Instant Ebooks Textbook Complete Key For Schools For Spanish Speakers Teacher S Book Rod Fricker Download All Chapters
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I CAMBRIDGE Official
Cambridge
Exam
Prepa✓
KEY
for Schools
Teacher's Book
Second edition
◊
+ .• - •••• I ■
Prep•✓ -
Key
for Schools
Teacher's Book
Second edition
A2
Rod Fricker
20 19 18 17 16 15 14 13 12 1110 9 8 7 6 5 4 3 2 1
Printed in Great Britain by CPI Group (UK) Ltd, Croydon CRO 4YY
Legal deposit: M-718-2019
ISBN 978-8- 490 -36981-4 Teacher's Book (English for Spanish Speakers edition)
The publishers have no responsibility for the persistence or accuracy
of UR Ls for external or third-party internet websites referred to in this pub lication,
and do not guarantee that any content on such websites is, or wi II remain,
accurate or appropriate. Information regarding prices, travel timetables, and other
fact ua l informat ion given in this work is correct at the t ime offirst printing but
the publishers do not guarantee t he accuracy of such info rmatio n thereafter.
2
Contents
Contents 3
The Complete Exam Journey s
Student's Book overview 6
Component line-up 8
A2 Key for Schools content and overview 9
1 Hi, how are you? 10
Vocabulary lists 17
Vocabulary activities 17
2 We're going home 18
Vocabulary lists 25
Vocabulary activities 25
Vocabu lary and grammar review Units 1 and 2: Answers 25
3 Di nner time 26
Vocabu lary lists 33
Vocabulary activities 33
4 I'm shopping! 34
Vocabulary lists 41
Voca bulary activities 41
Voca bulary and grammar review Units 3 and 4: Answers 41
5 It's my favourite sport! 42
Vocabu la ry lists 49
Vocabu la ry activities 49
6 Have you got any homework? 50
Vocabulary lists 57
Vocabu lary activities 57
Vocabulary and grammar review Units 5 and 6: Answers 57
7 Let's go to the museum 58
Vocabu la ry lists 65
Vocabulary activit ies 65
8 Did you get my message? 66
Vocabu lary li sts 73
Vocabulary activit ies 73
Vocabulary and grammar review Units 7 and 8: Answers 73
9 I love that film! 74
Vocabulary lists 81
Vocabulary activities 81
10 It's going to be sunny 82
Vocabulary lists 89
Vocabulary activities 89
Vocabulary and grammar review Units 9 and 10: Answers 89
111 like to keep fit 90
Vocabulary li sts 97
Vocabulary activit ies 97
12 Have you ever been on a plane? 98
Vocabulary lists 105
Vocabulary activities 105
Vocabulary and grammar review Units 11 and 12: Answers 105
13 What's you r hobby? 106
Vocabulary lists 113
Vocab ulary act ivities 113
14 Keep in touch! 114
Vocabulary lists 121
Vocabu lary activities 121
Vocabulary and grammar review Units 13 and 14: Answers 121
Grammar reference: Answer key 122
Phrasa l verb builder: Answer key 126
Wr iting bank: Answer key 126
Speaking bank: Answer key and audioscripts 128
Photocopiable aud ioscripts 131
Workbook: Answer key and audioscripts 137
Acknowledgements 158
3
Official
'-JCAMBRIDGE Cambridge
Exam
Prepa✓
We take great pride in the fact that our materials draw on the expertise
of a whole team of writers, teachers, assessors and exam experts .
These are materials that you can really trust.
• They combine th e skills and knowledge of the teams at Cambridge Assessment English,
who create the tests, and the teams at Cambridge Unive1·sity Press, who neate the
English Language Teaching materials.
• Every sing le task in our mat erials has been carefully checked
to be an accurate refl ection of what test takers find in the test.
In add it ion, we listen to what you te ll us at eve1·y stage of the development pmcess.
Th is allows us to des ign the most user-friend ly cou rses, p1·actice tests and
supplementary training . We create materials using in-depth knowledge, research
and practical understand i11g. Prepa re for Cambridge English Qualifications
with confide nce in the knowledge that you have the best materials avail able
to suppmt you on yo u1· way to success.
Pamela Baxte r
Director
Cambridge Exams Pub lishing
PS . If you have any feedback at all on ou r su pport materials for exa ms, please w rite to us at
cam bridgeexams@cambr idge.org
The Com plete
Exam Journey Full reading, listening, writing and
speaking exam tasks in every unit with step
by step preparation exercises to ensure
The unique exam journey in
students have the skills necessary to
Complete Key for Schools allows understand and do the exam task.
learners to build their confidence
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and develop their skills as they up-to-date tips which
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Component line-up
Workbook without answers
with Audio Download
The activities in th e Work book co nsolidate
th e language presented in t he Student's
Book. It also includes extra exam practice
w ith exa m advice boxes .
12 pages of Vocabulary Extra consolidate
topic vocabula ry taught in each un it in the
Student's Book.
Students can access and download the audio
files using the code in the book.
Online Workbook
The Online Workbook is a digital version
of the print Workbook and allows you to . ~-;.-:.-·•-------r · ·~-~~==-
t rack your students' progress, highlighting
areas of strength and weakness for ongoing
__
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Teacher's Book with Downloadable Resource Pack
The Teacher's Book includes step-by-step activities for each stage of the lesson, with
answer keys, background information , extra activities and photocopiable audioscripts.
It also includes unit target vocabulary word lists with two vocabulary practice activities
per unit. The Teacher's Book also provides access to:
2 Part 1: Five short dialogues with three-option Part 1: Candidates ore expected to listen and
Listening mu ltiple-choice que~tions with pictures. identify key information.
approximately Part 2: Longer dialogue. Five gaps to fi ll with words Part 2: Candidates are expected to identify and
30 minutes or numbers . write down key information.
Part 3: Longer informal dialogue with five three- Part 3: Candidates listen to identify specific
option multiple-choice items. information, feelings and opinions.
Part 4: Five three-option multip le choice questions Part 4: Candidates listen to identify the main idea,
on five short dialogues or monologues. message, gist, topic or point.
Part 5: Matching. There is a longer informal dia logue. Part 5: Candidates listen to identify specific
Candidates match five items with eight options. information.
3 Part 1 Phase 1: Each candidate interacts with the Part 1: Candidates focus on interactional and
Speaking interlocutor, giving factua l information of a persona l social language.
8-10 minutes nature. Part 2: Candidates focus on organising a larger
per pair of Part 1 Phase 2: A topic-based interview where the unit of discourse.
candidates interlocutor asks each candidate two questions
about their daily life.
Part 2 Phase 1: A discussion based on topic-based
artwork prompts. Candidates discuss the objects and
activities in the artwork with each other.
Part 2 Phase 2: The interlocutor leads follow-up
discussion on same topic as Phase 1. Each candidate
is asked two questions.
9
Hi, how a re you?
1 Answers
2 Nice t o meet you.
3 I'm 13.
Unit objectives 4 Do you like school?
Topic: fami.lies and personal information 0 Students can change any wrong answers on the
second listening. Elicit the answers. Ask students
Listening Part 1: discrete 3-option multiple-choice: what the two people's names are (Sophie and Thiago)
li stening to identity specific information and elicit the correct photo and how they know (1- it
Reading and Writing Part 2: matching: reading for shows a boy and girl).
specific information and detailed comprehension
Speak.ing Part 1, Phase 1: individual personal Track2
questions: focus on interactional and social language Thiago: Hey. What 's your name?
Reading and Writing Part 6: short message: writing a Sophie: My name's Sophie.
communicative note or email of 25 words + Thiago: I'm Thiago. Nice to meet you. How old are you?
Sophie: I'm 13. What about you?
Grammar: present simple; adverbs of frequency
Thiago: I'm 13, too. Do you like school?
Vocabulary: numbers; family members
Sophie: Yes, I do!
Pronunciation: word stress in numbers
10
l
Answers 2
2 fourteen forty
Boy: I live at number 90, Moore Street, and my uncle lives at
3 fifteen fi fty
number 19. Where do you live?
4 sixtee n sixty
5 seventeen seventy Girl: Number 13, Bank Street.
6 eighteen eighty 3
7 a hundred and nineteen a hundred and ninety Girl: I'm one hundred and sixty-three centimetres tall.
Boy: I'm one hundred and seventy centimetres. That's 20
Track 3 centimetres shorter than my dad.
1 thirteen thirty
2 fourteen forty
3 fifteen fifty Listening part l (short conversations)
4 sixteen sixty Look a t the information with the class. Tell
5 seventeen seventy students that there will always be three
6 eighteen eighty pictures in the question. They should read
7 a hundred and nineteen, a hundred and ninety each question carefully and look at the three
cho ices to prepare themselves for what they
0 Pause the recording after each pair of numbers so are about to hear. Tell students that this task
that students can repeat them both with the' correct often tests times, prices, days of the week and
stress. Drill the whole class and then in small groups, other numbers. Look at the sets of pictures~---.
pairs and individually. and ask what they show: l numbers (on
d oors) 2 famil ies 3 prices 4 bus
0 Tell students that, this time, they are only going to numbers 5 photos.
hear one number from each pair. When they have
listened once, allow them to compare their answers
in pairs. Play the recording again, pausing after each
number to elicit the answer and drill the word. 0 Tell students that, in the exam, they will hear each
option but only one will answer the question. Tell
I
_ 13
Answers
14 50 60 17 80 119
students to listen for the co rrect answer and also try
to hear what the other two options refer to (A Stevie's
house C in the question).
Track4
thirteen
fourteen
fifty
sixty Track 6
seventeen 1
eighty Narrator: Choose the correct answer. Where does Thiago live?
a hundred and nineteen Girl: There's a boy called Thiago in our class. He lives in our
street.
I Answers
_ 2C 3A 4A SA
Lead-in
Write on the board on separate lines: I'm; I'm not,· I
like; I don 't like.
Track 7 Students work in pairs. They think of different ways
Narrator: For these questions, choose the correct answer. of completing the sentence prompts . Monitor and
2 help where necessary. When they have finished,
Narrator: Which is Lucy's family? put the pairs tog ether in groups of four. They share
Man: So, can you tell me about your family, Lucy. their information to find out how they are the same
Girl: Yes, of course. There's me, my mum and my dad. We live or different. Elicit sentences from students about
in a house in a village.
what they like (e.g. I like football.) Remember what
Man: Have you got any brothers or sisters?
they said and model a sentence about one student,
Girl: Yes, I've got one brother and one sister. There are five
ofus. e.g. Mario likes football. Make the third person -s
very clear as you model the sentence. Elicit more
3 sentences from students about their partner.
Narrator: How much is the bag?
Boy: Excuse me, how much is this bag? Is it £30? Look at the grammar rules with students. Elicit what other
Girl: I don't think so. Let me look. Ah, yes- today it's £13. information we can use with the verb to be (using their
Boy: It's a beautiful bag. Oh, but look here. It says here it's £31! ideas from the lead -in, e.g. I'm from (a town), I'm in (a class).
Girl: I know, but today it's on offer.
4
0 Put students into pairs. Ask them what they can see
in the photos and pictures. Monitor and help and then
Narrator: Which is the girl's bus? elicit sentences. Make sure students are using the
Girl: Are you catching the bus home?
thi rd person -s form of the present simple. Students
Boy: Yes. Look, that's my bus , over there.
now listen to the recording. Elicit the information and
Girl: Is it the number 50?
elicit that, when we use like+ verb, we use the -ing
Boy: No, that's not the one I need. My bus is the 55.
form (He likes dancing). Also elicit that we use play
Girl: Oh, yes. Well, I think my bus is the 15! See you tomorrow!
+ sport (She plays tennis) and play+ the + musical
instrument (She plays the piano).
5
Narrator: Which is Charlotte's favourite photo? Ask students to make sentences about themselves
Boy: I like this photo. Is that your dad? using: I play (the); I'm good at ... and elicit ideas.
Girl: Yes, it is. But I don't like the photo at all. Look at this one.
What do you think? Answers
Adrian: He's from Poland ; He's 13 years old; He's really good
Boy: Hmm - I don 't like it. You don't look happy. This one's nice!
at football; He likes dancing;
Girl: Yes! That's the best one. It's me and my best friend! Marcia: She's from France; She plays tennis; Sh e plays the
piano.
1
Students could do Grammar reference: Present
Track 8
simple: be, Exercises 1-2, page 106, at this point or for
Girl: Hey! How's school? Do you like it?
homework.
Boy: Yes, it's great and I have some new friends.
Girl: That's good. Who are they?
Boy: OK, this is Adrian. 0 Look at the example and elicit more possible
Girl: Is he from America? questions, e.g. Is she tall? Does she like music? Monitor
Boy: No, he isn't He's from Poland. He's really good at football! and help where necessary. When students have
Girl: How old is he? finished, nominate different pairs to ask and answer
Boy: He's 13 years old. He's cool. He likes dancing, too. their questions in fron t of the class.
Girl: OK, and who's this? She looks happy!
Boy: Yeah, that's Marcia .
Extension activity
Girl: Oh, cool! Is she from Poland, too?
Students work in small groups. They all think of one
Boy: No, she isn't. She's from France and she's 14. She's fantastic.
person in their family and write four sentences about
Girl: Does she like music?
them. one of which isn't true, e. g . My dad is 42. He
Boy: Yes, she does. She loves music! She plays th e piano.
is from Valencia. He likes rock music. He ploys the
Girl: Does she do any sport?
guitar. The other students guess which sentence isn't
Boy: Yes, she does. She plays ten nis.
true. Elicit some of the untrue sentences students
Girl: Brilliant.
made.
0 Look at the exa mple questions and answers and elicit ► Grammar reference page 106: Present simple; be
the nega tive short form of present simple verbs and ► Workbook pages 4-5
the positive short form of the verb to be ( No, I don't,
Yes, I am). Elicit a few examples of questions they Vocabulary SB page 11
could ask, e.g. Are you good at.. '. ? Do you play ... ?
Family members
0 Elicit what stu dents have to remember about the
third person singular form of the present simple Lead-in
(add -s to the end of verbs) . Write on the board: I like Write the numbers 0, l , 2, 3+ on the board. Say: Put
football. I don't like football. Under this write: He likes your hand up if you've got one brother or sister. Write
football (using a different colour for the third person the number of students next to the number l . Do the
-s) . He doesn 't like football (using the same colour for same for 2 and 3+. Then say: Put your hand up if you
the -es of doesn't). Ask: Do we say 'He doesn't likes'? haven't got a brother or a sister. Write the number
(No). Allow students to work in pairs, and monitor and next to the 0. For those that put their hands up for 3+,
help where necessary. Elicit the answers and elicit or ask how many brothers and sisters they have got.
point out that, with the verb to have, we can treat it as
a normal present simple verb and say: Do you have .. .?
or use the form at the end of the text: Have you got .. .?
0 Look at the family tree and ask students how many
brothers or sisters Carl has (1) and elicit her name
They are both correct but students have to be careful
(Megan). It might be best to pair weaker students
not to mix them up, e.g. Do you have got?
with stronger ones so the stronger students can help
Answers them. Monitor and help where necessary. Elicit the
1 is 2 isn't 3 loves 4 don't like 5 are 6 live 7 go answers and what the words mean. Ask students to
8 doesn't have/ hasn't got 9 are 10 work 11 are
cover the exercise so that they can only see the fam ily
tree diagram. Ask questions to see who can answer
Fast finishers them first, e.g. Who is Janet 's husband? (Tom) Who is
Tell students who finish early to look th rough the Megan 's mother? (Mary) Ask the class: What's another
sentences in Exercise 3 and find new words or word for mother? (mum/mummy) What's another word
phrases w hich they think would be worth noting for father? {dad/daddy}. Elicit that we use mummy and
down. When everyone has finish ed the exercise, daddy when we are young.
elicit these words and phrases and encourage
everyone to make a note of them.
Language: French
AUTEURS
ACTEURS
SPECTATEURS
Privilege of copyright in the United States reserved under the Act approved March
3d 1905 by P. Lafitte et Cie.
AUTEURS, ACTEURS, SPECTATEURS
CHAPITRE PREMIER
SONNEZ AU PUBLIC !
Bien que je sois encore un tout jeune homme (vingt ans et des,
comme on dit en Belgique), je suis un vieux routier de théâtre. J’ai
un excédent de bagage imposant. Si je n’ai pas fait jouer quarante
pièces, je n’en ai pas fait jouer une… Or, sachez-le, jeunes gens, à
chacune de mes répétitions générales, j’assiste, dans la salle, au
premier contact de mon œuvre et du public… C’est un plaisir, qui ne
fait pas toujours plaisir, mais c’est tout de même un plaisir.
Quand on est mêlé au public, il se passe ce phénomène curieux
qu’aussitôt que l’on s’est identifié à lui, on finit par savoir, au bout de
très peu de temps d’audition commune, si tel ou tel mot va porter. Et
l’on prend l’habitude excellente de donner toujours raison au public
contre soi. Car il a toujours raison contre vous.
Il faut vous dire, jeunes auteurs, que si vous ne lui plaisez pas,
c’est toujours votre faute, ou celle de vos interprètes.
Ceci n’est pas pour vous conseiller de lui faire des concessions.
Jamais de concessions ! D’ailleurs, il est très difficile de savoir quelles
concessions il faut faire…
Très souvent, il arrive que le public exagère ses manifestations.
On l’a vu « emboîter » tel drame, pour s’amuser. Mais la faute initiale
incombait à l’auteur, ou à l’interprétation.
Je parle ici du premier public, de celui qui n’a pas lu les journaux,
ou entendu des gens parler de la pièce… L’important est de ne pas
lui laisser subir d’autres influences que celle de l’auteur. C’est pour
cette raison qu’une pièce en un acte, où l’on tient constamment le
spectateur par le bouton de son paletot, est cent fois plus facile
qu’une pièce en trois actes, où il y a des entr’actes, où on lâche dans
les couloirs ce public inconstant et volage. C’est dans ces endroits
dangereux qu’il viciera son impression en essayant de l’exprimer.
Quand ils reviendront du café ou de la rue glaciale, quand ils
auront jeté trop tôt leur cigarette, ou rencontré quelqu’un qui leur
aura dit quelque chose de désagréable, ils ne seront plus à vous, et
ce sera tout une affaire pour les « ravoir ». Aussi, tâchez de les
conquérir sérieusement dans le premier acte.
Voilà de ces choses dont on se rend compte lorsqu’on écoute ses
pièces dans la salle. C’est une excellente école. On s’apercevra de
ses erreurs et, la fois suivante, on ne les commettra plus. (On en
commettra d’autres, bien entendu. Car il y a le choix.)
C’était dans un théâtre du boulevard, il y a six ans. On jouait de
moi une pièce gaie, dont je garde un souvenir très attendri, car elle
est morte jeune.
Pendant les dernières (ou les premières, si vous voulez)
représentations, mes camarades me racontaient toutes sortes
d’histoires, à propos de ce frêle ouvrage. Il paraît qu’on avait
supprimé le vestiaire, et laissé autour de chaque spectateur cinq
fauteuils vides, pour qu’il y mît son pardessus, son chapeau, son
cache-nez, son programme et sa lorgnette.
Un jour, quelqu’un me dit : « J’ai passé ce soir à votre théâtre. Il
y a eu un scandale. Un contrôleur a emporté la recette, pour
s’acheter un paquet de tabac. »
Ces fâcheuses plaisanteries ne me troublaient plus. J’en avais pris
mon parti. Mais, le soir de la répétition générale, je n’étais pas
encore résigné. Caché au fond d’une baignoire, pendant le deuxième
acte, j’écoutais et j’évaluais les rires de la salle. On riait
certainement, mais pas avec ensemble. Ce n’était pas l’orchestre de
rires, bien fondu, qui se déchaîne aux pièces vraiment comiques.
Le rideau, à la fin de l’acte, se releva deux ou trois fois sous
l’effort consciencieux d’une centaine de mains amies. Ça faisait
presque autant de volume qu’un vrai enthousiasme ; mais ça ne
sonnait pas de la même façon. C’était le coup sec, dur, de
l’applaudissement décidé.
Allons ! Je me rendis dans les coulisses pour attendre les
félicitations… Il en vient toujours. Mais l’arrière-ban ne donnait pas.
C’était seulement l’armée active des amis résolus. On ne m’amena
pas ce soir-là l’octogénaire tremblant, jadis acteur célèbre, qui veut,
avant de mourir, faire la connaissance de l’auteur.
Mais j’eus cependant mon compte de :
« Eh bien ! mon vieux, ça va ? »
« J’espère que vous êtes content ! »
« Mon cher, c’est un vrai succès… » (Et la voix tombe un peu, sur
la fin du mot succès.)
« Mon bon ami, j’ai dans la loge à côté de moi une dame que je
ne connais pas. Elle est malade de rire. »
J’attendais le gaffeur légendaire, qui aborde l’auteur en lui
serrant fortement la main, et lui dit avec énergie : « Moi, je trouve ça
très bien ! »
Les plus sincères vous disent que « ça n’a pas été tout à fait
comme ça aurait dû », ou bien : « Oh ! que vous êtes mal joué ! » Ce
dernier compliment est terrible ; on sait ce qu’il signifie.