Complete First For School

FIRST
for Schools
Student’s Book
without answers
Second edition
B2 WITH ONLINE
PRACTICE
Guy Brook-Hart,
Susan Hutchison,
Lucy Passmore
and Jishan Uddin
FIRST
for Schools
Student’s Book
without answers
B2 WITH ONLINE
PRACTICE
Guy Brook-Hart, Susan

Hutchison, Lucy Passmore
and Jishan Uddin
Copyright Material - Review Only - Not for Redistribution
Cambridge University Press
www.cambridge.org/elt
Cambridge Assessment English
www.cambridgeenglish.org
Information on this title: www.cambridge.org/9781108647335
© Cambridge University Press and UCLES 2019
This publication is in copyright. Subject to statutory exception
and to the provisions of relevant collective licensing agreements,
no reproduction of any part may take place without the written
permission of Cambridge University Press.
First published 2019

20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1
Printed in ‘country’ by ‘printer’

A catalogue record for this publication is available from the British Library
ISBN 978-1-108-64733-5 Student’s Book without answers with Online Practice
The publishers have no responsibility for the persistence or accuracy

of URLs for external or third-party internet websites referred to in this publication,
and do not guarantee that any content on such websites is, or will remain,
accurate or appropriate. Information regarding prices, travel timetables, and other
factual information given in this work is correct at the time of first printing but
the publishers do not guarantee the accuracy of such information therea er.

Contents
Map of the Units 4

Introduction 6
First for Schools content and overview 7
1 A family a air 8
2 Leisure and pleasure 18
Vocabulary and grammar review Units 1 and 2 28
3 Happy holidays? 30
4 Food, glorious food 40
5 Study time 52
6 My first job 62
7 High adventure 74
8 Dream of the stars 84
9 Secrets of the mind 96
10 On the money 106
11 Medical matters 118
12 Animal kingdom 128
13 House space 140
14 Fiesta! 150
Grammar reference 162

Phrasal verbs 189
Speaking bank 192
Writing bank 202

Map of the units
Unit title Reading and Use of English Writing Listening
A family a air Part 6: ‘From worst enemies to best Part 1: An essay: It is beneficial for Part 1: Young people talking about their
1 friends’ teenagers to receive pocket money
from their parents. Do you agree?
families and activities
Part 2: ‘How do you manage your money?’
Leisure and Part 1: ‘Ice skating – my passion’ Part 2: An article: A great way to Part 2: A talk by a professional footballer
2 pleasure
Part 4: Sentence transformations
spend your free time
Vocabulary and grammar review Units 1 and 2

Happy holidays? Part 3: ‘A bus journey’ Part 2: A story: It was a trip I’ll never Part 3: Five young people talking about their
3 Part 7: ‘Holiday surprises’
forget’ best holiday ever
Food, glorious food Part 6: ‘Are insects the future of food?’ Part 2: A review: A local restaurant, Part 4: An interview with a young chef
4 Part 1: ‘How to eat sushi’
snack bar or café in your area

Study time Part 7: ‘Making the most of your summer’ Part 2: The set text: The most Part 1: People talking about study and school
5 Part 3: ‘Exam stress for teenagers’
interesting character in the book that
you have read
My first job Part 5: ‘My first job’ Part 2: A letter or email: What part- Part 3: Five young people talking about
6 Part 2: ‘Voluntary work’
time jobs can teenagers do in your
country
weekend jobs

High adventure Part 6: ‘Are you ready for a school Part 2: An article: A great way to keep Part 2: A talk about the Duke of Edinburgh
7 challenge?’ fit Award
Part 4: Sentence transformations Part 4: An interview with someone who did a
parachute jump for the first time
Dream of the stars Part 7: ‘Careers in film and the theatre’ Part1: An essay: There are both Part 2: A talk about unusual sports
8 Part 1: ‘I want your job: stunt person’
advantages and disadvantages to a
career as a musician or actor. Do you
agree?

Secrets of the mind Part 5: ‘Our month in a tech free house’ Part 2: A short story Part 1: People talking about di erent
9 Part 4: Sentence transformations
influences on personality
On the money Part 2: ‘How I like to shop’ Part 2: A review: Write about Part 4: An interview with a student about ‘Buy
10 Part 5: ‘I got rid of nearly everything I
something you have bought or been
given recently
nothing day’
owned’
Medical matters Part 4: ‘A school science project’ Part 1: An essay: Young people Part 3: Five people talking about health
11 Part 3: ‘Afraid of the dentist’
generally don’t pay attention to their
health and fitness. Do you agree?
problems and reasons for visiting a doctor
Animal kingdom Part 1: ‘Not just a hobby’ Part 2: A letter or email : Advice for a Part 1: People talking about wildlife and
12 Part 7: ‘Animal rescue’
visitor to your country conservation

House space Part 5: ‘Living in a yurt’ Part 2: An article: My ideal home Part 2: A talk about building a small house
from a kit
Part 2: ‘The smallest house in Britain’
Fiesta! Part 6: ‘Koningsdad: Europe’s most lively Part1: An essay: The advantages and Part 4: An interview with someone who visits
festival’ disadvantages going to the cinema music festivals
compared to streaming films at home
Part 3: ‘The week my town goes back in
time’

Speaking Pronunciation Vocabulary Grammar
Part 1: Speaking about your home Word stress Phrasal verbs to describe relationships Present perfect simple and continuous
and what it is like to grow up in your
hometown Collocations with make and do
Part 2: Describing and discussing Sentence stress (1) Phrasal verbs to talk about skills and Making comparisons
the benefits of di erent free time hobbies
activities Adjectives with -ing and -ed
Part 3: Choosing the best activities Intonation (1) travel, journey, trip and way Past simple, past continuous and used to
for a school trip
at, in and on in time phrases
Past perfect simple and continuous
Part 4: Talking about diet and Grouping words and food, dish and meal so and such
healthy eating pausing (1)
Adjectives to describe food, meals and too and enough
restaurants
Part 1: Talking about your Word stress (2) Phrasal verbs connected with study Zero, first and second conditional
preferences regarding school
subjects find out, get to know, know, learn, teach
and study
attend, join, take part and assist
Part 2: Describing what people learn Sentence stress (2) work and job; possibility, occasion and Countable and uncountable nouns
and enjoy about doing di erent possibility; fun and funny
kinds of jobs Articles
Collocations with job and work
Part 3: Discussing di erent ways to Intonation (2) Verb collocations with adventure Infinitive and verb + -ing
encourage students to do more sport activities
look, see and watch; listen and hear
Part 4: giving opinions on the impor- Grouping words and Verb collocations with ambition, career, at, in, on to express location
tance of dance, drama and music as pausing (2) experience and job
school subjects Reported speech
People and the theatre
Verb collocations with ambition, career,
experience and job
Part 2: Describing the emotions that Sentence stress (3) achieve, carry out and devote Modal verbs to express certainty and possibility
people have in di erent situations
stay, spend and pass; move, cause and
have
Part 1: Talking about your personal Linking (1) arrive, get and reach as and like
life and interests
Phrasal verbs connected with shopping Modal verbs to express ability
Part 2: Describing di erent ways to Intonation (3) Health vocabulary Relative pronouns and relative clauses
stay healthy and ways to deal with
di erent illnesses Idiomatic expressions
Part 3: choosing a topic connected Word stress (3) avoid, prevent and protect; check, control, Third conditional and mixed conditionals
with animals keep an eye on and supervise
wish, if only and hope
Part 4: Discussion about looking
a er animals
Part 2: Describing what life is like in Revision of features space, place, room, location and square Causative have and get
di erent places of pronunciation
Expressing obligation and permission
Part 3: Deciding how to celebrate an Improving fluency Vocabulary to describe what people do The Passive
occasion
Vocabulary for festivals
Part 4: Discussion on festivals and
celebrations

Introduction
Who this book is for? Also available

Complete First for Schools is a stimulating and thorough • Downloadable audio online containing all the listening
preparation course for school-aged learners who wish to take material for the 12 units of the Student’s Book plus material
the B2 First for Schools exam from Cambridge Assessment for the 14 units of the Student’s Book plus material for
English. It helps them to develop the necessary reading, the Speaking Bank. The listening material is indicated by
writing, listening and speaking exams for the exam as well as coloured icons 02 in the Student’s Book.
teaching essential grammar and vocabulary. For those who • A Teacher’s Book containing:
are not planning to take the exam in the near future, the book
- Step-by-step guidance for teaching activities in the
provides skills and language based around engaging topics, all
Student’s Book
highly relevant for school-aged learners moving towards a B2
level of English. - A number of suggestions for alternative treatments of
activities in the Student’s Book listening material.
What the Student’s Book contains
- 14 Photocopiable wordlists (one for each unit)
• 14 units for classroom study. Each unit contains:
containing vocabulary found in the units. Each
- an authentic exam task taken from each of the four vocabulary item in the wordlist is accompanied by a
papers (Reading and Use of English, Listening, Speaking definition supplied by the corpus-informed Cambridge
and Writing in the B2 First exam. Advanced Learner’s Dictionary.
- essential information on what each part of the exam - Access to extra photocopiable materials online to
involves, and the best way to approach each task. Exam practise and extend language abilities outside the
advice boxes before exam tasks explain how to do this. requirements of the B2 First for Schools exam.
- a wide range of enjoyable speaking activities designed • A Student’s Workbook containing:
to increase learner’s fluency and ability to express
- 14 Units for homework and self-study. Each unit contains
themselves.
further exam-style exercise to practise the Reading and
- a step-by-step approach to doing First for Schools Use of English, Listening, Speaking and Writing skills
Writing tasks. needed in the B2 First for Schools exam. In addition,
- grammar activities and exercises for the grammar they provide further practice of grammar and vocabulary,
learners need to know for the exam. When you are which also use information about common First for
doing grammar exercises, you will sometimes see this Schools candidate errors from the Cambridge Learner
symbol . These exercises are based on research Corpus .
from the Cambridge Learner Corpus and they deal • Downloadable audio online containing all the listening
with the areas which o en cause problems for students material for the workbook.
in the exam.
• A Test Generator containing:
- vocabulary activities and exercises for the vocabulary
- A Grammar and Vocabulary Test at standard and plus
you need to know for the exam. When you see this
levels of each of the 14 units in the Student’s Book.
symbol by a vocabulary exercise, the exercise
focuses on words which First for Schools candidates - Three Term Tests including grammar, vocabulary and
o en confuse or use wrongly in the exam. First for Schools Reading and Use of English, Writing,
Speaking and Listening exam tasks.
• Six unit reviews. These contain exercises which revise the
grammar and vocabulary in each unit. - An End of Year Test including grammar, vocabulary and
First for Schools Reading and Use of English, Writing,
• Speaking and Writing reference section. These explain
Speaking and Listening exam tasks.
the possible tasks students may have to do in the Speaking
and Writing papers, and they give you examples and
models together with additional advice on how best to
approach these Speaking and Writing exam tasks.
• A Grammar reference section which clearly explains, unit
by unit, all the main areas of grammar which you will need
to know for the B2 First for Schools exam. There are also
practice exercises for all grammar points.

B2 First for Schools content
Contents
and
overview
Part/Timing Content Test focus

Reading and Part 1 A modified cloze text containing eight In tasks 1–4 candidates are expected to
Use of English gaps and followed by eight multiple-choice demonstrate the ability to apply their
1 hour 15 items knowledge of the language system by
minutes Part 2 A modified open cloze text containing eight completing the first four tasks. In tasks
gaps Part 3 A text containing eight gaps. Each gap 5–7 candidates are also expected to show
corresponds to a word. The stems of the missing understanding of specific information, text
words are given beside the text and must be organisation features, tone, and text structure.
changed to form the missing word.
Part 4 Six separate questions, each with a lead-
in sentence and a gapped second sentence to be
completed in two to five words, one of which is
given as a ‘key word’
Part 5 A text followed by six multiple-choice
questions Part 6 A text from which six sentences
have been removed and placed in a jumbled order
a er the text. A seventh
sentence, which does not need to be used, is also
included. Part 7 A text, or several short texts,
preceded by ten multiple-matching questions
Writing Part 1 One compulsory essay question presented Candidates are expected to be able to write
1 hour 20 through a rubric and short notes using
minutes Part 2 Candidates choose one task from a di erent degrees of formality and di erent
choice of four questions. The task types are: functions: advising, comparing, describing,
• an essay explaining, expressing opinions, justifying,
• an article persuading, recommending and suggesting.
• a letter or email
• a review
• a story
• a task based on a set text
Listening Part 1 A series of eight short unrelated extracts Candidates are expected to be able to show
Approximately from monologues or exchanges between understanding of attitude, detail, function, genre,
40 minutes interacting speakers. There is one three-option gist, main idea,
multiple-choice question per extract. opinion, place, purpose, situation, specific
Part 2 A short talk or lecture on a topic, with a information, relationship, topic, agreement, etc.
sentence- completion task which has ten items
Part 3 Five short related monologues, with five
multiple- matching questions
Part 4 An interview or conversation, with seven
multiple- choice questions
Speaking Part 1 A conversation between the examiner
14 minutes (the ‘interlocutor’) and each candidate (spoken
questions) Part 2 An individual ‘long turn’ for
each candidate, with a brief response from the
second candidate (visual and written stimuli,
with spoken instructions)
Part 3 A discussion question with five written
prompts Part 4 A discussion on topics related
to Part 3 (spoken questions)
7

A family
1 affair
Starting off
1 Work in pairs. Discuss these questions.

• Which of the activities in the photos look the most fun?
• Write a list of five activities you enjoy doing with your
family and a list of five activities you enjoy doing with
your friends. How di erent are the two lists? Why do
you think this is?
Listening Part 1
• In Listening Part 1, you listen to people talking in eight

different situations, which may be either conversations
between two or more people, or just one person
speaking.
• You answer one question for each situation

by choosing A, B or C. You hear each piece
info
twice.
1 Work in pairs. You will hear people talking in eight

di erent situations. Before you listen, read questions
1–8 and underline the main idea in each. The first one
has been done for you.
1 You hear part of a conversation between friends.
The boy says the reason his father cooks most of the
time is because
A the boy doesn’t like exotic food.
B the boy has too much school work.
C the boy doesn’t know what ingredients to buy.
2 You hear part of a conversation between friends.

The girl says that she enjoys spending weekends with
her family because
A her mother spends a long time researching places
to visit.
B her mother o en chooses entertaining activities to
do at the weekend.
C her parents allow her to relax at home.
8

1
3 You hear a girl talking to her brother on the phone. Vocabulary
What has her brother done to annoy her?
A He hasn’t done something he agreed to do.
Phrasal verbs
B He has bought the wrong present.
1 Match the phrasal verbs (1–12) from Listening Part 1 to
C He has forgotten to buy a card.
their definitions (a–l).
4 You hear a boy taking part in a class discussion. 1 c

chill out a have an argument with
2 come up with someone
His relationship with his brother
3 set o b immediately like each
A was surprisingly better in the past.
other and become
B was bad because they argued. 4 work (something) out friendly
C improved because of their parents’ actions. 5 rely/depend on c relax and rest
(someone)
d experiment with an idea
5 You hear a girl talking to a friend. 6 fall out with (someone)
e be able to trust someone
She says her sister didn’t tell her mum that she had got 7 try (something) out to do something
two new kittens because 8 hit it o f find an answer to
A her mother doesn’t like cats. 9 look out for something
B her room was too small for kittens. (someone/something) g respect or admire an
C her mother thought that one cat was enough. 10 take a er (someone) older person
11 look up to (someone) h start a journey
6 You hear a boy leaving a message on his mother’s phone. 12 look back at (something) i think of (an idea or plan)
He is calling his mother because he wants her to j think about something in
the past
A tell his relatives that he can’t see them tonight.
k try to notice
B allow him to stay at his friend’s house.
l be like a parent or older
C help him with his project.
sibling
7 You hear an interview with a young chess champion. 2 Complete the sentences with a phrasal verb from
She says that the main reason for her success is that Exercise 1 in the correct form.
A her father gave her a chess set when she was young. 1 I used to with my cousins all the
B she has been very lucky. time when I was younger, mostly because I didn’t
C her family have helped her. agree with their opinions, but now I’m a bit older
we’ve started to really as we seem to
understand each other better.
8 You hear a boy talking to a friend.
Why did the boy go to Denmark last summer? 2 My mother is a really good artist. I’ve always
A He likes trying new things. her because I’ve always known she’s
B He always spends his holidays there. talented. I really hope I her so that I can
make a living out of art too.
C The climate is better there.
2 Listen and choose the best answer (A, B or C). 3 I know I can Martin if I’ve got a problem
because he always good suggestions.
02
3 Work in pairs. Correct the mistakes in questions 1–6. 4 When I think about my childhood, I all
the silly things I did, but at least I now know what to
1 How o en you do the cooking? so that I can avoid making the same
2 You usually spend your weekends with your family? mistakes.
3 You have yet managed to get a present?
4 Parents should limit the amount of time their children 5 My friend loves the weekend because she can get up
spend in front of a screen? late and just . On weekday mornings,
on the other hand, she’s up at 7 am as she has to
5 How much pets you say you had at home?
for school soon a er that.
6 How you have become so successful?
6 When Tomas has a problem, he o en
a few ideas before he finds the correct solution.
It doesn’t matter what the situation is, he usually
it in the end.
A family affair 9

1
Reading and Use of English Part 6
• In Reading and Use of English Part 6, you read a text
1 Work in pairs. You are going to read an article giving of 500–600 words with six gaps where sentences have
advice to teenagers about how to get on better with been removed.
their siblings (brothers and sisters). Before you read,
• You choose one sentence from a list of seven
write these adjectives in the correct column below. sentences (A–G) for each gap; there is one
sentence you will
caring cheeky childish cooperative advice
not need.
critical energetic enthusiastic hardworking
irritating mature organised patient
reliable responsible self-confident sensitive 5 Read the article opposite carefully, ignoring the spaces,
sympathetic thoughtful and make a note of the main idea of each paragraph.
First paragraph:
usually positive usually negative Getting on with your siblings can be dif cult, but it is
caring possible to have a good relationship.
6 Six sentences have been removed from the article.
Choose from the sentences (A–G) the one which fits
each gap (1–6). There is one extra sentence which you
do not need.
Use the underlined words in the sentences and in the

text to help you.
A It is also crucial that you are sensitive to the feelings of
your siblings too.
B Your siblings need to learn to take responsibility if they
have done something wrong.
2 Add one of these prefixes dis-, im-, in-, ir-, un- to each of C These arrangements will hopefully make both of you
the words to make opposites. more cheerful.
D It is only natural that these developments will a ect
cooperative uncooperative
critical enthusiastic your feelings towards members of your family.
mature organised reliable responsible
E But you should try not to let incidents like these have
sensitive sympathetic too big an e ect on your relationship.
F Indeed, it could seem impossible to imagine that you
3 Work in pairs. Which of the adjectives in Exercise 1 do could ever be friends.
you think typically describe older siblings in relation to G This could be watching a series on television, joining
younger siblings? Why? Which describe younger siblings an exercise class or even preparing a family meal.
in relation to older siblings? Why?
4 Work in groups.
• Make a list of things teenage children sometimes say
about their siblings.
He’s really irritating!
My parents always praise her.
• Discuss what you can do to live happily with your
brothers and sisters.
Be kind to them and try to be cooperative.
10

1
From worst enemies to best friends

Everybody feels irritated by their siblings from time loses or damages them, then of course it is your right
to time. Maybe your younger brother shows off and to be annoyed with her. 4 It is important to learn
behaves in an immature way when you invite your to forgive your siblings for this kind of behaviour, just
friends to your house. Or perhaps your hardworking as you would forgive your close friends.
older sister gets a lot of praise from your parents,
making you feel like you are not trying hard enough. In situations like these, it is really important to let
At times, your brother or sister can feel like your your sibling know how you feel. Rather than insulting
worst enemy. 1 But your relationship can improve
greatly with a bit of effort and understanding.
Sibling relationships can be especially difficult for

teenagers, who are experiencing many changes to
their preferences and personality. 2 For example,
you may now find some of the activities that you used
to enjoy doing with your younger brother childish or
a waste of time. At times, the age difference can feel
bigger than it really is, and this can have a negative
effect on your relationship.
One way to solve this problem is to make sure you

continue to include your brother or sister in your day-
to-day life. Find an activity that you think you will
both enjoy and suggest that you do it together. 3
If you do this activity regularly, you will soon your sister when she takes your things, tell her that
remember how much fun it can be to spend time it makes you feel angry, and that you would feel
together, and you will start to get on better with each much happier if she asked you first. 5 Your older
other. This can take some time, so it is important to be brother may be more popular with your parents for
patient and enthusiastic. his academic achievements, but he may also feel sad
Of course, it is perfectly that he is not so popular with you. By making an effort
normal for brothers to understand each other’s feelings, your relationship
and sisters to fall out will quickly improve.
with one another over Finally, it is important to learn how to compromise.
small things. When It is understandable that you may not want to lend
you live together, it is your favourite jumper to your unreliable sister, but
only natural that you maybe you could offer her a less valuable alternative
will get on each other’s item of clothing. Or if your brother likes to spend all
nerves from time to his free time watching football and you find it boring,
time. For example, if you could suggest a different sport that you follow
your younger sister is regularly together. 6 And if you make the effort to
always borrowing your make your sibling happy, he or she will do the same
clothes without your for you.
permission and then
A family affair 11

1
7 Work in groups of four. Two students should take the Grammar
role of Brother/Sister A and two students should take
the role of Brother/Sister B. Present perfect simple and continuous
• Read the role-play cards and decide as a group what Page 162 Grammar reference
the missing / borrowed item is going to be.
• Work with the student who has the same role as you. 1 Look at the pairs of sentences in italics and answer the
Read your role and prepare what you are going to say. questions that follow.
• When you are ready, change partners and have your 1 a I’ve broken my personal record playing virtual tennis.
conversations. b I’ve been playing virtual tennis all evening.
Brother/Sister A Which sentence (a or b) talks about ...
You recently received a special gi for your 1 the result of an activity?
birthday. When you looked for it the other day, 2 the length of an activity?
it had gone missing. You think that your brother/
sister may have taken it. You are annoyed
2 a I’ve been learning how to bake bread.
because
b I’ve phoned her more than six times, but she never
• they o en take your things without asking
answers the phone.
• this gi is very important to you as it is something
that you had wanted for a long time. Which sentence (a or b) talks about ...
Have a conversation with your brother/sister. 1 how many times something has been repeated?
Find out what happened and decide how to avoid 2 changes or developments which are not finished?
this situation in the future.
3 a I’ve been helping my mum while her assistant is on
holiday.
Brother/Sister B b We’ve lived in this house since I was a small child.
You recently borrowed something belonging to Which sentence (a or b) talks about something
your brother/sister without asking them. You which is ...
sometimes do this because your brother/sister
never lets you borrow their things. 1 temporary?
Have a conversation with your brother/sister. 2 permanent?
Explain what happened and discuss how to avoid 2 Complete the sentences with the present perfect simple
this situation in the future.
or continuous form of the verbs in brackets.
1 I’ve been visiting (visit) friends, so I haven’t spoken to
my parents yet today.
2 My mum (ask) me to tidy my room
several times.
3 I (clean) the kitchen, so what would you
like me to do next?
4 Our neighbour (play) the violin for the
last three hours and it’s driving me mad!
5 Congratulations! You (pass) the exam
with really high marks!
6 Adriana doesn’t know many people in our town yet.
She (only live) here for a few weeks.
7 We (spend) every summer in Crete
since I was a child, so it’ll be sad if we don’t go there
this year.
8 I’m really tired because I (cook) all day!
12

1
3 Students o en make mistakes with the present perfect 3 Read the text quickly. How do teenagers get and
simple and continuous. Correct the underlined verb manage their money?
which is wrong in each sentence.
1 I was interested in it since I saw a film about it. 4 Think of the word which best fits each gap. Use only
have been one word in each gap. Make sure that you spell the word
correctly.
2 In these last three weeks, I learned so many interesting
things which I didn’t know how to do before.
3 This isn’t the first time I fix the brakes on my bike.
4 My name is Hannah and I play tennis for three years.
5 Since I started the project, I had been doing research How do you
on someone famous from my country. manage
6 They had been talking about it for weeks, but nothing your
has been done up to now.
7 Vicky and Kostas are friends for many years. They money?
actually met at primary school.
• In Reading and Use of English Part 2, you read a text of

150–160 words with eight gaps
where words have been removed.
You write one word in each gap. How (0) do young people manage
You are given an example (0). info their money? A recent survey asked teenagers
(1) their money comes from and
about their spending habits. Just over 80%
of the teenagers surveyed received regular
1 Work in pairs. You are going to read an article about
how teenagers get and manage their money. Before you pocket money (2) their parents.
read, match the verbs (1–7) to the nouns (a–g) to make About half of these had to (3)
phrases related to getting and managing money. Some housework in return for their pocket money.
verbs may be used with more than one noun. Just under 10% received no money but said
1 open a a budget that their parents bought (4)
2 get b a bank account essential items, such as clothes. A further
3 set c pocket money 12% chose (5) get a part-time job.
4 buy d essential items Reasons (6) seeking employment
5 receive e bills
included having more money to spend, saving
6 make f a part-time job
up for a large purchase such (7)
7 pay g choices
a car and wanting to be nancially
2 Work in groups. Discuss these questions. independent; that is to say, to make
• Which of the phrases in Exercise 1 are related to their own money. When asked about
getting money? Which are related to managing money? (8) spending habits, about half
• Which of the things in Exercise 1 have you done, or do of the teenagers surveyed said that they
you do?
spent all their money each month. A
I do housework every week to get pocket money from
my parents. quarter opened a bank account and saved
a set amount each month and 10% set a
monthly budget.
A family affair 13

1
5 Now check or complete your answers by using these Vocabulary
clues.
Collocations with make and do
1 an adverb used to describe places
2 This preposition tells us who gives teenagers pocket 1 Put the words and phrases in the box into the third
money.
column of the table.
3 Which verb do we use with housework?
4 a pronoun which tells us who the parents buy an activity an appointment an arrangement
everything for
the bed business a change a choice
5 a preposition o en used before the infinitive form of a
the cleaning a course a decision an e ort
verb
an excuse (an) exercise a favour friends
6 a preposition used with reason and o en followed by
the gerund (-ing) form of a verb homework housework an impression a job
a mistake money a noise a phone call a plan
7 This preposition is used with such to mean for
example. progress a promise the shopping (a) sport work
8 Whose spending habits did the survey ask about?
common
verb definition
6 Work in pairs. Is what the text says about how teenagers collocation
get and manage their money true in your country
as well?
make to create or an appointment
produce
something
do to perform an an activity
activity or job
2 Students o en confuse make and do. Complete the

sentences with the correct form of make or do.
1 According to a recent study of teenagers, half of them

do not housework for pocket money.
2 Many teenagers get a part-time job because they
want to money and be financially
independent.
3 If you want to me a favour, could you
the shopping for tonight’s dinner?
4 A few changes have been to the
computer game and the company say they’ll try to
avoid similar mistakes in the future.
5 People who language courses tend to
a lot of friends at the same time.
6 I a big e ort to be helpful around the
house last week.
3 Work in pairs. Each choose five words/phrases from

the table in Exercise 1 and think about when you did or
made these things. Then take turns to tell your partner
about them.
I had to make a choice between going away with my
family or doing a language course during the summer.
Although it was a dif cult choice to make, I decided to
do the language course and miss my holiday.
14

1
4 Which of the phrases (a–l) can you use with these
Speaking Part 1
sentence openings? In one case, both are correct.
Page 192 Speaking bank It is … a large industrial city
It has …
• In Speaking Part 1, the examiner asks you questions
about yourself. These may include questions
5 Pronunciation: word stress (1)
about your life or studies, your plans for the
future, your family, your interests, etc. In the Speaking paper, you will get higher
marks if your pronunciation is clear. In
info
words of more than one syllable, one
syllable is stressed more than the others.
If you stress the wrong syllable, the
word becomes di icult to understand.
1 Look at these two questions, which the examiner may In dictionaries the stressed syllable is
ask you in Speaking Part 1. marked like this: resiˈdential.
Examiner: a Where are you from? 5.1 Underline the stressed syllable in each of
b What do you like about the place where these words and phrases.
you live?
1 Which question asks you to give your personal industrial
opinion? Which asks you for personal information? relaxed atmosphere
2 Which question needs only a fairly short answer? wonderful
Which question needs a longer answer? facilities
historic
2 Listen to Tania and Peter answering the questions
03 above. Who do you think gives the best answers? Why? 5.2 Listen and check your answers. Then work
04 in pairs and take turns to read the words
aloud.
3 In the exam, you will get higher marks if you use
a range of appropriate vocabulary. Work in pairs.
Which of these phrases can you use to describe
the place where you live?
a a large industrial city
b a relaxed atmosphere
c lively cafés
d in the middle of some great countryside
e a pleasant residential district
f good live music venues
g plenty of sports facilities
h a lot of historic buildings
i lots of attractive buildings
j some pretty good shopping
k a busy city centre
l wonderful beaches nearby
A family affair 15

1
6
1 How can you extend your answers to the two questions
Writing Part 1
below? Think about Tania’s extended answers you
heard in Exercise 2, and use the frameworks given here An essay
to help you.
Page 202 Writing bank
Examiner: Where are you from?
Student: I’m from … It’s a … which …
• In Writing Part 1, you write an essay in which you discuss
Examiner: What do you like about the place a question or topic. After the essay topic, there are
where you live? some notes which you must use.
Student: Well, it’s … , so … , but … and … Also … • You must also include an idea of
your own.
7 Work in pairs. Take turns to ask and answer the
• You must write between 140
questions in Exercise 6. Use some of the vocabulary advice
and 190 words.
from Exercise 3.
8 Read questions 1–8. Think about how you can give 1 Read the writing task and note the points you must
extended answers. Then work in pairs and take turns
deal with.
to ask and answer the questions.
1 Do you come from a large family?
In your English class, you have been talking about how
2 What do you like about being part of a teenagers manage their money.
large/small family?
Now your English teacher has asked you to write an
3 Who does the housework in your family? essay.
4 What things do you enjoy doing with your family? Write your essay using all the notes and give reasons
5 Tell me about your friends. for your point of view.
6 What things do you enjoy doing with your friends?
7 Who are more important to you: your family ‘It is beneficial for teenagers to receive pocket
or your friends? money from their parents.’
8 Do you have similar interests to your parents? Do you agree?
Notes
Write about:
1. reasons why receiving pocket money is

beneficial for teenagers
2. reasons why receiving pocket money may
not be good for teenagers
3. (your own idea)
2 Work in groups. Discuss the task and try to find two or

three things you can say about each of the notes 1–3.
16

1
3 Read a student's answer to the task, ignoring the 4 Complete this plan for the student’s essay by matching
spaces. Which of her ideas do you agree with, and which the notes (a–d) to the paragraphs (1–4).
do you disagree with?
Paragraph 1: introduction:
Paragraph 2:
(1) most teenagers can rely
on their parents for the things they need, Paragraph 3:
learning how to manage money is an Paragraph 4: conclusion:
important skill. Many adults believe that
a Who should decide what teenagers need and why?
teenagers simply waste their pocket money
b Parents can help children to manage their money and
on clothes, computer games and fast food. why this is good
(2) , I believe that parents can c Most beneficial to give teenagers pocket money
teach teenagers to manage their money d Common belief that teenagers waste money + my
effectively by giving them regular pocket opinion
money. 5 It is important to express your opinions in an essay. Find
four phrases which the student uses to introduce her
personal opinions.
Some parents prefer to buy their children
everything they need rather than give them 6 When you write an essay, you should try to present
their own money. It is true that young people contrasting points of view. Complete the student’s
may not spend their money on sensible essay by writing although, however, on the other hand or
things, (3) parents may know whereas in each of the spaces 1–4.
better what they need, but in my view, young
7 Complete the sentences with although, however, on the
people need to be given the independence to
other hand or whereas. In some cases, more than one
make their own choices.
answer may be possible.
1 Adults tend to worry more about their health,
People often argue that young people will nd young people are more concerned
it dif cult to make their money last for about money.
a whole month. (4) , if parents 2 I am happy to do some of the cooking,
I don’t want to do it all.
help their children to set a budget, and are
3 My mum and dad have similar tastes. ,
strict about not giving them extra money, mine are completely di erent.
they will soon learn to manage their money 4 my parents give me a lot of freedom,
sensibly in my opinion. They are likely to be I would prefer to have even more independence.
more nancially responsible when they 5 Young people o en spend many hours a week on
are adults and will be less likely to borrow their social life. , older people are
o en too busy.
money from their parents.
6 I enjoy making beds. , I’m not at all keen
on doing the ironing.
For all these reasons, I think that teenagers
8 Write your own answer to the writing task in Exercise 1.
bene t more from receiving pocket money
Before you write, use the notes you made in Exercise 2
from their parents than if their parents buy to write a plan. Write between 140 and 190 words.
them everything they need.
• Use the student’s essay as a model, but express your
own ideas and the ideas which came up during your
discussion.
A family affair 17

Leisure and
2 pleasure C
B
A
1 Work in groups. You are going to hear a professional

footballer talking about her career. Before you listen,
complete the sentences about professional sports
players with words from the box.
burn chase depend on
doubt influence perform
regret share train
Starting off
1 In team sports, players need to learn to trust and
1 Which of the activities in the photos have you done? their teammates.
2 They o en a lot of energy playing
2 Which do you think is ... sport, and so they must be careful about their diet.
• the most enjoyable? • the least active? 3 Sportspeople should try not to
missed opportunities or any bad decisions they
• the cheapest? • the best to do with make during matches and competitions.
• the healthiest? friends?
4 Professional sportspeople every day
• the most relaxing? • the most popular to maintain their peak of physical fitness.
among young people?
5 Players sometimes start to their
3 Which would you like to try? Why? ability and it’s important that they overcome this.
6 Athletes need to prepare carefully so they are
ready to at their best in an important
Listening Part 2
competition.
7 In some sports, players need to both
opponents and the ball for a long time and this
• In Listening Part 2, you hear a talk or lecture by one
requires high levels of fitness.
speaker.
8 To win, players need to know what they can do to
• You listen and complete ten sentences with a word the game, especially if they are losing.
or short phrase. 9 A lot of sportspeople say that the thing they like
• You write the actual words you hear and you most is that they their experiences
must spell them correctly. You don’t change
with their teammates and this makes their
relationship with them stronger.
them in any way.
info 2 Could you be a professional sportsperson? Look again
• You hear the recording twice.
at the sentences above. Which would be easiest or
most di icult for you to do? Why?
18

2
3 Work in pairs. Read the listening task text below. What Grammar
type of information do you need to complete each
sentence? Making comparisons
Page 163 Grammar reference
1 Students o en make mistakes with comparisons.

Choose the correct phrase in italics in these extracts
from Listening Part 2.
1 At first it was di icult for me as my brother and his
friends were bigger and more strong / stronger.
2 That probably helped me to develop into a
much better / more better player.
3 When I played for my school team, I soon realised I was
more influential / most influential in almost every game
I played in than many of my teammates.
4 In fact my performance was better / as good as I could
have hoped for.
Professional Footballer 5 I find it a bit irritating and confusing to be honest,
As a young girl Clare played in the (1) but it makes me much motivated / more motivated
with her brother and some friends. to do well.
She used her (2) and skills because 6 People say that the women’s game is more limited / the
she wasn’t very tall or strong. most limited when compared to the men’s game.
At school she enjoyed playing in matches, but also 7 I’ve been luckier / more lucky than many female
liked (3) . players.
The scout from the academy who watched her school 8 It really is the most amazing / amazingest thing that’s
team was hoping to (4) new players. happened to me.
During the game Clare was worried that she wouldn’t 2 Complete the sentences with the correct form of the
be (5) for the academy. adjective in brackets.
She realised she could be a (6) when
she joined the academy. 1 There are lots of ways to keep fit, but I think
(healthy) of all is zumba.
People think that women’s football is more
(7) than men’s because it isn’t as fast. 2 Playing chess is (cheap) than playing
Clare thinks that the lack of (8) is an video games.
issue for women's football. 3 Team games are (sociable) than cycling
Clare hopes that, with increased (9) for because you meet and speak to a lot of people.
female players, people will see football as a game for 4 Chess is (hard) than most games I know.
everybody. 5 For me, parachute jumping is the
She says she is fortunate not to have had many (thrilling) of all sports.
(10) in her career. 6 Speaking for myself, I find team sports the
(not interesting).
4 You will hear a woman called Clare Jackson, who is a 7 Mountain biking is (good) for getting
professional footballer, talking about how she managed exercise than most sports.
05
to make football her career. Listen and complete the 3 Complete the sentences with your own ideas.
sentences in Exercise 3 with a word or short phrase.
1 Learning to ride a bicycle is not as …
5 Work in groups. Discuss these questions. 2 In team games, the most …
1 Which sports do you find … 3 I’m much better at …
• good for both girls and boys? 4 My friends are far …
• most complicated to learn? 5 Golf is not nearly …
2 Are there any sports you would like to try?
3 Do you have a hobby you would like to make into a
career like Clare did?
Leisure and pleasure 19

2
1 You are going to read an extract from a blog by a

teenager about ice skating. Before you read, work in
pairs. What do you think people most enjoy about
ice skating?
2 Read the extract quickly to find out how the writer

became interested in ice skating.
Ice skating
– my passion
I rst (0) A ice skating when I was eight years old. I remember seeing a poster at my
local leisure centre (1) ice-skating lessons and begged my dad to (2) me
have a go. He agreed (3) I promised not to break any bones, and the following week,
I turned up at the ice rink for my rst lesson. I remember feeling a bit unsteady at rst, but
I soon got used to the ice underneath my feet and was thrilled by the (4) of sliding
across the ice. Later, my instructor taught me how to do different turns and jumps. I was
(5) of falling at rst, but I picked it up quite quickly and then it felt so exciting! I soon
became much more con dent about (6) risks. Now I train at the ice rink twice a
week and have taken part in several national contests. Next year, I am hoping to (7)
an international event in Switzerland. I have also kept the promise I (8) to my dad –
I have never fallen and injured myself while ice skating!
3 Read the extract again and decide which answer (A, B,

C or D) best fits each gap. There is an example at the
• In Reading and Use of English Part 1, you
beginning (0).
read a text of 150–160 words. 0 A took up B played C thought D came
• You fill in the gaps with the best 1 A taking B advertising C giving D teaching
option, A, B, C or D. 2 A allow B let C permit D enable
advice
3 A as long as B as soon as C as far as D as much as
4 A emotion B attention C feeling D touch
5 A worried B alarmed C anxious D scared
6 A doing B taking C making D having
7 A take B make C enter D participate
8 A made B did C said D told
20

Complete First For School

Uploaded by

Copyright:

Available Formats

Complete First For School

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Complete First For School

Uploaded by

Copyright:

Available Formats

FIRST

Guy Brook-Hart, Susan

First published 2019

Printed in ‘country’ by ‘printer’

The publishers have no responsibility for the persistence or accuracy

Copyright Material - Review Only - Not for Redistribution

Map of the Units 4

Grammar reference 162

Copyright Material - Review Only - Not for Redistribution

Vocabulary and grammar review Units 1 and 2

Vocabulary and grammar review Units 3 and 4

Vocabulary and grammar review Units 5 and 6

Vocabulary and grammar review Units 7 and 8

Vocabulary and grammar review Units 11 and 12

Copyright Material - Review Only - Not for Redistribution

Copyright Material - Review Only - Not for Redistribution

Who this book is for? Also available

Copyright Material - Review Only - Not for Redistribution

Part/Timing Content Test focus

Copyright Material - Review Only - Not for Redistribution

1 Work in pairs. Discuss these questions.

• In Listening Part 1, you listen to people talking in eight

• You answer one question for each situation

1 Work in pairs. You will hear people talking in eight

2 You hear part of a conversation between friends.

Copyright Material - Review Only - Not for Redistribution

4 You hear a boy taking part in a class discussion. 1 c

Copyright Material - Review Only - Not for Redistribution

Use the underlined words in the sentences and in the

Copyright Material - Review Only - Not for Redistribution

From worst enemies to best friends

Sibling relationships can be especially difﬁcult for

One way to solve this problem is to make sure you

Copyright Material - Review Only - Not for Redistribution

Copyright Material - Review Only - Not for Redistribution

Reading and Use of English Part 2

• In Reading and Use of English Part 2, you read a text of

Copyright Material - Review Only - Not for Redistribution

2 Students o en confuse make and do. Complete the

1 According to a recent study of teenagers, half of them

3 Work in pairs. Each choose ﬁve words/phrases from

Copyright Material - Review Only - Not for Redistribution

Copyright Material - Review Only - Not for Redistribution

1. reasons why receiving pocket money is

2 Work in groups. Discuss the task and try to ﬁnd two or

Copyright Material - Review Only - Not for Redistribution

Copyright Material - Review Only - Not for Redistribution

1 Work in groups. You are going to hear a professional

Copyright Material - Review Only - Not for Redistribution

1 Students o en make mistakes with comparisons.

Leisure and pleasure 19

Copyright Material - Review Only - Not for Redistribution

1 You are going to read an extract from a blog by a

2 Read the extract quickly to find out how the writer

3 Read the extract again and decide which answer (A, B,

Copyright Material - Review Only - Not for Redistribution

You might also like