First

some
oxygen
to the
brain
UNIT 01. A FAMILY AFFAIR
 My Family
How to talk about family.
How many people do you have in your family?
My grandfather is 82 years old. He
lives alone but my mother and her
sisters visit him daily. He has white
hair and is clean shaven with quite
a long face and loads of wrinkles.
He says it’s a sign of a good life.

My father looks young for his age,

he’s fifty three years old. He has
thinning dark hair and wears
glasses. He is tall and quite fit as
he plays tennis every day.

My mother is a beautiful
woman. She has shoulder
length dark hair and lovely
eyes. The most striking thing
about my mother is her
happiness, she always has a
smile on her face and the
ability to make you feel better
when things are maybe not
going well.
STARTING OFF
Work in pairs.

● What aspects of family life does each of the photos show?

● Which of these activities do you most enjoy doing with members of your family?
Which do you prefer to do with friends? Why?
● What other activities do you enjoy doing with members of your family? why?
● How important is it for families to spend time together? why?
OPTION A A - Who might these people be
speaking to?

OPTION B

B - What is this family doing?

 We're going to talk about these two pictures...

Both pictures show families spending time

together
In the first picture it looks as though they are reading a
story
In the second picture it looks like they are having dinner or maybe lunch together.

In the first picture they could be talking about the characters in the book…………… in the other picture
they may be talking about what has happened at school or in the park,..............something like that.
 LISTENING. PART 1.

EXAM INFORMATION
In Listening Part 1, you
● listen to people talking in eight different
situations which may be either a conversation
between two or more people, or just one
speaking
● answer one question for each situations by
choosing A, B, or C
● Hear each part twice
This part tests your ability to understand a variety of
things, including the general idea being expressed, a
detail, a reason or a purpose
 Listening part 1
Advice: Before you listen look at the questions.

What information are they asking for?

Now listen.
What are the important words underline these in the
questions?

Quickly scan the possible answers to give you a gist of

the questions and answers.
 VOCABULARY - PHRASAL VERBS.

● Get on with (sth)

● Do up (sth)
● Clear up (sth)
● Go on
● Wear out (sth)
● Pick up (so/sth)

Make some sentences

 Phrasal verbs
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 READING AND USE OF ENGLISH. PART 6.
USUALLY POSITIVE USUALLY NEGATIVE COULD BE EITHER

Adjectives of
personality

Can you think of

more adjectives that
describe how a
person is?

Let’s write some in

the table.
 Using prefixes to work out meaning
Look at the words in the box and match the meaning to 1 - 6

International - pre-schoolers - tricycle - disorder

immobility - hyper-competitive - overtime - re-occur

1. not 2. again 3. before

4. more than usual/too much 5. three 6. involving two or more things

1 - dis/im 2. - re 3 - pre 4 - hyper/over 5 - tri 6 - inter

Words that take dis– as a negative prefix may begin with a vowel or a consonant

affirmative negative

agree disagree

comfort discomfort

mount dismount

orient disorient
Words that take im– as a negative prefix always begin with the letter m or p.
affirmative negative

mobile immobile

moral immoral

perfect imperfect

possible impossible
 Words that take in– as a negative prefix can begin with a vowel (except i or u) or a
consonant.
Note: There are many words that
affirmative negative
begin with in– that are not words
accurate inaccurate with a negative prefix. For
example:
eligible ineligible word does not mean

organic inorganic
incline not cline
decent indecent

sane insane indulge not dulge

Words that take ir– as a negative prefix always begin with the letter r.

affirmative negative

rational irrational

reconcilable irreconcilable

regular irregular

resistible irresistible
Words that take un– as a negative prefix may begin with a vowel or consonant.
affirmative negative

able unable

interesting uninteresting

usual unusual

comfortable uncomfortable

helpful unhelpful

prepared unprepared
In Reading and Use of English Part 6, you read a text of 500-600 words
with six gaps where sentences have been removed. You choose one
sentence from a list of seven sentences A-G for each gap, there is one
sentence you will not need.

This part tests your ability to understand the structure of the text, how
the argument develops and how ideas in the sentences A-G refer and
link to ideas in the text.
 FCE Reading and Use of English Part 6 Tips

You have to read another long text.

This time, some sentences have been
removed. Your job is to put them
back into the right place.

There are 6 gaps, and 7 sentences,

so there is one you won't use.

This can be a hard part of the exam,

but the answers are actually very
logical. The tips on this page should
make it easier.
2. General Tips
Read the text with the gaps first (before the questions). It's very helpful to know what
the text is about and get some idea of the structure of the writing BEFORE you start
trying to find the answers.

The most important sentences are the ones before and after each gap - read these very
closely.

You don't have to fill in the answers in order - start with the one you think is easiest
and when you get to the most difficult one there will only be 2 answers left.
3. The Text is Full of Clues
Like in a good Agatha Christie book, there are lots of clues to the right answer.

What sort of clues are in a text?

● Names and pronouns (Jack... he... this...)
● Chronology (Then... Finally...)
● Quotation marks ("I couldn't believe it.")
● Contrast words (However, but)
● Verb tenses (had gone... will have finished)
● Cause and effect (Therefore... as a result...)
● Repetition (in other words...)

Let's look at each clue type in more detail.

NAMES AND PRONOUNS 1
Once upon a time there was a boy named Jack. [1] __________________________. Then he died.

Choose one of these sentences to go in gap [1]:

A - He ate all the chocolate in London.

B - Their house was on a hill.

That's pretty easy, isn't it? Jack is a 'he', not a 'their'. There's also a logical connection between
eating all the chocolate and dying.
NAMES AND PRONOUNS 2
The documentary featured interviews with many of top scientists. [2] __________________________. But
the story was not funny, and many viewers complained about its depressing ending.

A - It was watched by 8 million people.

B - One was Simon Baron-Cohen, brother of the famous comedian.

This one is hard. A could be the answer because 'it' means 'the documentary'. But B could be the answer
because 'one' refers to 'top scientists'. But it is still useful to look at names and pronouns because in the exam
you will have 7 answers to choose from.

So in this example what do we do next? The three sentences must fit together like a lock fits a keyhole.

The clue is in the relationship between the words but, funny, and comedian. Those three words fit together
perfectly.

The word 'but' is a good example of a contrasting phrase, which brings us to...
CONTRASTING PHRASES
We've seen an example of 'but'. Here's another one:

At first, the show was not popular. [3] __________________________.

A - However, in 2014 more people watched it every week and it ended the year as the
number 1 show in America.

B - In 2014 more people watched it every week and it ended the year as the number 1
show in America.

Which do you think is a better story?

Answer A gives a nice contrast. At first the show was not popular but later it WAS
popular. The word 'however' introduces the change from negative to positive.
TIME PHRASES
In the so-called Golden Age of Hollywood, actors and actresses were tied to one-
sided contracts. [4] __________________________.

A - These days, however, they are free to choose projects that interest them.

B - More movies are now made in India than in Los Angeles.

'The golden age' is a time period in the past which contrasts with 'these days'.
Basically it means 'in the past... but now...'

Sentence B might be true, but has nothing to do with this story.

QUOTATION MARKS
Sometimes the gap will be in speech marks ("") - that makes it pretty easy to find the
answer. Which of the sentences sounds like it was said by a person? If there is a text
written in a neutral tone and one of the answers has the word 'I' then that must be in
quotation marks.

But there was more to his performance than scoring the winning goal. He also
motivated his younger teammates. '[5]_____________________.'

A - He had become a true leader.

B - I felt like I was on top of the world.

See? It can only be B.

AND THE OTHER CLUES?
The best advice is for you to practice this exercise and learn how the answers are
chosen.

You and a friend or a fellow student could take a text each, remove some sentences,
and test each other. Once you've tried to put the sentences back, you could discuss
whether those were the same sentences that Cambridge would remove from the text.
 Reading and Use of English Part 6 - Surviving Teenagers - vocabulary pg 10/11
Introduction Paragraph 3
approach (n) a way of dealing with a situation or problem. Synonym: to be free of (adj) (of a state or its citizens or institutions) Syn: independent
attitude, perspective, point of view.“ We need a new approach to
from, without. "our salsas are free of preservatives"
teaching languages”
yet (conjunction) but at the same time; but nevertheless.
Paragraph 1 "the path was dark, yet I slowly found my way"
count (adj) be significant.Syn:matter, signify, be important. "it did not assume (vb) suppose to be the case, without proof. Syn: presume, suppose,
matter what the audience thought—it was the critics that counted" deduce.
upset (adj) unhappy, disappointed, or worried."she looked tired and rising (adj) going up, increasing, or sloping upward. "the rising temperature"
upset" desire (noun)a strong feeling of wanting to have something or wishing for
lack (noun)the state of being without or not having enough of
something to happen. Syn: wish, want.
something. "teenagers often show a lack of respect towards their
parents"
Paragraph 5
Paragraph 2 compromise (n) an agreement or settlement of a dispute that is reached by
stepdaughter (n) the daughter of one's husband or wife by a previous each side making concessions. "eventually they reached a compromise"
marriage. counter - arguments (n) an argument or set of reasons to oppose an idea or
even (advb) used to emphasize something surprising or extreme.Syn: theory developed in another argument.
Surprisingly, unexpectedly, paradoxically.
manage (vb) succeed in doing or in achieving something despite difficult
"they have never even travelled outside of Bormujos"
hold (vb) arrange and take part in (a meeting or conversation). Syn: circumstances; cope. “she managed to follow the instructions”
convene, call, summon."a meeting was held at the church" urge (vb) recommend (something) strongly. “My mother urged me to be
find(vb) discover or experience to be the case. a teacher”.
"the majority of staff find the magazine to be informative and useful" turn into (ph vb) be transformed into. Syn: converted.
bring up (ph vb) to look after a child until he or she becomes an adult.
He was brought up by his grandmother.
do the right thing (idiomatic expression) To do what is ethical or just. Paragraph 6
clear up (ph vb)to put in order; tidy up. “My daughter has to clear up her vital (adj) absolutely necessary; essential
room once a week”
 GRAMMAR. PRESENT PERFECT SIMPLE
Structure: SUBJECT + HAVE or HAS + VERB in past participle (3rd column) or verb+ed

USES OF THE PRESENT PERFECT SIMPLE

We use this tense for unfinished and finished actions.

Unfinished Actions
1: We use this tense when we want to talk about unfinished actions or states or habits that started in the past and
continue to the present. Usually we use it to say 'how long' and we need 'since' or 'for'. We often use stative verbs.

I've known Karen since 1994. - She's lived in London for three years. - I've worked here for six months.

'Since' and 'For'

We use 'since' with a fixed time in the past (2004, April 23rd, last year). The fixed time can be another action,
which is in the past simple (since I was at school, since I arrived).

I've known Sam since 1992. - I've liked chocolate since I was a child. - She's been here since 2pm.
 We use 'for' with a period of time (2 hours, three years, six months).
Example:

I have worked in this company for 4 years. - She hasn’t seen him for a long time.

When do you use present perfect simple tense?

1. You use this tense for past actions or experiences, when we don’t say when something happened. You often
use ever and never to talk about past experiences.

Examples:

I’ve been to France. – here I don’t say when it happened but we know it was in the past.
I went to France in 2017. – here I know when the action happened.
Compare:

He’s never studied English. vs. He didn’t study English when he was a kid
They’ve worn a costume. vs They wore a costume last Thursday.
We’ve met Tom Jones. vs. We met Tom Jones last year.

We CAN'T use the present perfect with a finished time word.

●NOT: I've seen him yesterday.

2. We use Present Perfect with time expressions such as: already, yet, just, since, for.

Examples:

I’ve already called the school.

You’ve just finished writing the essay.

She hasn’t studied English grammar yet.

They’ve been together since 2016.

We’ve known each other for 10 years.

 How long
I´ve known Karen
since 1994. She´s
lived in London for
UNFINISHED three years.
I haven´t seen her Use with: since
LIFE this month. UNFINISHED 2010, since July, for
EXPERIENCE Use with: this week, ten years, for three
I've been to today, this month, days...
Tokyo
Use with:
this year PRESENT
ever, never
PERFECT
FINISHED
SIMPLE
PRESENT RESULT
I´ve lost my keys (so I can’t
NEWS/ RECENT EVENTS get into my house)
The Queen has given a
speech.
Use with: just/ yet/already/
recently
To make the positive present perfect tense, use:
● 'have' / 'has' + the past participle
● Make the past participle by adding 'ed' to regular verbs (for example, 'play'
becomes 'played')
● There are a few verbs that change their spelling when you add 'ed' (for example,
'study' becomes 'studied')
● We also have some completely irregular verbs
 (Also, here's some help if you are not sure how to pronounce '-ed' at the end of a verb).

Positive Positive Short Form

I have played - d I've played - d

you have worked - t you've worked - t

he has written - un he's written - un

she has walked - t she's walked - t

it has rained - d it's rained - d

we have travelled -d we've travelled -d

they have studied - id they've studied - id

 The negative is really simple too. Just put 'not' after 'have' or 'has':

Negative Negative Short Form

I have not eaten breakfast today I haven't eaten

you have not been to Asia you haven't been

he has not seen the new film he hasn't seen

she has not played tennis she hasn't played

it has not snowed this winter it hasn't snowed

we have not slept all night we haven't slept

they have not tried the food they haven't tried

 GRAMMAR. PRESENT PERFECT CONTINUOUS

Structure:

SUBJECT+ HAVE or HAS + BEEN + VERB+ing

Example:

I have been working in this company for 4 years.

She hasn’t been attending English lessons since January.

They have been renting a flat in London for 3 years.

● I've been here for hours.

● NOT: I've been being here for hours.
When do you use present perfect continuous tense?
1. You use this tense for an action which started in the past and is still true.

Examples:
I’ve been learning English since I was little. – sentence indicates that I continue to learn English
She’s been working for this company for 10 years. – sentence indicates that she still works in this company

Compare:
It’s (It has) been raining since the morning. vs. It’s rained.

First sentence suggests that it’s still raining, second sentence tells us that it rained but we don’t know when

He hasn’t been eating since last night. vs He hasn’t eaten since last night.

In here we have examples in both simple and continuous – which meanings are very similar. So, whenever you
have an option to choose continuous or simple, try to use continuous as it sounds much better and helps you
sound like a true native speaker.
Other examples where the meaning is very similar:
I’ve been living in London for 5 years vs. I’ve lived in London for 5 years.
She’s been playing games for hours. vs. She’s played games for hours.
They haven’t been studying English. vs. They haven’t studied English

2. We don’t use Present Perfect Continuous with non action verbs such as: know, like, love, see, have etc
Examples:
I’ve been knowing known him for a long time
We’ve been having had a dog since we were kids.
 Present result
TEMPORARY I´ve been working
SITUATIONS (that´s why I´m
I´ve been going to FINISHED tired)
the gym a lot
recently
Use with: recently
PRESENT
PERFECT
CONTINUOUS
UNFINISHED

HOW LONG
I´ve been going to the gym a
lot recently
Use with: recently
 To make the negative, just add 'not':

Negative Negative Short Form

I have not been walking I haven't been walking

you have not been running you haven't been running

he has not been cooking he hasn't been cooking

she has not been swimming she hasn't been swimming

it has not been raining it hasn't been raining

we have not been studying we haven't been studying

they have not been sleeping they haven't been sleeping

 Can you guess how to make the question form of the present perfect continuous? It's not very difficult - just put 'have' or
'has' before the subject:

'Yes / No' Questions

have I been walking?

have you been running?

has he been cooking?

has she been swimming?

has it been raining?

have we been studying?

have they been sleeping?

 For 'wh' questions put the question word first:

'Yes / No' Questions

what have I been doing?

where have you been running?

what has he been studying?

why has she been working today?

how long has it been raining?

how long have we been watching this film?

how long have they been living here?

 VOCABULARY. COLLOCATION WITH MAKE AND DO
When do you use DO?
DO is used as follows:

1. DO is used when talking about work, jobs or tasks. Note, they do not produce any physical object.

● Have you done your homework?

● I have guests visiting tonight so I should start doing the housework now.
● I wouldn't like to do that job.

2. DO is used when we refer to activities in general without being specific. In these cases, we
normally use words like thing, something, nothing, anything, everything etc.

● Hurry up! I've got things to do!

● Don't just stand there – do something!
● Is there anything I can do to help you?
3. We sometimes use DO to replace a verb when the meaning is clear or obvious. This is more
common in informal spoken English:

● Do I need to do my hair? (do = brush or comb)

● Have you done the dishes yet? (done = washed)
● I'll do the kitchen if you do the lawns (do = clean, do = mow)

Remember Do can also be as an auxiliary verb (for making questions in the present tense - Do you
like chocolate?)
 When do you use MAKE?
Make is for producing, constructing, creating or building something new.

It is also used to indicate the origin of a product or the materials that are used to make something.

● His wedding ring is made of gold.

● The house was made of bricks..
● Wine is made from grapes.
● The watches were made in Switzerland
We also use Make for producing an action or reaction:

● Onions make your eyes water.

● You make me happy.
● It’s not my fault. My brother made me do it!
You use make before certain nouns about plans and decisions:

● He has made arrangements to finish work early.

● They're making plans for the weekend.
● You need to make a decision right now.
We use Make with nouns about speaking and certain sounds:

● She made a nice comment about my dress.

● The baby is asleep so don't make any noise.
● Can I use your phone to make a call?
● Don't make a promise that you cannot keep.

We use Make with Food, Drink and Meals:

● I made a cake for her birthday.

● She made a cup of tea.
● I must go now. I have to make dinner.
 ● good
Expressions with DO ● harm
● nothing
The following words are normally used with Do: ● research
● right (the right thing)
● a burp ● something
● a course ● the dishes
● a crossword ● the gardening
● a dance ● the housework
● a drawing ● the ironing
● a fart ● the laundry
● a favor / favour ● the rest
● a job ● the shopping
● a painting ● the washing
● a project ● well
● a service ● work
● an assignment ● wrong (the wrong thing)
● anything ● your best
● badly ● your hair
● business ● your homework
● chores ● your job
● damage ● your nails
● everything ● your work
● exercises
Expressions with MAKE an error
alist an escape
The following words are normally used with MAKE:
a living an exception
a bet a loss an excuse
a cake a mess an impression
a call a mistake an observation
a change a noise an offer
a choice a pass at someone amends
a comment sense a phone call arrangements
a complaint someone rich a plan breakfast
a confession someone smile a point certain
a connection sure a prediction clear
a cup of coffee / tea trouble a profit dinner
a date war a promise faces
a decision your bed a reservation famous
a demand your mind up a sandwich fun of someone
a difference your way a scene love
a discovery a sound lunch
a face a speech inquiries
a fool of yourself a statement peace
a fortune a suggestion possible
a friend advances progress
a fuss alterations money
a joke an appointment room
a line an announcement sales
an attempt
Exercise 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. a busy tourist resort
d. in the middle of some great countryside
e. a pleasant residential district
f. an important business centre
g. some impressive architecture
h. a lof of historic building
i. a lot of attractive buildings
j. some pretty good shopping
k. a busy city centre
l. wonderful beaches nearby
 FCE Reading and Use of English Part 2 Tips
Introduction
This is very similar to part 1, except you don't have a choice of words - you have to think of the answer
all by yourself! Oh, my god!
 WRITING. PART 1 AN ESSAY.

EXAM INFORMATION
In writing part 1, you:
● write an essay in which you discuss a question or
topic. After the essay title, there are some notes
which you must use
● must also include you own ideas
● must write between 140 and 190 words

This parts test you ability to develop an argument or

discussion on a topic, express your opinion on the topic
clearly and support your ideas with reasons and
examples.
 Writing Paper Part 2. Task Type: Essay
Question
In your English class you have been talking about animal welfare and the role of
zoos. Now your teacher has asked you to write an essay.

Zoos are an outdated concept and should be banned. Do you agree?

Notes

Write about:

1. the ways in which zoos play a positive role in animal welfare.

2. why some people might have a negative view of zoos.

3 ................ (your own idea)

Content
Should include a discussion of both the points in favour and against zoos. Include a short conclusion giving your
opinion and offering an idea of your own.

Communicative achievement
Semi-formal. The teacher would be informed and would know what your own opinion is.

Organisation
Could include a brief introductory paragraph. The points in the main body of the essay should be in a logical
order, i.e. the positive role of zoos to begin with, the negative view later. The final paragraph should be a
conclusion with an idea of your own.

Language
Language of opinion ('In my view....'), and argument and comparison ('On the one hand....'; 'However, a major
criticism is ....'). Aim for a variety of language (e.g. advantages and disadvantages = pros and cons; pluses
and minuses). Should not contain major errors that lead to misunderstandings or that irritate the reader
Ideas for writing
Ask yourself the following questions to help you get started:
How might zoos play a positive role in animal welfare?
E.g. Helping with research? Saving endangered species? Educating the public?
What criticisms can be levelled at zoos?
E.g. Animals are not living in their natural environment? Wild animals are captured to be moved to zoos?
Animals can suffer from stress?
Is there another way of looking at the issue?
E.g. Is there a compromise to be made? Are criticisms of zoos totally unjustified? Should more support
be given to the natural environment?

Planning. Make a plan.

Note down the main points of your discussion.
Make sure you cover all three notes in the task.
Draft your opening paragraph
Write a second paragraph about the ways in which zoos play a positive role in animal welfare.
Write a third paragraph where you balance why some people might have a negative view of zoos.
Write a concluding paragraph about your own opinion/ideas on the topic.
Drafting and proofreading your work
You should look at your first draft of the task and decide:
● Have you responded to the statement and the notes appropriately?
● Is the essay organised in a clear and logical way?
● Is the language accurate with a good range of structures?
● Is the style OK?
● Will it have a positive effect on the reader?
If the answer is 'no' to any of these questions then you will need to do some more drafting!

Write your essay (around 140-190 words)