For homework, students can complete

Reading and Use of English — Part 2 Open

cloze p11, p12 Ex 1 in the Exam Trainer.
Before class
Exam Trainer Test section
on p11.
Less time
Ask students to
complete the
Grammar file
activities and the
Exam boost at
home.
Need something extra or a change of pace
Use the Speaking boost from the Exam
Trainer p12 and the Speaking boost
extension from the Exam Trainer Teacher’s
Notes.
Why not try?
A photocopiable activity
from the Digital resources.
Quick homework
Pearson Practice English App
Unit 1 activities.
Building block 4 DIGITAL RESOURCES
EXAM TASK
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).

IS THE 10,000 HOUR RULE A MYTH?

For a number of years, there has been a
widely-(0) D belief that practising a
particular skill for 10,000 hours will turn anyone into a
world-class expert. Perhaps unsurprisingly, few have been
su•ciently (1) to put this theory to the
test. The (2) originally appeared in a
popular psychology title, Outliers, by Malcolm Gladwell.
A key stipulation of the concept was that the practice
in (3) had to be ‘deliberate’ practice.
A casual half hour a day strumming a guitar would not
(4) this requirement.
However, recent research into deliberate practice has
(5) to some intriguing conclusions.
The study (6) that even in something as
traditionally practice-based as learning a musical instrument,
deliberate practice (7) for just 21 percent
of the observed improvement. When it comes to professions
such as business, in which the skills are (8)
less tangible and more di•cult to define, the fi gure falls to
a tiny one percent. So, if practice is responsible for such a small
proportion of the improvement, what is causing the rest?
0 A kept B said C thought D held
1 A disciplined B controlled C restricted D ordered
2 A deduction B principle C value D regulation
3 A request B demand C subject D question
4 A complete B succeed C meet D reach
5 A pointed B finished C decided D achieved
6 A uncovers B reveals C exposes D releases
7 A amounts B accounts C generates D justifies
8 A cautiously B uncertainly C doubtfully D arguably
TEST
Practice task
1 Read the first paragraph of a text about a project
monitoring animals called humpback whales. Think of
the word which best fi ts each gap. Use only one word in
each gap. There is an example at the beginning (0).
TEST How did you do?
2 Check your answers.
3 Read the answers to the five questions in Ex 1 again.
Which answer
a is a dependent preposition that’s used with an adjective?
b is a relative pronoun?
c is a pronoun in a fixed phrase?
d is a phrasal verb particle?
e is an adverb used in a fixed expression?
4 Match the sections of the text with their paraphrases a–e.
Section of text
When (1) comes to
to turn (2)
familiar (3)
in (4) the
so (5) to
Paraphrase
a look for help from
b in order to
c on the subject of
d know about
e that contains
ABOUT THE TASK
In Reading and Use of English Part 2, you read a short text
which has eight gaps in it. You have to think of the word
that best fits each gap.
There are no options to choose from.
You have to think about the structure of the language in
the text and the meaning of the text.
The word you write must be spelled correctly, and must fit
the gap grammatically.
You cannot write contractions such as don’t or won’t.
The gaps test your understanding of different kinds of
grammar, e.g. auxiliary and modal verbs, dependent
prepositions, relative pronouns, articles, etc.
They also test your knowledge of phrasal verbs, linking
words and expressions and fixed phrases.
The answer is always a single word.
Occasionally, there is more than one possible correct answer.
Each question is worth one mark.

THE WHALE TAIL DATABASE

Each human face is unique, making it easy for us
to differentiate (0) BETWEEN people we
know and those we have never previously met.
When (1) comes to attempting to
identify a humpback whale, however, we have to turn
(2) an alternative means of recognition.
Research teams worldwide have long used the whales’
tails to identify whether individuals they encounter are new
to the area or are whales that they are already familiar
(3) . An increasing number of teams
are now contributing to an international database,
in (4) the main resource is
photos of humpback whales’ tails. This is done
so (5) to monitor population
size, migratory routes and the distribution of
individuals in resting, calving and feeding
areas around the world.
to the area or are whales that they are already familiar
(3) . An increasing number of teams. An increasing number of teams
are now contributing to an international database,
in (4) the main resource isthe main resource is
photos of humpback whales’ tails. This is done
so (5) to monitor populationto monitor population
size, migratory routes and the distribution of
individuals in resting, calving and feeding
areas around the world.
11
READING AND USE OF ENGLISH – Part 2 Open cloze
M01 FMLA ETC1 WKey 20298.indd 11 09/12/2020 12:33

11
READING AND USE OF ENGLISH — Part 2 Open cloze
3 Write the conjunction despite on the board and elicit
from students its function (contrast). Tell students that they
must also pay attention to the form or verb patterns that
follow the conjunctions. Elicit that the conjunction despite
is followed by the fact + clause, or (object) -ing. In the same
pairs, ask students to discuss the meaning (function) of the
conjunctions in the box and the verb patterns that follow
them. Once completed, tell them to complete the gaps in
Ex 2. Nominate students to read the answers to the class and
write them on the board. Ask students to make a note of any
errors they made with conjunctions and the verb patterns
that follow them.
Answers
1 Although 2 Far 3 addition 4 despite
5 provided 6 whilst 7 considering
SPEAKING BOOST
1 Does art imitate life, or life imitate art?
Elicit which types of arts students are most interested in
and why. Write these on the board (e.g. photography,
music, dance, etc.). Put students into pairs and ask them
to discuss the question. Tell them to decide whether their
opinions differ depending on the art form. Get some
feedback from the students.
2 ‘Writing is the most important human invention of all
time.’ To what extent do you agree with this argument?
On the board, create a list with the students of some of
the biggest benefits of writing and why it is so important.
Put students into small groups and ask them to discuss the
question and to provide reasons for their arguments. Elicit
some ideas from the students during feedback, including
ideas for some other important inventions.
SPEAKING BOOST Extension
Put students into pairs and ask them to think of any other
inventions they think are as important or more important
than writing. Tell students to create a short survey from
which they can determine the views of their friends/
family when it comes to important inventions. Ask
students to present their surveys to the class and/or, if
they have managed to carry out their surveys, to present
their findings to the rest of the class.
Conditional forms
Ask students to close their books. Give them a few minutes
to try to recall as many conditional structures as they can
remember. Write these sentences on the board: I wish the
teacher ____ speak more slowly. If I hadn’t studied this last
weekend, I ____ be lost now! Elicit the missing words (would,
would) and what kind of structures these are (wish + would,
mixed conditional). Tell students that conditional and wish
structures are often tested in this exam part, but it is usually
the grammatical words (auxiliary verbs, verb to be) that are
omitted. Ask students to look back at the lists of conditionals
they have made and indicate what the auxiliary verbs are in
each structure.
Extra
Ask students to invent a sentence for phrases 1—5 in
Ex 4. Tell them to use the paraphrases (a—e) to help.
Provide an example first: I wasn’t familiar with the new
software system the IT department had introduced.
Strategies and skills Exam Trainer p12
Perfect and continuous tenses
Ask students to close their books. Write the following
gapped sentences on the board: Before ____ used officially,
newly written exams ____ tested by control groups. By the
time they end up on your exam desk, exam papers ____ been
tried and tested numerous times. Why ____ you think this
____ done? Put students into pairs and ask them to complete
the gaps with one word in each gap. Once completed,
elicit the answers to the board (being, are, have, do, is).
Ask students what tenses these sentences/questions are in
(present) and whether they are active/passive (all passive
except the auxiliary ‘do’ in the question). Elicit the fact that
all the missing words are auxiliary verbs and explain that
in this exam part, when testing tenses, it’s the grammatical
words which are often omitted.
1 Ask students to read and complete the gaps with one
word before comparing their answers in pairs. Ask students
to tell each other what kind of word is missing and why it
takes that form (e.g. 1 been = auxiliary verb be in the past
participle because the sentence uses the present perfect
continuous). Encourage students to make a list of present
tenses in their notebooks and highlight the auxiliary verbs
used in each tense, both in the active and passive voice.
Answers
1 been (present perfect continuous)
2 are (present simple passive)
3 have (present perfect passive)
4 do, did (present simple interrogative or past simple
interrogative)
5 being (-ing form is used following ‘after’ and ‘before’)
6 has (present perfect passive)
Conjunctions
Focus students’ attention on the TIP and explain that
conjunctions or parts of them are commonly omitted in this
part of the exam.
2 Put students into pairs. Ask them to look at questions
a—d and list any conjunctions they know with these functions
(e.g. However, Although, Despite, Moreover, In addition,
since, because, due to, etc.). Ask students to read gapped
sentences 1—7 and match them to the functions in questions
a—d. Check answers as a class.
Answers
a 1, 2, 4
b3
c 5, 7
d6
TEACH
SECTION C
Conditional forms
You have to decide which grammatical word fi ts in each
of the gaps. This may include conditional forms.
3 Complete the conditionals with a suitable word.
You may need to use a contracted form.
1 If Joe studied harder, he might
have a better job now.
2 Had I learnt to cook professionally,
I been able to make you
a restaurant-standard dinner.
3 If I have to go to the dentist
tomorrow, I wouldn’t be so worried today.
4 If Jenny were here, she’d shown
us how to play this game.
5 If I had more free time, I definitely
go to more gigs with you.
6 If I going to visit my grandma
at the weekend, I’d have planned to go shopping
with Bernie.
7 Had Danny going to the
conference, he’d be packing his bags right now.
8 If you’d recorded that programme about veganism,
we put it on.
SECTION D
Future tenses
You may have to complete tenses. You will usually
be tested on the auxiliary elements of the tense,
rather than the main verb.
4 Complete the sustainability plan using an
appropriate auxiliary verb or verbs.
How I plan to be more sustainable
I’m 1 to buy one of those
reusable coff ee cups made of bamboo.
I 2 mend all my clothes instead
of buying new ones.
By this time next year, I 3 got rid
of my car and 4 riding a bicycle.
I 5 already reducing household
energy by installing energy-ecient appliances.
I 6 using far more Fairtrade™
EXAM BOOST
SECTION A
Perfect and continuous tenses
You may need to complete a verb form, such as an
auxiliary verb used to form a particular tense. Think
carefully about the time references in the text as a whole,
which will help you determine which word you need.
1 Complete the sentences with an appropriate
auxiliary verb or verbs.
1 I expecting a phone call any
minute now. Can I get back to you later?
2 Jodie never met anyone quite
like Stephanie before and was intrigued to find
out more.
3 They just put the finishing touches
to the decorations, so the room will be ready shortly.
4 José working on his assignment
all afternoon and hopes to finish it by the end of
the day.
5 Sara waiting in the queue for two
hours before she decided to give up and go home.
SECTION B
Conjunctions
You may have to use a conjunction to link clauses or
sentences. It’s important to understand how the different
conjunctions are used, so you can choose one that fi ts the
meaning of the sentence.
2 Complete the sentences with a word or phrase from
the box. There is one word or phrase that you do not
need to use.
as though as yet not only since
whatever whereas while
1 do triplets look alike, they have
identical brain wave patterns, too.
2 some non-identical triplets look
very different from each other, other non-identical
sets can look remarkably similar.
3 Identical triplets have the same blood type and
eye colour, their teeth marks
and fingerprints are different.
4 It seems the DNA of triplets
may not be 100 percent identical.
READING AND USE OF ENGLISH – Part 2 Open cloze
like Stephanie before and was intrigued to find
just put the finishing touches
to the decorations, so the room will be ready shortly.
working on his assignment
all afternoon and hopes to finish it by the end of
waiting in the queue for two
hours before she decided to give up and go home.
REFERENCE
PERF ECT AND C ONTINU OUS TEN SES
Simple aspect
The ac tion is viewed as a fact. We use this for routi ne or
regular r epeated ac tions, habi ts and for permanent situati ons.
I don’t eat meat.
I us uall y got the tram to wor k.
They will li ve in a si de str eet off the Ramblas .
Continuous as pect
The ac tion is conti nuous. We us e the pres ent c ontinuous
when we us e dynamic ( acti on) ver bs to tal k about:
acti ons happening at a par ticul ar moment.
A: Wher e’s T err y?
B: She’s i n the kitchen – s he’s maki ng a cup of tea.
When Sam call ed, I was eati ng.
changing/devel opi ng situations.
Inma was i mpr oving her English.
tempor ar y situations.
He will be wor ki ng as a cleaner until he can fi nd a better job.
annoying or s urprising habits with al ways .
I’m al ways forgetting to charge my mobile.
pres ent plans and arrangements for the futur e.
Are you doi ng anythi ng next weekend?
PERF ECT ASPEC T
Simple
The ac tion happened at s ome unknown time between then,
the pas t, and now, the present ti me of s peaking; a point
befor e a ti me in the past; the pres ent and a poi nt of ti me in
the future.
I have eaten a l ot today.
I overslept bec ause I had forgotten to s et my al ar m.
We’ll have fi nished eati ng by the ti me you get here.
We use the perfect si mple:
to tal k about states, single or r epeated ac tions over a long
peri od of ti me up to the pr esent (often with ever / never,
often / al ways).
I’ve al ways dreamt of visiting N ew Yor k
It was onl y the second ti me I had travell ed by pl ane.
He will have miss ed at l east ten of the cl ass es this term.
to tal k about rec ent si ngle acti ons with a pres ent or pas t
result (often wi th j ust, already, yet).
I’ve already started maki ng s pag hetti for dinner , s o I don’t
want to go out.
I’d j ust g ot bac k from Australi a s o I was tired.
to tal k about an unfi nished period of ti me up to the pr esent,
pas t or future ( often with for / si nce, this week / month / year).
Irene has li ved in Abu D habi for jus t over a year.
They had been marri ed sinc e early that year.
We won’t have s een hi m for a c oupl e of months.
Continuous
We use the perfect c onti nuous:
to tal k about a rec ent acti vity when the effects of that ac ti vity
can still be seen i n the pr es ent or past.
A: Why are you cr yi ng? B: I’ ve been c hopping oni ons.
to emphasis e the length or repetition of an acti on.
I’ve been tr yi ng to get through to Max all mor ning, but he
does n’t have his phone s witched on.
In J anuar y he’ll have been wor ki ng ther e for si x years.
I’d been wor king on the ess ay for over two weeks.
to s uggest the short-ter m natur e of an acti vity.
I’ve been wor king i n advertisi ng for the past ten years but
now feel i t’s ti me for a c hange.
to s uggest that an ac tion is not complete.
I’d been tr yi ng to t each mys elf to play the pi ano but I’ m still
pretty terribl e.
We tend to pr efer the perfect simple for tal king about more
per manent situati ons .
She’s li ved in R ome si nce s he was a chil d.
We pr efer to us e the perfect conti nuous for more temporar y
situations .
She’d been li vi ng out of s uitc as e for months , s o s he was
glad to g et home.
STAT IVE AND D YNAMIC VERBS
Ther e are two c ateg ories for ver bs i n English: stati ve ver bs
and dynamic ver bs.
Dynamic verbs can be used i n si mple and conti nuous
aspec ts. Stati ve verbs c annot nor mall y be us ed in the
continuous .
Some verbs have both stati ve and dynamic meanings.
We onl y us e them i n c ontinuous for ms with their dynamic
meaning, but not wi th their s tati ve meani ng.
I was feeli ng a bit rundown. ( dynamic; feel = experience
a feeling or emoti on)
I feel that the situati on will i mpr ove in the near futur e.
(stati ve; feel = have an opini on)
3 C hoos e the c orrect alter nati ves .
Pronunciation
4 M ark the three main stres ses in eac h s entenc e.
1 What have you been doing sinc e I las t s aw you?
2 H ow have you been feeling over the l ast few days ?
3 Where had you been wor ki ng before comi ng here?
4 H ow will you be c ommuting when the j ob hours c hange?
5 What’s been the mos t i mportant thing you’ ve learnt today?
6 H ow much will you have earned by the end of the year?
5 1.1GF Listen and c hec k. Then listen ag ain and repeat
the s entenc es.
6 M ake questi ons from the pr ompts. Put the verbs in the correct for ms.
1 What you / wor k on / when / the c omputer / cras h?
2 H ow long / pl ane fl y / before / they s er ve / di nner?
3 H ow much / r eport / you c ompl ete / by the ti me / you leave /
later today?
4 H ow / you / c ommute / when / tr ain stri ke / happen / next week?
5 H ow long / you / not sl eep / well ?
6 H ow many peopl e / you / discuss / the pr obl em with / las t week /
befor e / you / get a res ult?
7 Why / he / al ways complai n / about the food i n our canteen?
It / us uall y be / fantastic.
PRACTICE
PERF ECT AND C ONTINU OUS TEN SES
1 C ompl ete the s entenc es using the
correct pr es ent for m of the verbs in
brac kets .
1 I a lot of headac hes
over the l ast c ouple of months. (get)
2 Karl fr om home at the
moment. ( wor k)
3 R afaell a in Sweden for
six months next year bec ause of her j ob.
(live)
4 M y neighbours c ut down two tall
trees las t month bec aus e people
that they were
danger ous . (al ways complai n)
5 T hey the res ults of
the s ur vey by the end of next week.
(publish)
6 I the stranges t
mess age fr om Kar en about her plans for
the s ummer. (just have)
7 Where of tr avelling to
next? ( you / think)
8 I revisi ng but I s till
went out with my friends . (not fi nish)
2 Fi ve of thes e s entenc es c ontain errors .
Find the errors and c orrect them.
1 I’ m l ovi ng livi ng in London at the
moment. It’s great.
2 T hey’r e havi ng three c hildr en: H anna,
Charlie and Aur ora.
3 She denies havi ng had anythi ng to do
with the robber y.
4 T his s oup tastes a bit str ange.
5 H e’s not unders tanding anythi ng about
tec hnol ogy.
6 I have a break at the moment in the
garden, so I’ll get bac k to you a bit later.
7 We wer e thi nking about whether to visit
you whil e i n London, but decided ther e
wasn’ t enoug h ti me.
8 I’ll beli eve it when I am s eeing it!

Wor king freelance

Befor e goi ng freelanc e, I 1was / ’d been tr avelling to wor k for
over a dec ade. I 2was tr yi ng / ’ d tri ed doing the j our ney by tr ain.
Ther e was a l ot of staring out of wi ndows and waiti ng bec ause
signals 3had failed / been failing or other tr ains 4had br oken
down / been br eaki ng down. Once we 5were wai ting / waited
for the tr ain to leave when the s tation announc er sai d, ‘No trai ns
at all 6will be running / have r un for the next four hours!’ Fur y
all round! But now, for at least the fors eeable future, I 7wor k /
am worki ng fr om home. I 8think / am thi nking that being alone,
without dis trac tions, 9has benefi tted / benefi tted me c onsi derabl y
over the l ast few weeks. I am mor e producti ve and I feel that
friends and famil y res pect the fac t that I 10have / am havi ng
certain hours i n the day when I am ‘at wor k’ so to s peak, and
they 11don’t al ways as k / aren’t al ways as ki ng me out. By the
end of this week I 12’ll have been wor ki ng / ’ll wor k fr om
home for two months and I’m guessi ng I13’ll have g ot thr ough /
’m getting thr oug h 20 percent mor e wor k by then than I used
to g et thr ough in the office. So, I 14 ’ m not retur ning / won’t be
retur ning to the dail y c ommute any ti me s oon!
98 99
GRAMM AR FILE | UNIT 1

UNIT 1 GRAMMAR FILE

GRAMM AR FILE | UNIT 1
Formul a CB C1 WKey 20267_4p.indb 98-99 13/10/2020 16:40
C1
ADVANCED
3PH OTOC OPIABLE © Pearson Educ ati on Li mited 2020

Grammar
Perfect and continuous tenses — Match Dash!1C
a
They (travel) around
the country ...
b
Currently, I (work)
double shifts ...
c
Recently, I (reading) a
novel, ...
d
At the moment I
(read) ...
e
This month I (start)
going to the gym ...
f
At half past twelve
tomorrow I (prepare)
lunch ...
g
At this time on Saturday
we (already arrived) ...
h
I (finish) this work
project ...
i
I (sit) on a beach in the
Caribbean ...
j
I (study) extra hard over
the last few weeks ...
k
I (sleep) really badly
lately ...
l
Before I turn 60 ...
1
... for my whole family —
I hope they like it!
2
... in a van right now.
3
... to get fit.
4
... I (bought) my own
home.
5
... to earn some extra
cash for the holidays.
6
... but I haven’t finished
it yet.
7
... a book about
dinosaurs.
8
... because I have an
exam coming up.
9
... so I’m exhausted
today!
10
... at the holiday house
in Crete.
11
... by this time next
week — hopefully
relaxing in the sunshine!
12
... for my boss by next
week.
a
b
c
d
e
f
g
h
i
j
k
l
C1
ADVANCED
4PH OTOC OPIABLE © Pearson Educ ati on Li mited 2020

Grammar
1D Perfect and continuous tenses — This is me
1 Talk about one of the
following:
A something you have
changed in your house
recently
B something you are
changing in your house
at the moment
C something you will have
changed in your house in
the next year
2 Talk about one of the
following:
A a place you have visited
many times in your town/
city
B a place you are visiting in
your town/city in the near
future
C a place you have been
visiting in your town/city
since you were a child
3 Talk about one of the
following:
A Something that will have
changed in your home
town/city by the time you
have retired
B Something that is
changing in your town/
city
C Something that has
changed in your town/
city in the last ten years
4 Talk about one of the
following:
A a tradition the people in
your country will still be
upholding long into the
future
B a tradition the people in
your country have started
upholding in recent years
C a tradition the people
in your country have
stopped upholding
recently
5 Talk about one of the
following:
A something you have
been planning to do for a
while
B something you planned
to do in the past, but
never did
C something you have
always planned to do
that you will have done
by this time next year
6 Talk about one of the
following:
A something you’ve been
spending a lot of time on
B something you are
spending a lot of time on
at the moment
C something you will be
spending a lot of time on
in the future
7 Talk about one of the
following:
A something in your life
you have wanted to give
up recently
B something in your life
you are giving up
C something in your life
you will have given up in
20 years’ time
8 Talk about one of the
following:
A a group or society you
are part of in your town/
city
B a group or society you
have been part of since
you were young
C a group or society you
will be part of in the near
future
9 Talk about one of the
following:
A something you have
done for your community
that you are proud of
B something you are doing
for your community that
you are proud of
C something you will have
done for your community
in five years’ time that will
make you proud
3 PHOT OCOPIABLE © Pearson Educ ati on Li mited 2020

p11
p12 Ex 1
EXAM TRAINER
EXAM BOOST p4
Complete Exam file SECTION A on page 4.
EXAM TASK
6 For questions 1–8, read the text below and think of the
word which best fi ts each gap. Use only one word in each
gap. There is an example at the beginning (0).
Speaking or writing
Go to page 92 for these exercises.
GRAMMAR: Perfect and continuous tenses
1 We’re all ‘one of a kind’, they say. But, what makes each
of us unique?
2 1.9 Listen to a scientist talking about fi ngerprints.
What, in his opinion, is the most likely reason that we
have them?
3 1.10 Listen again and answer the questions.
1 Why have scientists dismissed the idea that fingerprints
help us grip things?
2 What happens as our fingerprints glide over surfaces?
3 What does this do?
4 Why doesn’t it matter how we hold something?
4 Complete the sentences from the talk with the correct
form of the verbs in brackets.
1 This is a question that scientists have long
(ponder).
2 But scientists have (dismiss) this theory.
3 Although it was something that had
(puzzle) scientists for a long time ...
4 Scientists who were (work) in
Paris conducted an experiment ...
5 They had (work) on their experiment for
a while when they discovered that ...
6 This helps us to sense what we’re (hold).
5 Complete the sentences about unusual animals and
their unique characteristics. Use an appropriate form
of the verbs in brackets. There may be more than one
correct answer.
1 Manx cats, which (live) on the Isle of
Man for at least 200 years, have little or no tail due to a
naturally occurring genetic mutation.
2 As we (peer) into the depths of
the ocean, we noticed the natural ‘headlights’ of the
pinecone fish, which lights up its prey with its jaw
when hunting.
3 I (film) in the mountains of Central Asia
for weeks before I finally spotted a snow leopard – unlike
other large cats, they can’t roar, so you’d never hear one
approaching!
4 Leafy sea dragon fish (evade) capture
by predators for centuries with their camouflaged form
that looks just like seaweed.
5 Fran (just, finish) photographing a
horned lizard when it suddenly squirted at her from its
eyes – one of the stranger traits of this particular animal!
6 Is that a mimic octopus? What
(it, disguise) itself as? I know it can mimic a lot of other
sea creatures as a defence mechanism but I’ve no idea
what that is!
Humans are (0) NOT the only mammals
to have features that uniquely identify individuals.
Other primates also have finger and toe prints, no two of
which are the same. Scientists (1) recently
discovered that koalas have fingerprints, too, which are just
(2) individual. And now, the stripes and
spots of animals such as cattle and zebra, which zoologists
of the past (3) , until recently, only ever
thought of as camouflage, are being used in conservation
projects to track the movements of individuals.
Perhaps humans will be tracked in future, too. Our faces,
heartbeats and even the shape of our ears are also unique,
and these features could have wider biometric applications.
(4) you’re anything like most people, you’ve
probably (5) using the same passwords for
the last few years, and (6) now becoming
concerned that someone will eventually crack your ‘code’
and steal your identity. But biometric authentication is likely
(7) be at the forefront of rapid advances
in IT security, and rely on unique personal data to confi rm
identity (8) the use of
touchscreens or other recognition devices.
How ears (or stripes) can
identify individuals
10
1 READING AND USE OF ENGLISH – Part 2 Open cloze
GRAMMAR FILE p p98–99
EXAM FILE p5
M01 Formula CB C1 WKey 20267_4p.indd 10 09/12/2020 12:28

Unit 1
READING AND USE OF ENGLISH – PART 1
(page 8)
Speaking or writing
6 Can you think of any one-hit wonders? Tell your partner
about them.
7 Have you ever done anything that you were really proud
of that you’ve never achieved again? How bothered
were you / would you be about that? Write a paragraph
explaining your feelings.
READING AND USE OF ENGLISH – PART 2
(page 10)
Speaking or writing
7 What makes you individual? Tell your partner.
8 In what ways do you like to be the same as other people?
In which ways are you happy to differ? Think about:
• opinions and beliefs.
• fashion sense.
• musical taste.
Unit 2
READING AND USE OF ENGLISH – PART 3
(page 18)
Speaking or writing
6 Tell your partner about a time when you misplaced
something important. What were the consequences?
7 How can you avoid misplacing important or valuable
things, such as your passport or items of jewellery? Write
a list of suggestions and then share it with your partner.
READING AND USE OF ENGLISH – PART 4
(page 20)
Speaking or writing
7 Which activities do you think are generally more
successful with two people? Why?
8 What are the pros and cons of playing sport with a partner
as opposed to doing individual sports?
Unit 3
READING AND US
(page 30)
Speaking or writing
7 Answer the question
• What would you like
• Is there anything you
• Do you think it’s mor
knowledge or wealth
8 What is the most inc
you’ve seen or would
impressive about it, o
READING AND US
(page 32)
Speaking or writing
6 What would you like
How important do yo
something people w
7 The Brontës were ve
messages across in t
place of artists such
to causes?
Write a short essay, o
Unit 4
READING AND US
(page 40)
Speaking or writing
6 Do you consider you
things have happene
experiences in small
7 Do you think people
example, by working
Write a short article,
own life if possible.
READING AND US
(page 42)
Speaking or writing
6 The fourth dimension
What do you think th
your partner.
92
READING AND USE OF ENGLISH – Parts 1, 2, 3 and 4 Speaking or w
Formula CB C1 WKey 20267_4p.indb 92-93

Use the Coursebook teacher’s

notes for Cooler.
Students can now complete the
Exam task in the main unit using
the guidance they have found
in the Exam file, the Exam focus
and the video to help them.
Students can complete
‘Speaking or writing’ activities
with a partner.
28

HOW TO TEACH FOR

EXAMS
What do teachers need to consider?
How is teaching for exams different from
teaching general English classes?
• Exam classes often place more emphasis on reading,
writing and grammar. General courses often include
more speaking activities and general listening tasks that
aim to develop communicative skills and fluency.
• An exam course is fixed, with an exam syllabus that
must be completed. This means the teacher may feel
there’s little time to do many extension activities from
the Coursebook that are either optional or not in exam
format, even though these are clearly useful. When
doing these activities, it’s important that teachers
explain their value clearly to the students so that they
understand how they relate to the exam.
• Exam students may not be interested in learning
English for its own sake — they may simply want to pass
the exam. This means they may be keen to do exam
practice but may not see the value of spending time on
communicative or fluency activities. However, if there are
non-exam students in your class, they may want to do
fluency work that improves their communicative ability.
• Students may feel under pressure to succeed. This could
be because they need to pass the exam to continue their
studies or to succeed in the career of their choice. This
pressure can lead to a feeling of frustration if students
aren’t doing well.
• There can be problems if students are not at the level
of the exam they’re studying for. Students can become
demotivated and teachers can feel frustrated.
• There is a very clear end goal which creates a shared
bond among exam students. Non-exam students may
also see a clear progression through the course and
gain a sense of progress and achievement in their
overall ability.
What do exam teachers need to know at
the start of a course?
It’s vital that teachers know about the exam before they
start the course, so they can make crucial decisions about
how much time to spend on the different aspects of the
exam, when to start exam practice and so on. They also
need to know the balance of exam and non-exam students.
Teachers should find out about students’ priorities and how
many students intend to take the exam. They should then
find out about individual students’ respective strengths and
weaknesses in order to focus as much time as possible on
those areas that students have trouble with. Information
they need includes:
The format and content of the exam
• How many papers are there and what skills does each
one test?
• How many different parts are there in each paper? Are
they all compulsory or is there a choice?
• What is the grammar syllabus for the exam?
• How are the skills tested — multiple choice questions,
gap-fill, ... ? What techniques are required for dealing
with each one?
The practicalities of taking the exam
• How much time is allowed for each part of the exam?
How should students balance their time?
• Where do students write their answers? Is there transfer
time?
How the exam is marked
• What is the weighting of different papers?
• How many marks are there for each question?
• What are the assessment criteria for each part where
there is no ‘right’ answer, i.e. when testing the productive
skills of writing and speaking?
What happens after the exam?
• How are the results presented? Do students receive
feedback? Are the grades linked to the CEFR? What
level are they linked to?
• What can your students do with the qualification? Is it
recognised internationally?
• What is the next exam that your students should
progress to?
What makes a successful exam teacher?
Teaching for an exam is very rewarding, but it is also
challenging. A good exam teacher:
• knows and understands the exam well, including the
testing focus of each part and what techniques students
need to deal with each one
• understands how to achieve a balance between
developing skills and doing exam practice in lessons so
as to engage all students in the work
• enjoys teaching towards a goal
• manages their own and their students’ time effectively
and efficiently
• listens to students’ concerns and worries
• gives honest and direct feedback on students’
performance
• motivates students and fosters confidence and
independent learning
How important is balancing teaching
and testing?
Students enrolled on an exam course will expect to go
through a lot of practice tests and exam practice. However,
if this is all you do, you will produce excellent test takers but
poor language users! You may also risk losing the interest
of any non-exam students. When time is restricted you
need to make the most of the time you choose to teach and
the time you need to be testing. This balance is different
with every class.