Gold experience c1 teachers resource book

Gold experience c1 teachers resource book Gold experience c1 teachers resource book Gold experience c1 teachers resource book Gold experience c1 teachers resource book Gold experience c1 teachers resource book Gold experience c1 teachers resource book Gold experience c1 teachers resource book Gold experience c1 teachers resource book

across eight levels:

A1 Pre-Key for Schools A2 Key for Schools

A2+ Pre-Preliminary for Schools B1 Preliminary for Schools

B1+ Pre-First for Schools B2 First for Schools

B2+ Pre-Advanced C1 Advanced

Other components

• Student’s Book: thorough language skills and

exam preparation, presented through fun and thought-provoking contexts

• Student’s App: access to audio and video, plus

extra vocabulary practice

• Workbook: practice of grammar, vocabulary

and all skills, plus vocabulary extension work

• Online Practice: Workbook and Resources, with

instant feedback and automatic grading to help students and teachers monitor progress

• Teacher’s Book: teacher’s notes with an access

code to all of the online resource materials

The C1 level, new for the second edition, works

at an advanced level of English, and prepares students for the C1 Advanced exam.

• Extensive test package including:

- Diagnostic start-of-course test with A/B versions

- Language and skills unit tests with A/B versions

- Review tests every three units with A/B versions

- End of year test with A/B versions

• Full audioscripts and answer keys for all tests

• Three photocopiable activities per unit, giving extra practice of

grammar, vocabulary and exam skills

• Full teaching notes and answer keys for photocopiable activities

Download all Teacher’s Resource Book material, including test

audio, editable versions of the tests, and versions for students

with dyslexia, from the Teacher’s online resource materials at

english.com/login You can access this site using the code inside

the Teacher’s Book front cover.

C1Advanced

range of tests which can be used at different points in the

course Each level has:

• A and B Diagnostic Test

• 9 x A and B Unit Tests

• 3 x A and B Review Tests

• A and B End of Year Test

Assessment of learning or

Assessment for learning?

Any test can be used either as assessment for learning or

assessment of learning Assessment of learning usually

takes place after the learning has happened and provides

information about what the student is achieving The student

is usually given a mark or a grade You can also use the tests

as assessment for learning by using the tests to provide

information on how well students have understood new

language or skills, and then providing them with specific

feedback and suggestions for improvement as part of the

continual learning process

A combination of both types of assessment can provide

powerful tools for helping your students’ progress

Teacher’s Resources site

In addition to the tests in this Teacher’s Resource Book, the

tests are also provided on the Teacher’s Resources site in both

PDF and Word format We recommend using the PDF version,

as they are However, if you do need to edit the tests, this

should be possible on the Word version

The audio files accompanying the listening exercises

in the Skills and End of Year tests can also be found on

the Teacher’s Resources site

The access code for the Teacher’s Resources site is in the front

of your Teacher’s Book

Versions of tests

Most tests have two versions: A and B Versions A and B are

designed to be at exactly the same level of difficulty and

feature the same task types, however, the test items in each

are different For listening tests, the tasks are different but

the audio is the same in both A and B versions, making it easy

to administer

You can use the A/B tests in two ways:

• give half of the class A versions and half of the class B

versions – this helps to deter cheating

• give all students the A test and then use the B test either

for students who missed the test or as a re-test or remedial

work for students whose score shows they need a little more

work on the unit objectives

On the Teacher’s Resources site, there is also a version of the

Assessment for dyslexic students

One of the most effective ways of checking classroom work and the teaching programme is through testing Tests can show which learning materials work best for individual students, so teachers need to be able to select the most appropriate tests for their students The two most important aspects of a test concern a) validity: whether or not the test measures what it is supposed to measure and b) reliability:

whether it would produce similar results when used with a similar group under the same conditions at a different time

When we consider validity, it is evident that tests written to measure reading comprehension, vocabulary, grammar or communication, will fail to obtain valid test results for dyslexic students The type of reading difficulties dyslexic students experience in processing print affects all language skills and consequently will not provide valid information about their actual knowledge or skills The same problem affects the reliability of a test Obviously, if the same written test is used with dyslexic students and non-dyslexic students from the same class, the results will be significantly different for the two groups

The Gold Experience Assessment Package offers alternative versions of tests for dyslexic learners While the language content and linguistic level of the material tested is the same

as in the main tests, a number of changes make it easier for dyslexic students to process For example, these tests have

a larger point size with increased spacing between the lines, and tasks which require multi-tasking have been reduced in complexity See the introduction to the adapted tests for more detail

Exam preparation

As your students are going to be working towards a final stakes exam, the tests also provide regular opportunities for them to try exam-style tasks in a low-stakes test environment, which should help them feel more confident going into the final exam

high-We would recommend using past papers or practice papers

in addition as you get close to the date of the exam There

is one full practice test in Unit 10 of the Workbook, and two further complete practice exams are available in the Exam Practice booklet

Expected outcomes

We would expect all students who have completed the instructional material to score at least 50%, and the best students to score 90-100% on any given test We have deliberately included more challenging questions in each test

so as to help you identify students performing above the level

the parts you want to or have time to administer and mark In addition to the tests in this Teacher’s Resource Book, the tests are

also provided on the Teacher’s Resources site in both PDF and Word format We recommend using the PDF version, as they are

However, if you do need to edit the tests, this should be possible on the Word version

Diagnostic Test (A/B) 1 (at start of course) 50 45 mins

Unit Tests

Language: Grammar, Vocabulary and Use of

English (A/B)

Skills: Listening and Reading (A/B)

9 (aft er each main unit)

9 (aft er each main unit)

3 (aft er every three units)

3 (aft er every three units)

3 (aft er every three units)

502525

30 mins

30 mins10–15 mins per pair

End of Year Test

Listening, Reading and Use of English (A/B)

Writing

Speaking (A/B/Teacher)

1 (at end of course)

1 (at end of course)

1 (at end of course)

502525

45 mins

45 mins10–15 mins per pair

For practice Cambridge exams, please see Unit 10 of the Workbook and the separate Exam Practice booklets

Diagnostic Test

The main purpose of the Diagnostic Test is to help the you

identify any general areas of strength or weakness across

the class This will help you tailor your lessons to your class

and maximise your time with your students The Diagnostic

Test will also help to place students at the right level of the

Gold Experience series The test contains 50 multiple-choice

questions and is designed to last for 45 minutes

To help score and analyse the Diagnostic Test, groups of

questions are labelled by language topic in the answer key

Mark your students’ test papers, and use the following guide to

help you decide what to do next:

• If students get fewer than 10 of the answers right, they may

not have the basic language knowledge required for this

level Consider starting with the level below

• If students get between 10–40 correct, assess their answers

to check where remediation or extra help is required Focus

extra help on topics from questions 1–25

• If students score between 41–50, assess their scores and

consider an additional oral interview to decide whether

Unit Tests

There are nine Unit Tests, which test the learning objectives from each main unit (aft er Unit 10, students would take the End of Year test) These should be administered aft er each respective unit check

Each Unit Test has two parts: Language (Grammar, Vocabulary and Use of English); and Skills (Listening and Reading) Both parts have A and B versions There is also a version of the

A tests for students with dyslexia

You can assign both or neither of these, depending on the time available If you are including the listening test, it is best to run the listening audio fi rst, and then students can do the other sections in their own time

The tests will take approximately:

– Language: Grammar, Vocabulary and Use of English:

25–30 minutes

– Skills: Listening and Reading: 20–30 minutes

The Unit Test as a whole is out of 100 marks The parts of the test are split as follows:

The test has three parts: Listening, Reading and Use of English;

Writing; Speaking Grammar, Vocabulary and Use of English papers have A and B versions, as well as a version of the A tests for students with dyslexia There is only one version of the Writing task Students do the Speaking tasks in pairs, and there are separate materials for students A and B, as well as a version for the teacher with questions

You can assign all or none of the parts of the test, depending

on the time available

The tests will take approximately:

– Listening, Reading and Use of English: 45 mins – Writing: 45 minutes

– Speaking: 10–15 minutes per pair of students

The End of Year Test as a whole is out of 100 marks The parts

of the test are split as follows:

– Listening, Reading and Use of English: 50 marks – Writing: 25 marks

– Speaking: 25 marks

Marking the tests

The Language test answer keys include references to specifi c Student’s Book pages for revision

Writing and Speaking tests have detailed mark schemes out

of 25 (see pages 174–175), similar to the Cambridge mark schemes, to help you mark consistently, and to help you give students meaningful feedback If you prefer to use the actual mark scheme for the exam your students will ultimately take, these are available online

Whichever mark scheme you use, it can be very useful to go through it with your students before they take the test so they know what they are going to be marked against You can then refer back to these marking criteria and bands in your feedback

objectives from all units so far in the course, but with a heavier

focus on the most recent units:

• Review Test 1: Units 1–3

• Review Test 2: Units 4–6

• Review Test 3: Units 7–9

Depending on your school year, you may wish to do all of these

or just some of them

Each test has three parts: Grammar, Vocabulary and Use of

English; Writing; Speaking Grammar, Vocabulary and Use of

English papers have A and B versions, as well as a version of the

A tests for students with dyslexia There is only one version of

the Writing task Students do the Speaking tasks in pairs, and

there are separate materials for students A and B, as well as a

version for the teacher with questions

As with the Unit Tests, you can assign all or none of the parts

of the test, depending on the time available

The tests will take approximately:

– Grammar, Vocabulary and Use of English: 30 minutes

– Writing: 30 minutes

– Speaking: 10–15 minutes per pair of students

The Review Tests as a whole are out of 100 marks The parts of

the test are split as follows:

– Grammar, Vocabulary and Use of English: 50 marks

– Writing: 25 marks

– Speaking: 25 marks

Choose the correct answer (A, B, C or D) to complete the sentences.

1 For several years now, I my paintings online

2 David passed his pilot’s test with colours

3 Never before such an exciting collection of paintings in our exhibition

4 The report gives a false of the profitability of the firm

5 I don’t suppose anyone wants by others

6 Word of mouth is still highly when it comes to brand awareness

7 The landmark that attracts most tourists is a tower back hundreds of years

8 You should carefully consider the of travelling without insurance

9 It have been raining at that time I don’t really remember

10 to popular belief, food is not the first step to health

11 We were exhausted because we the living room all morning

12 We are all disappointed that the players have not lived up expectations this year

13 This doesn’t change the fact that the media responsible for everything they broadcast

14 A great of research has been done on the health consequences of energy drinks

15 The company was feared to be on the point

16 The public will be allowed to use the facilities, they make a small donation

17 I always encourage my friends for the future

21 He was alarmed the prospect of travelling alone in a remote area

22 I the many hours I had to spend at the library preparing for that exam

23 I from home before I changed job six years ago

24 of us is going to take part in the marathon next month

25 I regret you that your application has been rejected

26 It’s blatantly that he has been performing under pressure this season

27 You act you have already been accepted to the graduate school

28 His business experience kept him a risk on the start-up

29 She is very kind and is always looking for an opportunity to a good turn

30 Things quite a lot round here since you have been away

31 I don’t think I can live to my parents’ expectations

32 When, if , do you think he should be given a second chance?

33 Once I have spoken to the manager, I your order

A am confi rming B will be confi rming C will have confi rmed D will confi rm

34 Unfortunately, our company’s loss reach $100,000

35 Our has doubled in the last six months and we are preparing for further growth

36 you require further information, my assistant will be able to help

37 staff shortages, the airline had to cancel twenty domestic fl ights

38 According to research, children who tell lies are far more likely to be successful in the future

41 I ought to that she’d forget my birthday

42 She has been to several exhibitions to ideas for a college project

43 The store will change from the beginning of October

44 Most teenagers rely on their parents to help them fi nancially

45 This is confi dential so try not to your mouth off about this to anyone

46 The exam papers when the lights went out

A were distributed B had distributed C been distributed D had been distributed

47 What is oft en is the eff ort that goes into maintaining a safe road system

48 I approved the project and the stops with me

49 no way to prove I was right, I fi nally had to withdraw my complaint

50 I know that I would spend a year of my life living and working in China

Choose the correct answer (A, B, C or D) to complete the sentences.

1 His college work over the last few weeks

2 They have of both worlds; their house is in a quiet area and is also close to the city centre

3 we now know is that he did the right thing by telling the truth

4 The workshop provided valuable into marketing through social media

5 It feels good by others when you need it

6 Many companies are jumping at the to use social media for advertising

7 by the promise of nice sunny weather, many people head to the Mediterranean

8 You can use social media to contact with new clients

9 He already knew; obviously someone him that I had won the lottery

A must have told B should have told C would have told D could have told

10 , nodding your head doesn’t always mean the same thing everywhere

11 He didn’t look very tired considering that he for several days

12 He keeps messing everything and then promises me he’s learnt his lesson

13 The report shows that the police effective in lowering crime

14 Some of us avoid goals and ourselves that we are too busy

15 The college is due its results at the end of this month

16 we’d put our heads together, we would have come up with a solution

17 You are strongly recommended independent advice before reaching a decision

18 My brother regretted all his money on a trip to Canary Islands; it was so disappointing

21 My parents are very pleased the way I handled my fi nancial problems

22 When we travel, I am always the one who has to the routes we are taking

23 The new hotel in town a factory

24 Being on this project team more hours without any extra pay

A take working B demands to work C means working D needs to work

25 A Create, Cook and Consume workshop can be enjoyable and very worthwhile

26 Not is interested in public speaking

27 I see this opportunity a chance to explore an incredible part of the world

28 The scholarship enabled abroad

29 Don’t forget to thank him for what he has done and him a compliment

30 There are many signs indicating that the climate

A always changes B has hardly changed C has been changed D is defi nitely changing

31 He is the kind of person who stands what he believes to be right

32 Many, most, pictures of students’ artwork will be available on our website aft er the competition

33 While work is being carried out, no one the library through the hall doorways

34 Tom shattered when he gets here; he has been working all night

35 Our school has suspended all fi eld trips due to

36 off er you a raise; would you reconsider your resignation?

37 what happens to your car, the manufacturer will take care of it as it is under warranty

41 I their problems down to bad time management

42 He have gone this way; there’s no other way to cross the river

43 The problem is not just the quantity of food people are eating, but also the harmful way in which it

44 Using chemical-based cosmetics regularly can have eff ects on the skin

45 Tuition fees are rising and a lot of students have to and bear it

46 It that many celebrities come to dine in this restaurant in disguise

47 I two teachers discussing the exam results while walking down the hall

48 They meet once a week and ideas off each other; it has really helped their grades

49 really worried me was how little students knew about the food they were consuming

50 I hear the noise than I rushed to the kitchen to see what was going on

VOCABULARY

Task 1

Complete the sentences with the correct words

The first letter of each word is given

16 As part of the course, we will discuss how to write a

m plot twist that your readers will not see coming!

17 We need a f shift in how we think about the value of a holiday Everyone thinks it’s purely a luxury but that’s not the case

18 To keep your mind active and e , you should read actively and try to learn new things such as a foreign language

19 Treat a m task such as drafting a report as a chance to practise mindfulness rather than feeling bored and burdened

20 I was told that the movie was very unique and

w , but I was disappointed by the lack of originality and humour in the plot

21 The research was f by funding from the British Research Council Had it not been for their funding, the research could never have gone ahead

22 I am in p agreement with the author’s comments in which he invites us to accept the current situation and be tolerant It’s often easier said than done

23 I love the quote by Maya Angelou that ‘you can only become

truly a at something you love’

8

Task 2

Complete the collocations in the sentences

24 It’s amazing how actors can remember hundreds of

28 Talking to another person involved in the same event helps

your memory of the finer details; things you had completely forgotten about

GRAMMAR

Complete the text with the correct form of the verbs in

brackets Sometimes more than one answer is possible

Childhood memories

Today, I went to the village where I (1)

(grow up) as a child I got really excited when I saw the

sign that (2) (read) ‘Midsummer 6 miles’

Soon I (3) (pass) the leisure centre where

my mother took me swimming at weekends All my childhood memories came flooding back – everything from building sandcastles on the beach to my first day at

school – and then suddenly I (4) (pull away) from my thoughts to allow a cyclist to cross the road He

(5) (probably/go) to the leisure centre

because I could see his tennis bag which (6)

(firmly, tie down) to his bike

I (7) (come) to the village to see Mrs Perry

my piano teacher I always called her Mrs Perry because

that was the way I (8) (bringup); in those

days we (9) (never/call) our elders by their first name

When she answered the door it took her a minute before she recognised me Once inside we had a lot to catch up

on – everything that (10) (go on) over the

years I told her how I (11) (give up) having

piano lessons because I (12) (really/stop)

making progress When I left I (13) (promise)

that I (14) (come back)

I will go back some day and take my children with me to

show them round the village where I (15)

(live) as a child

15

USE OF ENGLISH

Task 1

Use the word given in capitals at the end of some lines to form a word that fi ts in the gap in the same line

Memory in children

Most of us don’t have any memories from the fi rst three to four years of our lives When we do

try to think back to our (31) memories, it is oft en unclear whether they are the real EARLY

thing or just (32) based on photos or stories told to us by others Pre-schoolers, COLLECT

on the other hand, can remember events that go years back It’s (33) whether DEBATE

long-term memories at this early age are truly autobiographical – that is (34) PERSON

relevant events that occurred in a specifi c time and place Of course, memory (35) CAPABLE

at these ages are not adult-like – they continue to mature until adolescence In fact,

(36) changes in basic memory processes have been put forward as an DEVELOP

(37) for childhood amnesia, and it’s one of the best theories we’ve got so far EXPLAIN

It’s important to remember that, even if we can’t explicitly remember (38) events SPECIFY

from when we were very young, their accumulation nevertheless leaves (39) traces LAST

that infl uence our behaviour The fi rst few years of life are paradoxically (40) FORGET

and yet powerful in shaping the adults that we become

10

Task 2

Read the text and complete the gaps with one word only

Keeping your mind active

There is little doubt that aging gracefully aff ects our mental ability and agility (41) , studies

have shown that people (42) engaged in actively ‘exercising’ their brain oft en do not suff er

(43) the same mental decline There are numerous ways that you can do this in order to keep your

mind active Reading engages your brain (44) words as you try to understand them and apply

them to areas of existing knowledge or experience (45) aff ects brain functions at many diff erent

levels Don’t get caught (46) in the past – try meditating for fi ve to ten minutes every day and learn

(47) to focus on the present Meditation has the power to strengthen the brain Find a physical

activity that you are interested in and enjoy, as your brain gets encouraged (48) the exercise to work

at its optimum capacity Taking up a new hobby (49) as learning a new language or playing a musical

instrument stimulates the brain and (50) the mind sharp A strong brain can last you decades and

make your later years fulfi lling and pleasurable

10

VOCABULARY

Task 1

Complete the sentences with the correct words

The first letter of each word is given

16 They proposed a c model of change; one which was yet to become a concrete model

17 What we are planning to use in the movie is c

technology never seen in the UK before

18 The memory test was looking at how well the participants

were able to remember famous brands even if they looked different or had been slightly m

19 It is a rare piece of research focusing on long-term memory,

but it is so seriously f that the data it provides is meaningless

20 It is very u to find out someone that you know is potentially losing their memory

21 The trio tested their new creation and found it

22 She stayed i and only described the candidates based on their suitability for the role and nothing else

23 A s amount of forgetfulness was observed

It was certainly a significant amount

8

Task 2

Complete the collocations in the sentences

24 Our brain usually keeps memories but sometimes tries to

memories that are unpleasant

25 My goal is to raise of how exercise benefits cognitive health

26 In this course we show you how much you can do to

facts and figures to memory, ready to recall them later in exams

27 I still remember how my mum used to out whenever my sister came back one second after it got dark

28 It is amazing what can a memory It could be something as simple or as powerful as a smell

29 Working memory a vital role in social, emotional functioning

30 We loved that documentary which depicted the

effect of one small act of kindness and how

GRAMMAR

Complete the text with the correct form of the verbs in

brackets Sometimes more than one answer is possible

‘Aunt Tee’ I don’t know why she (3) (call)

that, because her real name (4) (be) Jane

Nothing (5) (compare) to the thrill of getting into the car and starting on the road Just outside

of town was a railroad siding where two old locomotives stood, and it was always very exciting to hear again

how our great grandfather George (6) (drive) one of them We (7) (always, wait)

to reach the point where mother (8)

(tell) us that we were passing ‘Moving Mountain’, where there was such continual sliding of rock and dirt from the side of the hill onto the road, that it seemed the

mountain (9) (actually, move) Of course,

we (10) (never, see) the mountain move,

but just knowing that it (11) (do) was excitement enough

After that, we knew that we were only a few miles away

All eyes (12) (glue) to the landscape ahead, because it was a great achievement to be the first one to catch sight of the old castle, the most notable landmark of

the town, which (13) (not, use) for several

decades There, the castle (14) (stand out),

miles away, (15) (tell) us that we were nearly there

15

USE OF ENGLISH

Task 1

Use the word given in capitals at the end of some lines to form a word that fi ts in the gap in the same line

Dreams

Dreams occur in all stages of sleep, but they seem to become (31) fragmented INCREASE

as the night progresses In general, they appear to be constructed out of a mishmash of prior

experience Dreams contain (32) memory fragments: places we’ve been, faces CONNECT

we’ve seen, situations that are (33) familiar These fragments can either be pasted PARTIAL

together in a semi-random mess or organised in a structured and (34) way REAL

Simply thinking about where these memory fragments are coming from and how they are

connected together may provide an explanation for the (35) between early and DIFFER

late-night dreams (36) of how it happens, it is clear that dreams not only replay RESPECT

memory fragments but also create brand-new, highly (37) mixtures of memories CREATE

and knowledge Although we don’t quite understand how dreams achieve this type of innovative

(38) of material, it seems clear that the (39) brain is somehow COMBINE, SLEEP

freed of constraints and can thus create whole sequences of free (40) ASSOCIATE

10

Task 2

Read the text and complete the gaps with one word only

Solo travelling

If I told you I wanted to travel alone in Latin America for three months, what’s the fi rst thing that pops into your

head? Now imagine what my mum thought when I, her only child who doesn’t speak Spanish, told her that

That was three months ago Now I’m in Mexico, (41) I’ve almost fi nished my trip and nothing

bad has happened to me So here are a couple of tips for travelling solo: Always do your research; don’t just read

travellers’ blogs, use reliable sources and stick (42) factual information so you can feel prepared

Bear in mind that there are always some articles online that discuss extreme situations, that are inaccurate or

(43) stuff up to scare people For example, I was a little concerned (44) Cuba

before I read up on the current state of aff airs and found out (45) it was changing Remember

to call your family and friends (46) time to time Maybe surprise them and go old-school

(47) sending a postcard (it’s in the mail, Mum!) Maintaining a strong connection with the people

(48) know you best is important Make friends and hang around with them Be with others at night

(49) than being alone Be wise and use common sense Once you feel safe and confi dent, you can

focus (50) the magical experiences and wonder that come with travelling

10

DICTATION

You are going to listen to a recording about memory

Listen to the whole recording once Then you will hear the

recording again with pauses for you to write down what you

hear Make sure you spell the words correctly

A it stores new content itself

B it is easy and user-friendly

C it requires less storage capacity

D it doesn’t require any type of media to record

E it gives access to the original source

F it allows for efficient posts

G it’s small and highly portable

H it doesn’t require downloads

Task 1

Read the article Choose from the paragraphs (A–G) the one which fi ts each gap (11–16) There is one extra paragraph which

you do not need to use

A They recruited 109 young adults and asked them to keep a daily diary for fi ve days Participants were given one of three sets of

instructions: to record in the evening the events of that same day; to record in the morning events of the previous day; or to

record in the evening events of the previous day

B Despite knowing the benefi ts of writing memories down, many lacked motivation to keep a diary, ignoring the fact that it

would free some space in the brain to deal with the eff ects of negative thoughts and sad memories

C This isn’t surprising Throughout the last century, a number of psychologists wrote about the powerful human need to make

sense of one’s life

D There you have it If you’d like to increase the chance of remembering and making sense of your past, keep a written diary –

and do so just before bedtime as your memories will get carved deeper

E Writing down what you experience also substantially improves your ability to remember it later, as Martin Conway and Sue

Gathercole showed in a series of experiments conducted at Lancaster University

F The researchers suggest that this is because when we recall events just before bedtime, the memories are consolidated and

stabilised during the sleep that follows

G Nowadays, however, when we’re constantly tempted by distractions and besieged by more information than we can process,

life can seem disorganised and chaotic This, in turn, may cause us to doubt our memory and wonder if we’ll ever fi nd clarity,

direction and purpose

12

Task 2

Read the article again and answer the questions in your own words

17 Explain what ‘a sense of purpose’ means (line 2)

18 According to the article, what is non-signifi cant in the process of keeping a diary?

19 What do you understand from ‘it’s vulnerable to interference’? (line 24)

20 In your own words explain what ‘a structured practice of retrieval’ means (line 28)

8

Why keeping a diary could be the key to a better memory

In recent years, as the popularity of many types of books have declined,

sales fi gures for biographical and autobiographical memoirs have

remained strong Everyone, it seems, wants to tell their story.

11

Erik Erikson described the lifelong desire to establish

a unique identity and fi nd a sense of purpose His

contemporary Abraham Maslow created a theory of

“self-actualisation” Clearly, recalling and making

sense of our past helps us establish identity and purpose.

12

One of the best ways to remember and make sense of

what happens in your life is to keep a written diary

According to Arthur Applebee, Professor in the School

of Education at Albany University in New York,

keeping a record of personal events – either online

or, better yet, by hand – enables you to reach more

reasoned conclusions about what you’ve learned.

13

If you wish to make it as easy as possible to recall recent

events accurately, the best time to do so is bedtime, as

Agnes Szollosi and her colleagues at the University of

Technology and Economics in Budapest discovered.

14

Thirty days later, participants were asked to recall

as much of what they’d recorded as possible Those who’d kept their diary in the evenings – whether they recounted events of that same day or the day before – had greater and more accurate recall than participants who’d written their diary in the morning.

15

On the other hand, it would seem that when memory

is in an ‘unstable’ form, it’s vulnerable to interference

When people write in their diary in the morning the consolidation process may be interrupted by the events that happen during the day.

DICTATION

You are going to listen to a recording about memory

Listen to the whole recording once Then you will hear the

recording again with pauses for you to write down what you

hear Make sure you spell the words correctly

A to record a particular way of life

B to improve audio recording quality

C to spend less time on certain tasks

D to reduce space needed for data

E to divide a large task into different stages

F to remove the need to manage projects

G to upload images and files easily

H to make work communications easier

Task 1

Read the article Choose from the paragraphs (A–G) the one which fi ts each gap (11–16) There is one extra paragraph which

you do not need to use

A “But now, researchers are discovering that memory is far more fl uid, always being written and rewritten, not just by us but by

others We are discovering the precise mechanisms that can explain and even control our memories.”

B Or what if you could alter unpleasant memories so they’re no longer upsetting? Or create entirely new memories of events

that never occurred?

C The fi lm’s makers also speak to clinical psychologist Merel Kindt, who has discovered that medication can be used to remove

the negative associations of some memories – through which she has managed to ‘cure’ patients of arachnophobia

D The method these researchers used to achieve this consisted of a combination of small electric shocks and some medication

Although these were reported to be harmless, their use to target and erase memories raised some serious questions

E Other interviewees include Julia Shaw, psychology professor at London South Bank University, who has designed a system

for implanting false memories, and has successfully convinced subjects they’ve committed crimes that never took place – research that has potentially troubling ramifi cations for the criminal justice system

F “Memory Hackers,” from PBS’s NOVA documentary strand, looks at cutting edge research into the nature of memory, and how

it might be manipulated for mankind’s benefi t

G He is the youngest ever person to be diagnosed with Highly Superior Autobiographical Memory, meaning he can remember

practically everything that ever happened to him in his life, which makes it diffi cult for him to distinguish between trivial and important events from his past

12

Task 2

Read the article again and answer the questions in your own words

17 What do you understand from ‘replays it intact’? (line 7)

18 Explain what ‘the tip of the iceberg’ means (line 16)

19 According to Julia Shaw’s research, what is not questionable about memory?

20 In your own words explain what ‘manipulating memories’ means (line 23)

8

Scientists have discovered how to ‘delete’ unwanted

memories

Are there any memories you’d like to permanently remove from your

head?

11

It sounds like the stuff of science fi ction, but according

to a new documentary that premiered in the US

recently, scientists have discovered how to do just

that – and more.

12

“For much of human history, memory has been seen as

a tape recorder that faithfully registers information and

replays it intact,” say the fi lm’s makers.

13

Among the documentary’s subjects is Jake Hausler, a

12-year-old boy from St Louis who can remember just

about every single thing he has experienced since the

age of eight.

14

“Forgetting is probably one of the most important things that brains will do,” says André Fenton, a prominent neuroscientist who is currently working

on a technique to erase painful memories “We understand only the tip of the iceberg when it comes to human memory.”

15

The question she researched wasn’t about the potential for memory being false – no doubt about that – but how false it can be.

GRAMMAR

Complete the text with the correct form of the verbs in

brackets Sometimes more than one answer is possible

Broken dreams?

Fracturing a bone is bad enough, but when you break your leg, the road to recovery can seem especially long and tedious It was a few years ago when my brother got injured in a football match and was taken to hospital, only

(1) (find out) that he had fractured three bones He was devastated and thought it would change his

life dramatically We all tried (2) (encourage) him to stay positive and helped him in his recovery;

although we feared (3) (go) back to professional football could become an unattainable dream

for him He tried (4) (not worry) too much

and instead focused on (5) (keep) active to improve his health both physically and mentally

Following the incident, he had three operations and a long recovery period Six weeks after his last operation, he began

(6) (take) regular exercise to strengthen his muscles We were told that the usual healing time for

a minor fracture was six to eight weeks but as he turned

out (7) (break) three bones he should

expect (8) (have) his leg in a cast for at

least 16 weeks I recall him (9) (get up) early to exercise every morning His doctor suggested

(10) (see) a physiotherapist three times

a week, but he decided (11) (train) every

day (12) (endure) pain was difficult for

him but he refused (13) (give) in He kept

(14) (say) ‘I am prepared (15)

(do) whatever it takes to go back to professional sport’ and that’s exactly what he did

16 He is a great team player but has a negative outlook most

of the time and tends to see the half empty

17 Camogie is a full-body contact team sport played only

by women and is not for the ; you have to

be tough

18 Recovery from my broken leg, which happened mid-season,

has been a roller coaster ride, but I am there

19 The last game was tough but the team rose to the

with an outstanding performance, winning

a well-earned bronze medal

20 After a disappointing season, we knew we had to cut our

, so we made the difficult decision to pull out

of the competition

21 His advice on how to improve my negotiation skills

has made a huge difference to me so now I always

on every word he says

22 From the coach’s perspective, the deal was a

situation for both the club and the player

23 All that hope to win the trophy for the 9th time was gone in

a split-second: just a moment of self-doubt and it was all over

8

Task 2

Complete the sentences with the correct words

The first letter of each word is given

24 The club has spent a c amount rebuilding the stadium; it runs into the millions

25 With over 200 spectators, the match was a r

success, producing impressive scores and a new world record

26 Climbing Mount Everest is a f challenge even for the fittest of people

27 The losing team made a brave, but f effort

to catch up to their opponent

28 The team’s strategy was fatally f and the tactics they employed all failed

29 I get t fed up with the ‘shut-down’ tactics he

USE OF ENGLISH

Task 1

Read the text and complete the gaps with one word only

Become a personal trainer

Congratulations! You have decided to click through to purchase this course which is only available online We off er

the (31) comprehensive set of sports performance techniques, (32) packaged up

to help you become the best Performance Enhancement Coach in your area The programme consists of eight

courses which build on one (33) So how does it work? It is important to fi ll in an application form

(34) provide us with some information (35) your background and goals We aim to

get back to you (36) 48 hours to get you started on your journey You can use large public gyms or

smaller private ones, or a mixture of (37) ; the choice is yours (38) you choose, the

theoretical part of the course will be covered online Obviously, if you prefer to meet in person for the theory, we

can arrange for (39) to do that Please hurry! Places are strictly (40) to the fi rst 100

10

Task 2

Read the article and decide which answer (A, B, C or D) best fi ts each gap

A great comeback

While (41) disappointed aft er his defeat at Wimbledon last year due to an injury, the world’s number one

decided to undergo an operation; a decision heavily (42) by his support team People believed that they had to

reset their expectations quite (43) , but he proved them all wrong The world number one had a big year ahead

to prove himself aft er his failure to (44) his ranking last year, but he came back at a great level He admitted he

was fearful about his operation derailing his campaign on the tour this year, but instead we saw a (45) change

in his game He competed extremely well considering the (46) and didn’t get (47) by the event; his eyes

were focused on both the ball and his opponent, and he won point aft er point masterfully The Spanish tennis

star acknowledged that winning the match today was (48) to convince the world and himself that reports

of the end of his era were (49) exaggerated As he always has before, he once again (50) for excellence

in his performance

41 A fi nally B bitterly C immediately D specifi cally

42 A confl icted B believed C infl uenced D convinced

43 A systematically B suitably C automatically D dramatically

44 A maintain B include C achieve D defl ect

45 A rigorous B cutting-edge C tremendous D partial

46 A sequences B circumstances C approaches D moves

47 A involved B refl ected C confronted D side-tracked

48 A brilliant B crucial C outstanding D exhausting

49 A greatly B positively C cleanly D largely

50 A reached B strived C challenged D slammed

10

GRAMMAR

Complete the text with the correct form of the verbs in

brackets Sometimes more than one answer is possible

Run sister run!

When my sister asked me if I fancied (1) (go) for a run with her, I tried (2) (not, show) how pleased I was that she’d asked me to join her, and tried

(3) (keep) a straight face

I was excited by the idea of training with my sister, the

Olympic champion, only (4) (realise) later that I wasn’t the only one she had invited and we would be accompanied by a few friends We were going to meet up

at Paradise Park where she had planned to take us through

a three-hour practice session Moving to the country had

allowed us (5) (run) the most beautiful trails;

the place where she first started (6) (train)

ten years ago and went on (7) (excel) in running

She always seeks (8) (improve) her

performance I certainly regret (9)

(not, spend) more time training with her when I had the

opportunity I still remember her (10)

(get up) early to go for a run in cold winter I always

pretended (11) (be) busy or tired when she asked me if I was interested in joining her At that time her

goal (12) (become) an Olympian seemed unrealistic but her motivation and hard work paid off She

turned out (13) (do) all the right things to

realise her dream while I refused (14) (plan) anything and enjoyed the uncertainty that came with it

Do I regret it now? In hindsight, (15) (live)

on the edge wasn’t the wisest thing to do

16 We could have won the game, but we ended up losing we

17 Having tried to become a professional tennis player,

my brother comforted himself that if it all ,

he could always go back to accounting

18 It’s so petty to hold a against someone when things don’t go your way

19 In order to make progress you need to

big and act small

20 These tips probably won’t make you the next winner of

Wimbledon, but they can help you stay on top of your

and improve how well you play

21 The meeting about team performance quickly turned into

an all-out and the coach had to take control

of the discussion

22 Let’s facts; the way our team is playing this season, it’s hard to qualify for a League match, let alone win one

23 Although playing in a hot and humid environment was

a major challenge for me, and I felt extremely nauseous and

tired, I certainly wasn’t going to let it get the

of me

Task 2

Complete the sentences with the correct words

The first letter of each word is given

24 His b ambition to become a racing driver has been fulfilled in a big way

25 We knew the event was going to be an u

disaster when one of the competitors didn’t show up

26 Tennis is one of the most popular sports in the UK which is

played by a v number of people and followed

by even more

27 I still can’t believe that our team lost thanks to a

d performance and own goal from our most expensive player

28 He is a successful Olympian and people love him not

only for his achievements on the track but also his

29 You can never win an argument with him no matter how

USE OF ENGLISH

Task 1

Read the text and complete the gaps with one word only

Are you ready?

Are you looking to challenge (31) ? Then you are in the right place! (32)

obstacle course has been designed to test your strength, stamina and team work If you think you’ve got

(33) it takes, now is the time to prove it by sending in your application (34)

applicant needs to answer a few questions about their overall health You don’t need to have any special skills,

but it’s important to do enough practice We will support you (35) offering a set of free training

guides available to download from our website Don’t wait (36) longer, gather your friends,

build your team and secure your spot (37) the starting line now You can choose to compete

individually or as a (38) , which can consist of as (39) participants as you like

The price depends on (40) early you sign up Choose your race and secure your place in our

Critics have (41) Brazil’s defensive strategy after the team lost to Sweden in a friendly match last weekend

The manager, however, has defended the strategy and his choice of players and explained that they had no other

option as the team was not in good (42) due to a run of injuries He added, “although it is (43) obvious

that it’s a mark of a good team to win when not at their best, the result was mainly (44) to lack of confidence

and not lack of quality” The fans were not entirely (45) that the issue was a lack of confidence or physical

fitness due to (46) training and were not satisfied that the team failed to (47) their opponents with a

sense of immediacy Some said the match ended in (48) failure The Swedish fans, on the other hand, found the

match (49) enjoyable and felt their team fully deserved to come out on top The team now face a (50) task

ahead with several important matches over the coming months

41 A responded B questioned C demanded D argued

42 A control B direction C shape D condition

43 A plausibly B intensely C wonderfully D blatantly

45 A agreed B patient C convinced D annoyed

46 A progressive B rigorous C engaging D solid

47 A confront B defend C deflect D side-track

49 A somewhat B thoroughly C whole-heartedly D systematically

50 A daunting B tremendous C trivial D dismal

10

DICTATION

You are going to listen to a recording about sports Listen to

the whole recording once Then you will hear the recording

again with pauses for you to write down what you hear

Make sure you spell the words correctly

Jane says that the role of schools in providing

(2) space for regular practice is crucial

Jane mentions some parents believe that independent

schools offer students a (3) when it comes

to facilities

Jane was surprised that a vast number of (4)

were students in non-state schools

Jane emphasises that involvement in sport is less about

talent and more about (5) Jane explains that schools play an important role in getting children interested in sports as well as helping them with

Jane says that involvement in competitions enables

students to learn about essential (9) of life

Jane says children should learn to use coping

(10) to deal with losing

20

Task 1

You are going to read an article with contributions from four people to an online sports magazine

For questions 11–20, choose from the people A–D The people may be chosen more than once

Which person:

11 argues that competitions cannot be constructive?

12 presents a comparison between two groups of parents?

13 suggests discussions about competition should take a new direction?

14 off ers an example of a competitive environment?

15 supports their point of view by referring to evidence?

16 advises parents to move away from the competitive winning culture?

17 argues that we should help children to steer clear of any competitions for as long as possible?

18 exemplifi es a supportive environment that encourages development?

19 questions the justifi cation for involving children in competitions?

20 off ers an example of personal experience to support their viewpoint?

10

Task 2

Read the article again and answer the questions in your own words

21 What do you understand by ‘schools may get side-tracked by competitive parents’? (line 23)

22 Explain ‘To defl ect disappointment, some parents …’ (line 4)

23 What does the contributor mean by ‘I grew up with a burning ambition to compete’? (line 50)

24 Look at paragraph D and explain ‘it would be a futile eff ort to try to stop them.’ (line 48)

25 What does the contributor mean by ‘wildly-exaggerated’? (line 18)

10

Competition: a good thing or a bad thing?

A

I don’t like the word “competition”; it places too much

pressure on kids to be their best and can also cause

unnecessary stress They might feel disappointed if

they don’t measure up To defl ect disappointment,

some parents often keep their children away from

competitive situations altogether while others may

think a shelf full of participation trophies is the only

thing that matters In my opinion, a little bit of healthy

competition can be good for kids It would create a

good setting for the child to learn how to be a team

player Of course, this is true if the competition is

constructive We parents should use cooperative games

to teach children problem solving and other important

life skills The most important thing that they need to

learn is that they shouldn’t concentrate on winning

but on improving their own individual performance.

B

I think the value that competition can bring into

a child’s life has been wildly exaggerated A lot of

parents may think it is crucial to teach their children

to compete in order to prepare them for the reality of

modern life, and research shows that an astonishing

number of parents agree with that kind of mentality

Even schools may get side-tracked by such competitive

parents, however, it is not the best way to raise children

Admittedly, competition is unavoidable; as adults we

compete with each other in diff erent situations and

for various things such as jobs, and relationships, but

when it comes to children, we need to protect them

They will have plenty to worry about later on; by

engaging them in competitions we would only place

them under unnecessary pressure.

to excel at everything they do, or to love competitions,

or learn from their mistakes when they lose, or expect them to be resilient Such expectations are not realistic and may result in a negative self-evaluation.

a child I grew up with a burning ambition to compete and win That’s why we should design games and activities that accommodate competitiveness in a healthy setting, but participation has to take priority especially for young ones Children need to feel happy and confi dent to take part in an activity without fear

of losing They need to learn to be proud of themselves for taking part in an activity, trying their best even when they weren’t particularly interested in it, or felt they weren’t good at it They need to learn to strive for cooperation rather than competition.

DICTATION

You are going to listen to a recording about sports Listen to

the whole recording once Then you will hear the recording

again with pauses for you to write down what you hear

Make sure you spell the words correctly

(4) , clothing, extra coaching and travelling if their child is to pursue a sport

Jane says that taking part in sports is the first step to

Jane says the more seriously schools consider competitive

sports, the more (6) children get to train

Jane says that competitions can not only encourage children to do their best but also teach them to manage

Jane says it is important that we teach children how to

cope when things don’t (9)

Jane says (10) will ensure that all students, regardless of their ability, get the chance to participate

20

Task 1

You are going to read an article with contributions from four people to an online sports magazine

For questions 11–20, choose from the people A–D The people may be chosen more than once

Which person:

11 argues that competitions cannot be constructive?

12 doesn’t off er a personal opinion about competitions?

13 admits that a negative experience might have infl uenced his opinion about competitions?

14 discusses the eff ects of competition on performance?

15 argues that we should steer clear of any competitions?

16 suggests that there’s more to a competition than just winning?

17 emphasises that preparation decreases vulnerability?

18 refers to evidence with implications on education?

19 questions the justifi cation for getting involved in competitions?

20 advises parents not to be sceptical about competitions?

10

Task 2

Read the article again and answer the questions in your own words

21 What do you understand by ‘The word casual didn’t seem to exist in my vocabulary’? (line 4)

22 Explain ‘You might have a perfectly plausible reason …’? (line 31)

23 Explain ‘I had some unmitigated losses …’ (line 5)

24 What does ‘both’ refer to in ‘it’s crucial that children learn to deal with both …’? (line 38)

25 What does the contributor mean by ‘I don’t let myself get defl ected’? (line 56)

10

Competition: a good thing or a bad thing?

A

I don’t like the word “competition” although I am a

highly competitive person I always wanted to win

regardless – from board games to a friendly game of

ping-pong The word casual didn’t seem to exist in

my vocabulary Until a few years ago when I had some

unmitigated losses that brought into question the very

nature of competition I had to re-evaluate it altogether

One might be surprised by my reaction and say that

there’s always a loser in a competition And that’s

right, that’s part of the game and disappointment

is unavoidable Was the issue with the competition,

I asked myself, or with my performance? The answer is

clear, had I received unprecedented support from my

parents and my school or been equipped better to deal

with the consequences of losing when I was younger,

it wouldn’t have aff ected me so deeply later in life

B

There’s no hard-and-fast answer to whether

competition is positive or negative A number of

studies have examined the relationships between

competition and learning and some have found that

competition-based games in a classroom improve

course performance Would facing a competitor have

an impact on motivation, and eff ort? Are these factors

that parents and teachers need to be concerned about?

Maybe not, as there is some evidence indicating that

competition can increase both physical eff ort and

motivation, however, further research is required

to help us gain better insight Other factors such as

competitiveness and whether it is being viewed as a

negative personality trait are yet to be investigated

C

You might have a perfectly plausible reason for not letting your child take part in competitions, but others may wonder why As a parent it’s natural to try to protect your child from disappointment, but this may deprive them of one of the most important lessons of childhood; the lesson of coping with failure

Competition has two sides and it’s crucial that children learn to deal with both and it’s our responsibility to help them manage any setbacks Another positive aspect is the opportunity that it provides for children

to assess their progress, where they are and how far they can go Of course, this is another topic that some parents might not be in favour of, but the point

is that we have got to have some ways to motivate them, encourage them to do better and help them succeed and what would be better than some sort

of competition?

D

One thing that I have learnt over the years is that competitions are pointless There are some lucky people who can be brilliant but for the rest of us they’re nothing more than depressing contests that drain us

of our money and energy and fi ll us with false hope

Why should we put ourselves in that position to be judged? Do we need to be told by someone else that we are not good enough? How can that be motivating?

I am determined, creative and on track and I don’t let myself get defl ected I am passionate about my work and have a burning desire to improve and succeed Day

in day out I put in hours and hours of rigorous work and I have no intention of being bitterly disappointed

by anyone’s opinion, least of all a competition judge

I don’t need to be judged to be motivated, I already am.

GRAMMAR

Choose the correct words to complete the text

Sometimes more than one answer is possible

Cycling for charity

(1) Like / As everyone knows there are many different ways

for individuals and voluntary groups to raise money for

charity (2) as / like Sleep Out, and Coffee Morning but it seems people are much more (3) like / likely to take on a

sporting challenge than anything else

A few years ago, a friend who is (4) as / like a brother to

me, and an experienced teacher, came up with the idea of fundraising for his charity by cycling 4000 km from Europe

to Asia and the (5) further / furthest he cycled the more money he would raise He saw it (6) as / like an opportunity

to both raise funds for the charity and promote cultural awareness; it couldn’t get any better as it would support

two causes (7) like / alike It sounded (8) like / as such a great initiative, and easily the (9) most / more adventurous

around, that friends started supporting him by spreading the word

He is (10) by far / far the (11) most / more passionate

teacher I know, and when he was leaving he looked

(12) as / like he was going for the ride of his life (13) Like /

As most people raising money for charity, he set up a blog

to provide a daily account of his incredible journey Reading

his blog felt (14) as / like if he had taken us along

He, (15) like / such as many others, endeavoured to show

that education went beyond any borders or means

15

VOCABULARY

Task 1

Choose the correct words to complete the sentences

16 My community college experience taught me to believe in

myself and adjusted / transformed my life

17 My circumstances have changed, so the amount of tax I am

due to pay has been amended / adapted

18 He admitted that a dramatic change in his thinking had

altered / modified the course of his life.

19 The new plan produced by the council is an attempt to

alter / revamp the museum by extending its facilities with

commercial areas

20 Positive changes can be as hard to adapt / evolve to as the

negative ones

21 People adjust / transform their behaviour according to

social norms and expectations

22 Most social media apps maintain the right to modify /

transform the ‘terms and conditions’ without any prior

notice

23 The world of health care delivery is quickly evolving /

amending to meet both personalised consumer demand

and the need for cost-efficient outcomes

8

Task 2

Read the sentences and complete the gaps with one word only

24 The surgery a massive impact on his health,

but he managed to turn his life around thanks to a charity

25 If we teach our children the importance of

a good turn for others at a young age, that lesson will stay with them throughout their lives

26 You can a difference in someone’s life by

donating the items you no longer have a use for

27 It is good to someone a compliment when it

comes from the heart and is sincere

28 Unfortunately, when she desperately needed support,

nobody her a helping hand

29 a success of your life requires determination,

purpose and great people skills

30 Several charities have concerns about the

main underlying cause of homelessness both locally and

USE OF ENGLISH

Task 1

Complete the second sentence so that it has a similar meaning to the fi rst sentence using the word given

Do not change the word given Use between three and six words

31 The report shows the main thing that would encourage people to volunteer is support from their employer

Our project the water shortage crisis in the region

33 In the event of a disaster, people’s most common reaction is kindness

FAR

Kindness reaction in the event of a disaster

34 Chances are that in order to get more people to support a change, you need to involve them throughout the process

FAR MORE

People a change if they are involved throughout the process

35 Tackling homelessness is not just about providing accommodation, it’s also about fi nding lasting solutions to stop

people from becoming homeless

FOCUSING

We can prevention in addition to providing accommodation

36 The intended outcome of the project is to increase community involvement in managing and maintaining local green

spaces, leading to reduced littering

Use the word given in capitals at the end of some lines to form a word that fi ts in the gap in the same line

Join us to make a diff erence

We are a charity and (37) organisation asking individuals to become more PROFIT

(38) involved with our Net World project which has proved to be one of our most ACT

successful (39) If you are interested in helping children develop the INITIATE

(40) to use computers in some remote areas around the globe, please get CAPABLE

in touch This is a (41) educational program for children, therefore it is PRACTICE

(42) that you already have some knowledge and computer skills Don’t let ESSENCE

feeling (43) about travelling to a diff erent country with a diff erent language DOUBT

stop you from getting involved Please help us to deliver a (44) project using REVOLUTION

VOCABULARY

Task 1

Choose the correct words to complete the sentences

16 We reserve the right to modify / transform the Terms of

Service from time to time

17 Adapting / Evolving to a new set of cultural expectations

and social norms while staying true to your own sense of self is never easy

18 Nothing will alter / modify his view that homelessness

is one of the most serious problems that our community faces

19 As part of the training for this voluntary work, we will teach

you how to adjust / adapt your behaviour to become more

effective in your communication

20 They wanted to find out how a journalistic idea evolved / adapted into a charity project

21 The board intends to spend three million pounds to alter / revamp the derelict theatre and start renting it out for

performances

22 The gardening group has ten days to adapt / amend their

petition for a new park and acquire another 500 signatures

23 Last year, the local community gardeners transformed /

modified a number of neglected public spaces in their

neighbourhood into beautiful green areas

8

Task 2

Read the sentences and complete the gaps with one word only

24 Many people believe homelessness is a serious problem and

are prepared to sacrifices to tackle it

25 In order to succeed, you should your best and give it everything you’ve got, no matter what

26 When motivating your team, knowing that you should

praise and then actually doing it are two different things

27 When organising a fundraising event many different factors

into play

28 At the end of charity event, she each person

a hug, asked their name and thanked them for coming to support her

29 Ambitious plans have been forward to

GRAMMAR

Choose the correct words to complete the text

Sometimes more than one answer is possible

Climbing to the top

A few years ago, a friend of mine decided to climb the highest mountain in Colombia to raise money for ‘Shelter’,

but it didn’t look (1) as / like a proper challenge to many

The mountain was viewed by some (2) as / like an easy climb, but that was (3) further / far from being the case

(4) Like / As everybody knew, she was relatively good at

climbing but tackling a mountain (5) as / like Pico Cristobal Colon with an estimated peak of 5,700 m was not (6) so / such an easy task; after all she wasn’t a professional climber

She decided to take on the challenge in summer,(7) like / as

in July the weather would be good but not quite so hot and

it wasmost (8) likely / like that she could climb to the top

without having to abandon her mission due to unfavourable conditions.(9) As / Like a person who had climbed that

mountain before, I knew what kind of a challenge she was

facing The route was (10) far / further more challenging

than any other, (11) as / like it was relatively untouched

Considering the (12)many / most hurdles she faced, she

managed to achieve her goal (13) as / like a novice climber which was applauded by friends and family (14) like / alike

She was also absolutely delighted to raise 1,000 pounds for

the charity, which was not quite (15) as / like the amounts

that other challenges raised, but significant all the same

15

USE OF ENGLISH

Task 1

Complete the second sentence so that is has a similar meaning to the fi rst sentence using the word given Do not change the

word given Use between three and six words

31 The council’s consultant advised a change of opinion on how the public space would be used

TAKE

The council view of how the public space would be used

32 ‘If people are experiencing diffi culty in their lives, we can help them with one-to-one counselling sessions’, the charity

boss explained

STRUGGLING

The charity provides one-to-one counselling sessions on all issues to with their lives

33 When it comes to making a change, we found having the confi dence to rely on yourself to be the biggest issue

HURDLE

Relying on yourself when you decide to make a change

34 A group of youngsters from diff erent areas in the city have gathered to help homeless street dwellers by giving them blankets

DISTRIBUTE

A group of youngsters from diff erent areas in the city to homeless street dwellers

35 I found that there was no other challenge quite like managing a team of over one hundred people

FAR

Managing a team of over one hundred people is thing that I have experienced

36 The restaurants that took part in the ‘Feeding People with Kindness’ campaign, managed to raise $10,000

Use the word given in capitals at the end of some lines to form a word that fi ts in the gap in the same line

Planning a charity challenge

When contemplating a fundraising event, you may face an (37) number of choices EXCESS

Organising overseas challenges such as climbing Kilimanjaro or trekking the Sahara can

be a useful way for charities to raise money and (38) in a more creative way; AWARE

however, such events can be (39) complex to organise It is crucial that you weigh MASS

up the pros and cons An idea that (40) looks great might turn out to be unsuitable INITIATE

for many and (41) You should also consider people’s capabilities in addition to the PRACTICE

costs Think carefully about your options and (42) calculate how much you can raise REAL

Don’t forget to seek (43) advice for legal issues surrounding the event; you would DEPEND

DICTATION

You are going to listen to a recording about change

Listen to the whole recording once Then you will hear the

recording again with pauses for you to write down what you

hear Make sure you spell the words correctly

10

LISTENING

You are going to listen to a radio interview with Sophie and

Ben about a local project

Task 1

For questions 1–6, choose the answer (A, B, C or D) which

fits best according to what you hear

1 What led Sophie to become involved in the project?

A She found out that greenhouse gases were harmful.

B She wanted to reduce her energy consumption.

C She had an interest in the environment.

D She had worked on a similar project before.

2 When talking about his experience of the project,

3 Sophie considers the cause important because of

A the amount of food people throw away every day.

B the number of people who are suffering from hunger.

C the lack of education on how to cook food properly.

D the need to create change in communities locally.

4 Ben says global hunger is the repercussion of

A the inability of people to reach food.

B insufficient food production.

C inadequate food storage systems.

D inefficient farming techniques.

5 Sophie explains that

A they follow a fixed distribution process when delivering

6 What do Ben and Sophie think is the biggest issue in

dealing with food waste?

A involving the poorest members of the community in

B attractive enough to be seen or shown to someone

C very powerful or impressive

8 dismal crop shortage

A pitifully bad

B extremely controlling

C impressively large

Task 1

Read the article and choose the answer (A, B, C or D) which you think fi ts best according to the text

9 According to the writer, the eff ects of climate change are not

A noticeable.

B global.

C damaging.

D reversible.

10 In paragraph 1, the writer

A explains how easy it is to fi ght against climate change in groups.

B blames people for not taking any action to prevent climate change.

C implies that change can only happen when individuals take action.

D suggests we should review how our actions have aff ected the planet.

11 In line 36, what does the writer mean by ‘we only need to take the initiative’?

A We shouldn’t be indecisive if we are to succeed.

B We can only make a diff erence by making changes.

C We shouldn’t wait for others in order to take action.

D We should do something and not worry about the rest.

12 The writer believes that the easiest way to encourage children to be greener is by

A helping them to understand the importance of climate change.

B constantly reminding them of the impact of their actions.

C giving them something in recognition of their eff orts.

D acting in a way that shows them how they should act.

13 In line 72 ‘shouldn’t take their impact for granted’ implies that in their fi ght against climate change, people

A underestimate the value of the small steps they can take.

B accept minor changes to their lifestyle without any questions.

C are eager to learn about simple but eff ective lifestyle choices.

D are optimistic about how their contribution can be eff ective.

14 In the last paragraph the writer tries

A to get readers to sign a very specifi c petition.

B to encourage readers to take part in more projects.

C to inform people about diff erent fundraising events.

D to notify them of some local and national events.

12

Task 2

Read the article again and answer the questions in your own words

15 Explain ‘knowing where to start is the challenge’ (line 16)

16 What does the writer mean by ‘Don’t let the consumerism get the better of you’? (line 22)

17 What does ‘the power of collective action’ mean? (line 36)

Climate Change

There’s a consensus among scientists that climate

change is real and the planet is getting warmer

Rising sea levels, melting Arctic ice and record high

temperatures are some of the tell-tale signs that

the Earth’s surface has undergone unprecedented

warming over the last century It is believed that the

trends observed over this period are probably the result

of human activity; primarily caused by putting too

much carbon in the atmosphere The impact is visible

and while we cannot avoid some level of warming

caused by emissions already present in the atmosphere

or undo the damage we have already caused, we

should endeavour to reduce global warming before

it reaches truly dangerous levels The time is now for

each of us to act.

Since knowing where to start is the challenge many

of us are facing, we have tried to highlight some areas

that need our attention on the path to tackling climate

change and creating a healthier and cleaner planet

These acts might seem small but added up around the

world they can make a big diff erence.

Reduce, Reuse, Recycle

Don’t let consumerism get the better of you – fi nd

happiness in activities that provide more purpose

than buying and consuming which have a devastating

impact on the environment Producing new things

not only requires energy and resources but also creates

waste and pollution in every step of the process and

releases greenhouse gases Try to fi nd satisfaction in

sharing, fi xing, making, repurposing, upcycling and

composting instead Challenge yourself and see how

long you can go without buying something new.

Become more climate-friendly

A big contributor to pollution is transportation,

walk or cycle for short trips? Walking and cycling will not only benefi t the environment but also our health

Even a relatively small worldwide increase in cycling

a relatively short space of time.

Education

Preventing climate change in the future requires the involvement of schools and institutions Teaching children about the Earth and the importance

of protecting it will encourage them to be more environmentally friendly Motivate them through leading by example If you have children, get them to reduce waste Involve them in recycling; help them

to embrace the basics of being environmentally responsible With a few things here and there, you can easily get them on the path to greener living.

Improving Energy Effi ciency

Reducing greenhouse gas emissions is one of the best ways to mitigate the impact of climate change

It’s down to individuals to take steps to reduce their carbon footprints by making small changes to their daily lifestyle which without a doubt will save energy and money as well as making life healthier and

homes more comfortable For example, you can start

by unplugging appliances when they are not in use

The eff ect might seem insignifi cant but it will reduce your electricity usage and your bill When it comes

to replacing domestic and electrical equipment,

you have the opportunity to improve your house, you can look into investing in double glazed windows but remember that the benefi t will be long-term These are some of the small changes that you can make, but we shouldn’t take their impact for granted.

DICTATION

You are going to listen to a recording about change

Listen to the whole recording once Then you will hear the

recording again with pauses for you to write down what you

hear Make sure you spell the words correctly

10

LISTENING

You are going to listen to a radio interview with Sophie and

Ben about a local project

Task 1

For questions 1–6, choose the answer (A, B, C or D) which

fits best according to what you hear

1 Sophie primarily became involved in ‘Rethink, Reuse’

because she was looking for

A a way to protect the environment.

B an opportunity to help hungry people.

C a new charity project to work on.

D an initiative that made use of food waste.

2 Ben says that in the future ‘Rethink, Reuse’ will focus on

A food recovery.

B food recycling.

3 According to Ben and Sophie, the issue of hunger can be

tackled by

A helping people gain access to food globally.

B creating a positive change in the community.

C helping farmers to produce more food globally.

D distributing surplus food among hungry people.

C the undeniable role volunteers play in achieving the

project’s yearly target

D a number of factors that come into play in the provision

of surplus food

5 Sophie hopes that more people would join the project

A to help transport food more easily.

B to help achieve a wider impact together.

C to package and freeze food more quickly.

D to identify food providers in the community.

6 In Ben and Sophie’s opinion, raising people’s awareness

A is essential to add economical value to the project.

B is secondary to educating people and particularly

children

C is questioned by poorer members of the community.

D is the key to having a positive impact on the

environment

Task 2

For questions 7–8, choose the correct meaning (A, B or C) for the words in bold

7 take everything into account

A forgetting everything else