’m concerned, the best stress b is taking the dog out for a walk.

4. I take a deep breath and the stress just m away.

5. I can’t stand that – it really stresses m out and that’s the opposite of what I want!

6. ... there’s a lot of research showing that forest bathing helps your body fight stress-r diseases
like heart disease and cancer.

Pose the follow up questions to the class.

1. Which items are opposites?

2. Which items are or include phrasal verbs?

3. Why is the second item different from all the others?

198/306 FOOOOTERLEFT Learn without forgetting!

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
 HEAAADERLOGORIGHT
5.3 Chillax

7 Optional extension

On the second part of the writing paper, you may be asked to write an article. Read the task instructions.
Then decide where the missing sentences go – two options are extra.

Relax
It doesn’t cost a thing

Even though everyone says these are the best days of your life, we all know that coursework and exams can really
1
stress you out. So how can you unwind without breaking the bank?
2
My best advice is to go outside. Go for a walk around campus or around a park. Take a deep
breath and smell the flowers. If it’s a nice day, take your books outside and study under a tree. After half an hour
in the fresh air, I promise your stress will just melt away. That’s what I have always done, and I’ve found it very
3
helpful.
4
Sometimes going outdoors isn’t an option, and you really need to de-stress. And the best stress
buster of all is a digital detox – even an evening away from social media can help you calm down.
5
So, this is my final piece of advice: remember that the student services mental health team is
there if you need them.

A. Animal charities need people to help them exercise their dogs.

B. I even have my favourite study tree.
C. I’ve learned that finding the best way way to chillax is very personal.
D. This can really help you get away from it all.
E. While some stress is helpful to us, too much can affect your mental and physical health.
F. And what’s more, students are usually on a tight budget.
G. You know, there’s nothing wrong with taking five minutes to look out the window.

Extra challenge: write one more paragraph for this article which contains one of the extra sentences.

FOOOOTERRIGHT Learn without forgetting! 199/306

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
This page intentionally left blank.
 HEAAADERLOGORIGHT

TWIN UNIT 4

STYLE
QrrkoD Scan to review worksheet

Expemo code:
1H4Z-G7AB-6E59

1 Warm up
In part 2 of the B2 First Speaking paper, you have to describe and compare two photographs. You will
learn more about how to do this later in the course, but it will be helpful to get some practice now.

Work in A/B pairs. Look at your two photos which show people who are wearing matching clothes.
Compare the photos and say why you think the people are dressed this way. Try to speak for around
one minute.

Student A

Student B

FOOOOTERRIGHT Learn without forgetting! 201/306

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
HEAAADERLOGOLEFT
5.4 Twin style

Answer the following questions.

1. Have you ever dressed or would you ever dress like this?
2. What are some advantages and disadvantages of dressing in these ways?

2 Language point

Some words have more than one use. Complete the gaps in each pair of sentences with the same
correct word from the box.

coordinate dressing identity individual influence look

match outfit pattern style trend uniform

1. Being able to choose what to wear is an important way to express your .

You can lose a lot of money if your is stolen online.

2. Casual is not really appropriate for this workplace.

All the young people today seem to be like I did when I was a teenager.

3. Do you like my today? I got everything I’m wearing second-hand, except the shoes.
He runs a pretty profitable – it’s actually a family business.

4. Her dress had a bright striped on it.

Use the to cut out the material and then sew the pieces together.

5. If you’re looking for something to with your green trousers, let me suggest this blue
shirt.
I’ve asked Melissa to the project because she’s so well-organised.

6. Is there anything I can say to your decision?

My brother was such a big on me when I was growing up.

202/306 FOOOOTERLEFT Learn without forgetting!

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
 HEAAADERLOGORIGHT
5.4 Twin style

7. Lots of secondary schools require their students to wear a .

Try to achieve a thickness when you spread the icing on the cake.

8. Pink coat, orange tights and red shoes – that’s quite a colourful !
Why have you got such a strange on your face?

9. Teachers should treat each student in their class as an .

Everyone received an appointment to speak with the recruiter.

10. That of jacket really suits you.

Before I became a makeup artist, I used to celebrities on social media.

11. Why are you wearing your T shirt backwards? Is that some kind of new ?
The graph shows a downward in car sales over the last five years.

12. Your pyjama top doesn’t the bottoms!

Do you think I can your best performance in the 50m race?

Answer the following questions.

1. Which pairs have different grammar?

2. What people-nouns are related to these words: influence / style / trend?

FOOOOTERRIGHT Learn without forgetting! 203/306

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
HEAAADERLOGOLEFT
5.4 Twin style

3 Listening part 4

Paper 3 contains Listening exercises. Part 4 is a multiple-choice task with seven questions based on
an interview or discussion. Each answer has three options and every correct answer in this part is
worth 1 point. You hear the recording twice.

4 Mini task

Before you try a full practice task for part 4, you are going to complete a shortened task where a
speaker called Letty talks about being an identical twin. Read questions 1-3 and their options A-C
and underline the key words. Then listen to the recording, and decide which option is the best match.

1. What does Letty say about birthday celebrations when she was a child?

a. She loved going to birthday parties with her sister.

b. She and her sister always went to the same birthday parties.

c. She and her sister had separate birthday parties.

204/306 FOOOOTERLEFT Learn without forgetting!

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
 HEAAADERLOGORIGHT
5.4 Twin style

2. What does Letty say about wearing matching clothes as a child?

a. Her mother only dressed the twins alike on special occasions.

b. Her father thought this was bad for the twins’ development.

c. Her mother can’t identify individual twins in family photos.

3. How does Letty look now, compared with her twin sister?

a. They always try to look totally different.

b. They often wear similar items without meaning to.

c. They use the same makeup because it suits them.

Compare your answers with a classmate and explain your thinking.

How confident are you to try the full practice task?

5 Practice task

You will hear part of a podcast interview with a woman called Maya Mackintosh, who is an expert on
fashion. For questions 24-30, choose the best answer, a, b or c.

24. What problem does Maya identify with wearing twin style?

a. It only works if the outfits are exactly the same.

b. It’s not in fashion at the moment but may become trendy again in the future.

c. It’s the parents who are making this decision.

25. If people want to dress twin style, what does Maya recommend doing?

a. Wear the same colours but on different items of clothing.

b. Buy men’s styles in different colours.

c. Try to find the same items of clothing but with different patterns.

26. How can accessories be included in twin style outfits?

a. They shouldn’t be included as part of the look, as they make it too complicated.

b. They can be used to show either similarities or differences.

c. People could make their own accessories to coordinate with their outfits.

FOOOOTERRIGHT Learn without forgetting! 205/306

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
HEAAADERLOGOLEFT
5.4 Twin style

27. What does Maya say about why some famous people dress in twin style?

a. They are promoting a particular brand of clothing.

b. They are looking for more media attention.

c. They want to send a message to the public.

28. In what situation would Maya be concerned about twin style?

a. If choosing clothes took so long that there wasn’t any time for other fun activities.

b. If there wasn’t the same level of interest from both people in the couple.

c. If they chose to wear twin style even when they weren’t together.

29. Why does Maya think that twin-style dressing makes for a healthy relationship?

a. It demonstrates that both people in the couple can reach an agreement.

b. People who care about their appearance tend to have stronger relationships.

c. Knowing what looks good on you makes you more attractive to your partner.

30. What extra information does Maya share about twin-style dressing?

a. It was also a big trend 100 years ago.

b. It’s useful if you need to identify the other person in a busy place.

c. It means you and your partner can borrow each other’s clothes.

6 Language in context

Involve is another word that we use in several different ways. Read the sentences from the recordings
and explain what the phrases in bold mean.

1. Everyone knows that Maya is very involved with documenting current trends, ...

2. So, if this doesn’t involve wearing the same outfits, how do you achieve this look?

3. But as long as they’re both involved in the choice and enjoying themselves, it’s fine.

206/306 FOOOOTERLEFT Learn without forgetting!

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
 HEAAADERLOGORIGHT
5.4 Twin style

Complete these sentences in a logical way.

My uncle does a lot of charity work and he’s always been very involved with ...

Teaching effectively involves three main things:

It’s important that children feel involved in ...

7 Optional extension / homework

In part 3 of the Use of English paper, you have to complete a gapped text using the correct form of
the stem words you are given. Read this short text and use the word in brackets to form a word that
fits in the gap. Write the answer in capital letters.

School uniforms
1
In many countries around the world, you can see pupils (DRESS) in school uniform.
2
However, not everyone enjoys seeing a crowd of young people in (IDENTITY) outfits.
3
Probably the people who are most critical of this rule are the students themselves. Young
4
(TREND) often want to be able to express themselves (INDIVIDUAL). One of the things
5
that they often complain about is that the uniforms they have to wear aren’t at all
(STYLE). Many parents and teachers would argue this isn’t the point, but young people often say they
6
want to be more (INVOLVE) in deciding what the uniform looks like.
7
Surely, it wouldn’t take much (COORDINATE) to include students in the decision-
making process.

Extra challenge: write a paragraph describing some positive aspects of school uniforms using vocabulary
from the lesson.

FOOOOTERRIGHT Learn without forgetting! 207/306

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
This page intentionally left blank.
 HEAAADERLOGORIGHT

REFLECT ON
UNIT 5
LISTENING

QrrkoD Scan to review worksheet

Expemo code:
1H4Z-G7AB-DCD9

1 Warm up

Paper 3 on the B2 First exam tests listening skills. Complete the description of each part of this paper
by choosing the correct options.

Part 1: You hear one or two / two people talking in five / eight different short situations. You need to
answer a multiple-choice question about each situation, with three / four options.

Part 2: You hear one / two speaker(s) delivering information and you have to fill in eight / ten missing
words or short phrases.

Part 3: You hear four / five recordings of individual people speaking about related topics. You have to
match each one with a statement. Two / Three statements are extra.

Part 4: You hear two people talking and answer seven / eight multiple-choice questions. Each question
has three / four options.

You hear each recording once / twice.

Where do you write your answers to these questions?

FOOOOTERRIGHT Learn without forgetting! 209/306

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
HEAAADERLOGOLEFT
5.5 Reflect on Listening

2 Language review
Complete the exercises. The first activity is a sample of part 2 of the Listening paper, and your teacher
will play the recording. Each answer in this part is worth 2 points.

Part 1: You will hear a woman called Jo Bourneville talking about the student concern procedure at
the language school where she works. For questions 1-10, complete the sentences with a short word
or phrase from the recording.

Before you start, you have a minute to look at the exercise.

1. The Sunny School of English tries to be a and supportive outfit.

2. To achieve this goal, the school has a system for supporting students.

3. Instead of for doing something wrong, they want to find out why they are behaving
in this way.

4. Teachers with concerns about in their group will organise a meeting with them.

5. Most of the time, students need help because of a situation in their lives.

6. The school can offer support which meeting with a counsellor.

7. Trained volunteer students can be a on other students.

8. Teachers will a warning if there is a regular problem with your attendance.

9. Sometimes the downward continues and then students have to meet with Jo to
talk about their absences.

10. Students can also to their teacher or directly to Jo.

Part 2: Choose one item from column A and one from column B to complete the sentences. You may
have to change the form of the verb to fit the sentence. Each answer is worth two points.

A B

break away

calm away from

centre a deep breath

get down x2

meet into

melt myself

run out

stand up

stress up to

take

210/306 FOOOOTERLEFT Learn without forgetting!

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
 HEAAADERLOGORIGHT
5.5 Reflect on Listening

1. After I lost my job, it took a long time for me to and find a new direction.

2. As soon as I get into a nice hot bath, all of my stress just starts to .

3. He was getting really upset so I got him a glass of water and told him to .

4. I an old college friend in the street, and we went to have a coffee.

5. I’m looking forward to having a holiday soon – I really need to everything for a
while.

6. It my dog when she sees us packing the car because she thinks we’re going to
leave her behind!

7. Just before I jump into the pool, I so I can swim all the way to the end.

8. The bus and we had to wait two hours before it was fixed.

9. Those garden chairs won’t cold weather, so I put them away for the winter.

10. Why don’t we next weekend so you can tell me about your plans?

Part 3: Match each mini dialogue with one of the functions in the box. Three options are extra. Each
answer is worth one point.

announcement / apology / compliment / gratitude / guessing / instructions / offer /

persuasion / prediction / promise / recommendation / request / suggestion

1. A red sky at sunset means good weather tomorrow. →

2. Can I have your attention please? The 4:15 train to York has been delayed. →

3. How can I ever repay you? →

4. I love your earrings! →

5. I wonder if someone could make sure all the windows are closed. →

6. I’ll never let you down. →

7. Ok, you’re right. I’ll change my plans for tomorrow. →

8. The best place to eat is that café on the corner. →

9. When the clothes are in the machine, turn the dial to thirty degrees and press the ON button. →

10. Would you like me to put all the chairs away? →

Calculate your score for all the exercises in the previous stage – remember that some items are worth
two points. There are fifty points available in total. Convert your score into a percentage and write
this here:

FOOOOTERRIGHT Learn without forgetting! 211/306

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
HEAAADERLOGOLEFT
5.5 Reflect on Listening

3 Self-evaluation

Think about how well you performed in each of the categories in the table. Give yourself a traffic
light mark for each line: green means you performed well, yellow means your performance was ok,
and red means you need to improve.

Now think about how confident you are with each of these task types for the exam.

Choose up to three important areas from either of the tables that you need to improve in. Mark these
with a * in the tables above.

212/306 FOOOOTERLEFT Learn without forgetting!

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
 HEAAADERLOGORIGHT
5.5 Reflect on Listening

There are lots of ways for you to improve in your weaker areas. Choose up to three that you need to
do from the list below and make time in your schedule to complete them before the exam.

• ✷ Listening skills take a lot of practice to develop. Listen to English-language podcasts, TV shows
or films online for at least 10 minutes every day. Using subtitles can help to train your ear.
• ✷ Look back at exam tasks in this and previous lessons. Make sure you can explain why every right
answer is correct and why the wrong answers are incorrect.
• ✷ Find more B2 First practice papers online and work with those. Make sure you can explain why
every right answer is correct and why the wrong answers are incorrect.
• ✷ Make a list of grammar, vocabulary, phrasal verbs and other language in context that you don’t
feel confident about. Write personal and original sentences which use these items.
• ✷ Write your own versions of any or all of the parts of the listening paper, using tasks from previous
lessons. Writing questions for these will also help you understand more about how the exam
works.

4 Optional extension

Work with these sentences again. If you heard them on an exam recording, which words would be
stressed? Underline these words.

1. A red sky at sunset means good weather tomorrow.

2. Can I have your attention, please? The 4:15 train to York has been delayed.
3. How can I ever repay you?
4. I love your earrings!
5. I wonder if someone could make sure all the windows are closed.
6. I’ll never let you down.
7. Ok, you’re right. I’ll change my plans for tomorrow.
8. The best place to eat is that café on the corner.
9. When the clothes are in the machine, turn the dial to thirty degrees and press the ON button.
10. Would you like me to put all the chairs away?

Practise saying the sentences with the correct sentence stress.

FOOOOTERRIGHT Learn without forgetting! 213/306

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
This page intentionally left blank.
 HEAAADERLOGORIGHT

PART 6

FOOOOTERRIGHT Learn without forgetting!

215 / 306
Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
This page intentionally left blank.
 HEAAADERLOGORIGHT

WE’D LIKE TO
KNOW UNIT 1
SOMETHING
ABOUT YOU
QrrkoD Scan to review worksheet

Expemo code:
1H4Z-G7AB-4C35

1 Warm up
These pictures show typical topics on the B2 First speaking exam, part 1. Complete the questions
with one missing word. Then, in pairs, think of another question that relates to each topic.

FOOOOTERRIGHT Learn without forgetting! 217/306

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
HEAAADERLOGOLEFT
6.1 We’d like to know something about you

2 Language point

You need to give personal opinions in all parts of the B2 First speaking exam, as well as on the writing
exam. We often show when we are giving personal opinions by using these phrases.

Exercise A: Add the missing vowels to these words.

1. From my point of v _ _ w , it’s much more fun to be an only child!

2. I have no d_ _ bt that local shops really need our support these days, so I try not to buy things
online.

3. I r_ck_n there’s almost too much for visitors to do here!

4. I s_pp_s_ that I like classic stuff like Mario Brothers.

5. I’m _fr_ _ d that I’m a bit lazy – I usually just catch up on my sleep.

6. P_rs_n_ll_ speaking, I think there’s nothing as exciting as a live football match.

Exercise B: Add a word from the box to complete each phrase.

am / far / for / if / to x2

1. you ask me, gaming is a big waste of time. I’m much more into social media.

2. As as I’m concerned, Saturday night is party night!

3. I convinced that you can learn a lot from having brothers and sisters.

4. be honest, there’s not much to do around here. I guess maybe the scenery is
attractive if you like that kind of thing.

5. me, getting out there and being active is way more fun than sitting in front of the
TV.

6. my way of thinking, clothes shopping is boring. I’d prefer it if my mother bought

all my clothes.

Answer the following questions.

1. Which of the topics from the Warm up does each opinion relate to?

2. Do you strongly agree or disagree with any of the opinions?

3. Which phrases do you think are the most formal?

4. How is one negative opinion introduced to sound less strong?

218/306 FOOOOTERLEFT Learn without forgetting!

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
 HEAAADERLOGORIGHT
6.1 We’d like to know something about you

3 Speaking part 1

Paper 4 contains Speaking exercises. Part 1 is a conversation between the examiner and each candidate
individually.

This part of the exam lasts for two minutes. You are assessed on your use of grammar and vocabulary,
your organisation and linking of ideas and your pronunciation. In other parts of the speaking exam,
you are also assessed on how interactive you are with the other candidate and the examiner.

FOOOOTERRIGHT Learn without forgetting! 219/306

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
HEAAADERLOGOLEFT
6.1 We’d like to know something about you

4 Model answer

Listen to two candidates, Maria and Franz, answering questions for part 1 of the B2 First speaking
exam. The interview always starts with the examiner asking to see the mark sheets and for the
students to say where they’re from. For each of the next questions, choose the best option to describe
their performance.

1. Question: How many people are in your family? Maria’s answer does not relate to the question at
all / sort of relates to the question / relates to the question very well.

2. Question: And do you live in a house or a flat? Maria’s answer is too long / too short / the right
length.

3. Question: Franz, where do you live? Franz’s answer is too long / too short / the right length.

4. Question: Franz, what do you like to do at the weekends? Franz’s answer is too long / too short /
the right length.

5. Question: Maria, do you have any special plans for this weekend? Maria’s answer is too long / too
short / the right length.

6. Question: Franz, do you prefer to watch sports or to play yourself? Franz’s answer does not relate to
the question at all / sort of relates to the question / relates to the question very well.

7. Question: Maria, what do you do to keep fit and healthy? Maria’s answer is too informal / too
negative / too soft to hear.

Answer the following questions.

1. How could Maria improve her final answer?

2. What do you think Franz needs to do to improve?

220/306 FOOOOTERLEFT Learn without forgetting!

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
 HEAAADERLOGORIGHT
6.1 We’d like to know something about you

5 Language in context

Read the sentences from the recording and explain what the words or phrases in bold mean.

1. From my point of view, watching football or whatever on TV is a bit boring. I’m all about extreme
sports ...

2. ... and I’m really into skateboarding and surfing. I want to do some snowboarding this winter!

3. Oh my god! I hate exercise. I’m not keen on getting hot and sweaty.

Finish these sentences so they are true for you.

1. When it comes to food, I’m all about ...

2. I don’t usually like grammar but I’m really into ...

3. One holiday destination I’m really keen on is ...

Share your ideas in pairs.

FOOOOTERRIGHT Learn without forgetting! 221/306

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
HEAAADERLOGOLEFT
6.1 We’d like to know something about you

6 Practice

You are going to try speaking for part 1. Although there is no time for planning in the exam, when
you practise in class, it is helpful to prepare some ideas before you answer the questions.

Complete the table by making a note of just ONE key word in each column that you would use to
answer each question.

question my answer extra information - could be

an opinion, reason or example

1. What is there for tourists to

do in your town or city?

2. What sort of things do you

like to do when you’re on
holiday?

3. How often do you buy

clothes online?

4. When you buy something

new to wear, whose opinion is
important to you?

5. What kind of computer

games do you like to play?

6. What’s the main way that

you use your mobile phone?

Work in pairs to ask and answer the questions.

222/306 FOOOOTERLEFT Learn without forgetting!

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
 HEAAADERLOGORIGHT
6.1 We’d like to know something about you

How did you do? Complete the table and answer the final question.

Part 1 Part 1 Speaking yes sometimes no

content I can give a long

enough answer:
an idea plus one
extra piece of
information and
my answer
relates well to
the question.

vocabulary and I can use a good

grammar range of
language,
accurately,
including opinion
phrases.

fluency I can speak

without too
much hesitation.

pronunciation I can speak

clearly enough to
be understood.

self- I can present

presentation myself in a
friendly and
positive way.

What is the most important thing that you need to do to improve before the exam? How can you do
this?

FOOOOTERRIGHT Learn without forgetting! 223/306

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
HEAAADERLOGOLEFT
6.1 We’d like to know something about you

7 Optional extension

Read the text below and think of the word which best fits each gap. Use only ONE word in each gap.

1
Let me tell you a bit about myself. I’m an child, but if you count cousins,
I come from a big family because I have fourteen! I live in Rome, and obviously there’s lots
2
for tourists to do there, like seeing monuments or visiting museums. At the
3
weekends, I usually get with friends to play computer games. We like role-
4
playing games because solving puzzles really appeals us. I’m afraid I’m not
5
really team sports. I prefer to get exercise by hiking or cycling. Another thing
6
that’s very important to me is clothes. I like to in second-hand or vintage
7
stuff. You can actually get that sort of thing online these days, so I keep eye
8
on a couple of sites to see if anything good has come

Read the text out loud in pairs but change the details so they are true for you.

224/306 FOOOOTERLEFT Learn without forgetting!

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
 HEAAADERLOGORIGHT

GET THE UNIT 2

PICTURE
QrrkoD Scan to review worksheet

Expemo code:
1H4Z-G7AB-9421

1 Warm up

Work in A/B pairs and answer these questions for your picture.

1. What’s the picture of?

2. What can you see in the background?
3. Where do you think this picture was taken?
4. What time of year does this picture show?
5. How do you think the child feels?
6. What do you think children can learn from this activity?
7. Which of these two activities would you have preferred when you were a child?

Picture A Picture B

Think of three situations in real life when you might have to talk about photos or pictures.

FOOOOTERRIGHT Learn without forgetting! 225/306

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
HEAAADERLOGOLEFT
6.2 Get the picture

2 Language point

You need to describe a pair of photos on the B2 First speaking exam, part 2. Read what one student
said when they had their turn on the exam and compare it with your answers in the previous stage.

Both pictures show children enjoying trees. The first picture shows a girl, and she is
sitting on a branch. She has climbed quite high in the tree, and she looks really happy.
She could be in a park or maybe she’s even at home, and it appears to be autumn, as the
leaves are starting to change colour.

However, in the second picture, there is a girl who is picking some fruit and there are two
apples in her hands. She has a big smile on her face, and she must be looking forward to
eating or cooking with the apples she has picked. This picture was also probably taken in
the autumn since that’s when apples are ready to eat.

These two activities are really fun for kids, but they can also learn something from them.
Climbing trees is important for physical development and kids also learn how to take risks
and manage danger when they play like this. In addition, it helps them appreciate nature.
Picking fruit can also have the same benefits, but it has extra importance because it
teaches kids more about food and farming.

Find words or phrases in the response with these functions.

1. Comparing, or saying how things are the same:

2. Contrasting, or showing how things are different:

3. Describing what is in the picture:

4. Speculating or making a guess about what you see:

What tense is used to describe the actions in the picture?

226/306 FOOOOTERLEFT Learn without forgetting!

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
 HEAAADERLOGORIGHT
6.2 Get the picture

There are different ways to speculate.

Adverbs

Use maybe, perhaps, possibly, and probably to indicate that you’re not completely sure about
the information in your sentences.

1. Where do you put possibly and probably in a sentence?

2. Where do you put maybe and perhaps in a sentence?

Modal verbs

Use could, may, might, must or can’t + verb to show different levels of certainty or probability.

1. Which two verbs show the highest level of certainty or probability and how are they different?

2. Which other two verbs mean the same thing?

Speculating about what we see

Use looks, seems, and appears to show that we are not completely certain about the content
of the photo.

Explain these different grammar patterns.

1. She looks/seems happy.

2. She seems/appears to be happy/sitting in a tree.

3. It looks as if she’s happy.

4. It looks like autumn in the picture.

FOOOOTERRIGHT Learn without forgetting! 227/306

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
HEAAADERLOGOLEFT
6.2 Get the picture

3 Speaking part 2

Paper 4 contains Speaking exercises. Part 2 is a long turn picture description where each candidate
speaks on their own about a different pair of photos for around one minute.

You are assessed on your ability to organise your answer and express your ideas. When one candidate
has finished speaking, the examiner asks the other candidate a quick question about the first candidate’s
pictures.

228/306 FOOOOTERLEFT Learn without forgetting!

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
 HEAAADERLOGORIGHT
6.2 Get the picture

4 Model answer

You are going to listen to a student describing two photos for part 2 of the B2 First speaking exam.
First, work in pairs. Look at the pictures and read the instruction and plan an answer according to the
tips.

Say why it can be difficult to make a choice in these situations.

Listen to the recording and compare your ideas with what you heard.

1. How could this response be improved?

2. What did the examiner ask the other candidate? How would you answer this question?

5 Language in context

Read the sentences from the recording and explain what the words or phrases in bold mean.

"If the food isn’t what you expected, it’s a lot of time and trouble to send it back and you end
up eating it anyway. ... Then, if you change your mind later, you can always take it back to
the shop."

a. send something back:

b. end up doing something:

c. take something back:

Think of examples of the following things.

1. Other reasons why you might send food back in a restaurant.

2. Something you sometimes end up ordering from a menu.
3. Items of clothes that you can’t take back to the shop.

FOOOOTERRIGHT Learn without forgetting! 229/306

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
HEAAADERLOGOLEFT
6.2 Get the picture

6 Practice

You are going to try speaking for part 2. Although there is no time for planning in the exam, when
you practise in class, it is helpful to prepare some ideas before you try the task.

Look at your set of pictures and think about what you would like to say for each part, referring to the
four points in the table on the next page.

Student A

Your pictures show people interacting with animals. Compare and contrast the photos and say
how the people are feeling about the animals. Speak for one minute. Your partner’s question
is: What’s your favourite animal?

Student B

Your pictures show people using computers. Compare and contrast the photos and say how
these activities are important for young people. Speak for one minute. Your partner’s question
is: What’s the main way that you use a computer?

230/306 FOOOOTERLEFT Learn without forgetting!

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
 HEAAADERLOGORIGHT
6.2 Get the picture

Work in pairs to describe your two pictures. Speak for one minute. Then ask your partner to answer
the question provided.

How did you do? Complete the table on the next page and answer the final question.

FOOOOTERRIGHT Learn without forgetting! 231/306

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
HEAAADERLOGOLEFT
6.2 Get the picture

Part 2 Part 2 speaking yes mostly no

Content I can speak for

one minute,
describing the
photos,
speculating and
commenting on
the examiner’s
question.

Vocabulary and I can use a good

grammar range of
language,
accurately,
including a range
of phrases to
speculate.

Fluency I can speak

without too
much hesitation.

Pronunciation I can speak

clearly enough to
be understood.

Self- I can present

presentation myself in a
friendly and
positive way.

What is the most important thing that you need to do to improve before the exam? How can you do
this?

232/306 FOOOOTERLEFT Learn without forgetting!

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
 HEAAADERLOGORIGHT
6.2 Get the picture

7 Optional extension

Look at the pictures and instructions and think about how you would respond.

Picture 1 Picture 2

These pictures show people exercising in different ways. Compare the photographs and say what the
advantages are of each type of exercise.

Read the model answer and complete the multiple-choice exercise.

1
pictures show people exercising in different ways. In the first picture, there is a man
2
at home. He is sitting on the floor and appears to be yoga. There is a laptop open on
the floor in front of him, and he might be following an online yoga class.
3 4
, the second picture shows a woman at the gym. She is working on
5
an exercise bike and there is a personal trainer . It looks like he is timing her.

There are definitely advantages to both ways of exercising. If you follow a class from home, it’s possible
6 7
to do your exercise when it you. This means you can’t any excuses
about exercise not being convenient. It is also less time-consuming and maybe even less expensive
than going to a gym. But working out at the gym with a trainer or in a group class is much more
8
motivating than exercising at home. You have to work harder, and you get a of scene
and some social interaction at the same time!
1. A. Both B. Each C. This D. Two
2. A. sitting B. doing C. making D. going
3. A. Despite B. Moreover C. Whatever D. However
4. A. it B. off C. on D. out
5. A. keeping B. watching C. looking D. seeing
6. A. helps B. suits C. wishes D. works
7. A. make B. be C. do D. take
8. A. difference B. new C. change D. type

What question do you think the examiner will ask the other candidate?

FOOOOTERRIGHT Learn without forgetting! 233/306

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
This page intentionally left blank.
 HEAAADERLOGORIGHT

COMBINED
UNIT 3
EFFORTS

QrrkoD Scan to review worksheet

Expemo code:
1H4Z-G7AB-11C8

1 Warm up
Work in pairs to complete this picture description task, speaking about one photo each.

These pictures show families having a day out. Describe the photos and say what you think each
family is enjoying the most.

Picture A Picture B

Answer the following questions.

1. Which would you prefer to visit?

2. What kind of running expenses do museums and zoos have?
3. There are lots of ways for museums and zoos to make more money. Put these ideas in order
according to how much money you think they would make for an art museum.

• ask local businesses for donations

• hold special events to raise money
• run classes for adults and children
• sell a wider range of items in the gift shop

Think of other ideas for them to make money.

FOOOOTERRIGHT Learn without forgetting! 235/306

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
HEAAADERLOGOLEFT
6.3 Combined efforts

2 Language point

When people are discussing options, they use a range of functional language. It’s important to be
accurate when you use these phrases, whether the discussion is informal (for example, with friends
or family) or more formal (for example, at work or on an exam like B2 First).

Correct mistakes in some of the sentences in the middle column of the table. Then label the groups
in the column on the left and add your own ideas to the column on the right.

Practise saying all the sentences correctly.

236/306 FOOOOTERLEFT Learn without forgetting!

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
 HEAAADERLOGORIGHT
6.3 Combined efforts

3 Speaking Part 3

Paper 4 contains Speaking exercises. Part 3 is a collaborative task/two-way discussion where both
candidates evaluate five written options in the context of a discussion question.

You have 15 seconds to read the options and two minutes to discuss the various options. The examiner
then announces that you have one more minute to make a final decision. You may have to choose
more than one item.

FOOOOTERRIGHT Learn without forgetting! 237/306

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
HEAAADERLOGOLEFT
6.3 Combined efforts

4 Model answer
You are going to listen to two candidates working on part 3 of the B2 First speaking exam. The written
materials are below. As you listen, mark the order that each item is discussed (1, 2, 3 etc). Also mark
how the pair decide to evaluate each item after some discussion: positively (+) or negatively (-). Are
all the items discussed? Which item is chosen?

1. How well do you think the students shared the speaking time?

2. Do you agree with their solution?

5 Language in context
Read the sentences from the recording and explain what the words or phrases in bold mean.

1. For me, that’s a no-brainer. If the collection includes art that people aren’t interested in, they
should definitely sell those items.

2. Art can go in and out of fashion, so they might regret it if they get rid of something, and it turns
out to be important or popular later.

3. From what we’ve been saying, I think holding special events is the way forward. I’d rather go for
that option.

238/306 FOOOOTERLEFT Learn without forgetting!

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
 HEAAADERLOGORIGHT
6.3 Combined efforts

Finish these sentences in a logical way.

1. It’s a no-brainer, the best way to prepare for the B2 First exam is ...

2. I really wish that I hadn’t got rid of the ... that I had when I was younger.

3. In terms of climate change, I’m convinced that ... is/are the way forward.

Share your ideas in pairs.

6 Practice

You are going to try speaking for part 3. Although there is no time for planning in the exam, when
you practise in class, it is helpful to prepare some ideas before you try the task. Look at the materials
and think about what you would like to say for each part.

Work in pairs to discuss the options. You have two minutes to evaluate the options and one minute
to make a decision.

FOOOOTERRIGHT Learn without forgetting! 239/306

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
HEAAADERLOGOLEFT
6.3 Combined efforts

How did you do? Complete the table and answer the final question.

Part 3 Part 3 speaking yes mostly no

Content I can explain

positive and
negative aspects
of a situation.

Vocabulary and I can use a good

grammar range of
language,
accurately,
including a range
of functional
language.

Fluency I can speak

without too
much hesitation.

Pronunciation I can speak

clearly enough to
be understood.

Self- I can take turns

presentation 50/50 with my
partner and
disagree politely
with them.

What is the most important thing that you need to do to improve before the exam? How can you do
this?

240/306 FOOOOTERLEFT Learn without forgetting!

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
 HEAAADERLOGORIGHT
6.3 Combined efforts

7 Optional extension

The topic of raising extra money might also appear in a task for Writing part 2 – a report. Read this
model answer and match the words in bold with their meanings.

Raising extra funds for the City Zoo

Introduction

As costs for energy, food and staff rise, the City Zoo is finding it difficult to meet their
running expenses. At a recent board meeting, proposals were made to raise extra money
for the zoo. The purpose of this report is to evaluate these ideas.

Ticket prices

The simplest solution would be to raise ticket prices by 20%. This would not put too
many visitors off but would cover some of the most serious spending increases that the
zoo has seen this winter. This action would be accompanied by a social media campaign
to ensure visitors understood the reasons for the price hike.

Focus on visitor experiences

Two suggestions related to developing new visitor experiences. Other zoos in the
country offer special tours, guided by a zookeeper, allowing opportunities to feed or
interact with animals. Visitors are willing to pay high prices for these exclusive
experiences and the staffing costs would be low. The zoo could also host parties for
children or adults. The board’s marketing experts recommend putting out a major
advertising campaign to ensure high take-up for these new offerings.

Recommendations

It is likely that most local visitors would respond negatively to a price rise even if they
were made aware of the reasons. Therefore, although they require significant investment,
actions to improve visitor experiences are predicted to be the most profitable.

FOOOOTERRIGHT Learn without forgetting! 241/306

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
HEAAADERLOGOLEFT
6.3 Combined efforts

Group 1

1. (n): a plan to sell more products or services by making people aware of what’s
available
2. (n): a sudden and large increase in price

3. (adj.): available to only a small group of people, and no one else

4. (n): how much people want to or choose to use a service

5. (n, plural): money that is needed to meet costs or to spend on projects

Group 2

1. (phr. v.): producing information and making it available for people to read or
hear
2. (n): products or services that are made available for customers to buy

3. (adj.): resulting in extra money after the costs of production have been
subtracted
4. (n): the group of people who make decisions about how a business is run

5. (n): the money (and time and energy) it takes at the beginning of a project to
make it successful later on

Choose three words from this list that you think will be useful for you to remember and write a
personal sentence for each one.

1.

2.

3.

242/306 FOOOOTERLEFT Learn without forgetting!

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
 HEAAADERLOGORIGHT

UNDER
UNIT 4
DISCUSSION

QrrkoD Scan to review worksheet

Expemo code:
1H4Z-G7AB-3982

1 Warm up

Work in pairs to complete this collaborative task, speaking for no more than three minutes.

Examiner: I’d like you to imagine that a summer activity program for teens in a big city are thinking
about the best activities to include next year. Here are some ideas they’re thinking about and a
question for you to discuss.

Explain your choice to the class and give reasons.

1. Why do you think it’s important for people to spend time outside?
2. Why do you think some people avoid spending time outside?

FOOOOTERRIGHT Learn without forgetting! 243/306

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
HEAAADERLOGOLEFT
6.4 Under discussion

2 Language point

When we are answering questions about complicated issues, like the last two questions in the Warm
up, we should use a range of functional language. These help us to explore various important factors
and give a full answer to the question.

A full answer to this type of question might have several parts. Read this answer and identify the four
types of information it includes. How are these introduced?

Why do you think it’s important for people to spend time outside?

As far as I’m concerned, the greatest benefit to spending time outside is emotional. This is
because being outdoors in nature makes people feel happy and less stressed. For instance,
one study I read about showed that just spending just fifteen minutes a day in a park or green
space made most of the participants feel much more positive about their lives. However, this
wasn’t true for everyone in the study – perhaps they had more serious problems.

Complete the answer to the question below with your own ideas.

Why do you think some people avoid spending time outside?

1
From my point of view, some people avoid going outside because .
2
I think this may be partly due to . I sometimes find it difficult
3
to go out, even to do simple things such as , even though I
4
know .

There are different ways to explore contrasting ideas. Read these sentences and decide which one
contrasts positive and negative aspects of the same thing. What two things does the other sentence
contrast?

1. I love going for a walk in the evenings – everyone in my town does. However, / In contrast, in
some countries, this is not a popular pastime.
2. Lots of people find that going for a daily walk has a number of benefits for fitness. On the other
hand, not everyone enjoys this type of exercise.

244/306 FOOOOTERLEFT Learn without forgetting!

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
 HEAAADERLOGORIGHT
6.4 Under discussion

In a full answer, we may need to use language for generalizing about what other people think and do,
especially if it’s different to our own thoughts and actions.

Add one missing word from the box to each of these phrases. You are given the first letter of each
word, and the number of missing letters.

1. As a r _ _ _

2. G _ _ _ _ _ _ _ _ speaking,

3. In most c _ _ _ _

4. M _ _ _ often than not

5. What often h _ _ _ _ _ _ is

Use these expressions to talk about how young people in your country or city like to spend time
outdoors in the summer. What about in the winter?

Talk about popular ways for older people in your country or city to spend time outdoors in the summer
and in the winter.

FOOOOTERRIGHT Learn without forgetting! 245/306

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
HEAAADERLOGOLEFT
6.4 Under discussion

3 Speaking part 4

Paper 4 contains Speaking exercises. In Part 4 the examiner asks questions for both candidates to
answer. The topic of these questions is related to the collaborative task in Part 3.

These questions invite students to explore this topic more generally and more deeply, unlike the
interview questions in Part 1, which require a shorter and more personal response. This part of the
exam lasts four minutes and the examiner might ask six questions during this time.

246/306 FOOOOTERLEFT Learn without forgetting!

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
 HEAAADERLOGORIGHT
6.4 Under discussion

4 Model answer

You are going to listen to two candidates, Teresa and Charlie, working on part 4 of the B2 First
speaking exam. For each of the questions they answer, decide if the statement is true or false.

1. Question 1: What are some popular outdoor activities in your country? Charlie reacts to Teresa’s
remarks.

2. Question 2: Why do you think it’s important for people to spend time outside? Teresa’s answer is
too long.

3. Question 3: Why do you think some people avoid spending time outside? Teresa and Charlie share
a negative opinion of people who avoid spending time outside.

4. Question 4: How can schools encourage young people to be outside more? The examiner invites
Charlie to speak.

5. Question 5: Do you think people spend less time outside than they did in the past? Both
candidates give reasons for their ideas.

6. Question 6: Is it necessary to spend a lot of money to have a more outdoor lifestyle? Only Teresa
makes a generalisation about other people.

What did you find interesting or surprising about listening to this part of the exam?

5 Language in context

Read the sentences from the recording and explain what the words or phrases in bold mean.

1. Lots of studies have shown that outdoor time improves people’s well-being.

2. However, I’m afraid that many people are also just lazy, you know, couch potatoes!

3. For this reason, they were often out of shape and died at a much earlier age than people do now.

Explain why these things might happen.

• someone is worried about their son or daughter’s well-being

• someone thinks they have become a couch potato
• the vet tells someone their dog is out of shape

FOOOOTERRIGHT Learn without forgetting! 247/306

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
HEAAADERLOGOLEFT
6.4 Under discussion

6 Practice

You are going to try speaking for part 4. The questions in this part of the lesson could follow on from
the collaborative task you tried in the Warm up.

Work in A/B pairs. Complete your part of the table by making a note of just ONE key word in each
column that you would use to answer each question. Although there is no time for planning in the
exam, when you practise in class, it is helpful to prepare some ideas before you answer the questions.

B – ask A their questions. A – ask B their questions.

Student A

Prepare to opinion and example contrast generalisation

answer these reason
questions.

How can local

governments
encourage
people to keep
fit?

What are some

of the
advantages of
having a fit
population?

What are some

other ways to
stay healthy
besides
exercise?

248/306 FOOOOTERLEFT Learn without forgetting!

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
 HEAAADERLOGORIGHT
6.4 Under discussion

Student B

Prepare to opinion and example contrast generalisation

answer these reason
questions.

Is it necessary
to spend a lot
of money to
keep fit?

Do you think
people are less
fit than they
were in the
past? Why?

Why do you
think some
people avoid
team sports?

FOOOOTERRIGHT Learn without forgetting! 249/306

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
HEAAADERLOGOLEFT
6.4 Under discussion

How did you do? Complete the table and answer the final question.

Part 4 Part 4 speaking yes mostly no

Content I can give a full

answer: my
opinion, reasons,
examples and a
contrast.

Vocabulary and I can use a good

grammar range of
language,
accurately,
including
generalisations.

Fluency I can speak

without too
much hesitation.

Pronunciation I can speak

clearly enough to
be understood.

Self- I can present

presentation myself in a
friendly and
positive way.

What is the most important thing that you need to do to improve before the exam? How can you do
this?

250/306 FOOOOTERLEFT Learn without forgetting!

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
 HEAAADERLOGORIGHT
6.4 Under discussion

7 Optional extension

The topic of health and fitness may appear in Writing task 1 – an essay. Read this student essay and
supply the words that you cannot see.

Task

In your English class, you have been talking about keeping fit. Now your English teacher
has asked you to write an essay.

Some people say that outdoor exercise is the best way to keep fit. Do you agree?

Notes:

1. whether it works
2. the cost
3. your own idea: extra benefits – well-being

FOOOOTERRIGHT Learn without forgetting! 251/306

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
This page intentionally left blank.
 HEAAADERLOGORIGHT

TRICKY
UNIT 5
SITUATIONS

QrrkoD Scan to review worksheet

Expemo code:
1H4Z-G7AB-DFDA

1 Warm up

Some English language students have posted remarks about tricky situations on an exam website. For
questions 1-5 below, choose from items A-E on page two. Two answers are possible for one question.

In which section does the writer describe ...

1. two possible explanations for someone else’s behaviour?

2. something they are worried about now?

3. a time when they were disappointed in themselves?

4. something that requires extra time?

5. a difficult situation that turned out well?

FOOOOTERRIGHT Learn without forgetting! 253/306

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
HEAAADERLOGOLEFT
6.5 Tricky situations

A. I took the Cambridge B1 Preliminary exam last year. As soon as I met the other candidate, I
could see they had a much higher level of English than I did – it seemed more like C1! I was
worried that the examiner would fail me because I was so much less fluent and accurate, but that
didn’t happen.

B. I’ve just taken the B2 First and I’m waiting for the results. It went okay, but during the picture
description, my mind just went blank, and I couldn’t remember the word coach. I felt so stupid, and
it was difficult to keep going when I just needed that one easy word to finish my description.

C. Listening is my weakest skill, and I sometimes can’t understand the teacher’s instructions or
questions in class. What if that happens on the exam? I don’t know what to do if I can’t
understand the examiner or the other candidate.

D. My cousin told me that when they took a speaking exam once, their partner kept interrupting
them. I don’t know why someone would do that. Were they trying to help or were they just being
rude? Anyway, my cousin said that the examiner handled it very professionally.

E. My teacher said that we might have to work in a group of three people for the speaking exam,
instead of in pairs, if there are an odd number of candidates at the exam centre. She said we’d
have more time to make sure everyone had a chance to speak, but I’ll be really stressed if this
happens to me.

Answer the following questions.

1. Have you ever experienced any of these situations in an exam context? How did you handle it?
2. Which of these situations are you most worried about for your B2 First Speaking exam? What do
you think you can do to prepare yourself?

254/306 FOOOOTERLEFT Learn without forgetting!

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
 HEAAADERLOGORIGHT
6.5 Tricky situations

2 Language point
Speaking exams can be stressful, but you can be prepared for tricky situations by practising functional
language. This helps you feel more confident before the exam. Read the left column of the table and
add the correct word from this list: clarify / help / hesitate / interrupt.

Put the words in the middle column in the correct order to make useful phrases. Add your own ideas
to the column on the right.

Why might you interrupt your partner?

FOOOOTERRIGHT Learn without forgetting! 255/306

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
HEAAADERLOGOLEFT
6.5 Tricky situations

Sounding positive when you say things in tricky situations is really helpful. Practise saying all the
phrases fluently.

Work in pairs. Test each other so that you can say at least one phrase for each function accurately
and fluently.

3 The Speaking paper - parts 1-4

The B2 First speaking exam is, above all, a test of how effectively you can communicate. This skill
includes so much more than knowing vocabulary and grammar at B2 level. You need to be able to
listen and respond appropriately to both the examiner and the other candidate, co-operate with your
partner, and generally present yourself positively. If you focus on these things when you prepare for
the exam, you will have a better experience.

4 Model answer
You are going to hear three exam situations. For each one, listen and decide what problem the
candidates are having and how they deal with it. Your teacher will stop the recording so you can
discuss each situation.

Situation 1 Situation 2 Situation 3

1 2 3

256/306 FOOOOTERLEFT Learn without forgetting!

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
 HEAAADERLOGORIGHT
6.5 Tricky situations

5 Language in context
Read the sentences and explain what the words or phrases in bold mean. One sentence is from the
Warm up and the others are from the recording – all the phrases have the same function.

• "It went okay, but during the picture description, my mind just went blank, and I couldn’t
remember the word coach."
• "Even though it’s a small space, there are lots of flowers and trees and ... and also ... it’s on
the tip of my tongue ... what’s the word? It’s slipped my mind. What I mean is something
like a small tree. A bush – that’s it!"

Answer the following questions.

1. When was the last time you needed one of these expressions?
2. Which one do you like the most? Why?
3. Do you have any similar expressions in your language?

6 Practice
You are going to practise part 3 and 4 of the exam and you will work in a group of three (student
A, B and C) instead of in a pair. As you go through the questions, try to use functional language for
hesitating, clarifying, helping each other and interrupting. You can look back at the phrases on your
worksheet to help you remember what to say.

Part 3: collaborative task

Here are some ways that young people might learn how to cook. Talk to each other about how easy
it is to learn from each method and then say which is the best way for them to learn. You have two
minutes to evaluate the options and one minute to make a decision.

FOOOOTERRIGHT Learn without forgetting! 257/306

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
HEAAADERLOGOLEFT
6.5 Tricky situations

Part 4: discussion questions

• Student A, why is it important for young people to know how to cook?

• Student B, what do you think?
• Student C, in what ways is cooking enjoyable?
• Student A, do you agree?
• Student B, what can you do if something you’ve cooked doesn’t turn out right?
• Student C, and you?
• Student C, how much has the way we cook changed in the last 50 years?
• Student A, what do you think?
• Student B, how do you think the way we cook will change in the future?
• Student C, and you?
• Student A, how can people be encouraged to eat more healthily?
• Student B, do you agree?

How did you do? Answer these questions.

1. What was it like working in a group of three?

2. What went well for you in these parts of the exam and why?
3. Did you encounter any tricky situations? How did you deal with them?
4. What do you need to improve before the exam and how can you do this?

258/306 FOOOOTERLEFT Learn without forgetting!

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
 HEAAADERLOGORIGHT
6.5 Tricky situations

7 Optional extension

Some people find it helpful to prepare for an exam by imagining what’s going to happen in a positive
way. This is called visualization and there’s an example below. You can add your own personal
comments for each part of the exam.

It’s the day of my speaking exam. I wake up on time after a good night’s sleep. I’ve been
working hard for ages, so I didn’t need to stay up all night preparing. I eat a good
breakfast and then arrive at the exam centre on time with my ID and entry form.

My partner is there. They seem friendly but we’re both a little bit nervous, of course.
When we go into the exam room, the two examiners are waiting for us. We sit down and
make ourselves comfortable in the chairs. I make sure I can see the faces of my partner
and the main examiner.

Here we go – part 1, interview questions. I wait until the examiner asks me a question
and I give an answer that’s the perfect length, with just one extra piece of information.
When my partner’s answering their questions, I ...

It’s time for part 2 – long turn picture description! When it’s my turn to speak, I listen
carefully to the examiner’s introduction and question. I remember the structure that we
practised in class and easily speak for one minute, focusing mostly on answering the
question. I listen to my partner describing their photos and then answer the question the
examiner asks me. I feel ...

Now for part 3 – the collaborative task. The discussion opens when I say, "Would you like
to start, or shall I?" I know the most important thing here is to ... We go through most of
the options in two minutes and then we have one minute to try to reach a final decision.

At last – part 4, discussion questions. I remember that the topic is related to part 3, and
also that I should include reasons and example in my answers. I even manage to explore a
contrasting point of view when I disagree with my partner. The time goes quickly, and
before I know it, I’m calling my family/friends to let them know how it went. I tell them ...

FOOOOTERRIGHT Learn without forgetting! 259/306

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
This page intentionally left blank.
 HEAAADERLOGORIGHT

REFLECT ON
UNIT 6
SPEAKING

QrrkoD Scan to review worksheet

Expemo code:
1H4Z-G7AB-EB6C

1 Warm up

These four student responses all relate to the same topic. Match each one with the correct part of
the B2 First speaking exam.

1. In my experience, most students don’t really enjoy PE at school because they are worried about
what other people think of them.

2. To keep fit, I try to go to the gym about twice a week. There’s one quite near my house.

3. If we consider the next option, cycling, there are quite a few advantages.

4. The two people in the picture are doing some exercise in the park together – they might be friends.

a. collaborative task

b. interview questions

c. long turn - picture description

d. discussion questions

Answer the following questions.

1. What order do these parts go in on the exam?

2. Which ones do you do alone, and which do you do with a partner?

FOOOOTERRIGHT Learn without forgetting! 261/306

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
HEAAADERLOGOLEFT
6.6 Reflect on Speaking

2 Language review

Complete the exercises.

Part 1: For questions 1-12, read the three texts below and decide which answer (A, B C or D) best fits
each gap. Each correct answer is worth one point.

Text 1
1
What did we do last night? Well, we just couldn’t agree on where to eat so we ended
2 3
staying home. I’m really Thai food, but Jason’s not that keen spicy
4
stuff. We couldn’t find a way , so we just had baked potatoes at home.

Text 2
5
You know I’m all getting a bargain, but this time I think I made a mistake. I bought
6
this dress in the sales, and now I’ve decided the colour is all wrong for me. I need to
7
rid of it, but I don’t think I can take it because I can’t find the receipt. But it would
8
look great on you so it’s a , I want you to have it!

Text 3
9
So, I went out for a meal with my cousin. He’s a of a couch potato, you know, he’s
10 11
quite out shape. I think it’s because he always has a lot with his
business and doesn’t have time to cook at home. Anyway, he told me that he wants to lose a bit of
weight and so he doesn’t eat meat anymore. Then he ordered a meat pizza! Of course, when it arrived,
12
he had to it back and ask for something else.

1. a. it b. up c. out d. with
2. a. for b. in c. into d. on
3. a. with b. in c. for d. on
4. a. out b. over c. forward d. through
5. a. about b. above c. onto d. up
6. a. get b. come c. do d. have
7. a. back b. away c. out d. over
8. a. no-brain b. non-brain c. no-brainer d. not-brainer
9. a. little b. bit c. lot d. one
10. a. a b. of c. for d. the
11. a. open b. of c. off d. on
12. a. give b. send c. hand d. turn

262/306 FOOOOTERLEFT Learn without forgetting!

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
 HEAAADERLOGORIGHT
6.6 Reflect on Speaking

Part 2: Complete these sentences with the missing words. You are given the first letter of each missing
word. Each correct answer is worth one point.

1. As a r , I’ll have something light, like a salad, for lunch.

2. As far as I’m c , people waste too much food.

3. F me, there’s no such thing as too much coffee!

4. F my point of view, plant-based food is perfectly acceptable.

5. I have no d that things will change in the future.

6. I’m a that I don’t always eat healthy food, but I try.

7. I’m completely c that people will eat a lot less meat in the future.

8. More o than not, students don’t really know how to cook for themselves.

9. O the other hand, supermarkets tend to have lower prices.

10. Sorry, I’m not quite f you.

11. The word is on the t of my tongue.

12. To be h , I don’t really enjoy cooking.

13. What’s the word? My mind’s gone b .

FOOOOTERRIGHT Learn without forgetting! 263/306

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
HEAAADERLOGOLEFT
6.6 Reflect on Speaking

Part 3: Find and correct thirteen mistakes in the student’s response to this task. Each correct answer
is worth one point.

Examiner: These pictures show families playing games. Compare the photographs and say what
children learn from each type of game.

These two pictures show families with young children playing games. In the first picture there
are only one child. He plays a board game with his parents. He look very serious, may because
it’s difficult for him to count the spaces to move along. He can be enjoying spending time with
both of his parents together. Besides, the second picture shows a family who are having two
children. They were playing football outside. They probably in the park and they seem like
very energetic, although it looks the little boy is enjoying himself more than anyone else.
Children are learning a lot from playing games. Board games teach number and reading skills,
and sports like football help kids to stay fit and healthy. Most importantly, two types of game
teach children about winning and losing.

Part 4: The responses to these discussion questions could be improved by adding one more point to
each one. Indicate where this point should go by adding this symbol ^in the correct place.

Write the additional point on the line under each response. You can earn three points for each correct
answer.

1. Why is it important for everyone to have a good understanding of mathematics?

In my opinion, a good understanding of mathematics is important for all of us because we need it to
make decisions about government policies on important issues. However, there are some issues that
relate more to understanding right and wrong, rather than data.

2. Do you believe that some people are just naturally talented at maths and science? Why/not?
Personally, I think some people might just be naturally better at maths than others. This might be
because they have a different type of brain – we don’t all think in the same way, do we? For example,
one of my friends never seems to understand our math homework and I just don’t know why.

264/306 FOOOOTERLEFT Learn without forgetting!

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
 HEAAADERLOGORIGHT
6.6 Reflect on Speaking

3. How well is maths taught at school in your country?

This problem is because there is a shortage of maths teachers. Not a lot of people study maths at
university these days and even fewer go into teaching. At my school, basic maths classes were taught
by our history teacher. Having said that, she was very good!

4. What can teachers do to make maths and science more accessible to everyone?
As far as I’m concerned, maths lessons just aren’t relevant enough. For example, you learn all these
formulas for the exam, and then you never use them again. Even so, I guess we have to learn a lot of
things which don’t seem useful at the time but become important later on in life.

Calculate your score for all the exercises in the previous stage – remember that the items in the final
exercise are worth three points. There are 50 points available in total. Convert your score into a
percentage and write this here:

3 Self-evaluation

Think about how well you performed in each of the categories in the table. Give yourself a traffic
light mark for each line: green means you performed well, yellow means your performance was ok,
and red means you need to improve.

FOOOOTERRIGHT Learn without forgetting! 265/306

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
HEAAADERLOGOLEFT
6.6 Reflect on Speaking

Now think about how confident you are to speak in each stage of the exam.

Choose up to three important areas from either of the tables that you need to improve in. Mark these
with a * in the tables above.

There are lots of ways for you to improve in your weaker areas. Choose up to three that you need to
do from the list below and make time in your schedule to complete them before the exam.

• ✷ Make sure you have a strategy in mind for all four parts of the speaking exam, following the
advice presented in all the lessons.
• ✷ Look back at the interview and long turn tasks in these lessons and try them all again. Work in
front of a mirror. Do each one twice, and make sure to improve the second time.
• ✷ Practise the collaborative and discussion tasks with a classmate or friend. Do each one twice,
and make sure to improve the second time.
• ✷ Make a poster of all the functional language you need to know for this paper and hang it on the
wall in a place where you can see it every day. (The bathroom is a great place to display posters –
you can review them while you brush your teeth).
• ✷ Take every opportunity to speak English in your daily life – in class, with friends or family, even
talking to yourself.

266/306 FOOOOTERLEFT Learn without forgetting!

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
 HEAAADERLOGORIGHT
6.6 Reflect on Speaking

4 Optional extension

When you are speaking in the exam, your pronunciation needs to be clear. Practising pronunciation
is part of exam preparation and there is also evidence that working on pronunciation helps you to
remember words and phrases.

Choose five words or phrases from this revision lesson that you want to practise pronouncing and
write them here. What aspect of pronunciation do you need to work on with each item? Choose
from the list in the box.

• individual sounds (example: To be honest - the H is silent)

• syllable number and stress (example: I’m convinced that – only 2 syllables, not 3)
• sentence stress and intonation (example: I DON’T think I can take it BACK – the particle
in phrasal verbs is usually stressed)
• linking final consonant and initial vowel sounds (example: For instance – these sound like
one word in fast natural speech)

FOOOOTERRIGHT Learn without forgetting! 267/306

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
This page intentionally left blank.
 HEAAADERLOGORIGHT

PART 7

FOOOOTERRIGHT Learn without forgetting!

269 / 306
Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
This page intentionally left blank.
 HEAAADERLOGORIGHT

B2 FIRST
PRACTICE PAPER UNIT 1
1: USE OF ENGLISH
AND READING
QrrkoD Scan to review worksheet

Expemo code:
1H4Z-G7AB-3CE5

1 Use of English: Part 1

For questions 1-8, read the text below and decide which answer (A, B, C or D) best fits each gap.
There is an example at the beginning (0).

Mark your answers on the separate answer sheet.

Example: A. over B. about C. for D. up

Banoffee pie

You might not think English cooking has much to boast (0) __________ , but there is one sweet treat
that’s pure genius: banoffee pie.

FOOOOTERRIGHT Learn without forgetting! 271/306

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
HEAAADERLOGOLEFT
7.1 B2 First Practice Paper 1: Use of English and Reading

Banoffee pie

You might not think English cooking has much to boast (0) __________ about but there is one sweet
treat that’s pure genius: banoffee pie. It was invented in the 1970s at The Hungry Monk restaurant in
1
East Sussex. The story (1) that owner Nigel Mackenzie challenged his business partner
Ian Dowding to create a new dessert using only the ingredients they had available in the kitchen that
day. He paired bananas with toffee, and the rest is history!
2
The dish soon became so popular (2) other restaurants put it on the menu. Supermarkets
3 4
began to offer ready-made (3) and people (4) the recipe so they
5
could make it at home. It’s (5) simple to prepare.
6
You start with a crust made from crushed biscuits mixed (6) melted butter. This is
7
covered by a (7) of toffee, followed by some sliced bananas. Finally, you add a thick
topping of whipped cream. It’s served chilled, from the refrigerator.
8
If you ever get the chance, you should try it (8) .

1. A. says B. starts C. goes D. tells

2. A. resulting B. so C. that D. then
3. A. versions B. goods C. range D. stock
4. A. asked B. called C. liked D. demanded
5. A. apparently B. relatively C. easily D. rightly
6. A. by B. with C. to D. up
7. A. level B. layer C. material D. stuff
8. A. for B. on C. out D. up

2 Part 2

For questions 9-16, read the text below and think of the word which best fits each gap. Use only one
word in each gap. There is an example at the beginning (0). Write your answers IN CAPITAL LETTERS
on the separate answer sheet.

Example:

0. T U R N S

Walk this way

We all know that we need to exercise regularly to stay healthy, but it (0) __________ out that we don’t
need to go to the gym or even for a run to achieve (9) __________ positive effects.

272/306 FOOOOTERLEFT Learn without forgetting!

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
 HEAAADERLOGORIGHT
7.1 B2 First Practice Paper 1: Use of English and Reading

Walk this way

We all know that we need to exercise regularly to stay healthy, but it (0) __________ out that we don’t
need to go to the gym or even for a run to achieve (9) positive effects. Scientists have
discovered that an eleven-minute daily walk (10) deliver similar results.
Research has shown that regular walkers are much less likely (11) develop dementia
or other memory problems when they get older. Not (12) is walking good for the
brain, but it also benefits the heart. In fact, going for regular walks is a more sustainable activity for
many people than higher-intensity workouts like running. What’s more, walking results in nothing (13)
as many injuries.
Surprisingly, walking has other benefits, including boosting the immune system, (14) is
responsible for fighting off diseases. (15) outdoors reduces stress and leads to lower
levels of cancer and other illnesses.
If you want to include walking in your exercise programme, it’s important to do it right. It doesn’t
matter what distance you cover – the main thing is to walk fast (16) to get slightly out
of breath.

3 Part 3

For questions 17-24, read the text below. Use the word given in capitals to form a word that fits in
the gap. There is an example at the beginning (0).

Write your answers IN CAPITAL LETTERS on the separate answer sheet.

Example:

0. E X A C T L Y

Twin towns
Most people in Europe have heard of the term twin towns. But what (0) __________ (EXACT) does this
mean? Twin towns in Europe developed as a way of promoting peace and understanding following the
(17) (DESTROY) of the Second World War. They provide opportunities for people to
meet across (18) (NATIONAL) borders, have new experiences and make friends. This
often involves school visits – many young people have benefited from exchanges with hosts in their
twin towns. The (19) (RELATION) can also promote strategic business links and even
lead to the (20) (CREATE) of works of art. Towns are paired up because they share some
kind of (21) (SIMILAR). This may be location, size or (22) (INDUSTRY)
background. Some of the earliest twinning reflects shared (23) (HISTORY) experiences
– for example twins Coventry in the UK and Dresden in Germany were both heavily bombed during
the war. Schemes like town twinning can lead to a more positive and (24) (HOPE)
future for people all over the world.

FOOOOTERRIGHT Learn without forgetting! 273/306

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
HEAAADERLOGOLEFT
7.1 B2 First Practice Paper 1: Use of English and Reading

4 Part 4
For questions 25-30, complete the second sentence so that it has a similar meaning to the first
sentence, using the word given. Do not change the word given. You must use between two and
five words, including the word given. Here is an example (0).

Example:

0. My neighbour gave me this recipe. (GIVEN)

I ___________________________________ our neighbour.

The gap can be filled by the words "was given this recipe by", so you write

0. WAS GIVEN THE RECIPE BY

Write only the missing words IN CAPITAL LETTERS on the separate answer sheet.

25. If you take an umbrella, you won’t get wet.

THAT

Take an umbrella ___________________________________ get wet.

26. George said to me, "Take it away."

TOLD

George ___________________________________ take it away.

27. I met James last week.

FOR

I ___________________________________ a week.

28. You shouldn’t go so fast on this road.

DOWN

You ___________________________________ on this road.

29. This building is nowhere near as tall as I thought it would be.

THAN

The building is ___________________________________ I thought it would be.

30. You can’t park here on Sundays.

ALLOWED

You ___________________________________ park here on Sundays.

274/306 FOOOOTERLEFT Learn without forgetting!

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
 HEAAADERLOGORIGHT
7.1 B2 First Practice Paper 1: Use of English and Reading

5 Reading paper: Part 5

You are going to read an extract from the 19th-century novel Treasure Island, in which the narrator
describes his first meeting with one of the main characters. For questions 31-36 choose the answer
(A, B, C or D) which you think fits best according to the text.

Mark your answers on the separate answer sheet.

Squire Trelawney, Dr. Livesey, and the rest of these gentlemen having asked me to write down the
whole story about Treasure Island, from the beginning to the end, keeping nothing back but the location
of the island, and that only because there the treasure is still there, I take up my pen and go back to
the time when my father kept the Admiral Benbow inn and the brown old seaman with the scar first
came to stay under our roof.
I remember him as if it were yesterday, as he came up to the inn door, his luggage following behind
him in a barrow—a tall, strong, heavy, nut-brown man, his pigtail falling over the shoulder of his soiled
blue coat, his hands ragged and scarred, with black, broken nails, and the sabre cut across one cheek,
a dirty white. I remember him looking round the bay and whistling to himself as he did so, and then
breaking out in an old sea-song and knocking on the door with a bit of stick that he carried, and when
my father appeared, calling roughly for a drink. This, when it was brought to him, he drank slowly, and
looked about him at the cliffs and up at our signboard.
"This is a handy bay," he said; "and a pleasant place to stay. Is there much company, mate?"
My father told him no, very few customers, unfortunately.
"Well, then," said he, "this is the place for me. Here you," he cried to the man who had pushed the
barrow; "Unload my chest. I’ll stay here a bit," he continued. "I’m a plain man; bacon and eggs is what
I want, and that head up there to watch the ships. You can call me captain."
And indeed, bad as his clothes were and roughly as he spoke, he had none of the appearance of a
sailor, but seemed like an officer or mate, used to being obeyed. The man who came with the barrow
told us he had arrived the morning before at the Royal George, that he had inquired what inns there
were along the coast, and hearing ours well-spoken of, I suppose, and described as lonely, had chosen
it from the others for his place of residence. And that was all we could learn of our guest.
He was a very silent man. All day he hung round the bay or upon the cliffs with a brass telescope;
all evening he sat in a corner next to the fire. Mostly he would not speak when spoken to, only look
up suddenly and fiercely; and we and the people who came to our house soon learned to let him be.
Every day when he came back from his stroll he would ask if any sailors had gone by along the road.
At first, we thought it was the lack of company of his own kind that made him ask this question, but
at last we began to see he was keen to avoid them. When a seaman did stay at the Admiral Benbow
(as now and then some did, making by the coast road for Bristol) he would look in at him through the
curtained door before he entered the room; and he was always sure to be as silent as a mouse when
any such person was present.
I took an interest in these sailors as well, because he had promised me a silver fourpenny on the first
of every month if I would only keep my "eyes open for a sailor with one leg" and let him know the
moment he appeared. Often enough when the first of the month came round and I applied to him for
my wage, he would only stare me down, but before the week was out, he was sure to think better of
it, bring me my four-penny piece, and repeat his orders to look out for "the sailor with one leg."

FOOOOTERRIGHT Learn without forgetting! 275/306

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
HEAAADERLOGOLEFT
7.1 B2 First Practice Paper 1: Use of English and Reading

31. Why is the narrator recording these events?

a. to ask other people for help in finding the treasure

b. to help him remember what happened a long time ago

c. to respond to a request from people he knows

d. to share important information about the treasure with other people

32. In the second paragraph, what is the meaning of the word barrow?

a. a particular area

b. a short time

c. a type of bag

d. a vehicle

33. What does did so refer to in the second paragraph?

a. arriving at the inn

b. checking the surroundings

c. knocking on the door

d. making a musical sound

34. Why did the man decide to stay at this place?

a. He liked the staff.

b. It was cheap.

c. It was remote.

d. The food was good.

35. Why did the man ask if anyone had seen other sailors?

a. He didn’t want to see any.

b. He disliked sailors in general.

c. He was lonely and wanted some company.

d. He wasn’t a real sailor himself.

36. How did the man feel about paying the narrator?

a. He always paid him on time.

b. He would change his mind.

c. He complained about paying him.

d. He never paid him.

276/306 FOOOOTERLEFT Learn without forgetting!

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
 HEAAADERLOGORIGHT
7.1 B2 First Practice Paper 1: Use of English and Reading

6 Part 6
You are going to read an article about the Northern Lights. Six sentences have been removed from
the article. Choose from the sentences A-G the one which fits each gap (37-42). There is one extra
sentence which you do not need to use.

Mark your answers on the separate answer sheet.

Can you hear the lights?

The Aurora Borealis

I recently returned from a once-in-a-lifetime holiday in a remote Finnish village (which happened to be
to Finland. It’s long been my dream to see the near where we were staying), expecting to lay these
Northern Lights, and, although no tour operator can stories to rest once and for all. To their surprise,
guarantee sightings, I’m pleased to say that I wasn’t they found that certain displays did seem to produce
disappointed. What’s more, I didn’t just see the lights, sounds. It was rare, to be sure, present in only
I heard them as well! Let me explain. around 5% of the strongest auroras. Interestingly,
The Northern Lights, or Aurora Borealis, are coloured the noisy lights only occurred when there was a
lights that appear naturally in the sky around the type of weather known as a temperature inversion,
Arctic circle, although you can sometimes see them when cold air is trapped under a layer of warm air.
further south. The lights are multi-coloured and 40)_____ Some observers also reported the smell of
appear as bands moving across the sky. They are ozone, similar to what we experience just before a
caused by tiny particles in the solar wind which thunderstorm.
interact with gases in the earth’s atmosphere, under To my amazement, on the last night of the trip, we
the influence of the planet’s magnetic field. 37)_____ experienced exactly the right conditions and we both
The Aurora Borealis has always fascinated explorers saw and heard the aurora. To me, it sounded two
and researchers working in the frozen north. From pieces of rough silk rubbing together. I had feelings
the 19th century, as they gathered more data, of wonder and amazement, and even a little fear.
experts figured out how the lights were produced. 41)_____
However, interviews with native peoples revealed
Recently, artists have been exploring the Northern
a new aspect. 38)_____ This was the subject of a
Lights, looking for new ways to interact with this
fascinating lecture that we heard on the tour.
spectacular natural event. 42)_____ The Latvian
The sounds that observers were reporting could be composer Eriks Esenvalds refers to the sounds in
described as whistles, whooshes and whizzes and an original piece, which also includes the melody
they were very rare. 39)_____ Others suggested that of the only Latvian folksong which mentions them.
they were some kind of strange psychological effect, If you’re curious about the phenomenon, you may
a trick of the mind similar to the way that a shooting prefer something more accessible to listen to. There
star, or a meteor, may seem to produce a sound are plenty of authentic recordings available on the
in a witness’ brain even though the event is silent. Internet and the BBC has also translated the very
Despite these explanations, reports of these noises low sounds the aurora always produces into higher
kept coming in, and debate continued throughout the frequencies so that humans can hear them. I’m
20th century. making a slideshow on my phone which shows all the
Finally, in 2016, a group of researchers decided to photos I took on holiday, and now I can even include
investigate. They set up some recording equipment an authentic soundtrack!

FOOOOTERRIGHT Learn without forgetting! 277/306

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
HEAAADERLOGOLEFT
7.1 B2 First Practice Paper 1: Use of English and Reading

A. I have to say that they are even more magnificent than I expected.

B. Musicians in particular have tried to capture the magic of the aurora in their work.

C. No wonder – native peoples say that the sound of the lights is their ancestors speaking.

D. Some researchers simply dismissed these claims as legends.

E. The lights were also said to produce sounds that humans could hear.

F. The sounds appeared to be much more frequent on mountaintops than in lower lying areas.

G. The sounds are caused by a release of electrical charge in these conditions.

7 Part 7

You are going to read about five unusual racquet sports. For questions 43-52, choose from the
sections A-E. The sections may be chosen more than once.

Mark your answers on the separate answer sheet.

Which paragraph ...

43. suggests that players would like to develop the sport further?

44. expresses some sadness about the sport’s future?

45. states that the sport includes features of three different games?

46. suggests that the sport was never played by many people throughout its history?

47. describes a common sports facility provided for the use of local people?

48. says that the sport’s most unusual feature is how it can be played?

49. describes a sport that always includes a large number of players?

50. describes how technology has led to a change in the sport’s popularity?

51. explains how a change to someone’s private facilities resulted in a new sport?

52. explains the origins of two modern sports?

278/306 FOOOOTERLEFT Learn without forgetting!

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
 HEAAADERLOGORIGHT
7.1 B2 First Practice Paper 1: Use of English and Reading

Special sports
Five unusual racquet sports that you might want to try

A. Pickleball may have a funny name, but it’s a serious England, France, Australia and the USA, but there are
sport that has 2.8 million active players in the United only forty real tennis courts in the world. They are
States alone. It was invented by Joel Pritchard, difficult and expensive to build, and as the number of
a Washington state father, to entertain a bored players is decreasing, the game is in a state of decline.
teenager on vacation, using homemade items and This is a shame because it’s a fast-paced and thrilling
equipment taken from other sports. The game is a sport. However, if you visit Henry VIII’s palace at
combination of badminton, table tennis and tennis. Hampton Court, just outside central London, you can
Players hit a light plastic ball over a low net on a small still see where he played real tennis.
court. The game only requires half of the area of a D. The Basque people, who live along the Spanish-
tennis court, and you can play on any type of surface, French border, practise a shared culture famous for
indoor or outdoor, winter or summer. Pickleball its ancient language, delicious food, and the sport
quickly became popular with the Pritchards’ friends of pelota. In fact, pelota is not just one sport but a
and neighbours, and it continued to spread farther family of related ball games, all played against a wall.
afield through word-of-mouth. Pickleball sets have You can play singles, doubles or even in teams, but
been commercially available since 1972. However, it it’s the incredible variety of game play which really
was thanks to the Internet that the game really took stands out. In some versions of pelota, players hit
off. Since 2010, there has been a 385% increase in the rubber ball with a racquet, but other versions
the number of pickleball courts worldwide. involve using gloves or bare hands, and one even uses
B. In 1969, Mexican businessman Enrique Concuera a basket to catch the ball. It has been described as the
decided to have his home squash court remodelled fastest game on earth. Pelota has origins in the sports
in a unique way, which included some features of of ancient Greece and most Basque villages have a
another game called platform tennis. He named the court for residents to play, often attached to the local
new game Padel. Visiting friends fell in love with the church. In 1900, pelota featured in the Paris Olympic
new sport, and in the mid-1970s, padel was exported games, but despite being popular in South America,
to Spain and Argentina with the rules adapted to the Philippines and the USA, it has not been included
make play more competitive. Since then, padel as an official Olympic sport since then.
has been a firm favourite throughout the Spanish- E. Not all racquet games are played on a court. Stoolball,
speaking world, but is also popular in Italy, France and which later developed into the games of cricket and
the USA. Padel is always played as doubles, so there baseball, is played on a village green, an open grassy
are four people on the enclosed court for every game. space at the centre of some villages in England.
Players use a short solid racquet to hit a tennis-like Players use a racquet shaped like a long table tennis
ball over a central net. The scoring is the same as for paddle to defend upright posts called wickets from a
tennis. International championships have been taking ball. The game is challenging because the field is not
place regularly since 2005, and there are hopes that level so players must run carefully between wickets
the sport might one day be included in the Olympics. or to catch the ball. The name comes from the fact
C. If you could go back to the time of King Henry VIII, that early versions of the sport had players defending
you would find people playing a game that reminded stools (items of furniture like chairs, but without
you a lot of tennis. In fact, it was tennis, real tennis, backs). Another unusual feature of the game is that
the ancestor of the modern game, and popular in teams are composed of male and female players of
royal households in both England and France during any age - truly an activity for the whole village to
the 16th and 17th centuries. Real tennis is played enjoy. There is evidence that stoolball was played
on an indoor walled court, with players using pear- as early as the 15th century, but only in the south-
shaped racquets to hit a very hard and very heavy eastern counties of England. People still enjoy the
ball made of cloth across a net. Today, it is played in game in this area today.

FOOOOTERRIGHT Learn without forgetting! 279/306

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
HEAAADERLOGOLEFT
7.1 B2 First Practice Paper 1: Use of English and Reading

280/306 FOOOOTERLEFT Learn without forgetting!

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
 HEAAADERLOGORIGHT
7.1 B2 First Practice Paper 1: Use of English and Reading

FOOOOTERRIGHT Learn without forgetting! 281/306

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
This page intentionally left blank.
 HEAAADERLOGORIGHT

B2 FIRST
PRACTICE PAPER UNIT 2
2: WRITING

QrrkoD Scan to review worksheet

Expemo code:
1H4Z-G7AB-7E3C

1 Writing paper: Part 1

You must answer this question. Write your answer in 140-190 words in an appropriate style on the
separate answer sheet.

1. In your English class, you have been talking about cars and traffic. Now, your English teacher has
asked you to write an essay.

Write an essay using all the notes and giving reasons for your point of view.

FOOOOTERRIGHT Learn without forgetting! 283/306

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
HEAAADERLOGOLEFT
7.2 B2 First Practice Paper 2: Writing

2 Part 2

Write an answer to one of the questions 2-4 in this part. Write your answer in 140-190 words in an
appropriate style on the answer sheet. Put the question number in the box at the top of the answer
sheet.

2. You see this announcement on an English-language website.

Write your article.

3. You have received this letter from your English-speaking friend Nadine.

Write your email.

284/306 FOOOOTERLEFT Learn without forgetting!

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
 HEAAADERLOGORIGHT
7.2 B2 First Practice Paper 2: Writing

4. Read the instructions for writing a report.

Write your report.

FOOOOTERRIGHT Learn without forgetting! 285/306

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
HEAAADERLOGOLEFT
7.2 B2 First Practice Paper 2: Writing

286/306 FOOOOTERLEFT Learn without forgetting!

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
 HEAAADERLOGORIGHT
7.2 B2 First Practice Paper 2: Writing

FOOOOTERRIGHT Learn without forgetting! 287/306

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
HEAAADERLOGOLEFT
7.2 B2 First Practice Paper 2: Writing

288/306 FOOOOTERLEFT Learn without forgetting!

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
 HEAAADERLOGORIGHT
7.2 B2 First Practice Paper 2: Writing

FOOOOTERRIGHT Learn without forgetting! 289/306

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
HEAAADERLOGOLEFT
7.2 B2 First Practice Paper 2: Writing

3 Appendix

This generic form can be used to offer feedback for any type of writing for the B2 First exam.

Candidate name:

On the day of the exam, make sure that you:

290/306 FOOOOTERLEFT Learn without forgetting!

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
 HEAAADERLOGORIGHT

B2 FIRST
PRACTICE PAPER UNIT 3
3: LISTENING

QrrkoD Scan to review worksheet

Expemo code:
1H4Z-G7AB-5611

1 Part 1

You will hear people talking in eight different situations. For questions 1-8, choose the best answer
(A, B or C).

1. You hear two flatmates talking in the morning. What is the result of their conversation?

a. One borrows a sweater.

b. One decides to buy a new shirt.

c. One offers to wash some trousers.

2. You hear a voicemail message. What problem might Tom face?

a. locating the key to the house

b. not knowing when the other person will return

c. running out of pet food

3. You hear a manager and employee at work. Why does the manager want to talk to the employee?

a. because he has a problem with timekeeping

b. to ask permission to use something he created

c. to tell him to produce a sales report

FOOOOTERRIGHT Learn without forgetting! 291/306

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
HEAAADERLOGOLEFT
7.3 B2 First Practice Paper 3: Listening

4. You hear two friends talking about their experiences of visiting New York. What do they feel
differently about?
a. how much the theatre tickets cost

b. the entrance charges for museums

c. the prices in the shops

5. You hear an announcement in an airport. What is the announcement about?

a. a change to a departure time

b. a change to a gate number

c. a change to airport security rules

6. You hear a customer in a shop trying to return a pair of shoes. Why can’t they do this?

a. The customer bought the shoes last year.

b. The customer has worn the shoes already.

c. The company has a policy about shoes.

7. You hear two friends speaking. Why is one apologising to the other one?

a. They cancelled some plans to go out.

b. They didn’t tell the other person about a change in plans.

c. They’ve been difficult to get on with recently.

8. You hear someone talking about a craft they do. Which craft is it?

a. painting

b. pottery

c. sculpture

292/306 FOOOOTERLEFT Learn without forgetting!

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
 HEAAADERLOGORIGHT
7.3 B2 First Practice Paper 3: Listening

2 Part 2

You will hear a man called Bill Lundt, who works as a garden designer, talking about how we can help
wildlife by redesigning our green spaces.

For questions 9-18, complete the sentences with a word or short phrase.

Garden Biodiversity

Bill warns that the recent loss of wildlife will lead to a 9) for everyone on earth.

He suggests that the right kind of gardens can improve the situation and stop this 10) .

The show garden looks a bit messy, but, surprisingly, this is 11) .

Hedgehogs are an example of a type of animal that could use piles of wood for 12)
during the winter.

People with ponds in their gardens often enjoy watching 13) like frogs and newts.

An easy way to make a garden pond is to place a 14) into the ground.

Bill advises making sure that 15) and fat are available for birds at every season.

He also suggests that people attract bees and butterflies by putting flowerpots in a window box or on
a 16) .

Planting wildflowers in parks looks lovely and will save local governments lots of money 17) .

It’s common for some people to complain about the new look of their park but after a while they see
the 18) .

FOOOOTERRIGHT Learn without forgetting! 293/306

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
HEAAADERLOGOLEFT
7.3 B2 First Practice Paper 3: Listening

3 Part 3

You will hear five short extracts in which people talk how they use their local library. For questions
19-23, choose from the list A-H what they like best about using their library. Use the letters only
once. There are three extra letters that you do not need to use.

A It saves you money and frees up space in your home.

B It’s a good social space.

C It’s the right atmosphere to concentrate.

D The staff always do their best to help you.

E The Wi-Fi is free and fast.

F They offer a range of classes for all ages.

G You can get help with your homework.

H You can find what you want more easily than using the internet.

19) Speaker 1

20) Speaker 2

21) Speaker 3

22) Speaker 4

23) Speaker 5

4 Part 4

You will hear part of a podcast interview with a woman called Monica Sanders, who works as a
personal shopper, helping clients to choose clothes and accessories. For questions 24-30, choose
the best answer (A, B or C).

24. Why do some people need help from a personal shopper?

a. They’re changing jobs.

b. They’re too busy to shop for themselves.

c. They’ve lost or gained a lot of weight.

25. How did Monica learn how to do this job?

a. She got a job at a major department store.

b. She studied at college.

c. She worked in the fashion industry.

294/306 FOOOOTERLEFT Learn without forgetting!

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
 HEAAADERLOGORIGHT
7.3 B2 First Practice Paper 3: Listening

26. What sort of thing makes a big difference when choosing an outfit?

a. If the client is hungry or tired.

b. If the sales staff are helpful.

c. If the little details are right.

27. What does Monica talk about on the phone with clients?

a. how much time they have for shopping

b. their budget

c. their height and weight

28. What is the main way that Monica finds new clients?

a. She approaches people directly in stores.

b. People recommend her.

c. She creates social media campaigns.

29. What difficult situation does Monica often experience with clients?

a. They can’t afford the outfits she suggests.

b. They don’t really want to change the way they dress.

c. They want to look younger than they actually are.

30. What does Monica suggest people do if they want to get started in this career?

a. Practise choosing items for people they know.

b. Update their social media account.

c. Make sure their own clothes, hair and makeup are fashionable.

FOOOOTERRIGHT Learn without forgetting! 295/306

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
HEAAADERLOGOLEFT
7.3 B2 First Practice Paper 3: Listening

296/306 FOOOOTERLEFT Learn without forgetting!

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
 HEAAADERLOGORIGHT
7.3 B2 First Practice Paper 3: Listening

FOOOOTERRIGHT Learn without forgetting! 297/306

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
This page intentionally left blank.
 HEAAADERLOGORIGHT

B2 FIRST
PRACTICE PAPER UNIT 4
4: SPEAKING

QrrkoD Scan to review worksheet

Expemo code:
1H4Z-G7AB-8190

1 Speaking paper

Part 1 (2 mins.)

Good morning/afternoon/evening. My name is ...

And your names are?

Can I have your mark sheets please?

Thank you.

To Candidate A: Where do you live?

To Candidate B: And you?

First, we’d like to know something about you.

Select one or more questions from any of the following categories, to ask either or both candidates, as
appropriate.

FOOOOTERRIGHT Learn without forgetting! 299/306

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
HEAAADERLOGOLEFT
7.4 B2 First Practice Paper 4: Speaking

Food and drink

• How often do you prepare food for yourself? What sort of things do you usually make?
• Do you have a favourite restaurant or café where you like to eat?
• What kind of food would you have at a family celebration?
• Do you ever watch shows about cooking on TV or the Internet?

Holidays

• What sort of things do you like to do on holiday?

• Do you think it’s better to go on holiday with friends or with family?
• What are some advantages of returning to the same place every year for a holiday?
• Is there anywhere in the world that you’d really like to visit?

Music

• What type of music do you enjoy?

• When and where do you usually listen to music?
• Do you play a musical instrument, or would you like to learn?
• How often do you listen to live music, for example at concerts?

300/306 FOOOOTERLEFT Learn without forgetting!

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
 HEAAADERLOGORIGHT
7.4 B2 First Practice Paper 4: Speaking

2 Part 2

In this part of the test, I’m going to give each of you two photographs. I’d like you to talk about your
photographs on your own for about a minute, and also to answer a question about your partner’s
photographs.

Candidate A, it’s your turn first. Here are your photographs. They show people who are working as
volunteers in different situations.

Place relevant photos in front of Candidate A.

I’d like you to compare the photographs and say why you think these people have decided to
work as volunteers in these situations.

All right?

Candidate A to speak for one minute.

Thank you.

Candidate B, would you ever consider working as a volunteer? Why/not?

Candidate B has 30 seconds for their response.

Thank you. Can I have the photographs please?

Now, Candidate B, here are your photographs. They show people using skills to repair different
things.

Place relevant photos in front of Candidate B.

I’d like you to compare the photographs and say how useful these repair skills are.

All right?

Candidate B to speak for one minute.

Thank you.

Candidate A, do you have any special repair skills like these?

Candidate A has 30 seconds for their response.

Thank you. Can I have the photographs please?

FOOOOTERRIGHT Learn without forgetting! 301/306

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
HEAAADERLOGOLEFT
7.4 B2 First Practice Paper 4: Speaking

Candidate A: Why have these people decided to work as volunteers in these situations?

302/306 FOOOOTERLEFT Learn without forgetting!

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
 HEAAADERLOGORIGHT
7.4 B2 First Practice Paper 4: Speaking

Candidate B: How useful are these repair skills?

FOOOOTERRIGHT Learn without forgetting! 303/306

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
HEAAADERLOGOLEFT
7.4 B2 First Practice Paper 4: Speaking

3 Part 3

Now I’d like you to talk about something together for about two minutes.

I’d like you to imagine that a group of students want to buy a present for their teacher at the end
of the school year. Here are some things they’re thinking about and a question for you to discuss.
First you have some time to look at the task.

Place diagram in front of both candidates. Allow 15 seconds.

Now talk to each other about how suitable the presents are for a teacher.

2 minutes for discussion.

Thank you. Now you have a minute to decide which present would be the best choice.

1 minute for discussion.

Thank you. Can I have the materials please?

304/306 FOOOOTERLEFT Learn without forgetting!

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
 HEAAADERLOGORIGHT
7.4 B2 First Practice Paper 4: Speaking

4 Part 4

Ask the following questions, in order, to either or both candidates, as appropriate.

• In general, do you think people prefer giving presents or receiving presents?

• Do you think children receive too many presents these days?
• How can you let someone know what gift you’d like them to buy for you?
• What’s the best way to thank someone for a gift?
• What would you do with a gift that you really don’t like?
• Is it ever acceptable to return a gift to the person who gave it to you?

Thank you. That is the end of the test.

FOOOOTERRIGHT Learn without forgetting! 305/306

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.
HEAAADERLOGOLEFT
7.4 B2 First Practice Paper 4: Speaking

5 Appendix

This form can be used to offer feedback on the Speaking paper of the B2 First exam.

Candidate name:

On the day of the exam, make sure that you:

306/306 FOOOOTERLEFT Learn without forgetting!

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in BUKI School's lessons.