Gold Experience
Introduction
Welcome to Gold Experience, a five-level exam
preparation and general English course for teenagers. The
five levels, which correspond to the Common European
Framework of Reference levels A1, A2, B1, B 1+ and B2,
provide thorough preparation for Cambridge English Key
for Schools, Preliminary for Schools and First for Schools
examinations and comprehensive language development.
The topics are from contemporary contexts such as the
Internet, social media, television and magazines, as well
as content-rich CLIL topics from which your students will
learn about the world.
Gold Experience offers a complete package of print and
digital materials which provide maximum flexibility for
your teaching situation.
Gold Experience is a fast-paced course written to engage
and motivate teenage students with varied,
age-appropriate topics and activities which will make
English lessons enjoyable and productive for both you and
your class.
Blended package
Print package
Digital package
Print and digital Gold Experience
package offers maximum flexibility
with both print and online
components.
Print Gold Experience is a complete
teaching package with a print
Workbook.
Digital Gold Experience is the ideal
package for schools working in a fully
digital environment.
For the student:
For the student:
For the student:
Students’ Book
MyEnglishLab
For the teacher:
eText IWB software
MyEnglishLab
Teacher’s Online Resource Materials
4
Gold ExperieNce
Students’ Book & Multi-ROM
with audio and video
Grammar and Vocabulary Workbook
For the teacher:
Students’ Book & Multi-ROM
with audio and video
Grammar and Vocabulary Workbook
Teacher’s Online Resource Materials
Students’ eText
MyEnglishLab
For the teacher:
eText IWB software
MyEnglishLab
Teacher’s Online Resource Materials
Gold Experience A2 Components
Gold Experience A2 is ideal for pre- and young teenagers
at pre-intermediate level in general English classes and
those who are working towards the Cambridge Key (KET)
for Schools examination.
Students’ Book
The twelve topic-based units offer thorough input and
practice of reading, writing, listening and speaking
skills, with topic vocabulary and grammar presented in
situations which exemplify their meaning and use.
There are many opportunities for students to share their
ideas, opinions and knowledge of the world. Lessons start
with a Power Up activity which is designed to activate
students’ existing knowledge and stimulate their interest in
the topic.
Learner training is an important aspect of Gold
Experience. Skill and Exam tips give clear, simple advice
on how students can develop their language and exam
skills. Word XP boxes highlight aspects of lexis, for
example, collocation and forming nouns from verbs, so
students develop good vocabulary-learning strategies.
Each unit in Gold Experience has a Video clip either
from TV or filmed especially for the course. The TV clips
are fully integrated with the main reading text, while the
other clips show teenagers involved in topic-based tasks,
activities and mini-dramas that students use as a basis for
project work.
MyEnglishLab
Gold Experience MyEnglishLab includes all the Workbook
exercises in interactive format along with additional
reading, writing, listening and speaking skills, as well as
practice and review tests. With instantly graded activities
plus tips and feedback, students are supported and
guided to successfully complete the exercises.
Also on Gold Experience MyEnglishLab are the Students’
Book video and audio.
Teacher’s Online Resource
Materials
All the support a busy teacher needs is available online on
the Pearson Portal or through your local Pearson rep.
• Teaching notes with a wealth of additional classroom
ideas, integrated answer keys and audio scripts
• Photocopiable worksheets
• Unit, mid- and end-of-year tests
eText for teachers
eText for teachers is a digital component for classroom use
on an interactive whiteboard. Available online or on disk,
it contains the Students’ Book in digital format with links
to audio, video, games and the Teacher’s Online Resource
Materials.
MyEnglishLab for teachers
After every two units there is a Revision spread which
reinforces the vocabulary and grammar students have
learnt.
The teacher view of MyEnglishLab gives you a full
learning management system with a range of practical,
problem-solving teaching tools.
eText for students
• You can assign tasks to the whole class, groups or
individual students depending on their needs.
• The communication tools allow you to send messages
to your students and, if you wish, keep in contact
outside of class.
• The gradebook lets you see how individual students
and the whole class are progressing.
• The common error report enables you to see which
problems are the most common and which of your
students are making these mistakes. With this
information, you can focus classroom time on the
areas that need the most work.
• The review tests can be assigned at the time that suits
your teaching programme.
eText is the students’ online or tablet component which
contains the Students’ Book pages with integrated links to
audio, video and games.
Workbook
The Workbook offers practice of all the vocabulary and
grammar areas taught in the Students’ Book and is
suitable for both classroom self-study and homework.
5
Students’ Book Organisation
Spread 1, pp 98–99
1
Discussion-based task to
raise interest in the topic
2
Gist activities to familiarise
students with the reading
text
1
3
Reading task in the style
of the Cambridge Key for
Schools exam
4
A task to help students
identify, summarise and
rephrase main ideas in the text
3
2
5
4
An activity that allows the
students to use English in a
personalised context
5
6
Topics are brought to life
in the classroom through
motivating video clips
6
Spread 2, pp 100–101
1
New vocabulary
presented through
engaging photos which
make the meaning clear
1
2
A useful vocabulary
learning tip
4
3
A fun activity that
encourages the use of the
key words
5
2
4
Clearly presented grammar
with example sentences
from the main reading text
and usage notes
5
Students practise the
pronunciation of the
grammar in model sentences
6
An activity that allows the
students to use the grammar
in a personalised context
6
Gold ExperieNce
6
3
Students’ Book Organisation
Spread 3, pp 102–103
1
Carefully staged activities
that develop listening skills
2
1
Exam tip to help students
succeed in the exam task
4
2
3
A second grammar point
with example sentences from
the listening and usage notes
3
4
Carefully staged activities
that develop speaking skills
and confidence
6
5
Useful functional language
that students need to
express themselves
5
6
Skill tip to help students
communicate effectively
Spread 4, pp 104–105
1
An example of the text type
which gives contextualised
practice of the grammar and
vocabulary needed for the
writing task
5
2
Carefully staged activities
that develop writing skills
3
6
Teen-appropriate writing
tasks that also prepare
students for the Cambridge
Key for Schools exam
2
1
4
3
A tip to help develop good
writing skills
5
An engaging video clip which
allows students to see and
hear English in use
4
7
6
Pre-, while and post-view
activities so students get the
most from watching the video
7
An open activity so students
present their ideas to their
classmates
7
Starter
Unit objectives
Reading:
Vocabulary:
Grammar:
Listening:
Speaking:
have got; is/are; present simple
there is/are; personal possessions;
countables/uncountables
Wh- questions
classroom language
pronouncing the English alphabet; asking
and answering about spelling
starter (SB pages 6–7)
That’s me!
To start
If this is your first class, spend a little time getting to know
your students and letting them get to know each other. Here
are some possible first day activities:
Learning names
If this is the first time your students have met each other,
make sure they learn each other’s names! Introduce yourself,
saying your name and something you like, e.g. My name’s
. . . and I like swimming. Ask the student on your right to
introduce you to the class, e.g. Her name’s . . . and she likes
swimming. The student then must say his/her name and
share something he/she likes. This continues around the class
until the last student has to remember everyone’s name.
Three truths and a lie
Write three sentences about you on the board. One must
be a lie. Ask students to tell you which is the lie and give
reasons for their answers. This works best if your lie is not
too obvious! Now ask your students to write three sentences
about themselves, only two of which must be true. Students
read their sentences out in small groups and have to spot
each other’s lies.
Establishing ground rules
The first class is a good opportunity to establish ground
rules. You might like to prepare a class contract with your
students, which you both sign. Alternatively, write your top
five most important rules on a piece of paper and pin it to
the wall. Students work in small groups, taking it in turns to
go and read a rule, remember it and then run back and tell
their group members, who write it down. At the end of this
activity, students can compare their set of rules with the
original.
8
Gold ExperieNce
1 Focus students’ attention on the identity cards. Tell your
students that they are going to read the identity cards very
quickly to find out information. Read through the items in
numbers 1–7, checking that your students know what they
mean, and ask students to find examples of each, pointing
out that there are several possibilities in some cases.
Conduct feedback around the class.
1 Petit/Turan/Leyland/Yale 2 Kennett Street
3 M11 2WH / OX2 6YN 4 Turkish/British
5 Fabrice/Serap/Jacob/Jenny/John/Emma/Bonzo
6 2/4/2001, 24/08/2000, 12/07/2015, 03/08/2015, 13 November,
12/12/2010
7 0161 443 5788 / 01865 767 534
2 Students answer the questions individually and check with
a partner. Alternatively, you can conduct this activity as a
race, where students work in pairs to find the answer and
put up their hands as soon as they have found it. (You can
personalise this activity by providing coloured card or paper
and asking students to design and customise their own
identity cards. They can then add a photo or self-portrait if
they wish. These can be displayed on your classroom wall to
help your students quickly learn each other’s names.)
2 Serap 3 British 4 tennis
5 Sydney
6 Serap
7 Jenny
Vocabulary
3 Direct your students’ attention to the items in the photo and
to the words in the box. Students work in pairs to match the
items in the photo with the words. Conduct class feedback,
drilling the pronunciation of any difficult words. Ask students
to close their books. How many words can they remember?
A bag B jacket C trainers D comic E watch
H money I sunglasses J mobile phone
F keys
G apple
4 Focus students’ attention on the sentences and ask them
to complete them with a, an, some or any. Ask students to
check their answers with a partner, and monitor carefully,
seeing how well your students understand this language
area. Conduct classroom feedback, encouraging students to
discuss their answers as a class.
1 some 2 a, a 3 some 4 any
5 an, a
6 some, a 7 any
Listening
5 Ask students to read the questions and choose the correct
answer. Ask students where they think these conversations
take place (in a classroom).
➤ Track S.1
1
A: Can I have a pen, please?
B: Yes, here you are.
2
A: What page is it, please?
B: Page fourteen.
3
A: Can I open the window, please?
B: Yes, of course.
6 Students listen and check their answers.
1B 2A
3C
7 Students work in pairs, taking it in turns to ask and answer
the questions. Encourage students to use these phrases in
the English classroom on a daily basis. Ask students to work
in groups to choose a phrase and write it neatly on a postersized piece of paper. Display it in a visible place so students
will be reminded to use the target language. Ask students
to generate other classroom phrases and display these too,
e.g. Can I borrow your rubber, please? Could you say that again,
please?
Speaking
Note
Before you start the students on this speaking activity,
check their pronunciation and understanding of the English
alphabet. Then draw a large box on the board and write the
letter a on its own. Group the letters b, c and d together.
Explain that the letters in the alphabet can be grouped into
different sound families and ask students to give you more
letters to join the /i:/ (b, c and d family). Ask students to
copy the box and fill it in with the remaining letters of the
alphabet, grouping them in the appropriate places.
Conduct class feedback. Say the alphabet around the class.
Ask a couple of volunteers to spell their surnames and write
them up on the board.
8 Read the conversations aloud with one of the students. Give
students a minute to practise these with a partner. Focus
your students’ attention on the spelling game, drawing their
attention to the useful phrases in the Language XP box.
Monitor as your students play the game, noting any issues
with spelling or pronunciation.
Students’ own answers.
9 Organise students into pairs. Demonstrate the activity by
choosing a word from the page and nominating a confident
student to spell it out loud for you. Direct students to
the instructions in Exercise 9 and let them play the game.
Monitor as students do this, listening out for any commonly
mispronounced letters or spelling mistakes. Conduct class
feedback. Who managed to win the most points?
Students’ own answers.
To finish
Tell students that they are going to get to know their Gold
Experience coursebook. Ask students to work in small groups
and give them each a set of ten Treasure Hunt questions. See
which group can be first to answer all ten questions, e.g. In
which unit can I learn about technology? What is the title of
Unit 7? Which unit is all about food? What do we usually do
on the first two pages of a unit?
Homework
MyEnglishLab
/eɪ/ A H J K
/i:/ B C D E G P T V
/e/ F L M N S X Z
/aɪ/ I Y
/əʊ/ O
/u:/ Q U W
/ɑ:/ R
9
01 Enjoy yourself
Unit objectives
Reading:
Vocabulary:
Grammar:
Listening:
Speaking:
Writing:
multiple-choice questions; reading for
detailed information
hobbies and leisure; forming nouns and
verbs
present simple; adverbs of frequency; much/
many
completing notes; listening for detail
completing a conversation; likes and dislikes
an invitation to a friend; punctuation
Reading (SB pages 8–9)
To start
Write the title of the unit on the board, and tell your
students that that they are going to be learning about hobbies
and interests in the next few lessons. Ask students to think of
something they like doing in their free time and get them to
write it down without showing anyone. Students now mime
their free time activity to their partner, who has to guess what
it is. Conduct class feedback: ask students to report back on
their partners’ free time activity, and write new vocabulary on
the board.
Power up
1 Focus attention on the photos and ask students to describe
what they see. Check students’ understanding of free time
by asking them when they have free time: are they having
free time now?
Elicit that free time is the time we have when we are not
at school or working. Nominate a student to answer the
questions. Then choose another student to ask you the
questions so that you model the kind of answers which
should follow, e.g. I like reading in my free time. I love walking
in the hills.
Give students a couple of minutes to ask and answer
the questions. Then find out if any pairs had interests in
common. Ask students to report back on shared likes and
dislikes. Which is the most popular hobby among your
students?
Students’ own answers.
10
Gold ExperieNce
Read on
Background
Jasmine Van den Boegarde and Fergus Gill are both real
people, so your students may wish to find out more about
them. Tell them that they can see Fergus’ photos or listen to
Birdy’s music online. You can do this in class if time permits.
Your students might ask why Jasmine’s nickname is Birdy. This
is because when she was a baby, she opened her mouth very
wide when she was feeding. Her family thought she looked
like a bird and she has still kept this nickname.
Fergus lives in a small village near the Sidlaw Hills, a very
beautiful part of Scotland. He is surrounded by woods and
farmland and doesn’t have to travel far to find wildlife.
2 Tell students they are going to read about two teenagers
with interesting hobbies. Focus on the photos and ask
students to describe what they see. Ask them to predict
what hobbies they are going to read about and write their
predictions on the board. Look at the text’s title: Teen Talent.
Check that students know what the word talent means (an
ability to do something very well).
Ask students to tell you about their classmates’ talents
and elicit the adjective: talented. If necessary, pre-teach
the following vocabulary using concept questions to check
students’ understanding.
• fans (people who love watching or listening to someone or
something very much). Is a fan a person or a thing? Are you a
fan of Britney Spears?
• nervous (to be worried or anxious about something). Is
nervous a good feeling or a bad feeling? When do you feel
nervous?
• to perform (to sing or act in front of an audience). Where do
people perform? What can people perform?
• to hang out (to spend time with people in a relaxed way). Do
you like hanging out with your friends? Where do you hang out?
• prize (something you get for winning a competition or doing
something very well). Are people usually happy when they win
prizes? What can people win prizes for?
• Give students a few minutes to read the texts in silence. Ask
them if any of their predictions were correct.
A Birdy
B Fergus C Fergus D Birdy
3 After students have had the chance to read the questions
and reread the articles, give them two minutes to fill in the
table. Give students the opportunity to check answers with
their partner before filling in the table on the board.
Isabella
First name: Ali
Country: USA
Hobby: writing songs, singing and playing the piano and guitar
Gill
First name: Fergus
Country: Scotland
Hobby: photography/taking photos
4 Refer students to the Exam advice. Students choose the
correct answers. Give them a minute to check their answers
with a partner before conducting whole class feedback. Ask
students to correct the wrong answers orally, by referring
them back to the text, e.g. in number 3, ask students to find
the word in the text which describes how Birdy feels before
concerts (she always get nervous before she performs).
1A 2C
3B 4A
5C
6A 7B
Sum up
5 Refer students back to the table they completed in Exercise
3. Direct students to the sentences in Exercise 5 and ask
them to work with a partner to make sentences about Birdy
and Fergus. Monitor, noting any problems you hear with
pronunciation and form, and discuss these in class feedback.
Students’ own answers.
Speak up
6 Give students a minute or so to prepare a reason for why
they think Birdy and Fergus have interesting hobbies, e.g. I
think Birdy’s hobby is interesting because she can travel a lot.
I think Fergus’s hobby is interesting because he can learn a lot
about different animals.
Ask students to share their ideas with their partner.
Reorganise the pairs into small groups and ask them to share
their ideas with their new group. In this way, the class should
generate plenty of ideas. Monitor the class, prompting,
encouraging and supplying language where necessary.
Conduct class feedback. Board any new language which
emerged in the group discussions.
Vocabulary (SB page 10)
Hobbies and leisure
To start
Divide the class into two groups. One group has to
remember as many different facts about Birdy as they can;
the other has to remember as much as they can about
Fergus.
Give your students a minute to prepare and then draw a
line down the middle of the board, with Birdy and Fergus’s
names as headings on each side. Students from each group
take turns to run to the board and write down key words
associated with each teenager, e.g. singing for Birdy and
photography for Fergus. Read through the information on the
board as a class, and see which group remembered the most.
Students then work in pairs, taking it in turns to make
sentences about Birdy and Fergus with the vocabulary on the
board as prompts.
1 Focus students’ attention on the picture and then read
through the verbs in the box together. Ask students to work
in pairs and see who can be first to match the people in the
picture with the verbs.
Conduct whole class feedback, focusing students’ attention
on pronunciation. Ask students what other hobbies in the
picture have not been mentioned and board their answers:
play chess.
A fish
B paint C dance
D cook E sing
F read G draw
Word XP
Read the information in the Word XP box with your class
and ask students if they can think of more examples, e.g.
swim → swimming, paint → painting.
Write fishing and dancing on the board and ask students to
tell you which part of the word is stressed (the first part).
See if your students can think of any more verbs which
remove the final letter e in this situation, e.g. ride, make,
phone, bake, take.
Students’ own answers.
Game on
To finish
Ask students to choose the hobby which they found most
interesting, and organise students with the same choice into
pairs. Students work in pairs to write five questions which
they would like to ask Fergus or Birdy, e.g. Why do you like
your hobby? Where do you usually do your hobby? When do you
usually sing? Do you usually take photos alone?
Circulate, offering support and linguistic input. Once you have
checked your students’ questions, organise a roleplay where
students take on the roles of the interviewer or either one of
the teenagers.
Homework
MyEnglishLab
Organise students into pairs to play this game. Nominate a
student to demonstrate the activity with you in front of the
class. Let students play the game for a couple of minutes.
Monitor, noting down any particularly interesting hobbies
that students think of. These can be shared in the class
feedback.
2 Ask your students to fill in the gaps, adding -ing to the verbs
to make nouns. Check answers around the class, focusing on
natural sounding pronunciation and making sure that the -ing
is pronounced in its weak form: /ən/. Check that students
have spelled dancing correctly.
1 reading 2 fishing 3 dancing 4 cooking
5 painting 6 singing
11
3 Look at the spidergram and read the verb–noun collocations
together. Focus students’ attention on the words/phrases
in the box and give them a minute to attach the nouns to
the correct verbs. Give students an extra minute to see if
they can add any more collocations to the spidergram, e.g.
play football, collect key rings, go horse riding. Conduct class
feedback and collect new ideas. Draw a larger spidergram
on the board with your students’ contributions.
listen: to my iPod
watch: a film, TV
play: chess, computer games
go: on a sleepover, to the cinema
collect: comics, postcards
4 Students fill in the sentences with the verbs from Exercise 3.
Ask students to check with their partners that they have
remembered to use the correct form of the verb in each
case. Conduct feedback around the class.
2 goes
3 play 4 listen
5 collects
6 watch
Speak up
5 Nominate a student to read the conversation with you.
Students work in pairs to ask and answer questions about
each other’s hobbies. Conduct class feedback, sharing
examples of good language you have heard. If students
are finding it difficult to talk about why they like doing their
hobby/free time activity, then pause the activity. Write
down a few hobbies on the board and brainstorm ideas
about why your students might like doing them, e.g. It’s fun;
It’s relaxing; It’s exciting; I can do this hobby with my best friend.
Students’ own answers.
To finish
Write down the questions What’s your favourite hobby? and
Why do you like it? on the board.
Organise a class mingle, where students talk to as many other
students as they can, asking these two questions. After three
minutes, stop the activity and ask the students to return to
their seats. Working with a partner, they have two minutes to
jot down everything they remember about their classmates
and their hobbies. Conduct class feedback: who has managed
to remember the most about their classmates’ hobbies?
Homework
Workbook pages 4–5
MyEnglishLab
12
Gold ExperieNce
Grammar (SB page 11)
To start
Give each of your students a hobby from Exercise 3 in the
vocabulary lesson. If you have a big class, you may need some
extra hobbies, but make sure they collocate with one of the
verbs from this exercise. (Extra hobbies could be the piano,
tennis, swimming, soft toys, etc.)
Call out different verbs: when the students hear the verbs
their hobby collocates with, they have to stand up. For
example, if you call out play, then students who have the
following hobbies should stand up: the guitar, computer games
and chess.
Quickly check they have collocated correctly by asking them
to say the verb with their hobby. If they have not got the right
collocation, they are out of the game!
Grammar XP
Read through the examples in the Grammar XP box. Check
that students understand the meanings of the words habit
and routine. You could focus on students’ timetables and
when they learn English, e.g. every Tuesday and Thursday, so
they get a personalised concept of a routine.
Focus students’ attention on how to form questions and
negatives in the present simple tense. You could mark the
rising intonation in questions and falling intonation in short
answers on the board, which will be useful when students
practise speaking later on.
Nominate a confident student and ask them to tell you about
what they do in their free time, and write this on the board
using the third person form of the present simple, e.g. Cello
goes fishing with her brother.
Look at the adverbs of frequency together. Ask your chosen
student to tell you how often they do their free time activity,
using one of the adverbs on the timeline. Ask students where
they think this adverb should go in the initial sentence and
write it in the correct place.
Ask the class to think of questions they could ask the student
about his or her hobby. Write these questions on the board
for the student to answer.
1 Play Track 1.1 for students to listen. Then play Track 1.2 and
ask students to repeat. Focus attention on the pronunciation
of do you: /ʤu:/ and on the weak form of I. Practise saying
/jesədu:/ and /nəʊədəʊnt/ with the class.
➤ Tracks 1.1–2
A: Do you like dancing?
B: Yes, I do.
C: No, I don’t.
2 Students read the interview, working in pairs to complete
the conversation using the correct form of the present
simple. Read the completed text around the class. Focus
students’ attention on the pronunciation of doesn’t:
/dʌzənt/ and point out that /t/ is often not pronounced in
phrases with don’t, so don’t like becomes /dəʊnlaɪk/.
2 doesn’t read
8 don’t like
3 watches
4 love
5 go
6 enjoys
7 makes
3 Students fill in the blanks in the conversation and check their
answers in pairs.
2 Do/play
3 Do/sing 4 Does/have
4 Focus students’ attention on the photo. Ask them what they
think Luis’s hobby is. If students do not know the word street
dancing, then write it on the board. Ask students if any of
them have this hobby. Ask them: Where do you do this? What
do you wear? Who do you dance with? Students fill in the gaps
with the words in the box. Read the text around the class.
2 never stop
3 often watch
4 usually do
5 sometimes give
Write on
5 Write sentence heads on the board, e.g. I always, I usually.
Check students remember the adverbs of frequency –
draw a line across the board with never at one end and
ask students to come up and write the other adverbs of
frequency in the correct places. Draw students’ attention
to the sentence heads. They write five sentences about
themselves using the sentence heads and adverbs of
frequency.
Students’ own answers.
To finish
Draw a large square on the board and inside the square write
some answers to questions about you, focusing on free time
activities, but also on personal information, e.g. your hobby,
something you really don’t like doing, an adverb of frequency,
the name of someone you like to spend time with.
Students have to look at the box and ask questions to get the
answer, e.g. What do you do at the weekend? What do you not
like doing? How often do you go swimming? Who do you hang out
with at the weekend?
Give students a few moments to create their own box. Their
partner then has to think of questions to ask to match the
answers. Circulate, offering help with question formulation
where necessary and noting any issues for use in feedback.
Homework
Workbook pages 6–7
MyEnglishLab
Listening (SB page 12)
To start
Find the longest wall in your classroom. Choose one end of
the wall and tell students that this is never. Nominate seven
students and give each of them an adverb of frequency:
always, usually, often, sometimes, not often, not usually.
Ask them to stand along the wall in order of their frequency.
Move along the wall, asking students to tell you their
frequency adverb and asking the rest of the class to decide
whether or not they are standing in the right place.
Go around the class, nominating students to choose hobbies.
Students must stand beside the adverb of frequency which
describes how often they do these hobbies. Ask students
Why are you standing there? and encourage them to answer
using the target language, e.g. Because I never cook.
Power up
1 Look at the photos of famous people. Ask your students if
they already know these celebrities and get them to give you
some information about them. Students match the celebrity
with their hobby and discuss their choices with a partner.
Encourage them to justify their answers.
Students’ own answers.
Background
Robert Pattinson is an English actor from the film Twilight.
Emma Watson is an English actress, famous for playing
Hermione in the Harry Potter films. Rafael Nadal is a Spanish
tennis player. Dianna Agron (eɪgrɒn) is an American actress
from the television series Glee and Zac Efron is an American
actor, famous for his role in the film High School Musical.
2 Play Track 1.3 and ask students whether their predictions
were correct.
➤ Track 1.3
1 Robert Pattinson likes reading.
2 Emma Watson loves painting.
3 Rafael Nadal enjoys fishing.
4 Dianna Agron likes cooking.
5 Zac Efron collects comics.
Students’ own answers.
Listen up
3 Read the exercise with your students. Make sure that
students know they have to focus on the people who are
not spoken about. Conduct whole class feedback.
13
➤ Tracks 1.4–5
Abbey: Hey, Joe, look at this website about famous people and
their hobbies. Look! I love Robert Pattinson!
Joe: You love everyone, Abbey! So what are Robert Pattinson’s
hobbies?
Abbey: Well, he likes reading – like me!
Joe: He plays the piano and the guitar. Wow! Look, he also writes
songs.
Abbey: And two of his songs are in the film Twilight. That’s my
favourite film – well, after the Harry Potter films.
Joe: Look, there’s Emma Watson from the Harry Potter films. How
many hobbies does she have?
Abbey: Lots! Look. Painting and drawing, playing sport and singing!
Joe: And she likes learning different kinds of dancing.
Abbey: Yes, she does break dancing! I’d love to learn break dancing.
Joe: Me too. Oh, look, Rafael Nadal. I think he’s amazing! What does
it say about his hobbies?
Abbey: That he doesn’t have much time for hobbies.
Joe: I’m sure!
Abbey: His favourite hobby is fishing, but he also likes going to the
cinema. And look, read this! He likes playing computer games!
Joe: Cool! He often plays computer games at tennis competitions.
He enjoys playing with other tennis players like Andy Murray. That’s
funny!
Abbey: Look at this person …
Abbey and Joe do not talk about Dianna Agron and Zac Efron.
4 Refer students to the Exam advice. Give students a minute
to look at the exercise and ask them to think of what kind
of words might go in the spaces. Play Track 1.5, twice if
necessary. Conduct whole class feedback.
2 the guitar
7 cinema
3 songs 4 sport
5 dancing
6 computer games
Grammar XP
Read the information in the Grammar XP box as a class.
Write English lessons and pocket money on the board and
ask students if these words are countable or uncountable.
Generate sentences using these words which are similar to
the examples given, e.g. How many English lessons do you have
a week? How much pocket money do you get? Practise asking
and answering these questions around the class.
Ask students: Can we add an -s on to the end of ‘lesson’? (yes)
Can we add an -s on to the end of ‘money’? (no). Explain that it
is not possible to add an -s to the end of uncountable nouns.
Ask students to think of more examples of countable and
uncountable nouns.
5 Listen to the questions and sentences in Track 1.6. Then
play Track 1.7 for students to repeat. Drill the questions/
sentences chorally and individually, focusing on the
pronunciation of do you have (/ʤu: həv/) and don’t have
much (/dəʊntəvmʌʧ/).
➤ Tracks 1.6–7
How many hobbies do you have?
How much free time do you have?
I don’t have many hobbies.
I don’t have much free time.
6 Give students a few minutes to complete the sentences with
much or many. Conduct class feedback orally.
2 many
3 much 4 many
Gold ExperieNce
6 much
To finish
Students work in pairs to write two sentences with much or
many on small scraps of paper.
Collect the sentences and divide the class into two teams.
Shuffle the scraps of paper and give each team a pile of
sentences. The teams must work together to decide which
sentences use much or many correctly and which do not.
Conduct feedback by asking teams to read out their pile of
correct sentences. Look at the sentences they have decided
were incorrect and ask them to explain why.
Homework
MyEnglishLab
14
5 many
Speaking (SB page 13)
To start
Write two sentences on the board about your free time
activities: one true and one false, e.g. In my free time I like
fishing. I love cooking. Ask students to tell you which sentence
they think is true and to give reasons for their answer.
Organise students into four teams and ask them to write
a sentence about each team member’s free time activities.
Some should be true and some should be false. Students then
read out their sentences, while the rest of the class listen and
say whether they think the sentences are true or false.
Teams get points for correct answers and bonus points for
providing the correct information about their classmates, e.g.
Nico doesn’t like playing tennis; he likes playing the piano!
1 Tell your students how much free time you have on a school
day and at the weekend, e.g. I don’t have very much free time
on a school day. I start school at eight o’clock and I finish at four
o’clock. In the evening I have two or three hours of free time. At
the weekend I work at home a little bit and I do housework, but I
have more free time. What about you?
Ask students to discuss the question in pairs. Then open it
up to a class discussion. Who has the most free time?
Students’ own answers.
Speak up
2 Check understanding of board game, and ask students if
they have a favourite. Tell them they are going to listen to
two people playing a board game. Play Track 1.8, twice if
necessary, and let students fill in the gaps. Play it a third time
so that students can check their answers. Then write the
conversation on the board.
Students practise the conversation on the board in pairs.
Rub out a couple of lines and nominate a pair to read the
conversation, remembering the missing lines. Complete this
procedure, nominating different pairs each time until the
conversation has been completely rubbed out.
➤ Track 1.8
Dan: You go first, Katy.
Katy: OK, Dan. I think this picture is about music. Do you like
listening to music?
Dan: Yes, I love music.
Katy: When do you usually listen to it?
Dan: In the evenings. OK, Katy. My turn. Do you like art?
Katy: Yes, I enjoy drawing.
Dan: What do you usually draw?
Katy: People – I’m good at drawing people. Do you want me to
draw you?
Dan: Er . . . no, thanks.
2 love
3 art 4 enjoy drawing
5 usually
Nominate a confident student and ask questions, using the
listening script as a model, e.g. I think this picture is about
cooking. Do you like cooking, Evan? If the answer is yes, go on
to ask a few more questions, e.g. What do you usually like to
cook? When do you usually cook?
Students practise in pairs. Monitor, noting any particularly
good questions you hear. Regroup for class feedback, and
write down any interesting language you heard on the board.
Students’ own answers.
Game on
Focus students’ attention on the Game on box. Make sure
everyone has a coin and that they know what heads and
tails means. Read the rules of the game together. Then read
the Skill advice together. Students play the game with their
partner. Circulate, encouraging good language you hear.
Language XP
Direct students’ attention to the Language XP box. Read
through the items in the box together and check meaning
by answering personalised questions, e.g. Are you good at
maths, Maria? Ask students questions about their own likes
and dislikes and encourage them to use the target language in
their responses.
4 Split the class into two halves: A and B. Ask the A half of
the class to look at page 132 and the other half to look at
page 142. Focus students’ attention on the instructions and
explain that they need to write questions about free time in
the present simple using the prompts to help them. Write
the following on the board as an example: where / you / go
/ weekend? Elicit the question from the students: Where do
you go at the weekend? Ask students to write the rest of the
questions in pairs.
Explain to the students that they now have to answer the
questions and write their answers under the Me column of
the table. When students have finished this, nominate a few
students from different groups to answer questions about
themselves.
Students now move to work with a partner from a different
team. Indicate the second column in the table and tell
students that they have to fill this in with their partners’
answers. Nominate a few students to report back on their
partners’ answers.
Students’ own answers.
6 good at
3 Focus students’ attention on the board game. Go round
the class, eliciting the vocabulary for the pictures from the
students and listening out for any possible problems with
form or pronunciation.
15
To finish
Do more fluency work by playing Just a Minute with your
students.
Organise students into small groups. Tell them that they are
going to pick a hobby and speak about it for one minute
without hesitating or repeating themselves. Each group could
use a mobile phone to time the speaker. The winner from
each group can take part in a class final.
There is additional speaking practice on page 116 of the SB.
Homework
MyEnglishLab
Writing (SB page 14)
To start
Take five A3 pieces of paper and write one of the following
verbs in the centre of each with a marker pen: listen, go, play,
watch and collect.
Put these pieces of paper on desks. They should be spaced out
around the room.
Divide your students into five groups; give each a different
coloured marker pen and ask them to stand beside one of
the pieces of paper. The students now have to work together
to think of as many nouns as they can to go with the verb.
They write these around the word in the middle. After thirty
seconds, shout Change! The students will now move on to the
next piece of paper. They should quickly look at the words the
previous group added and think of some new ones.
Continue this way until each group has had the chance to work
with a different verb. Stick the sheets up on your board. Which
group managed to think of the most words in each case?
Power up
1 Focus students’ attention on the photos, and ask them
to describe what the people in the photos are doing and
whether or not they like these activities. Encourage your
students to use the target language from the Language
XP box in the Speaking section on page 13, e.g. I love; I’m
good at; It’s amazing. Ask students to discuss the questions
in pairs and report back on their partners’ answers. Find
out what clubs your students go to. Board any interesting
contributions, generating as much vocabulary as possible.
Ask: where, when, how often, who with?
Students’ own answers.
16
Gold ExperieNce
2 Ask students to look at the noticeboard. Ask where the
noticeboard in their school is, and ask them to tell you what
kind of notices you might expect to find there. Ask students
to tell you what four types of clubs are advertised on the
noticeboard.
Tell students they are going to answer some questions about
the clubs and read through the questions together. Give
students three to four minutes to answer the questions.
Allow them to check with a partner before class feedback.
Ask students which club they would like to go to and
encourage them to give reasons for their answers, e.g. I want
to go to the football club because I’m good at football and I love
it. I don’t want to go to the chess club because I don’t enjoy
playing chess.
1 in the school library 2 Thursday evening at 7.15 p.m.
4 Room 12A 5 yes 6 yes 7 yes 8 no
3 6 p.m.
3 Tell students that Mario would like to invite his friend to a
singing club and has written her an email to invite her. Read
the email quickly, exaggerating the lack of punctuation. Ask
students why this email is difficult to understand and teach
the word punctuation if necessary.
Write the following sentence on the board: Punctuation
is important. Point to the capital letter and full stop in this
sentence and check that your students know the English
terms for these punctuation marks.
It has no punctuation.
Language XP
Read through the advice in the Language XP box, generating
examples on the board, e.g. Saturday, January, Can I go to the
camera club?
4 Students rewrite the email in Exercise 3 with the correct
punctuation. Get students to work in pairs and peer check
their work. Read through the email again, telling students to
call out when they have changed something.
Hi Lily,
Do you want to go to singing club with me? It’s every Thursday
evening in the gym at school. It starts at 7.15 p.m. They sing all kinds of
music. What do you think?
Mario
Plan on
5 Brainstorm all the different clubs students might like to
go to. The possibilities are endless here. If students seem
unsure, try asking them what they like to do in their free
time and invent a club for them. Even the student who is
only interested in playing computers or watching TV could
go to a computer games club or an appreciation society for a
favourite television programme.
Check that everyone has decided on a club. Now students
need to provide more details about their club. Read through
the headings, making sure everyone understands what
they mean. Ask what might be included in the important
information section, e.g. people might need to bring
something; the club is for a particular age group.
Students’ own answers.
Write on
6 Tell students they are now ready to write an email of
invitation to a friend. Remind them to use the information
in their plan in Exercise 5, and to refer to the correctly
punctuated version of Mario’s email in Exercise 4. Refer
students to the Skill advice.
Students peer correct each other’s work and discuss. Collect
the finished emails and prepare feedback for the next lesson.
Students’ own answers.
Model answer:
Hi Danny,
Do you want to come to the drama club with me? It’s every Friday
afternoon in the school gym. It starts at half past three and finishes at
five o’clock. It’s really good fun and we are going to start making a film
next week! It costs five pounds a year – what do you think?
Hope you can come!
Jenny
To finish
Divide the class into two teams. Give students a time limit
to choose five simple sentences from the lessons they have
just completed. Each team then takes turns at reading out
their sentences. The other team has to listen and write them
down, inserting punctuation where appropriate.
Team members then take turns at coming up to the board to
write their sentence and the other team checks whether or
not they have got the punctuation correct.
There is additional writing practice on page 116 of the SB.
Homework
MyEnglishLab
17
Switch on (SB page 15)
Project
Meet Ali Isabella
4 Begin by preparing your own short talk about a hobby, and
bring some photos or equipment in for your students to
see. Ask students to write down one of their hobbies at the
top of a piece of paper. They then pass the paper to their
partner, who writes down five questions they would like to
ask about this hobby, e.g. How often do you do this? Who do
you do this hobby with? Do you need any special equipment?
Circulate, adding a question of your own to each student’s
paper and offering help with question formation.
Collect the questions. Write examples of correctly and
incorrectly formed questions on the board. Ask students
to identify the incorrectly formed questions and to correct
them. Students then use their partners’ questions as a basis
for preparing what they will say in the interview. Circulate,
offering input and ideas when necessary.
Finally, students conduct the interview. Give them the
opportunity to practise what they want to say before filming.
Play back the interviews, focusing in particular on intonation
in questions and correct use of the present simple tense.
1 Focus students’ attention on the photo of Ali. Ask students:
Who is she? What do you remember about her? Read the
question as a class. Give students a minute to guess the
answer and discuss their ideas with a partner.
Conduct class feedback, asking students to give reasons for
their choice. Play the video. Ask your students to tell you if
their predictions were correct.
A Country music.
2 Read the sentences with your students. Check understanding
of perform (to sing or act in front of an audience). Check
students’ understanding by asking questions, e.g. Where do
people usually perform? What do people usually perform?
Play the video again while students watch and decide if the
sentences are true or false. Ask students to work in pairs,
correcting the false sentences. Conduct class feedback.
1T 2F
3T
4F 5T
3 Organise students into small groups. Ask them to think
about whether they would like to have a life like Ali’s and
discuss it with their group, e.g. It’s not an easy life because it
is very tiring travelling so much. They should give reasons for
their answer. Conduct class feedback, generating as much
new vocabulary as possible and writing it on the board.
Students’ own answers.
18
Gold ExperieNce
Students’ own answers.
02
Can’t live
without it?
Unit objectives
Reading:
Vocabulary:
Grammar:
Listening:
Speaking:
Writing:
guessing unknown words
technology; verb–noun collocations
present continuous; present continuous
and present simple
completing a table; listening for information
describing a photo; saying where people/
things are
a description of an object; structuring written
work
1 Focus students’ attention on the photos and ask them to
describe the different ways in which they can see technology
being used. Their responses will give you an idea of what
some students already know in terms of both the present
continuous and topic-specific vocabulary.
Read the questions as a class. Allow students one minute to
note down their answers. Then, working in pairs, students
have two minutes to ask their partners the questions and
write down notes.
Nominate a few students to report back on what they have
learnt about their partner, but do not drag this part of the
activity out for too long.
Students’ own answers.
Reading (SB pages 16–17)
To start
Write the word technology on the board. Allow students one
minute to work in pairs and list all the technology they might
use over the course of a typical day. Conduct whole class
feedback, writing up ideas on the board as students suggest
them, and generating as much vocabulary as possible. You can
prompt students by asking them to think of different rooms
in the house, different times of day, etc.
Ask students: Can you live without technology? and encourage
them to say what they think.
Power up
Background
A recent survey showed that the average British teenage
girl sends about thirty texts a day while a typical teenage
boy sends about twenty-one. British teenagers spend about
seventeen hours per week online, and when asked about
their favourite media device, most teenagers put their phone
above the television.
However, there are usually strict rules about using mobile
phones in school. In fact, any pupil caught with a mobile
phone in class is likely to have it taken from them until the
end of the school day!
Read on
2 Check students’ understanding of feelings, to miss something
and surprised by asking concept questions, e.g. Does a
computer have feelings? (no) Is surprised a feeling? (yes) If I
miss something does it mean I have it now? (no) Do I want it?
(yes)
Ask students to predict what it is that the pupils of
Southshore High School can’t use. Write down a few of the
students’ ideas on the board. Focus on the title of the article
and check understanding of tech-free. You could prompt
students by asking if it means ‘with technology’ or ‘without
technology’.
Set a time limit of one and a half minutes for students to
skim the text and find out what the students of Southshore
High School can’t use. Ask students to compare their
answers in pairs before conducting whole class feedback.
They can’t use technology.
19
3 Ask students what they do when they come across new
words. Explain that it is sometimes possible to work out the
meaning of a new word in a text by looking at the words
before and after it. Refer students to the Skill advice.
Set a time limit of two minutes for students to read the text
again. Tell them that they need to find words which match
the definitions in Exercise 3. You may wish to do the first one
together, as an example. Encourage students to work out the
meaning of the word entrance by focusing on the meaning of
the words around it: standing, next to, Southshore High School,
and asking students where they think the reporter might be
standing. Allow students an extra two minutes to complete
the exercise and write down their answers.
Organise students into pairs to check their work. Conduct
class feedback, making sure you ask students to tell you
which of the surrounding words helped them to get their
answers. Drill the pronunciation of new words chorally and
individually, e.g. diary /daɪri:/, bored /bəʊd/.
1 entrance
2 experiment
3 diary
4 hard
5 great
6 bored
4 Read out the questions around the class. Then give students
five minutes to read the report again and answer the
questions. Ask students to check their answers orally in
pairs or small groups. Monitor, checking that answers are
correct and listening to see how students are coping with the
pronunciation of the new lexis. Note down any issues with
comprehension or pronunciation, so that you can address
problems later on in the lesson.
1 their school diary 2 texts and emails
3 playing his guitar and going swimming
4 bored 5 his family
Sum up
5 Students match the smiley and unhappy faces with the
names in the table, referring to the text where necessary.
Students then work with a partner, taking turns to ask Who
likes the experiment? and Who doesn’t like it? and answering
accordingly.
Circulate during the task and encourage students to say
what specific words helped them to arrive at their answers,
and check that students are forming the third person of the
present simple accurately.
Paolo loves the experiment.
Adriana hates the experiment.
Tomas likes the experiment.
20
Gold ExperieNce
Speak up
6 Read the question with the class and ask students to answer
it in pairs, giving three reasons for their answer. If anyone is
struggling with this, ask them to think back to the text they
read, and different students’ reactions to the experiment.
Students report back on what they have heard about their
partner. In larger classes, you can group students in fours
and give each student a minute to report back on what their
partner said, as this will maximise student talking time.
Students’ own answers.
To finish
Ask your students to imagine that today is a tech-free day at
home and school. Ask students to imagine what difference
this is making to their lives. How are their lessons different?
What are they doing at home? How are they communicating
with their friends? How are they relaxing?
Discuss these questions with your class and write students’
ideas on the board. Then organise students into pairs and
ask them to conduct a roleplay, where they take it in turns
to interview each other about their thoughts and feelings.
Brainstorm some questions and write them on the board:
What are you doing in your free time without technology? Are you
enjoying this experiment?
Give students five minutes to do the roleplay with their
partners. Nominate a couple of students to perform their
roleplay in front of the class.
Homework
MyEnglishLab
Vocabulary (SB page 18)
Technology
Note
With the current rate of technological innovation it is likely
that students will be using gadgets not mentioned in this
section! Encourage your students to tell you about any
devices which they feel have been left out.
To start
Choose five words from the last lesson and write them
on the board with the letters jumbled up, e.g. entrance,
experiment, download, technology. Put students in pairs and
explain that they have to race to work out what the words
are. Ask the winning pair to come up to the board to write
the answers.
1 Students match the items in the box to the items in the
picture. Make this into a competition to see who can be first
to find all the items and to spot which item has been left out.
A webcam
B screen
C keyboard
D laptop
E speakers
F mouse
G DVD player
H MP3 player
I headphones
The mobile phone has been left out!
2 Play Track 2.1 so that students can check their answers. Drill
some of the trickier pronunciation, e.g. /əʊ/ in /məʊs/.
Mark the correct word stress on the board.
➤ Track 2.1
A webcam
B screen
C keyboard
D laptop
E speakers
F mouse
G DVD player
H MP3 player
I headphones
3 Students match verbs to the corresponding nouns. While
students are working on this, copy the exercise onto the
board and invite volunteers to come up and show you how
they answered.
1b
2a 3d
4c
4 Students choose the correct noun for each sentence.
Check answers as a class, working on pronunciation where
necessary.
2 website
3 music
4 CD
5 mouse 6 laptop
21
Speak up
5 Ask students: How do you chat to your friends? and get them
to note down their answer. Check that students understand
the meaning of the expression face to face (in person, rather
than by phone or online).
Allocate five different areas of the room: one for each
preferred method of communication, e.g. on the phone, by
email. Ask students to stand in the area which represents
their choice.
Students talk with their group about why they have
chosen this method of communication. Monitor, providing
encouragement and vocabulary.
Conduct whole class feedback. What is the most popular
way of chatting to friends? What are the advantages and
disadvantages of phone chats, face-to-face chats and texting?
Alternatively, you can ask students to discuss the question
with the person sitting next to them. In class feedback ask
students to report back on similarities and differences.
Student’s own answers.
Word XP
Read through the examples given in the Word XP box. Invent
five email addresses, websites and mobile numbers and write
them on the board.
Ask students to practise the first one in pairs. After thirty
seconds call out Stop! and ask a student to read out the
address/number. Focus on pronunciation where necessary.
6 Explain that students are going to listen to a mobile number,
an email address and a website. You may need to play Track
2.2 twice. Ask students to read out their answers, then write
them on the board and drill pronunciation.
➤ Track 2.2
1 This is Mandy’s Music School. For information about music lessons
please call 07865477911. That’s 07865477911.
2 Hi, it’s Jennie here. Can you email me our science homework,
please? My email address is, Jennie2 at school dot A-C dot U-K.
That’s Jennie 2, J-E, double N, I-E-2 at school dot A-C dot U-K.
Thanks!
3 I’m sorry, but the sports centre is now closed. For opening times
please go to our website. W-W-W dot griffinsport dot com. That’s
W-W-W dot griffinsport, G-R-I, double F, I-N sport dot com.
1 07865477911
2 Jennie2@school.ac.uk
3 www.griffinsport.com
22
Gold ExperieNce
Game on
Ask students to think of an email address, website and
telephone number they know and to make a note of them.
They now have to read them out to their partner (without
showing them what they have written) and their partner has
to write them down. Ask your students to sit with their backs
to each other to increase the level of challenge!
To finish
Play a game of ‘broken telephones’. Think of a fairly simple
email address, e.g. jennie75@binmail.com and whisper it
to the student sitting nearest you. They must whisper the
address they have heard to the student sitting next to them,
who whispers it to the next person and so on. Whisper
another email address, e.g. peter100@binmail.com to a
student on the other side of the class, so that whispered
addresses are going both ways.
Ask the students at the end of the chain to tell you the email
address they have ended up with – is it the same as the one
you started with?
Homework
Workbook pages 8–9
MyEnglishLab
Grammar (SB page 19)
2 Students complete the sentences with the present
continuous form of the verbs. Check answers as a class.
To start
2 ’s sending 3 ’m not playing, ’m doing
5 ’re downloading 6 ’m looking
Ask students to think about their bedrooms and write down
all the gadgets they have in them. Organise students into
pairs. Students tell their partner how many gadgets they
have in their bedroom and their partner has to guess what
they are. Students get one point for each gadget they guess
correctly. Conduct class feedback. Which student guessed
the most gadgets correctly? Which student has the most
gadgets in their bedroom? Write some gadgets on the board,
asking students to spell them for you.
Grammar XP
Draw a line across the middle of the board. Above the line
draw simple pictures with paired sentences underneath
to illustrate the difference between present simple and
continuous, e.g.
I am teaching my favourite class now. I teach my favourite class
every Wednesday.
I am wearing red shoes. I wear trainers when I go running.
I am feeling happy, but a little hungry. I feel sad when I listen to
that music.
Ask the students to tell you the differences in meaning
between the sentences. (The present continuous sentences
describe actions which are happening now, while the present
simple sentences describe habits or things which are usually
true.)
Draw a simple stick figure of a smiling teacher standing beside
a board with the caption: I am teaching my favourite class now.
Write the sentence I am not sitting down, I am standing
beside the board and draw attention to the way we form the
negative in the present continuous. Elicit how we form the
negative in the third person: he/she isn’t.
Read through the notes in the Grammar XP box as a class,
and refer students to the Grammar file, page 135.
1 Play Track 2.3 for students to listen. Then play Track 2.4 and
ask students to repeat. Write the sentences up on the board
and ask students to tell you which words or syllables are
unstressed. Rub out the unstressed words and repeat. Refer
students back to the timeline you drew at the beginning of
the lesson.
Refer back to the Grammar XP box and recap on the form
of the present continuous. Ask students to tell you what
these sentences have in common. (They are all actions which
are happening now.) Check students’ understanding by
asking: Are these sentences always true? When are these things
happening?
4 ’re watching
3 Read the words in the box, and check that students still
remember what to miss something means. Then focus
students’ attention on the photo. Ask students to tell you
what is happening in the photo and why the museum official
is angry.
Direct students to Emma’s message and ask them to choose
the correct verb using the present continuous form.
2 ’m not missing 3 ’re doing 4 ’re visiting
6 ’m going
5 ’m looking
4 Students work in pairs to choose an activity and mime it to
their partner. If their partner guesses what they are doing
and also uses the present continuous form correctly (you are
+ -ing) they get a point. See who can win the most points in
two minutes!
Students’ own answers.
Write on
5 Students now write two present continuous sentences of
their own. Quickly check that your students remember how
to form the negative in the first person present continuous
(I’m not + verb + -ing). Ask students to read their sentences
out. Ask the rest of the class to listen carefully, and to offer
feedback and suggestions where necessary.
Students’ own answers.
To finish
Organise students to work in small groups. Distribute the
following sentences, giving one to each group: We’re watching
the football match, We’re listening to music, We’re texting each
other, We’re watching a film and We’re having a sleepover.
Give the groups a minute to arrange themselves in a ‘freeze
frame’ sculpture of the activity you have provided them with.
The rest of the class must guess the activity and provide a
correct sentence using the present continuous to get a point.
Homework
Workbook pages 10–11
MyEnglishLab
➤ Tracks 2.3–4
I’m playing the guitar.
She’s missing her phone.
I’m not using my computer.
He isn’t watching TV.
23
Listening (SB page 20)
To start
Begin by reviewing the present continuous. Students work in
pairs and write down as many sentences as they can in one
minute about what is happening in the classroom. Conduct
feedback around the class, focusing on any issues with form
and pronunciation.
Power up
1 Generate interest in the topic by asking students to look at
the photos and describe what they see. Ask them to choose
their favourite robot and give reasons for their choice, e.g.
I like the dog robots because they’re cute, they’re fun, you can
play with them. I like the white robot because he looks useful
and helpful. He looks like a human.
Students’ own answers.
Grammar XP
Direct students’ attention to the sentences and give them a
minute to think about the difference in meaning between the
two.
These students usually have their science lesson at school.
Today they are having their science lesson at the museum!
The first sentence uses present simple because it describes
something which happens regularly and is a habitual action.
The second sentence describes something which is current
and not habitual: the students may be having their lesson at
the museum today, but this is temporary: tomorrow they will
be back in their classroom.
Working as a class, generate some more examples on the
board which are relevant to the lives of your students, e.g.
Juan usually sits beside Carla. Today he is sitting beside Miguel.
We usually learn English on Tuesday mornings. Today we are
listening to a radio programme in our English class.
2 When students have each chosen a favourite robot, ask
them to write down three jobs for it. Ask a few students to
report back, and write down suggestions on the board, e.g.
Robot 1: playing with my little brother, playing football with me,
going to fetch things for me
Robot 2: cleaning my room, bringing me breakfast in bed, doing
my homework
4 Students complete the sentences with the present simple or
present continuous forms of the verbs.
Students’ own answers.
Tell your students about a famous person you really admire
and give them some information about him or her, e.g. David
Beckham is a footballer; he lives in the USA; he is married.
Then write the word Now on the board and tell the class
what you think he is doing now, e.g. He is playing football with
his children. He is wearing football boots. (If you have an action
shot of your famous person, you can talk about what your
person is doing/wearing in the photo.)
Ask your students to draw a picture of their famous person
and write three sentences about them using the present
simple and present continuous. Students can share their ideas
in pairs. Nominate a few students to report back to the class.
3 Read the Exam advice together. Stress the importance of
making sure you know exactly what you are listening for
in this kind of activity. Then focus attention on the table,
checking students understand all of the headings: e.g.
competition and prize.
Play Track 2.5, twice if necessary. Allow students a minute to
compare and discuss answers between recordings. Write the
headings on the board. Nominate students to come up to
the board and share their answers. Discuss any difficulties.
➤ Track 2.5
Hi! I’m Jane Freeman and I’m speaking to you from the City Science
Museum. It’s the first day of an exciting new exhibition: Robot World.
At this exhibition you can see twelve amazing robots from eight
different countries. This robot dog is my favourite! It comes all the
way from Japan. I think it’s great!
And over here are some lucky students from Holmore High School.
Hello everyone! These students usually have their science lesson at
school. Today they are having their science lesson at the museum!
They are all drawing their own robots for the museum’s fantastic
‘Draw a robot’ competition. The winner of this competition gets a
digital camera. A really fantastic prize!
The robot exhibition is only at the museum until the thirteenth of
July and tickets are three pounds thirty. This is a great day out and
fun for all ages. I’m going to have a cup of tea now. From that robot
waiter over there! That’s all from City Science Museum, back to you
in the studio now.
2 12
24
3 Japan
4 draw
5 a digital camera
Gold ExperieNce
6 3.30
1 do, ’m writing 2 are having, is
4 text, isn’t working
3 is driving, walk
To finish
Homework
MyEnglishLab
Speaking (SB page 21)
To start
Write five untrue sentences about yourself on the board, e.g.
I’m wearing a tracksuit. I’m a film star. I usually come to school
by motorbike. I’m teaching music at the moment. I don’t like
listening to music.
Tell students that these sentences are all false. Organise
students into pairs and tell them that they have to correct
the sentences (writing correct sentences) as quickly as they
can. When the first pair has finished, conduct class feedback,
focusing on the correct form and pronunciation of the
present simple and present continuous. If time allows, ask
students to write five false sentences about themselves and
repeat the activity.
Power up
Background
In the UK, it is not against the law to take photos in public.
However, nowadays many people are worried about how
easy it is for photos to be uploaded onto social networking
sites without their permission.
1 Ask your students to describe what they see in the photo.
Help them by asking questions, e.g. What are they doing?
Where are they standing? Ask the class if they take photos
when they go out with their friends, and encourage them to
give reasons for their answers.
Students’ own answers.
2 Students work in pairs to discuss whether they think it is
appropriate to take photos in the places listed. If students
think that it is not OK, then encourage them to say why.
Open this up into a whole class discussion. Ideas and
opinions will vary here depending on your teaching context.
Students’ own answers.
Speak up
3 Read through the words in the box with your students. Place
a book on your desk and ask students to come up to the
front and demonstrate the meaning of each word by placing
a pen (or similar object) accordingly (beside the book, in
front of the book, etc.).
Focus students’ attention on the photo. Ask them where
they think the photograph was taken (at a school science
lab). Explain that they are going to listen to Sam describe the
photo, and they need to fill in the gaps with words from the
box.
Play Track 2.6, twice if necessary, and give students a minute
to peer check their answers. Conduct whole class feedback.
Hold up the photo and ask students: Who’s this? for each
person. Encourage students to tell you how they got their
answers: This is Sam because she’s got blonde hair.
➤ Track 2.6
This is a picture of my friends and me. We’re having a science lesson.
We’re doing an experiment. I’m the girl with blonde hair. I’m sitting
down. Our teacher’s sitting opposite me. She’s called Ms Brown. My
best friend Sarah is standing behind me. She’s standing next to Mark.
My cousin Adam is in my class. He’s sitting at the table between Rob
and Peter. Rachel is the other girl who is standing up. Rob is sitting in
front of her.
2 behind 3 next to
4 between
5 in front of
Language XP
Direct students’ attention to the Language XP box and read
through the sentences as a class. Ask questions about the
location of your students and encourage students to answer
using the appropriate prepositions, e.g. Where’s Manuel? He’s
sitting between Valeria and Cova.
4 Organise students into pairs and allocate each student with a
letter, A or B, to correspond with the two pictures.
Give students a few minutes to individually prepare what
they want to say about their picture. Refer students to the
Skill advice at the bottom of the page. Students with the
same picture could work together and brainstorm lexis for
clothes, appearance and different verbs, etc. Each student
should talk about their photo for a minute or so. Monitor,
prompting, encouraging and noting down any issues with the
new language or examples of exceptionally good language.
During feedback you can try a grammar auction as a fun way
of looking at correct and incorrect uses of language. Write
five sentences you have heard on the board (some correct,
some incorrect). Give each group an imaginary hundred
pounds (or, even better, use toy money). Go through the
sentences in turn, giving students thirty seconds each time to
decide if their answer is correct. Students must bid for the
sentences they think are correct. The group with the most
correct sentences at the end is the winner!
Students’ own answers.
To finish
Ask students to share a photo of themselves with family and
friends. Students then work in small groups to speak about
who the different people in the photo are and what they are
doing.
There is additional speaking practice on page 117 of the SB.
Homework
MyEnglishLab
25
Writing (SB page 22)
To start
Write the following sentence on the board:
I love _____ the internet in my free time. Elicit the missing
word from your students (surfing).
Ask students to choose three words they have learnt over
the course of this unit and to write similar sentences to the
one on the board. The new words they have learnt should
be blanked out. Students then swap sentences with their
partners. Circulate, helping students where necessary. Collect
a few of the best sentences and write them on the board for
the whole class to solve.
Power up
1 Warm up by asking students which gadgets they own. What
do they use these gadgets for? Students match the picture
with the appropriate photo and comment. Conduct whole
class feedback.
1C 2B
3D 4A
5E
6F
2 Ask students to think of their favourite gadget. Go round
the class, asking students to share and give reasons for their
choice.
Students’ own answers.
3 Focus students’ attention on Viktor’s text. Explain that they
are going to read what someone has written about their
favourite gadget. Ask students to fill in the gaps with the
words in the box. Check answers as a whole class.
1 and
2 because 3 but
4 Tell students that they are going to practise writing longer
sentences with joining words and, but and because. Direct
students’ attention to the sentences. Students work in pairs
to fill in the advice on when to use the conjunctions. Check
answers as a class.
2 and
3 but
Language XP
Direct students’ attention to the Language XP box. Nominate
a student to read out the sentences. Now write the following
on the board:
I don’t buy many CDs, but I …
I love chatting to friends and …
I don’t phone my friends very much because …
Ask students to work in teams. Give each team a different
coloured marker pen and nominate one writer per group.
Teams confer to see how best to finish the sentence. When
they are in agreement, they send their writer up to the
board to complete the sentence. The team which produces a
correct sentence in the shortest time wins a point.
5 Ask if any of your students have an e-book. If so, how often
do they use it? How many books have they stored on it?
Nominate a student to read the text about Sylvia’s e-book.
Students work individually to answer the questions. Conduct
class feedback orally.
2 It’s black and it isn’t very big. 3 She always has lots of books to read.
4 on the bus
Plan on
6 Remind students that planning is very important when
writing. This is particularly true in the case of exam
situations, where time is scarce. Read the magazine advert
together as a class. Focus students’ attention on the
questions and allow them a few minutes to note down
some answers. Let them share their answers with a partner.
Monitor, offering help and providing vocabulary where
needed.
Students’ own answers.
Write on
7 Tell your students that they are going to work on their own
magazine entry. You may wish to offer a (small!) prize of
your own choice as a little extra incentive!
Refer students to the Skill advice and ask them to brainstorm
key words that they will need to use. They have a minute
or so to share their ideas with a small group. In this way,
everyone should end up with enough material.
Students write their magazine entries. (You may wish to ask
them to finish this for homework.) When they are finished,
students peer check each other’s work. They should be able
to answer each of the questions from Exercise 6. Collect
students’ work. You can display the best entries on your
classroom wall.
Students’ own answers.
Model answer:
My favourite gadget is my mobile phone. It’s silver and it’s quite small
and slim. I love my mobile phone because I can text my friends all the
time on it! I can also surf the net and take pictures with it – it’s great! I
use my phone at home, on the bus and nearly everywhere I go – but I
can’t use it in school!
To finish
Students work in small groups. They have five minutes to
imagine the new gadget of the future. What will it do? What
will it look like? Direct students back to the questions in
Exercise 6 to help them generate ideas about their gadget.
Students draw a picture of someone using their imaginary
gadget and show it to the rest of the class. They describe
what is happening in the picture, using the present continuous
tense. Display the gadgets of the future on the wall.
There is additional writing practice on page 117 of the SB.
Homework
MyEnglishLab
26
Gold ExperieNce
Switch on (SB page 23)
Project
We love gadgets!
4 Focus students’ attention back to the questions in Exercise 2.
Tell students that they are going to make a report on teens
and technology and that they are going to interview people
in their class (and their school, if possible). Ask students to
work in pairs and think of two more questions they would
like to ask, e.g. How many text messages do you send a day?
How many hours a day do you spend online? Conduct class
feedback, listening to the questions your students have
written.
Give students time to conduct their interviews. Ask students
to do this in pairs, taking it in turns to ask questions and jot
down the answers. If possible, arrange for your students to
speak to another class in the school. If your students want
to make a video project, they should film some of their
interviews.
Students continue to work in pairs to produce a poster or
short film on their findings. Display posters on the wall and
show students’ films in a class feedback session which can
be used to generate discussion on the subject: Do your
students think teenagers today spend too much time using
technology? Can they live without it?
1 Ask your students to tell you what their favourite gadget
is. Then read the sentence. Ask your students to predict
whether the sentence is true or false. Conduct a class vote
to see what your students think before you play the video.
Ask the class to tell you whether their prediction was
correct or not after they have watched the recording. What
other gadgets are mentioned? (laptop, e-book, camcorder)
F The last speaker prefers his camcorder.
2 Ask students to read the questions and choose another
student in the class to answer them. Explain that students
are going to watch the video again and put the questions
in the order they are asked. Play the video again and give
students the chance to check their answers with a partner.
1 What kind of things do you do online?
2 How important is your mobile phone?
3 How do you keep in contact with your friends?
4 What’s your favourite gadget?
3 Tell your students about a gadget you would like to have, e.g.
I would love a tablet because they are so small and light. You
can do everything with them: take photos, surf the net and listen
to music.
Organise students into pairs to discuss the question. Ask
students to give reasons for their answers. Nominate a few
students to report back on their partners’ ideas.
Students’ own answers.
Students’ own answers.
27
Revision (SB pages 24–25)
1
2 painting 3 reading 4 dancing
6 drawing 7 cooking
5 fishing
2
play: chess, computer games, the guitar go: on a sleepover, shopping
watch: a film, DVDs, TV listen: to my iPod, to music collect:
comics, postcards, stamps
3
2d 3b 4f
5a
6c
4
2 mouse 3 chess
6 surf the Internet
5
2B 3C
4A
4 webcam
5C
5 MP3 player
6B
6
2 Jasmine always listens to music in the evenings. 3 We sometimes
play chess with our grandpa. 4 They usually have dance lessons on
Thursdays. 5 My friends often go to the cinema at the weekend. 6
Mark and James don’t usually cook. 7 You don’t often go fishing in the
winter. 8 I usually go shopping with my friends.
7
2E
3G 4H 5F
8
2 ’m sending
9
2 many
7 many
7B
8D
3 chat 4 ’m downloading
3 much
8 much
10
2 of 3 is 4 play
8 are/’re
28
6A
4 much
5 ’m drawing
5 many 6 much
5 but 6 watch
7 am/’m
Gold ExperieNce
6 watch
03 We love school
Background
Unit objectives
Reading:
Vocabulary:
Grammar:
Listening:
Speaking:
Writing:
matching headings with paragraphs
school and education; verb–noun
collocations
past simple: to be; regular and irregular
verbs; past simple questions
completing sentences; listening for specific
information
asking and answering questions about the
past
a paragraph/short article; ordering events
Reading (SB pages 26–27)
To start
Write the title of this unit on the board: We love school. Ask
students to express some other possible opinions about
school, e.g. We don’t mind school, We like school, We don’t like
school, etc.
Ask students to jot down a sentence describing how they feel
about school. Students now need to find someone who has a
different opinion from them. Students work in pairs or small
groups to discuss their opinions with a partner.
Conduct class feedback. How do your students feel about
school? Encourage them to give reasons for their answers,
boarding any new vocabulary which comes up.
Power up
1 Focus students’ attention on the photos. Provide a short
time limit for students to match the photos with the school
subjects. Conduct class feedback, eliciting useful vocabulary
where appropriate, e.g. test tubes, globe. Ask students which
of these subjects they study.
a science b music c maths d history e computer studies
g art h geography
f PE
2 Ask students to tell you what subjects they do which aren’t
in Exercise 1. Write these on the board. Students work
in pairs to ask each other about their favourite subjects.
Encourage them to give reasons for their answers. Nominate
a few students to report back on their partners’ answers.
Students’ own answers.
In the UK, students usually attend school from Monday
through to Friday. School systems vary in different parts
of the UK (the Scottish education system is very different
from the English system, for example), but children usually
start school at about five years of age and can leave school
from the age of seventeen. Many pupils choose to stay on
to do higher qualifications: A levels in England and Highers in
Scotland.
Popular British school subjects are art, craft and design,
PE and home economics. Foreign languages are not such a
popular choice: in fact, relatively few children choose to study
French or German, which are the languages usually taught in
UK schools.
Schools usually start at around nine o’clock and finish at
around three o’clock. At lunch time, children can eat in the
school canteen, but many bring a packed lunch from home.
Older students sometimes go to the local shops and buy
lunch there.
Read on
3 Focus students’ attention on the photos on page 27 and
ask them to tell you what they can see. Ask students if
they can predict what the text is going to be about and
to discuss their ideas with a partner. Nominate a few
students to report back and write their predictions on the
board. If necessary, pre-teach excited (very enthusiastic
about something), original (the first or earliest version of
something) and amazing (excellent).
Ask questions to check students’ understanding, e.g. If you
are excited about something is it a good or bad feeling? (good)
When do you feel excited? (before a party, before a holiday,
etc.) If two singers sing the same song, whose song is the
original version: the one which came first or the one which came
after? (the one which came first) If something is amazing do
we like it? (yes)
Read the heading and the short introductory paragraph
aloud to the class. Ask students if anybody knows what a lip
dub video is.
Tell your students that they are going to read the text
carefully and that, as they read, they are going to decide
what the heading of each paragraph is. Read through
the paragraph headings in Exercise 3 together, checking
understanding as you go. Focus students’ attention on the
Skill advice. Students check their answers in pairs before
whole class feedback.
29
Vocabulary (SB page 28)
Note
There are many lip dub videos available to watch online,
many of which have been created by schools. If your students
are unsure about what a lip dub video is, show them an
example before you start the reading exercise to help them
process what they are about to read.
2A
3 extra heading
4D
5C
4 Students read the text again and decide whether the
sentences are true or false. Ask students to correct the false
statements. Then conduct feedback around the class.
2T
3F
4F
5T
6T
Sum up
5 Students work in pairs to discuss their ideas. The ideas
don’t come in any definite sequence, so there are various
possibilities here. Give students a few minutes to work in
small groups and decide how to make a lip dub.
Students’ own answers.
Suggested answer:
You use a digital camera. You choose a song. Then you dance and sing
and film different places in the school. You tell a story. Then you add
music to the video.
Speak up
6 Read the questions together as a class. Organise students
into small groups, nominating one student in each group
to chair the discussion, one person to take notes and one
person to report back to the class. Bring the whole class
together again and ask groups to report back on their ideas.
Students’ own answers.
To finish
Write down the following sentence heads on the board:
My dream school is …
In my dream school the teachers are …
At my dream school I learn …
In my dream school canteen the cooks serve …
My dream school starts at . . . and finishes at . . .
Read the sentence heads aloud, supplying your own ideas,
e.g. My dream school is very modern. In my dream school the
teachers are very friendly. At my dream school I learn Chinese
and art. In my dream school canteen the cooks serve homemade
pizza and fresh pineapple juice. My dream school starts at eleven
o’clock and finishes at four o’clock.
Ask students to complete the sentences with their own ideas
and then compare their ideas with a partner. Nominate a few
students to report back on their dream school and encourage
discussion of what makes a good school. Do your students
have similar ideas?
Homework
MyEnglishLab
30
Gold ExperieNce
School and education
To start
See how much your students remember about making a
lip dub. Organise students into pairs, making sure that pairs
contain mixtures of students who are stronger and weaker at
speaking. Students take it in turns to tell each other what they
remember about how to make a lip dub.
Monitor, helping with language where necessary. Allow
students to open their books and see if they have missed
anything. Ask the class: How much did you remember?
1 Explain to the students that they are going to listen to
Nathan giving a tour of his school. Read through the places
listed with your class, modelling correct pronunciation:
remind students in particular that gym begins with a /ʤ/:
/ʤɪm/.
➤ Track 3.1
Hi, I’m Nathan. So, it’s your first day. Don’t worry, this is a great
school. Look, here’s the gym. At the moment there’s a basketball
game, but I think we’re losing! And now we’re going to the library. I
sometimes do my homework in here. Oops, let’s go.
OK, here’s a classroom. I think they’re doing maths at the moment.
Next door is the science lab. It’s always fun in here because we do
experiments. And finally, my favourite place – the canteen. I love
coming here because the food is fantastic! Do you want a sandwich?
2 Students listen to Track 3.2 and check their answers. Ask
students to compare the order of their answers and then
conduct class feedback.
➤ Track 3.2
1 gym
2 library
3 classroom
4 science lab
5 canteen
1 gym 2 library
3 classroom
4 science lab
5 canteen
3 Set students a time limit to find the items that are in the
picture and see who can be first to finish. Ask which thing
hasn’t been included in the picture (pencil case) and ask
students to show you or describe what these things are, e.g.
school uniform – It’s clothes you have to wear to school.
Students’ own answers.
4 As a class, read through the verbs in the box. Give students a
minute to select a verb to go with the nouns.
2 wear
3 write
4 learn
5 get
5 Tell the class that they are going to read an email from Amy
about her new school. Ask students to choose the correct
answers. Read the email around the class.
Draw students’ attention to the present continuous and
present simple forms in the email. What other form
is present in this email? (past simple: We had a quiz
yesterday and I won. I got a prize.). Do any of your students
demonstrate an awareness of the past tense?
1 wearing
2 learning
3 got
4 have 5 get
Word XP
Read through the notes in the Word XP box. Ask students
if they can think of any more examples of compound nouns,
e.g. football and dustbin.
6 Challenge students to see who can be the first to find all the
compound nouns on the page.
notebook, pencil case, timetable, homework, school uniform
Game on
Put students in pairs. After they have played the game with
their partner for a few minutes, play it around the class,
keeping the pace as brisk as you can.
Speak up
7 Give students a minute to prepare their thoughts. Circulate,
providing vocabulary where necessary. Ask students to share
their ideas with a partner. List the possibilities for breaktime activities on the board, e.g. the library, the corridors, the
playground, the school canteen, the social area. Elicit as much
descriptive language as possible.
Students’ own answers.
To finish
Tell students that you are thinking of a place in the school.
You are going to talk to them about it and they are going to
have to guess where it is.
Say: This is a place where people run, jump and climb. People
learn PE here. People usually wear trainers and tracksuits in this
place. It is a very big room. Ask your students to tell you the
place you have chosen (the gym).
Ask your students to think of a place in their school. They
should jot down some notes about their chosen place and
then read it to their partner, who has to guess where in the
school they are talking about. Nominate a couple of students
to report back on the places they chose and ask them what
language they used to describe it.
Homework
Workbook pages 14–15
MyEnglishLab
Grammar (SB page 29)
To start
Organise students into pairs and write the following anagrams
on the board:
brilrya
hocsol unfrimo
shriyto
Tell students they are going to race to see who can be the
first pair to unscramble the letters and find three words to
do with school. (library, school uniform, history). Students then
choose a word they have learnt in the unit so far and jumble
the letters up. They should then give it to their partners to
solve. Ask a couple of students to report back on the words
their partner gave them.
Grammar XP
Write now on the board to mark the present tense and an
arrow pointing backwards to show the past. Then write
sentences on the board to illustrate the difference between
past and present, e.g.
We weren’t at school yesterday (because it was Saturday). → We
are at school today.
Yesterday it was rainy. → Today it is sunny.
Last night my mum cooked dinner. → Usually my dad cooks
dinner.
Read through the information in the Grammar XP box,
eliciting the past tense of is and are from students (was/were).
Also elicit how to form the negative (wasn’t/weren’t). Read
through the examples and stress that we only add -ed with
regular verbs.
1 Draw students’ attention to the questions and read the
pronunciations of the different endings together: /t/ /ɪd/
/d/.Write the three different pronunciations on the board.
Play Track 3.3. Pause after each word so that students can
repeat it. Ask students to indicate which of the three endings
they heard.
➤ Track 3.3
changed, talked, started, cooked, filmed, decided, arrived, liked,
studied
2 Check that students remember how we form is and are in
the past simple (was/were). Tell them they are going to read
a short conversation about Elena’s school day.
Ask them to complete the conversation using is/are and
was/were. Students check their answers with a partner and
practise reading the conversation aloud together. Nominate
a couple of students to perform the conversation for the
rest of the class.
During feedback, focus in particular on the pronunciation
of was /wɔ:z/ and wasn’t /wɔ:zənt/ and how endings
are often not pronounced in connected speech, e.g. school
becomes /haʊwɔ:sku:l/.
2 was 3 wasn’t
9 weren’t
4 Were
5 wasn’t
6 was
7 was 8 Were
31
3 Direct students’ attention to the prompts about what Emma
did and didn’t do last week. Ask students Did Emma cook
on Monday? and elicit the sentence Emma didn’t cook on
Monday. Ask Did Emma go to school on Monday? and elicit the
sentence Emma didn’t go to school on Monday.
Ask students to write affirmative and negative sentences
about what Emma did and didn’t do last week. Allow
students to discuss their answers with a partner before
conducting class feedback.
1 She had an exam on Monday.
2 She didn’t see her friends on Tuesday.
3 She finished her homework on Wednesday.
4 She didn’t play tennis with Adrian on Thursday.
5 She went to a party with friends on Friday.
4 Ask a student: Are you tired this afternoon? Elicit the response:
Yes, I am or No, I’m not. Ask students how the same question
could be asked about this morning, e.g. Were you tired this
morning? Yes, I was/No, I wasn’t. Ask the class: Do you learn
English today? and ask them to write it in the past.
Focus students’ attention on Exercise 4. They work in
pairs to make questions and short answers. Circulate,
offering support and noting down any problems with
comprehension, form or pronunciation. Ask students to
practise the completed questions and answers in their pairs.
Write the correct answers on the board.
2 Did she see her friends on Tuesday? No, she didn’t.
3 Did she finish her homework on Wednesday? Yes, she did.
4 Did Emma and Adrian play tennis on Thursday? No, they didn’t.
5 Did Emma and her friends go to a party on Friday? Yes, they did.
5 Tell students that they are going to read about someone
who had to move to a new school. Look at the verbs in the
box. Check that students understand the verbs – you may
need to check students’ understanding of arrive (to reach a
place at the end of a journey) by asking: What time do you
usually arrive at school?
Ask students to read the article, filling in the blanks with the
correct forms of the verbs. Read the article around the class,
focusing on the correct pronunciation of the past simple
verbs, and writing them up on the board.
2 got
3 arrived
4 were 5 didn’t speak
Write on
6 Students write three things they did or didn’t do yesterday.
You can provide model sentences for your students, e.g. I
didn’t go shopping, I taught English, I ate pizza. Students read
their sentences to their partner. Nominate a few students to
read their sentences to the class.
Students’ own answers.
To finish
Write two true sentences about what you did or didn’t do
yesterday and one false sentence, e.g.
I visited a friend in hospital. I went for a long run in the park. I
cooked spaghetti bolognese.
Don’t make the false one too easy to spot! Ask your students
to guess which sentence is false.
Students now do the same. They work in small groups and
read their sentences out; the others in the group have to spot
the lie.
Homework
Workbook pages 16–17
MyEnglishLab
32
Gold ExperieNce
6 made 7 went
Listening (SB page 30)
To start
Bring a soft ball into class. Say the infinitive of a verb your
students will know, e.g. have and throw it to one of your
students. Your student throws the ball back to you after he or
she has said the past simple form of the verb. Use regular and
irregular verbs here and focus on the pronunciation of regular
verb endings.
Power up
1 Tell students that they are going to be listening and learning
about schools around the world. Focus students on the
photos and national flags. Read out the names of the
countries and drill pronunciation.
Students work in small groups and read through the
sentences, deciding if they are true or not true for them.
Encourage them to give their opinions here, writing I think
this is a good idea because … and I don’t think this is a good
idea because … on the board.
Students’ own answers.
Listen up
2 Direct students to Exercise 2 and read the question together.
Quickly revisit the names of the students in Exercise 1, so that
students know what they are listening for. Play Track 3.4.
Ask students to tell you the name and nationality of the
student mentioned. Recap on what students already know
about schools in Mexico from Exercise 1, e.g. José goes to
school in the afternoon.
➤ Tracks 3.4–6
Jacob: Did you have a good holiday, Grace?
Grace: It was brilliant, thanks.
Jacob: Where did you stay?
Grace: I stayed with my aunt and uncle and their son José.
Jacob: Cool! Did you go to the beach every day?
Grace: No, only at the weekend. Actually, I went to school with
José.
Jacob: School? Was it good?
Grace: Yes, it was. The classrooms were big and the canteen sold
great food!
Jacob: Did you see the gym?
Grace: Yes, but I couldn’t go in because some students had an exam
there.
Jacob: But . . . it was a holiday, you were in Mexico. Did you get up
early every day?
Grace: No. It was great! You see, the classes started at one o’clock.
Jacob: In the afternoon?
Grace: Yes. I slept late in the morning, but José usually did his
homework.
Jacob: And what did you do after school?
Grace: Well, school finished at eight in the evening. When we got
home, we could play computer games.
Jacob: Mmm. I like that idea!
3 Read the questions around the class, recapping on recently
introduced lexis, e.g. canteen. Play Track 3.5. Give students a
few minutes to check their answers with their partners and
then discuss as a class.
1 brilliant 2 to the beach 3 great 4 she slept
5 play computer games
4 Read the Skill advice together, checking that students
understand the meaning of each of the categories: adjective,
place, person, time. You could ask them to give you examples.
Students work in pairs to read the sentences in Exercise 4.
Beside each sentence they should jot down their ideas of
what kind of word each sentence should contain.
Discuss the answers as a class. Ask students to work individually
to fill in what they think the actual missing words are.
5 Play Track 3.6, so that students can check their answers.
2 classrooms 3 Mexico
4 one o’clock, eight o’clock
5 morning
Grammar XP
Read through the information in the Grammar XP box
together. Personalise questions for your students. Write:
Were you at school yesterday? Yes, I was/No I wasn’t.
Did you have an exam? Yes, I did/No I didn’t.
Did you have English yesterday? Yes, I did/No I didn’t.
Was it interesting? Yes, it was/No, it wasn’t.
Did you have lunch in the school canteen yesterday? Yes, I did/
No, I didn’t.
What did you have? I had pasta and fruit.
Ask students these questions, eliciting the correct short
answers from them. Focus on the pronunciation of the
contracted forms of wasn’t /wɔ:zənt/ and didn’t /dɪdənt/.
6 Ask students to match the questions with the correct answers.
Do the first example together, and ask students to complete
the rest of the exercise in pairs. Organise students into small
groups and ask them to check their answers together. Ask
students to take it in turns to ask and answer questions.
Monitor as they do this, noting any issues with pronunciation.
1e
2a 3b
4d 5c
7 Read a–e together and ask students to work in pairs to
match them with a question from Exercise 6. Conduct class
feedback, focusing on any issues with pronunciation you
observed in Exercise 6.
1e
2a 3b
4d 5c
To finish
Organise a debate on the subject of when it is best to go to
school. Divide the class into two large groups: one group
thinks that school in the morning is a good idea, and one
group thinks that school in the afternoon is a better idea.
Students then work in pairs within these groups to think of as
many points as they can to argue their case. The class comes
together, with students from each side taking it in turns to argue
their case. Give a point for each good reason that students come
up with.
José
Homework
MyEnglishLab
33
Speaking (SB page 31)
To start
Draw a smiley face and an unhappy face on the board. Tell
students that the smiley face belongs to Harry, who had a
very happy day at school yesterday. The sad face belongs to
Bobby, who had a very bad day. Tell students that Harry had
an exam and got a very good mark, while Bobby also had an
exam and got a very bad mark.
Organise students into two teams. Tell one half of the class
that they have two minutes to think of things that went
wrong for Bobby yesterday. The other half of the class has to
think of good things that happened to Harry.
Monitor as students complete this exercise, providing help
with language and past simple forms where necessary.
Nominate students to come up to the board and write
their ideas. Conduct class feedback, focusing on form and
pronunciation.
Power up
1 Ask a student to read out the time expressions. Ask students
whether these times belong to the present or to the past.
Elicit what time it was two hours ago. Nominate three
students to read the conversation in the speech bubbles.
Then nominate another student and ask them an example
question e.g. Were you in the canteen two hours ago?
Students work in pairs asking and answering the questions
using the places and times. Monitor, noting examples of
good pronunciation and form, and also any issues you can
feed into the instructions for the next part of the exercise.
Students’ own answers.
2 Focus students’ attention on the words/phrases in the
shapes. As a class, follow the words in bold and read out the
question: Did you have an exam yesterday? Set a time limit
of a minute and see how many questions your students can
write down, e.g. Did you speak English last night/yesterday/
last week? Did your friend go to the library last night/yesterday/
last week? Conduct feedback orally around the class.
Students’ own answers.
3 Students work in pairs to ask and answer the questions from
Exercise 2. Refer students back to the Grammar XP box on
page 30 for extra help if needed.
Students’ own answers.
Speak up
4 Focus students’ attention on the questions. Give them a
minute to read them quietly before playing the recording.
34
Gold ExperieNce
➤ Track 3.7
Jacob: Hi Marissa. Where were you at lunchtime? I couldn’t find
you.
Marissa: Oh, I didn’t go to the canteen today. I had a basketball
game.
Jacob: Who won the game?
Marissa: The other school, of course, but it was fun. What did you
do today?
Jacob: Well, after lunch, we had a school trip.
Marissa: Brilliant! Where did you go?
Jacob: We went to a sports centre and did rock-climbing. I loved it!
2 Who
3 What 4 Where
5 Draw a five-pointed star on the board and ask your students
if they can give you the five wh- question words in English:
who, what, where, when and why. Ask students to give you
a question for each word. Organise students into pairs and
read through the prompts together. Elicit a question from
your students and write it on the board. Give students a
few minutes to think about the questions they are going to
ask. Then ask them to work together, asking and answering
questions. Monitor, noting good examples of questions and
answers and any other issues.
2 Where were you last night? 3 What time did you finish?
4 What did you do? 5 Who did you see?
6 What did you have for lunch?
6 Organise students into pairs. Focus students’ attentions on
the prompts and tell them that they are going to ask their
partner questions in the past simple using the prompts to
help them. Ask for a volunteer to demonstrate a question
with you and answer it, e.g. What did you do after school
yesterday? I went for a long walk in the sunshine.
Refer students to the Skill advice. Ask students to read and
repeat the phrases which ask for repetition. Drill chorally
and individually. Students ask and answer the questions.
Monitor, checking that students are forming and pronouncing
the past simple correctly.
Student A
What did you do after school yesterday?
Who did you see at the weekend?
When did you finish your homework last night?
Student B
What TV programme did you watch yesterday?
What did you eat last night?
Where did you go after school yesterday?
7 Think of three things you did last week and tell your
students, e.g. I went to a friend’s birthday party, I worked in my
garden, I saw a great film on TV. Write your sentences on the
board.
Organise your students into pairs and give each student the
letter A or B. Ask the A students to turn to page 132 of their
coursebook, and the B students to turn to page 142. Focus
their attention on the examples and ask them to write a list
of five things they did last week.
Direct students’ attention back to your original sentences on
the board. Read the sentence I saw a great film on TV and ask
a student: Did you watch a great film on TV? Point to another
sentence and elicit another question, e.g.: Did you work in
your garden? Students ask each other questions and find two
things they did last week which are the same.
Monitor, noting the questions you hear for use in the class
feedback session. Ask students to report back. Who found
two things in common? Board examples of sentences you
have heard: two should be correctly formed and two should
be incorrect. Ask students to tell you which sentences are
incorrect and why.
Students’ own answers.
To finish
Write the title Yesterday at school on the board.
Give students a three-minute time limit and ask them to
work in pairs to think of five questions they could ask
another student on this subject. Monitor as students do this,
helping them to form questions in the past simple, e.g. Did
you have an exam? Did you have a good day? What did you
do? What subjects did you have? What did you do after school?
Ask students to work with another pair and interview each
other, using the questions they have written. Nominate a few
students to report back.
There is additional speaking practice on page 118 of the SB.
Homework
MyEnglishLab
Writing (SB pages 32–33)
To start
Write My last birthday on the board. Tell your students they
are going to think of questions in the past simple about
this topic. Write the word when on the board and elicit the
question: When was your last birthday? Organise students into
pairs. Give them a time limit of two minutes to write as many
questions as they can on this subject. After the time is up,
ask students to ask you their questions. Make sure to answer
only correctly formed questions! If a question is incorrectly
formed, tell students that they need to try again.
Possible questions:
What did you do? Did you have a party? Where was your party?
How many people came to your party? Did you have a cake?
What was it like?
Did you get a lot of presents? What did you get?
Ask students to ask and answer questions about their last
birthday with their partner. Nominate a few students to
report back on their partners’ birthday.
Power up
1 Ask students to tell you what after-school clubs their school
has. Find out which clubs are popular with your students
and why. Generate as much new vocabulary as possible and
write any new words on the board.
Students’ own answers.
2 Ask students if they can remember how they felt on their
first day at school. Excited? Nervous? Worried? Tell them
they are going to read about an Australian student’s first day
at a new school in Canada. Ask students what they know
about these two countries. What do they think the biggest
differences between them would be?
Focus students’ attention on the words in the box and tell
them they are going to look for them in the test. Give them
a minute or so to read the text and find the words. Read the
text aloud. Students put their hands up when you come to
one of the words. Ask students if you think this girl enjoyed
her first day at school. Encourage them to give reasons for
their answers.
Students’ own answers.
3 Students work together to order the things that Chelsea did.
During feedback, ask students to tell you where they found
the answers in the text.
1E
2C
3F 4D
5A
6B
Plan on
4 Read the list together as a class. Ask students to add two
more things to the list, e.g. I like the food at the canteen.
Alternatively, add a competitive element and ask students to
work in groups of four and see who can have the longest list
of things they like about school.
Students’ own answers.
35
5 Students write sentences to say what they did and didn’t do
at school last week. Students read their sentences to their
partner. Ask students to report back on one thing their
partner did or didn’t do.
Students’ own answers.
6 Students read the advert in the school magazine and choose
the correct answer before class feedback.
1B 2C
Write on
Language XP
Direct students’ attention to the Language XP box. Go over
the example words/phrases with the class. Tell students they
will need to use these words/phrases in Exercise 7.
7 Refer students to the Skill advice and the list they made in
Exercise 4. Ask them to imagine a great day at school and
elicit what would happen, e.g. you get a good mark in an
exam; you go on a school trip. Give students a strict time limit
to discuss their ideas with their peers. Monitor, offering
suggestions where necessary.
At this point, check their work and discuss any issues with
them. Students should now be ready to write their article.
They should use the words/ phrases in the Language XP box
to order their events. Display the entries on the wall or read
out a couple of the best entries.
Students’ own answers.
Model answer:
Last month I had a really great day at school. We had a special day to
make money for charity and there were fun things to do all day.
First, we arrived in school and we had a special assembly with music
and singing. Everyone was in fancy dress – even the teachers! After
that we went to our classrooms, but we didn’t have any lessons! We
bought cakes from each other and ate them in the class and all the
money went to charity.
After lunch there was a big football game in the park – teachers versus
pupils. I didn’t play, but I really enjoyed watching it. Then we had a
knowledge quiz in teams and my team won. It was a great day, because
it was fun and it was different from usual!
36
Gold ExperieNce
To finish
Tell students they are going to have the chance to design a
new school. Write a few headings on the board: Teachers,
Building, Subjects, After-school clubs, Classrooms, Cafeteria.
Ask students what the classrooms in their dream school
would be like. (Would they be comfortable? What colours
would the walls be?) Encourage students to be as creative as
possible.
Divide students into small groups. Tell them that they are
going to design their dream school. They must discuss all the
headings on the board and then create a leaflet to welcome
students to their new school.
After reading all the leaflets, you can discuss the advantages
and disadvantages of the schools your students have
designed.
There is additional writing practice on page 117 of the SB.
Homework
MyEnglishLab
Switch on (SB page 33)
Welcome to our school
1 Ask students to tell you what they remember about how
to make a lip dub. Ask students: What is a lip dub? How
do you make one? (It’s when students use a digital camera
and choose some music, then sing and dance around their
school.) Focus students’ attention on the words in the box.
Ask students to look at the words in the box with a partner
and predict which words they will hear.
Check students’ understanding of choir (a group of people
who sing together, often in a church) and balloons (rubber
bags that you fill with air and use at parties). Drill the
pronunciation of choir: /kwaɪər/ and ask questions to check
understanding of new words: Do you usually find balloons
at school or at parties? (parties) Do choirs usually sing at rock
concerts or churches? (churches)
Pre-teach the following: post online (put on the Internet
for people to see) PR video (a video that explains what
something is about so that people like it) proud (happy
because you have done something well). Check students’
understanding by asking questions: Do you post emails online?
(no) What can you post online? (films, songs, photos) Does a
PR video for a school show the good things about the school or
the bad things? (good things) What would a PR video for this
school show? Are you proud when you get a bad mark in an
exam? (no) When are you proud? (when you get a good mark
or do something well)
Play the video so students can check whether their
predictions were correct. Conduct class feedback. Were
there any surprises for your students?
2 Read the sentences with your students and tell them they
will have the chance to watch the video again and choose the
correct answer. Play the video. Allow students to work in
pairs and check their answers before whole class feedback.
1 going into 2 thousand 3 ex-pupil 4 Canada
6 unforgettable
5 place
3 Read the question together and ask students to discuss in
pairs. Conduct class feedback and ask students if they would
like to make a lip dub at school and why/why not.
Students’ own answers.
Project
4 Organise students into small groups. Tell students that they
are going to make a lip dub about their school. Read through
the question and example. Write headings on the board and
work as a class to generate some more examples.
Give students time to discuss the questions and present their
ideas on a poster. Make sure that everyone in the group
plays an active part: you can nominate a group leader, an
artist, a presenter and a note taker.
At the end of each poster presentation encourage the
rest of the students to offer constructive criticism and ask
questions. If you video the presentations, focus on the
groups’ presentation style as well as their ideas. Highlight
examples of enthusiastic-sounding intonation. Organise a
class vote where students get to choose the best ideas for
the school lip dub.
Students’ own answers.
a DJ, a science teacher, balloons, the gym
37
04 What a bargain!
Note:
Unit objectives
Reading:
Vocabulary:
Grammar:
Listening:
Speaking:
Writing:
gapped sentences; guessing unknown
words
shopping; prices; making comparisons
comparative and superlative adjectives
multiple-choice pictures; listening for
correct information
showing interest; completing a shopping
conversation
a review
Reading (SB pages 34–35)
To start
Play a shopping memory game around the class. Write the
following on the board: I went shopping and I bought . . . Tell
your students: I went shopping and I bought a banana. Indicate
that the student sitting nearest you has to remember what
you bought and add something of their own, e.g. I went
shopping and I bought a banana and some cat food. Continue
around the class, keeping the pace as fast as you can, until the
final student has to remember everyone’s items.
1 Put students into pairs and focus their attention on the
photos. Set a time limit, and see who can be first to match
the words with the photos.
D a dictionary
E a necklace
2 As a class, read the words in the list and write them as
headings on the board as you do so. Students work in pairs
to sort the items into the correct categories. Nominate
students to come up to the board and write their answers
under the right headings.
Clothes shop: jeans, trainers, a necklace
Supermarket: jeans, a laptop, earphones, a necklace, sweets (possibly a
dictionary in some supermarkets)
Music shop: earphones
Bookshop: a dictionary
Sports shop: trainers
Computer shop: a laptop
Market: a necklace, jeans, trainers, sweets
38
3 Students work in pairs to think of three extra items which
can be bought in each shop. Write a couple of your own
ideas under the headings as an example, e.g. a mouse under
Computer shop and tracksuit under Sports shop. Students
come up to the board in pairs and write their suggestions
under the headings. See which pair has managed to get the
most points at the end, and reward the winners if you wish.
Students’ own answers.
Read on
4 Refer students to the Skill advice. Encourage students
to read quickly without reading every word in order to
complete the exercise of matching the photos with the
paragraphs.
Read the title and introductory paragraph of the article
on page 35 to your students while they follow in their
books. Tell them they are going to read some stories about
shopping trips that went wrong. Give your students a time
limit and ask them to match the pictures with the stories.
1C
Power up
A trainers B jeans C earphones
F sweets G a laptop
The answers for Exercise 2 will vary depending on your
students’ own culture. Encourage some discussion here,
especially if you are working with a multinational class.
Gold ExperieNce
2A
3D 4B
5 Remind students of the importance of being able to work
out the meaning of new words by the words which surround
them. Give students a time limit of two minutes to read the
text again. Tell them that they need to find words in the text
which match the definitions (1–7). Do the first one together,
as an example.
Direct students to the first definition and read the
introductory paragraph together. Ask students if they can
see any words there which might mean something for sale
at a very good price. Encourage students to share how they
arrived at their answer. Allow students an extra two minutes
to complete the exercise. Allow them to check their answers
with their partner.
During feedback, encourage students to tell you how
they got their answers. If possible, personalise the new
vocabulary by asking questions, e.g. When did you last find
a bargain? Do you like to try things on when you go clothes
shopping?
1 bargain 2 slippers 3 shouted
6 try on 7 guy
4 cousin 5 department store
6 Ask students to read the questions first, filling in any blanks
they can. They then revisit the text and fill in the gaps.
7 Students compare their answers in pairs. Play Track 4.1 so
students can check their answers.
➤ Track 4.1
1 Harry’s mum goes shopping early in the morning.
2 Kate prefers going to markets.
3 Kate wanted to buy somebody else’s sweater.
4 Jack likes the clothes in the department store.
5 Jack thought a customer was the shop assistant.
6 When Naomi saw the cool guy, she was in a music shop.
1 shopping 2 markets
3 buy
4 clothes
5 customer
6 music
Sum up
8 Ask students to choose their favourite story from the article
on page 35. Tell them they are going to retell the story to
their partner. Allow students a few moments to look at their
chosen story, and then ask them to close their books. If
necessary, refer students back to the Grammar XP box on
page 29 (past simple) to help them complete this exercise
(and Exercise 10).
Give students a time limit of two minutes to tell their story,
and then ask them to switch roles. Circulate, noting down
any examples of good language you hear.
To finish
Energise your students with a fun vocabulary activity. Draw
a noughts and crosses grid on the board. Split the class into
two halves: one is noughts (o) and one is crosses (x). Ask
your students if they have ever played noughts and crosses
before. Explain that the aim of the game is to get three of
your symbol together in a line: either horizontally, vertically
or diagonally.
Call out a kind of shop, e.g. clothes shop. Students have to
work in pairs to write down five things you can buy in a
clothes shop. When they have a list of five, they can put their
hands up.
The first pair to have a list of five correct items can choose
where they would like their symbol to go on the grid.
Continue to call out different types of shops, e.g. computer
shop, supermarket, music shop, sports shop. The game
continues until the winning team has managed to get a line of
noughts or crosses.
Homework
MyEnglishLab
Students’ own answers.
Speak up
9 Ask students which story they think is the funniest.
Encourage them to give reasons for their answers.
Students’ own answers.
10 Read the example sentences and tell your students a story
about one of your own shopping experiences. Write your
notes on the board – this will give them an example and help
them to complete the next exercise.
Set a short time limit for students to think about what they
are going to say and jot down some notes. Circulate as
students do this, helping as needed. Students rehearse their
anecdotes with their partners. Select a couple of confident
sounding students to tell their anecdote to the whole class.
Elicit positive feedback from the class.
Students’ own answers.
Model answer:
Once I wanted to go shopping in London, which has lots of very big
and exciting shops. London is far from where I live, so I went by bus.
I left my home in the evening and arrived in London in the morning.
The bus was very noisy and I couldn’t sleep, so when I got to London,
I found a nice park and fell asleep in the sunshine. When I woke up, my
money wasn’t there anymore! I only did window-shopping that day,
and I was very hungry because I had no money to buy lunch. Luckily, I
still had my ticket to go home on the coach that night!
39
Vocabulary (SB page 36)
Shopping
To start
Ask your students to write down five words they remember
from the last lesson without showing their partner.
Ask each student to find a coin and tell them that heads is
‘mime’ and tails is ‘draw’. Students then work in pairs, taking
it in turns to toss the coin, and mime or draw the words from
their list to their partner. The partner has to say what the
word is.
During feedback, ask students to report back on the words
they remembered.
1 Give students a few minutes to match the sentences with the
pictures. Conduct class feedback. Where appropriate, elicit
what the responses to sentences 1–8 might be, e.g. Your
receipt is in the bag. → Thanks! Or Sorry. We only take cash. →
That’s OK. I think I have some cash on me.
1B 2D
3G
4A
5E
6H
7F
8C
2 Students choose the correct words and check their answers
with a partner. Read the sentences around the class.
1 price
2 cash
3 shop assistant
4 bargain
5 a card
6 closed
3 Tell students that they are going to read an email about a
brilliant shopping experience in Paris. Ask your students
if they have ever had a shopping experience in a different
country. If so, what was it like? Read the verbs in the box as
a class. Students fill in the gaps. Read the email around the
class together.
1 bought 2 cost 3 paid
4 spend
5 saving
Word XP
The following activity focuses on the correct pronunciation
of prices. Read the information in the box with your students
and drill the prices together. Make sure that students know
to stress the underlined words. Model the pronunciation of
euros /ju:rəʊz/.
4 Write down two prices on the board: £5.13 and £5.30. Say
both prices and ask students to repeat. Then ask: What’s
the difference between the two? (Thirteen is stressed on the
second syllable, while thirty is stressed on the first.) Say one
of the prices and ask a student to point to which one you
said. This student then says one of the prices and another
student has to indicate which one they said.
Play Track 4.2. Tell students to tick the price they hear. Feed
back orally, correcting pronunciation where necessary.
➤ Track 4.2
1 forty euros
2 three ninety-nine
3 fifty p
4 six euros fifty
5 eighty cents
6 ninety p
1 €40
2 £3.99 3 50p 4 €6.50 5 80 c
6 90p
Game on
Students close their books and write six words they
remember from page 36 in thirty seconds. Circulate,
encouraging and prompting where necessary. Check answers
orally, awarding double points for original answers.
Speak up
5 Students work with a partner to discuss the questions.
Monitor, noting students’ pronunciation of prices. Ask a
couple of students to report back on their last purchase, and
prepare the way for the next lesson by using comparative
forms in a natural way yourself, e.g. I see, so Luca’s phone was
cheaper than yours.
Students’ own answers.
To finish
Bring some photos of goods from a catalogue or an online
shop into class with the prices concealed. If you are teaching
in an English-speaking country, students could work in pairs
and estimate how much the prices are in pounds, dollars or
euros, taking care to say the prices in the correct way. Give
points to students who get closest to the actual price, and to
students who say the price correctly.
Homework
Workbook pages 18–19
MyEnglishLab
40
Gold ExperieNce
Grammar (SB page 37)
Write on
To start
Write down a price on the board and ask students to read
it, e.g. £3.50 = three pounds fifty. Organise students to work
in pairs and ask them to write down one price: it can be
in pounds, dollars or euros. Split the class into two teams.
Teams take it in turns to read out their prices, while a student
from the other team listens and writes it up on the board.
Award points to students who read out prices correctly and
clearly, and also to students who listen and write the prices
correctly. The team with the most points at the end is the
winner.
Grammar XP
Read through the examples in the Grammar XP box,
providing personalised examples as you go and eliciting
examples from students. Think of two local shops/brands
your students know and ask: Which is cheaper? Which is more
expensive?
Make sure students understand the rule about adding -er
+ than for short adjectives and more + adjective + than for
longer adjectives by writing some examples on the board, e.g.
small, expensive, friendly, nice and asking your students to give
you the comparative form.
Students often forget to use than when making comparisons.
Write a sentence on the board, e.g. English is easier than
French, and ask students to underline the stressed words.
Note the pronunciation (and weak form) of than: /ðən/.
4 Before students approach this writing exercise, brainstorm
some ideas as a class. Write down the two headings on the
board and ask students to tell you why they like shopping in
this way. Students write down their ideas. Organise students
into small groups and ask them to read their sentences to
each other. In class feedback students report back on the
shopping preferences of their classmates.
Students’ own answers.
To finish
Organise students into pairs and ask them to take out their
mobile phones. As a class, brainstorm adjectives which you
could use to describe mobile phones: big, expensive, smart,
old fashioned, etc.
Ask students to work in pairs to compare their mobile
phones, e.g. My mobile phone is bigger than Valeria’s phone and
it’s older.
Alternatively, students could think of two shops in their
town which sell similar products. They could write sentences
comparing the two shops, e.g. Moda clothes shop is cheaper
than Chic, but the shop assistants are friendlier.
Homework
Workbook pages 20–21
MyEnglishLab
1 Play Track 4.3 for students to listen. Then play Track 4.4
for students to repeat. Focus on word stress, writing the
sentences on the board and underlining the stressed words.
➤ Tracks 4.3–4
The bag is cheaper than the hat.
Markets are better than shops.
Your ice cream is bigger than mine.
2 Students focus on the comparative form by choosing the
correct option in each sentence. Check answers around the
class, focusing on pronunciation and word stress.
1 bigger 2 than
3 faster
4 more boring
5 worse
6 nicer
3 Focus students’ attention on the shopping blog. Ask your
students if any of them have ever read a shopping blog
before. Elicit what kind of information you might find on a
shopping blog (details of favourite shops, where to find good
bargains, photos of products, reviews, etc.)
Give students a minute to read the blog. Ask them why Julie
likes shopping here. What is there in Ocean Park Shopping
Centre? Do the students have a shopping centre like this in
their town or city? Do they like shopping there? Why/Why
not?
Students reread the blog, choosing the correct options for
each gap. Read the complete blog around the class together.
1B
2C
3B 4C
5A
41
Listening (SB page 38)
To start
Organise students into small groups and write the following
headings on the board: Eyes, Shoes, Hair and School bag.
Brainstorm adjectives which can describe these words, e.g.
eyes: blue, dark, big, small; shoes: fashionable, comfortable, old,
new, big; hair: long, short, blonde, dark, straight, curly; school
bag: big, small, full, empty.
Ask students to work in their groups and compare
each other’s eyes, hair, etc. They should write as many
comparative sentences as they can about each item in the list.
Give students a time limit to do this. Then ask students to
read their sentences to the class, e.g. Lucia’s eyes are darker
than Paulo’s. Vanessa’s hair is longer than Pavel’s, but Monika’s
hair is longer than Sally’s. Carl’s shoes are more comfortable than
Sergio’s. Amanda’s school bag is fuller than Juan’s.
Power up
1 Ask your students if they like to go to shopping centres in
their free time. Focus students’ attention on the reasons why
young people like to visit shopping centres. Ask them to rank
the reasons in order of importance (1 = most important).
Ask students to discuss their answers with a partner before
conducting whole class feedback.
Students’ own answers.
Listen up
2 Tell students that they are going to listen to five
conversations in a shopping centre. Prepare them for the
activity by asking them to predict what kind of conversations
they might expect to hear, e.g. people talking about what
they have bought.
Read the Exam advice together. Play Track 4.5 and conduct
class feedback, asking students to justify their responses, by
recalling the words they heard which helped them choose
their answer.
1B 2C
3A 4B 5A
➤ Tracks 4.5–6
1
A: Oh, hi, Tom. Are you here with your parents?
B: They’re at my grandma’s. I came with my cousin. He’s over there,
buying a CD.
A: Did you buy anything?
B: Just this magazine. I never buy CDs now. I always download my
music. What about you?
2
A: Dad, I want to buy Mum a birthday present.
B: Sure, Mary. Why don’t you get her some chocolates?
A: That’s boring, Dad! I want to get her something more interesting.
I thought maybe a book about photography. She loves taking photos.
B: Yeah, good idea! OK, I know a good shop we can go to. Come
on, finish your cola.
3
A: Look, there’s my cousin. She works as a shop assistant here.
B: Which one’s your cousin, Rosie?
A: Ssh! Can you see the girl with short hair and glasses? She’s the
youngest shop assistant here. She’s helping a customer who’s got
long brown hair.
B: Oh, yes, I see her. Oh, she looks like you!
4
A: Let’s go in that sports shop next, Will. I need a new sports bag.
B: Why don’t you buy a bag online? It’s much cheaper. Do you know
the website Capital Sports?
A: No, did you get your sports bag from there?
B: Oh, this is my brother’s old one, but I got some shorts and my
sister bought a football. It’s the best website!
5
A: I like your new trainers, Ava. Did you get them from the sports
shop here?
B: It’s too expensive here. I got them from the Sunday market. It’s
much cheaper there.
A: Where is it?
B: Opposite the big shoe shop in town. It’s great!
3 Students listen to Track 4.6 and answer the questions. Allow
students a few minutes to check answers with their partners
before conducting whole class feedback.
1 He bought a magazine.
2 She is drinking cola.
3 a customer (with long brown hair).
4 Capital Sports
5 Sunday
42
Gold ExperieNce
Speaking (SB page 39)
Speak up
Read the information in the Grammar XP box with your
students.
Write three adjectives on the board: high, interesting and
good.
Ask students the following questions: Which is the highest
mountain in the world? What is the most interesting subject you
study at school? What’s the best shop in town?
Elicit answers from the students, drawing their attention
to the form of the superlative (the + -est or -iest for short
adjectives and the + most or least for longer adjectives.) Draw
students’ attention to irregular adjectives good and bad.
Stress that the superlative is used where there are more than
two things to compare.
4 Students listen to Track 4.7. Focus students’ attention on the
pronunciation of superlatives, especially the weak forms in
-est and -iest endings. Youngest is pronounced /jʌŋəst/ and
easiest is pronounced /i:zi:əst/. Then play Track 4.8 for
students to repeat.
➤ Tracks 4.7–8
She’s the youngest shop assistant here.
This is the worst shop!
He likes the most expensive trainers.
5 Students complete the sentences with the superlative forms
of the adjectives. Check answers around the class.
1 the busiest
5 the tallest
2 the most helpful
3 the best 4 the biggest
6 Brainstorm the different shops in your students’ town so
that they are visible on the board. Focus attention on the
examples and nominate a confident student to provide a
couple of example sentences about the shops in his/her
town. Then ask students to complete the exercise in pairs.
Monitor and record examples of good language for use in
class feedback.
Students’ own answers.
To finish
Conduct a class discussion about the shops in your students’
town. What kind of shops are there? Is there a type of shop
which students would like but don’t have locally? Note down
students’ suggestions for shops they would like to have on
the board, eliciting as many creative ideas as they can, e.g.
fancy dress shop, party accessory shop, Christmas shop, clothes
shop, bicycle shop, comic shop.
Ask students to work in pairs and choose one of the shops.
Give them a time limit to design a poster about their shop,
including important information on it such as what it sells,
opening times, prices, etc.
Students then talk about their shops. Generate discussion
about the shops, eliciting comparative sentences as students
compare each other’s ideas, e.g. Alicia’s shop sells cheaper
clothes, but Juan’s shop has more fashionable clothes. Conduct a
class vote to see whose idea for a new shop is the best.
Homework
MyEnglishLab
To start
Tell students that you are going to describe a word they have
learnt in this unit and that they are going to tell you what it
is. Say: This is when you go into a shop and see something at a
very good price. I am always very happy when I find one of these.
(bargain). Organise students into two teams and ask them to
write down five words they have learnt over the course of
the unit. Nominate students to describe a word to the other
team, who must guess what the word is. Set a time limit of
thirty seconds for each word.
Power up
1 Focus students’ attention on the photos and ask them to
discuss the questions in pairs. Ask pairs to report back,
and encourage them to give reasons for their answers, e.g.
Shopping online is the best way to sell something because more
people will see your advertisement.
Students’ own answers.
Speak up
Background
Table-top sales are very popular in the UK. They are a
sociable way of getting rid of things you no longer need.
Often, schools and churches have table-top sales: people pay
a small amount of money for their table and then keep the
money they make selling their stuff. You can find all sorts of
things at table-top sales: clothes, toys, books and even cakes
that people have baked. Another type of sale in the UK is
the car boot sale. This is very similar to the table-top sale, but
usually takes place in a car park.
2 Elicit the English word for when you get together some of
your old things and sell them (table-top sale). Tell students
that they are going to read a conversation which takes
place at a table-top sale. Read the phrases first, focusing on
pronunciation and intonation, and then ask students to read
the conversation and fill in the gaps.
2B 3F
4E
3 Students listen to Track 4.9 and check their answers and
then practise the conversation in pairs. Circulate, offering
guidance where necessary. Bring the class together and drill
the conversation chorally, focusing on intonation.
Ask students to practise it again together a few more
times. Now ask students to cover part of the conversation
with a piece of paper. See if they can manage to say the
conversation when it is partially hidden.
43
➤ Track 4.9
Rachel: Hi!
Boy: Hi. Can I have a look at this computer game?
Rachel: Yes, sure.
Boy: Oh, I’ve got this one. Have you got any other games?
Rachel: Yes, there are two more here – and they’re cheaper!
Boy: Oh, this one’s great! How much is it?
Rachel: That one’s three pounds. It’s a bargain!
Boy: Brilliant! Here you are.
Rachel: Thanks. Bye!
4 Focus students’ attention on the things in the box, and
check understanding by asking students to show you who is
wearing them in the class. Ask your students which of the
objects they would/wouldn’t like to buy. Encourage them
to give reasons for their answers, e.g. I would like to buy a
necklace because I love jewellery!
Students’ own answers.
Language XP
Read through the examples in the Language XP box, focusing
on intonation and pronunciation.
5 Give students a minute or two to study their role cards and
prepare what they would like to say. Remind them to use the
conversation in Exercise 2 and the Language XP box to help
them.
Ask students to think of prices for the items in Exercise 4.
Read the Skill advice with the class. Ask students to remind
you what good listeners should do. Monitor, listening to
students and encouraging them to use the target language.
Students’ own answers.
6 Tell students that they are going to go shopping in the
comfort of their English classroom. Elicit some of the
phrases you hear at the shops: Can I help you? Can I try it on?
Yes, of course. How much is it? Ask students to tell you if it is
the customer or the shop assistant who says these phrases.
Organise students into pairs of A and B. Tell the A students
to look at page 132 and the B students to turn to page 142.
Focus students’ attention on the prompts and elicit the
language they will need: Can I help you? Can I have a look at
the green sweatshirt? How much is the bigger rucksack?
Ask students to do the roleplay in pairs. Monitor, noting
down good use of language. Ask a few students to perform
their roleplay to the rest of the group.
Students’ own answers.
44
Gold ExperieNce
To finish
Conduct a table-top sale of sentences in English: students
work in groups of four and write a mixture of correct and
incorrect sentences. They price them accordingly. Give
each group an imaginary amount of money. Students then
visit each other’s table and attempt to buy as many correct
sentences as they can. Encourage students to use the target
language from the Language XP box in the activity.
There is additional speaking practice on page 119 of the SB.
Homework
MyEnglishLab
Writing (SB pages 40–41)
To start
Write in a shoe shop on the board.
Organise students into pairs, naming each student customer
or shop assistant. Ask students to prepare a very quick mime
based in a shoe shop, e.g. looking at shoes, trying shoes on.
Give students a minute to practice their mime. Nominate
the best mime you see to perform in front of the rest of the
class. As the students perform their mime, elicit the language
which might be used and write it on the board. Write a
conversation based on the mime your students perform.
Practise the conversation with your class, rubbing out a line
at a time until they can remember it. Then ask students to act
out the mime again using the conversation.
Example conversation:
Shop assistant: Hi, can I help you?
Customer:
Yes, I’d like to buy a pair of shoes, please.
Shop assistant: What size are you?
Customer:
I’m 38.
Shop assistant: What about this pair?
Customer:
Lovely! Can I try them on?
Shop assistant: Sure. They look good!
Customer:
I’ll take them. How much are they?
Shop assistant: They’re fifty euros.
Power up
1 Lead into these writing activities by telling the students about
your favourite shop. Describe the shop, telling them about
what you can buy there, whether it is expensive or not,
where the shop is and what the shop looks like.
Ask students to think about their own favourite shop and
why they like it. Read the different headings together and ask
students to rank them in order of importance. Students then
work with a partner to compare their ratings.
Students’ own answers.
2 Quickly elicit the names of five local shops. Ask students to
rate the shops, saying whether they like or dislike them. Ask
students to give reasons for their answers, and encourage
them to use the language in Exercise 1.
4 Tell students that they are now going to read about
Daniella’s favourite shop. Focus students’ attention first
on the words/phrases in the box. They then read about
Daniella’s favourite shop and put the words in the correct
spaces.
1 place
2 sells
3 prices
4 cheaper
5 shop assistants
Plan on
5 Tell students that they are going to read about a magazine
competition. Set a strict time limit and ask them to work
in pairs to find all the questions. Ask students how many
questions there are.
There are four questions.
6 Tell students that they are going to read sentences from
competition entries. Students have to read the sentences
and put them under the correct heading. Conduct whole
class feedback.
Refer your students to the Skill advice. Tell them that they
are going to have the opportunity to make notes before they
start their writing exercise.
name of shop: 3, 5 where it is: 1, 6
best thing about it: 2, 4
what it sells: 7, 8
7 Give students a minute to think of their favourite shop.
Ask them to write its name in the middle of a piece of
paper. Make sure that everyone has chosen a favourite
shop. Students use the prompts in the spidergram to make
notes about their favourite shop. As you circulate, see if any
students have chosen the same shop. Pair these students
together if possible.
Organise students in pairs, and ask them to add any extra
suggestions to their partner’s spidergram they can think of.
Perhaps they can think of another question/something else
they would like to know about the shop.
Students’ own answers.
Language XP
Refer students to the Language XP box and go over the
examples. Elicit a few more examples from students for each
sentence, e.g. The best thing is the shoes. The best thing is that
the shop is near my house.
Students’ own answers.
3 Tell students they are going to read a shopping blog where
teenagers comment on their favourite shops. Focus students’
attention on Carl’s blog first. Ask students to read about
Carl’s favourite shop and answer the questions. Check the
answers around the class.
2 Thunder 3 It’s really busy on Saturdays.
5 Liverpool
4 clothes and shoes
45
Write on
Switch on (SB page 41)
8 Now students are ready to write their magazine entry.
Write the questions on the board and tell students to use
the spidergram from Exercise 7. When they have finished
writing, students peer check each other’s work by checking
that the entry answers all the questions.
Halfway through the writing process, students can swap
their work with a partner. Their partner writes one thing
they think is good about their partner’s work and offers one
suggestion for improvement. Monitor carefully at this stage,
ensuring that criticism is constructive.
After you have read and commented on their work, students
can type it up with a photo of their favourite shop beside it.
You can display entries on the classroom wall.
Let’s go shopping
Students’ own answers.
Model answer:
My favourite shop is called Notes. It’s a little shop in Edinburgh which
sells musical instruments. You can buy all kinds of musical instruments
there, from big expensive pianos and guitars to small whistles. The
best thing about this shop is that the shop assistants are really friendly.
They are always happy to let you try the instruments and they know
lots about music, too! The worst thing about this shop is that the
things I want to buy are too expensive for me!
To finish
Tell students that advertisements often use comparative or
superlative forms to make people want to buy their products.
If you can, bring in some examples or write one on the
board, e.g.
Minto Toothpaste – for cleaner, fresher breath!
Organise students into small groups and give each group a
product, e.g. shampoo, mobile phone, trainers.
Give the groups a minute to write a short advertisement,
using comparative and superlative forms.
Monitor, giving feedback and support where necessary.
Students can read and comment on each other’s
advertisements.
There is additional writing practice on page 119 of the SB.
Homework
MyEnglishLab
1 Focus students’ attention on the photo of Luke and Emma. Ask
students to tell you where they are and what they are doing.
(They are at a market and they are shopping.) Read the words
in the word box together. Check students’ understanding of
necklace (a piece of jewellery you wear around your neck) and belt
(something you wear around your waist; it is often used to stop
your trousers from falling down) by asking Do I wear a necklace on
my head? (no) Do I wear it around my neck? (yes) Is anyone in this
room wearing a necklace? Do I wear a belt on my feet? (no) Do I wear
it on my waist? (yes) Do I wear it to keep me warm? (no)
Ask students to look at the words in the box and decide whether
it is Luke or Emma who wants to buy the items. Students discuss
their choices with a partner before watching the video.
Emma buys: belt, book, coat, earrings, hat, necklace, sweater
Luke buys: skateboard
2 Read the sentences together. Check students’ understanding of
leather (animal skin which is treated and used to make shoes,
jackets and bags) by asking: Is leather usually used to make
T-shirts or shoes? What other things are made from leather? Play
the video again so that students can check if the sentences are
true or false. Allow students to discuss their answers with a
partner before conducting whole class feedback.
1T
2F 3F
4T 5F
3 Organise students into small groups to discuss this question.
Ask them to list the reasons they like/don’t like shopping in
markets, e.g. I like shopping in markets because the prices are
cheap and the clothes are cool. Nominate groups to report
back during class feedback.
Students’ own answers.
Project
4 Organise students into small groups. Tell them that they are
going to write a survey about each other’s shopping habits.
Look at the example question and generate a couple more
examples on the board, e.g. Do you prefer shopping in markets
or shops? What is your favourite kind of shop?
After five minutes, organise students into different groups
to share their questions. Ask students to note down any
questions they hadn’t thought of. Set a time limit of two
minutes for this.
Once students are back in their original groups, give students
five minutes to practise their interviews. Then ask them to
film them. Play the interview films during class feedback and
use them to discuss your students’ shopping habits. Ask
students: Which shops are most popular? Do people in this class
like shopping in their free time?
Students go back to their original group and write a list of
what they have learnt about their class’ shopping habits.
Circulate, helping with any language issues which may arise.
Ask students to design a poster about their findings. Display
posters on the wall. Nominate a representative from each
group to talk about the findings of the survey.
Students’ own answers.
46
Gold ExperieNce
6T
Revision (SB pages 42–43)
1
2 history 3 market
6 dictionary
2
2 shop assistant
5 notebook
3
2 saving
4 customer
3 pencil case
3 closed
4
2B
3A 4B
5
2C
3A 4A 5B
5C
4 receipt
5 uniform
4 clothes shop
5 learn
6A
6
2 had 3 chose 4 arrived 5 went
7 spoke
8 saw 9 could
7
2E
3A
4D
6 library
6 started
5F 6B
8
2 wrote 3 didn’t see 4 Did, pay
6 didn’t wear, were 7 Were
5 found
9
2 the best 3 more interesting 4 cheaper, better
5 the most expensive 6 bigger
10
2 than 3 The
8 better
4 got 5 was
6 Did
7 the
47
05
Mysteries
from history
Unit objectives
Reading:
Vocabulary:
Grammar:
Listening:
Speaking:
Writing:
multiple-choice questions; predicting
dates and times; choosing the correct
adjectives
past continuous; past continuous/past
simple; defining relative clauses
multiple-choice questions; listening to
similar words/phrases
asking for and giving directions
a short story
Reading (SB pages 44–45)
To start
Explain to your students that you have built a time machine
and they can travel back in time to any year and any place
that they wish. Write a time and place on the board. Explain
why you would like to travel there and what you would do
and see, e.g. I would like to travel to ancient Egypt to see the
Pyramids being built.
Ask students to work in small groups and choose a
destination for their time machines. Monitor, prompting and
providing input where necessary. Ask groups to report back,
writing their suggestions on the board and generating as much
vocabulary as possible.
Power up
1 Focus students’ attention on the photos and the captions.
Ask students if they can tell you anything about the people,
places and events in the pictures. Have they learnt about
them in their history lessons? Ask students to tell their
partner what they most enjoy learning about in history and
encourage them to give a reason for their answer. Conduct
whole class feedback, writing students’ suggestions on the
board.
Students’ own answers.
2 Ask students to work with a partner to name a famous
person and place from history and to write down the
reasons they are famous. If students are having difficulty
thinking of a person or a place, encourage them to think of
examples from their own country. Nominate one student
from each pair to report back to the class.
Students’ own answers.
48
Gold Experience
Read on
3 Direct students to the history website on page 45 and ask
them to look at the pictures they see there. Ask students
to describe what they see in each of the pictures and
encourage them to predict what the stories are about. Write
down students’ predictions on the board.
Students’ own answers.
4 Refer students to the Skill advice. If necessary, pre-teach:
village (a group of houses, usually in the countryside; smaller
than a town), legend (a semi-true story which is passed on
from person to person), forest (a large area of land covered
with trees and plants), meteorite (a piece of rock from space
which lands on Earth), pirates (people who sail the sea and
steal from other ships) and liquid (something which is not a
solid or a gas and which you can pour).
Check students’ understanding by asking questions, e.g. Is a
village the same as a city? Is a legend true or not? What can you
find in a forest? Where does a meteorite come from? Where can
you find pirates? Would you like to meet one at sea? Is bread a
liquid?
Set a time limit of one and a half minutes for students
to read the stories for gist and to choose the best title.
Conduct class feedback. Were any of your students’
predictions correct?
1 The green children
2 A morning mystery 3 Where is everybody?
Background
There are a few different theories about where the green
children came from. One is that they had an illness called
‘green sickness’, which was caused by a poor diet. Once the
children were given healthy food, their skin returned to a
normal colour.
Another explanation is that the children’s guardian had tried
to poison them (poison could have turned the children’s skin
green).
It is possible that the children had lost their parents during a
time of local fighting. There were a lot of Flemish immigrants
during this time in history, and these people were often badly
treated by locals.
5 Direct students’ attention to the questions and answers.
Give students five minutes to reread the stories more slowly
and choose the correct answer in each case. Check answers
around the class.
1A
2B 3B 4A
5A
6B
6 Draw students’ attention to the example question and
answer, and ask them to answer the rest of the questions in
complete sentences. Students can check their answers with
a partner before reporting back to the class. Write down
sentences on the board, encouraging discussion and peer
correction where appropriate.
2 It was dark. 3 It is in Russia. 4 They heard a very loud noise.
5 They found it in the Atlantic. 6 They found money and food.
Sum up
7 Tell your students that they are going to choose one of the
stories to tell to their partner. Focus students’ attention on
the example given.
Give students a time limit of a minute or so to reread their
story and think about what they are going to say. Students
then take turns to retell their stories. Monitor, noting any
issues or examples of particularly good language.
Ask your students if they can think of any possible
explanations for the mysteries. Give them a time limit to
brainstorm suggestions with a partner before whole class
discussion.
Students’ own answers.
Speak up
8 Think of a story from your students’ town, village or region
and elicit information about this story from your class. You
can use photos or even place names to act as prompts.
Students choose a story from their town or village which
they would like to talk about. Place students who have
chosen the same story in ‘buzz groups’ to generate ideas.
Students can retell their stories in small groups, using photos
to illustrate their talk.
Students’ own answers.
To finish
Vocabulary (SB page 46)
Dates and times
To start
Write the titles of the stories from the last lesson on the
board: The green children, A morning mystery, Where is
everybody? Ask students to close their books.
Organise students into small groups (four maximum) and ask
them to remember as many key words as they can from each
story, e.g. The green children – green, children, village, clothes.
Stop your students after two minutes.
Give each group a different colour marker pen. Students from
each team run to the board, one at a time, and write down a
word under one of the titles. They are not allowed to repeat
any words already written there. After two minutes, stop the
activity and see which group remembered the most words.
1 Read the first example together and ask students if they
can remember which of the three mystery stories on page
45 this date comes from (The green children). Give students
a time limit to complete the rest of the dates and times
and conduct class feedback, asking students to remember
the corresponding stories in each. Students will need to
refer back to the stories on page 45 to find the answers
they are looking for. Drill the dates and times, focusing on
the pronunciation of years ago /ji:rzəgəʊ/ and drawing
students’ attention to the weak form of at /æt/.
2c
3a 4f
5b
6d
2 Read the example with your students. Ask students to tell
you what dates and times go with in (months, seasons,
years, time periods), what goes with on (a particular day)
and contrast this with when we use at (to say exactly when
something happens).
Ask students to complete the spaces with the correct
preposition. They should refer to their answers in Exercise 1
to help them. Check answers around the class.
Organise students into groups of four. Tell students that they
are going to write a short history quiz for the other students
in the class. Ask them to write three questions with three
possible answers each time, e.g. How many wives did King
Henry the eighth have? A five B six C seven (B six)
Monitor as students do this exercise, helping them to
formulate questions and generate ideas. Teams then take it
in turns to read out their questions, while the other students
listen and write down their answers. Conduct class feedback
at the end. Which team got the most correct answers?
2 on 3 in
Homework
MyEnglishLab
Draw students’ attention to the dates and read them
together. Then focus on how the dates are written. Compare
the written dates to the spoken examples.
4 at 5 on
6 at
Game on
Explain the rules of the game and organise students into
pairs to play. Circulate, listening to see how well students are
using the new lexis. Note down any errors to use in a class
feedback session at the end of the activity.
Word XP
3 Play Track 5.1, pausing after each sentence. Ask students to
write the date they hear. Let students check their answers
together, and play the recording again if necessary. Drill the
dates together, focusing in particular on the weak forms of in
/ən/, of /əv/ and the /ðə/.
49
➤ Track 5.1
1 They travelled to South America in June 1882.
2 She came to England on the sixth of March 2011.
3 They discovered the treasure in April 1992.
4 Nobody lived there in the 19th century.
5 The children started school on the fifth of September 1973.
2 (the) 6th (of ) March 2011 3 April 1992
4 (the) nineteenth century
5 (the) 5th (of ) September 1973
4 Read the words in the box together. Focus students’
attention on the pictures, and ask them to match them with
the correct words. Students check their answers in pairs.
Conduct whole class feedback, encouraging students to
comment on the photos.
B clean
C safe
D dangerous
E dark
F light
G loud
H quiet
5 Ask students to choose the correct word in each sentence.
Allow students to check their answers with their partner
and then conduct class feedback. Encourage students to
give reasons for their answers, e.g. The windows were small,
so there wasn’t much light. The clothes were dirty because they
couldn’t wash them.
1 dark
2 dirty
3 quiet
4 dangerous
Speak up
6 Write the questions on the board and ask students to
discuss the questions with a partner. Conduct class feedback,
generating as much vocabulary as possible. Write new
vocabulary on the board and encourage students to record
new adjectives and phrases in their notebooks.
Students’ own answers.
To finish
Ask students to work in pairs. Tell them they are going to go
in a time machine and travel 100 years into the past. They are
going to meet a student from this time, and they are going to
prepare questions to ask them.
Generate a couple of questions together, e.g. What subjects
do you learn at school? What are your teachers like? Talk with
your students about what the answers to these questions
might be. Ask your students to write three or four more
questions and give them a time limit to do this. Monitor,
helping with question formation where necessary.
When students have written their questions, they have to
interview their partner, who takes on the part of the student
from 100 years ago. Let both students have a chance to ask
their questions and then conduct class feedback. Nominate
a couple of students to perform their roleplay to the rest of
the class.
Homework
Workbook pages 24–25
MyEnglishLab
50
Gold Experience
Grammar (SB page 47)
To start
Write three dates and times on the board. Explain that these
dates and times are very important to you and ask your
students to guess why, e.g. 5 December (I was born on the 5
December.); 8 p.m. this evening (I’m meeting an old friend at 8
p.m. and we’re going to the cinema.); July this year (I’m going on
holiday to Italy this July.).
Ask your students to choose three dates and times which are
important to them and tell them to be ready to explain why.
Students tell their dates to their partner and talk about why they
are important. Nominate a couple of students to report back.
Grammar XP
Read through the examples in the Grammar XP box together.
Ask students to tell you how to form the past continuous
tense (was/were + -ing).
Both of the examples given come from the stories on page
45. Ask your students to find more examples of the past
continuous from the historical mysteries and write these on
the board, e.g. hundreds of birds were flying above them, ten
people were travelling on the Mary Celeste.
Focus on the contrast between the past continuous and the
past simple and read the example given. Draw a timeline on
the board to show the breakfast was in progress when the
families heard the noise.
Create a personalised example of the past simple and
continuous contrast by writing two sentences, e.g. When
Mario came to my house, I was studying for my exam. When
Mario came to my house, I studied for my exam.
Ask students to say which action came first in both of these
scenarios. In the first example, the person was studying for
his/her exam before his/her visitor arrived. In the second
example, the person started studying after Mario arrived.
Ask your students to think of what they did last night. Can
they think of any more examples of the past simple/past
continuous from their own lives?
1 Play Track 5.2 for students to listen. Then play Track 5.3
and ask students to repeat each sentence. Focus on the
pronunciation of was /wɔ:z/ and wasn’t /wɔ:zən/.
➤ Tracks 5.2–3
They were visiting a castle.
Olivia wasn’t looking for gold.
Was she reading a history book?
2 Remind students of the information in the Grammar
XP box and the examples they helped to generate. Ask
students to match the phrases to make sentences: do the
first one together as an example. Allow students to check
their answers with a partner before conducting whole class
feedback.
1d 2a
3e 4b
5c
Background
The Lascaux cave paintings are thought to be 17,300 years
old. The paintings are mostly of animals: bulls, stags, birds and
bears. Research suggests that the paintings might represent
prehistoric maps of the night sky.
3 Direct students’ attention to the photograph of the Lascaux
cave paintings and ask them to describe what they see.
Pre-teach the word cave (a big hole in the side of a cliff
or mountain) and check students’ understanding by asking
questions, e.g. Do you think it would be light or dark inside
a cave? Ask students to predict: Where do you think these
paintings are? How old do you think they are? Who do you think
painted them?
Students read the website article and fill in the gaps with the
correct option. Ask students to check their answers with
a partner, and then conduct class feedback. Focus on the
pronunciation of was and wasn’t.
2B 3A
4A
5C 6B
Write on
4 Ask students what the date was yesterday. Ask a student to
write yesterday’s date on the board, and a volunteer to read
the date. Write the times in the box on the board (1 p.m./6
p.m./9 a.m./10 p.m.) and tell students what you were doing
at these times yesterday, e.g. At 1 p.m. I was eating lunch. At 6
p.m. I was doing some shopping.
Students tell their partner what they were doing at these
times. Ask students to report back on one thing that their
partner did yesterday.
Students’ own answers.
To finish
Students can practise the past continuous by playing
Alibi. Inform your students that a terrible crime has been
committed by someone in the class.
Nominate three confident students to be the suspects
and ask them to leave the room. These students have five
minutes to prepare their alibis for the previous evening. They
must have been together, and they must be completely clear
on every detail about what they were doing.
Organise the rest of the class into three groups: these
students are the detectives. These small groups work
together to write questions for the suspects, e.g. What were
you doing at nine o’clock?
Bring the suspects back into the classroom. Each suspect is
questioned by one of the detective groups, and then moves
to another group to be questioned. Detectives are looking
for differences in the suspects’ stories as proof of guilt.
At the end of the activity, the detective groups report back
and students vote to decide whether the suspects are guilty
or not.
Listening (SB page 48)
To start
Write down the following on the board: What were you doing
at . . . yesterday? Ask students to ask you this question, e.g.
Student: What were you doing at five o’clock yesterday?
Teacher: I was travelling home.
Organise students into pairs and give them a time limit of
three minutes. They have to find three times when they were
doing the same thing. They must find three different actions
though: finding three times when they were both sleeping is
not allowed!
Nominate a couple of students to report back on things they
had in common with their partner.
Power up
1 Direct students’ attention to the photos. Ask students if
they can identify the discoveries and discuss as a class where
these treasures might have come from. Students check their
answers at the bottom of the page.
A Egypt
B China
C the Titanic shipwreck
Background
Tutankhamun / tu:tənkɑ:mən / was an Egyptian pharaoh.
His ancient tomb was discovered in 1922 and contained over
3,000 treasures. The walls of his burial chamber were painted
with very interesting scenes.
The Terracotta army is a collection of terracotta sculptures.
These sculptures were buried with the first Chinese emperor
and were discovered in 1974 by some local farmers.
In the last twenty-six years, many treasures have been
discovered on the wreck of the Titanic and are now exhibited
in museums all over the world. These include jewellery,
clothes, china, coins and even a deckchair!
2 Ask students to work with a partner to see how many
ideas they can generate in answer to the question, e.g. at
a beach, in an old house, in markets, in the garden. Ask
students to share their ideas in a whole class discussion.
Draw a spidergram on the board to display students’ ideas.
tu:tənkɑ:mən
Students’ own answers.
Listen up
3 Prepare your students for the conversation they are going to
listen to by focusing on some of the words it contains. Read
the words in the box together, drilling chorally and checking
meaning.
Draw students’ attention to the photo. Ask them to tell you
what kind of instrument the girl is holding and what it is used
for. (It is a metal detector). Play Track 5.4, asking students to
underline the words they hear. Conduct class feedback.
Homework
Workbook pages 26–27
MyEnglishLab
51
➤ Tracks 5.4–5
Emma: Did you hear the news on the radio this morning, Lucas?
Lucas: No, I never have the radio on. I was watching music videos
on TV. Why?
Emma: Well, there was a story about a boy who found some
treasure in his garden. He goes to our school!
Lucas: Our school? It was probably some old coins or bones. I bet
his dog left them in the garden!
Emma: No, it was gold!
Lucas: Gold? Are you sure?
Emma: Yes, he’s so lucky. He was using a metal detector which
was a birthday present. There was a loud noise and he thought there
was a problem with it.
Lucas: So what happened?
Emma: Well, his dad came out and said the metal detector was
fine. So they started digging, but it was difficult. Then, they saw
something that was yellow, but it was very dirty.
Lucas: What was it?
Emma: Well, at first they thought it was money or an old key.
But it was a necklace from the fifteenth century. It’s more than six
hundred years old and it’s worth nearly two million pounds. Can you
believe it?
Lucas: That’s so cool! And he lives near here?
Emma: Yes, he does. Why?
Lucas: Come on, Emma. Let’s go and dig for treasure in the
garden!
coins
dad
key
music
treasure
4 Refer students to the Exam advice. Give students two
minutes to read the questions and then play Track 5.5. Allow
students to check their answers with a partner and then
conduct whole class feedback.
1B 2A
3B 4C
5B
6C
52
Gold Experience
Language XP
Read through the information about relative clauses with
your students. Emphasise that we use which with things and
who with people and elicit an example with which from your
students, e.g. The Taj Mahal is a palace which is in India.
5 Read the sentences in the Grammar XP box together. Ask
students to choose the correct relative clause for each
sentence. Check answers round the class.
1 who
2 that 3 which
4 that 5 who
To finish
Tell your students about a treasure you have, e.g. I have a
shell that I found on the beach on a very special holiday when I
was a small child.
Ask students to think of a ‘treasure’ they have that they
would like to speak about: this could be something which has
been passed down through their family or something they
have kept from their childhood. Alternatively, students could
invent a treasure to talk about. Students work with a partner
to describe their treasure and talk about why it is important
to them.
Homework
MyEnglishLab
Speaking (SB page 49)
Language XP
Power up
Refer students to the examples for asking for/giving
directions in the Language XP box.
1 Organise students into pairs. See who can be first to put
the words in the question in the correct order. Nominate a
student to read the question with the words in the correct
order. Model the correct intonation and ask students to
identify what happens with the intonation of this polite
question. (It rises at the end.)
Can you tell me where the history museum is, please?
2 Students work with a partner to practise substituting history
museum with the other places in the box. Write the words
in the box on the board, and practise around the class as
a substitution drill. Move around the class, with students
repeating the question in Exercise 1. When you point to a
different word in the box, students ask the question with the
new word, e.g. Can you tell me where the castle is, please?
Students’ own answers.
Students’ own answers.
3 Ask students to work in pairs to match the directions with
the pictures. Check answers around the class.
1B
2E 3D
4A
6 Refer students to the Skill advice. Elicit ways in which it is
polite to stop a stranger and ask for directions, e.g. Excuse
me, please. Can you tell me where the theatre is, please? Can
you tell me the way to the palace?
Focus students’ attention on the map and ask them to
choose a place for their pot of gold. Then ask them to
identify some of the places on the map, e.g. the theatre, the
market. Students then take it in turns to direct each other to
their pot of treasure.
Monitor, encouraging students to use polite language, and
check the accuracy of the directions they are giving. Note
any issues with language or pronunciation which can be
discussed during class feedback.
5F 6C
Speak up
4 Focus students’ attention on the map. Ask students to
identify a few places in Exercise 2. Play Track 5.6, asking
students to trace the route with their fingers as they listen.
Play the recording a second time if necessary.
To finish
Print off maps of your town (or collect some from your local
tourist office). Distribute these maps to your students and
ask them to identify their school and other places of interest
on the map. Ask students to work in pairs, giving each other
directions to places of local interest in their own town.
There is additional speaking practice on page 120 of the SB.
Homework
MyEnglishLab
➤ Track 5.6
Go straight on. Go past the palace. Turn right. Go over the bridge,
and it’s the second building on the left.
at the history museum
5 Organise students into pairs and draw their attention to the
places in the box. Ask students to choose a starting point on
the map (A, B, C or D) and take it in turns to ask for and give
directions.
Monitor, offering help and feedback where necessary.
Students’ own answers.
53
Writing (SB pages 50–51)
To start
Ask students to work in two teams. Give them two minutes
to make a list of words they have learnt in this unit so far.
Ask them to tell you two words that have at least one letter
in common, e.g. treasure and dangerous. Write them on the
board, with the letter they share in common interlocking.
Point out the different pronunciations: treasure – /ʒə/,
dangerous – /ʤərəs/.
Students now work in teams to add new words to the
‘crossword’. The last team to run out of ideas for new words
is the winner.
Power up
1 Ask students to tell you what kind of stories they enjoy
reading. Write their ideas up on the board, e.g. history stories,
crime stories, action stories, ghost stories. Elicit some titles and
ask students to tell you why they like these kinds of stories.
Students’ own answers.
2 Students share their ideas about this with their partner. Ask
students to report back on the stories they have heard,
generating as much discussion and interest as possible.
Students’ own answers.
3 Tell students they are going to put some sentences in order
to tell a story. Focus students’ attention on the pictures and
tell them the pictures tell a story. The pictures are in the
correct story order (1–4).
Ask students to describe what they see. Elicit predictions
about what the story is about. Students then work in pairs
to put the sentences (A–D) in the correct order. During
feedback, read the sentences around the class.
A2
54
B4
C3
D1
Gold Experience
4 Ask students to underline the time expressions in sentences
A–D in Exercise 3 which say when things happened. Conduct
class feedback and write the expressions on the board.
Last Saturday
The next day
At the end of the evening
A few minutes later
5 Focus students’ attention on the questions and read the
example together. Give students a time limit to answer the
questions and check answers around the class.
2 at the end of the evening
3 a few minutes later
4 the next day
6 Ask students to choose the best title for the story.
Encourage them to justify their answers.
2 A mystery from the sky
Language XP
Read through the phrases to talk about when things
happened in the Language XP box.
Plan on
7 Focus students’ attention on the pictures (A–E). Tell the class
that the pictures tell a story, but that they are jumbled up.
Ask students to predict what they think the story is about,
and elicit useful vocabulary, e.g. cave, crystal egg, history
museum. Students organise the pictures into what they think
the correct order is. Check answers around the class.
A5
B3
C1
D4
E2
8 Students match the words with the pictures. Give them a
minute to check their answers with a partner. Read the story
around the class. Ask students to close their books and work
with their partner to see how much of the story they can
remember.
1C
2E
3B 4D
5A
Write on
9 Ask students to choose a title for the story. Encourage them
to give reasons for their answer.
A crystal in the cave
10 Refer students to the Skill advice. Read through the
questions and generate as many different answers as
possible. Write these on the board, generating as many
possibilities as you can. Students write the story, using the
questions and vocabulary to help them.
Ask students to swap stories with a partner. They must
check that their partner’s story answers all of the questions
in the Skill advice, and that it has used some of the language
in the Language XP box. Monitor and check that students
are using the past simple/continuous correctly, as well as
relative clauses and time phrases. Address any issues during
language feedback at the end of the lesson. Nominate a few
students to read their stories to their classmates.
To finish
Ask students to think back to the time machine at the very
beginning of the unit. Tell them to imagine they have travelled
back in time to a famous place or scene in history.
Organise students into pairs and tell them they have to
choose a place and time in history they would like to travel
to and write it down on a piece of paper. Ask students
to give their piece of paper to the pair of students sitting
nearest them. This pair of students must write five interview
questions about the students’ journey in time, e.g. What was
it like? What did you see? After five minutes, students swap
papers back again so they receive questions about their time
travel experience. Give students five minutes to prepare
answers to the questions and then conduct a roleplay.
There is additional writing practice on page 120 of the SB.
Homework
MyEnglishLab
Students’ own answers.
Model answer:
Last Sunday, Adam and Sophie were walking in the forest when they
found a cave. They went in, but it was very dark. A few minutes later,
they were eating lunch when they saw something. It was a crystal
egg. That afternoon, Adam took a photo and sent the photo to the
newspaper. The next day, Adam and Sophie were in the newspaper.
Then they went to the history museum. They got a prize. The prize
was two new digital cameras.
55
Switch on (SB page 51)
Project
Dancing fever
4 Tell your students that they are going to think of a short
story from history and act it out. Brainstorm ideas with
the class and write them on the board. If necessary, help
students by talking about some well-known stories from
history to get them started, e.g. the story of Joan of Arc; the
story of Robin Hood.
Students choose the story they are interested in. Organise
students into groups who have chosen the same story. Set
a time limit of twenty minutes to write the story. Monitor,
offering linguistic input and advice where necessary.
Conduct class feedback. Students talk about the stories they
have chosen and how they are going to film them. The rest
of the class can offer constructive feedback and suggestions.
Groups work together to film the stories and afterwards
show them to the rest of the class.
Stage a question and answer discussion afterwards, where
groups answer questions about their story from history. The
class can then vote for their favourite story.
1 Read the rubric in Exercise 1 with your students. Check
understanding of suddenly by asking: Did this happen very
quickly? (yes)
Read the words in the box and check that your students
understand the meaning of crazy (mad) and musician
(a person who plays a musical instrument). Check
understanding of these words by asking: Are there any
musicians in the class? Is dancing a crazy thing to do? Why/Why
not?
Ask students to work in pairs and predict the words they will
hear.
concerts, fun, hungry, musicians, shopping
2 Read the sentences with your students. Check understanding
of gradually (slowly) and professional dancers (people
whose job is dancing). Check their understanding by asking
questions, e.g. Does ‘gradually’ mean the same as ‘suddenly’?
Do you like dancing, Roberto? Are you a professional dancer?
Students watch the video. Ask students to work with a
partner and put the sentences from the story in the correct
order. Students should then tell the story around the class.
A7
B1 C2
D4
E6
F5
G3
3 Write the three possible reasons on the board. Ask students
to decide which they agree with and to find someone else in
the class who agrees. Give them a time limit of two minutes
to discuss reasons for their ideas. Bring the class together
again and nominate a few different students to report back
on their ideas.
Students’ own answers.
56
Gold Experience
Students’ own answers.
06 Have a good trip!
Unit objectives
Reading:
Vocabulary:
Grammar:
Listening:
Speaking:
Writing:
matching; identifying key information
travel; verb–noun collocations
going to; will; present continuous for future
completing notes
talking about plans; responding to
questions
an email; making plans with prepositions
at, in, on and to
Reading (SB pages 52–53)
To start
Find out how much transport lexis your students know by
playing a game of Word clap. Write the word Transport on
the board and give students a minute to work in pairs and
brainstorm as many different ways of travelling as they can.
Ask students to close their notebooks and organise them so
that they are standing or sitting in a circle. Establish a fourclap rhythm (three claps on the knees and one clap with
hands together). Going clockwise around the circle, students
must take it in turns to call out a method of transport on the
fourth clap, e.g. clap one, two, three, BUS!
Players who miss the clap, repeat an item or can’t think of
anything to say are out of the game. The game continues until
there is just one student left.
Power up
1 Focus students’ attention on the photos and ask them to
decide on the most interesting way of going to school. They
compare their ideas with a partner and give reasons for their
choice, e.g. Travelling by boat because you are close to nature.
Conduct class feedback, generating new vocabulary and
writing it on the board.
Background
Scotland has hundreds of offshore islands, and ninety-nine
of these are populated. Many of these islands have primary
schools, but fewer have secondary schools. Therefore, it is
not uncommon for teenage islanders to have to travel to
school by ferry or by aeroplane.
3 Direct students to the photos in the interview, and ask
them to tell you what they can about Laura’s journey. Write
suggestions on the board.
4 Pre-teach journey (a time spent travelling from one place
to another), harbour (water next to the coast where boats
and ships can shelter), ferry (a boat which takes passengers
across water) and delay (when something happens at a later
time than planned).
Check students’ understanding by asking questions, e.g.
What was the last journey you made? Is a harbour beside the
sea or in the sky? Can I find boats or cars there? Does a ferry
fly or sail? If my plane is delayed, am I usually happy or not? If
there is a delay with your journey, are you early or late?
Give students a time limit of two minutes to read the
interview. Ask students to tell you if their predictions were
correct.
She goes to school by bicycle, boat and bus.
5 Refer students to the Exam advice. Read the answers (A–H)
in Exercise 5 around the class. Ask students to complete the
interview with the best answers and to check their work
with a partner. Remind students that not all the answers
are used. Conduct class feedback by reading the part of
the interviewer yourself, and ask different students to read
Laura’s responses.
2C
3A
4H
5E 6B
Students’ own answers.
Read on
2 Ask students to tell you how they travel to school each
morning. Ask them what they see and hear on their journey
to school. Tell students that they are going to read about
Laura Duncan from Scotland, who makes an unusual journey
to school every day.
Students read the first paragraph of the interview on
page 53. See who can answer the question first, by asking
students to put up their hands when they are ready. Ask
students to tell you the different ways of travelling they have
found and write answers up on the board.
three (bus, walk, go by car)
57
Sum up
6 Check that students understand the verb to miss (to feel
sad because you don’t have something you want) by asking
questions, e.g. If I miss someone, are they with me now? (no)
Do I want them to be with me? (yes)
Ask students to tell their partners what Laura will and won’t
miss. Ask students to report back and write the answers on
the board to prepare students for the grammar input later
on in the unit.
She will miss the boat journey and talking to the other ferry
passengers. She won’t miss the delays because of bad weather.
Speak up
7 Draw students’ attention to the questions and read them
together as a class. Tell your students about an interesting
journey you have made, answering each of the questions
in turn, e.g. I went to Istanbul last year with my friend. We
travelled by train – it took days!
Put students into pairs and give them a few minutes to think
about an interesting journey they have made and then ask
them to tell their partner. Ask the pairs to move into groups
of four and report back on their partner’s story. At the end,
ask students to tell you about any particularly interesting
anecdotes they have heard.
Students’ own answers.
58
Gold Experience
To finish
Draw students’ attention to the photos in Exercise 1. Ask
students if they have any ideas where the photos might have
been taken and write their suggestions on the board. Focus
in particular on the skiing photo and the river boat photo
and ask questions to generate vocabulary, e.g. Where are the
students skiing to? (their school in the mountains)
Ask students to choose their favourite journey to school, and
direct them back to the reading text. Focus their attention on
the interviewer’s questions and ask them to jot down some
ideas about their journey to school. After a few minutes ask
them to work with a partner and roleplay a short interview.
Monitor as students complete this exercise, providing any
language they need. Nominate a few pairs to perform their
roleplay to the rest of the class.
Homework
MyEnglishLab
Vocabulary (SB page 54)
Travel
3 Students choose the correct verb for each sentence (1–6).
Conduct class feedback, asking students to vote for the best
alternative by putting up their hands.
To start
1 sail
Write the following question on the board: How long does it
take you to get to school? Drill this question chorally.
Ask students to organise themselves in a line from one end of
the classroom to the other, in order of how long their journey
to school takes. When your students are in line, check by
asking them to call out their journey time in sequence.
Organise students into pairs depending on who they are now
standing next to. Ask them to brainstorm five new words they
learnt in the last lesson.
4 Ask students to describe the photos. Students then match
the text message with the correct picture. Give students a
minute to check their answers with a partner before class
feedback.
1 Tell your students that they are going to listen to and identify
the sounds of ten different types of transport. Play Track 6.1
once, pausing after each sound effect to allow students to jot
down their answers. Then play the recording one more time
and ask students to call out their answers. During feedback
ask students to describe the sounds they heard in each case.
Note
1E
2 takes 3 caught 4 rides 5 took
2B 3C
4F
5A
6 went
6D
Language XP
Students close their books. Write the words ride and catch
on the board and ask students to think of as many types of
transport to go with these verbs as they can. After a minute,
ask students to count how many words they have got. They
take it in turns to come to the board and write their answers
under the appropriate verb.
Speak up
5 Tell the class about your favourite way to travel, giving
reasons for your preference, e.g. I love travelling by bike
because it’s fun and I love feeling the wind in my hair. Read
through the example as a class.
Organise students into pairs and ask them to tell their
partner how they like to travel. Monitor, noting how
students are using the new lexis.
During class feedback, write two examples of good
language usage and two examples of language which could
be improved on the board. Ask students to discuss which
ones they think are incorrect and why, before eliciting their
responses.
Yacht is pronounced /jɔ:t/.
➤ Track 6.1
1 sound effects: ship
2 sound effects: coach
3 sound effects: bicycle
4 sound effects: helicopter
5 sound effects: motorbike
6 sound effects: yacht
7 sound effects: train
8 sound effects: plane
9 sound effects: ferry
10 sound effects: tram
Students’ own answers.
To finish
1 ship 2 coach 3 bike 4 helicopter
7 train 8 plane 9 ferry 10 tram
5 motorbike
6 yacht
2 Focus students’ attention on the pictures surrounding the
verbs and ask them to match the types of transport with the
correct verb. Tell students that some types of transport go
with more than one verb. Collect answers around the class,
and board the answers in a spidergram.
sail: B ferry, H ship, J yacht
drive: A coach, C tram, E train, G car
ride: D bicycle, F motorbike, I horse
take: A bus, C tram, E train
Note
Elicit the different types of transport which your students
chose in Exercise 5 and write them on the board. Brainstorm
vocabulary associated with each type of transport. Organise
students into groups who chose the same favourite type
of transport. Give each group a large piece of paper and
a marker pen. Each group draws a picture of their way of
travelling, and writes down as much vocabulary as they can
about it. Encourage your students to make their posters as
clear and attractive as possible so that you can display them
on your classroom wall.
Homework
Workbook pages 28–29
MyEnglishLab
In American English you can say ‘ride a train/tram’ when
referring to being a passenger.
Word XP
Focus students’ attention on the advice in the Word XP box.
Go over the rules and examples together. Elicit a few more
examples for each verb: go, take, catch, get.
59
Grammar (SB page 55)
To start
Write some nouns and verbs on small pieces of paper. Verbs:
go, sail, drive, ride, catch. Nouns: bike, coach, yacht, plane,
ferry.
Divide the class into two teams, a verb team and a noun
team, and hand out the pieces of paper for each group. Ask
students to take a piece of paper each and to form two
circles: one circle standing inside another circle. When you
say Go! the two circles must start walking around. When you
say Stop! the students must stop walking and say their word
to the person they are standing nearest to. If the verb and
noun collocate, e.g. catch and plane, then each person gets
a point. If they do not collocate, e.g. drive and yacht, then
neither person gets a point.
Continue to play until you have tried most of the verb–noun
combinations. The person with the most points at the end is
the winner.
Grammar XP
Read through the points in the Grammar XP box with your
students. Stress that going to is used to talk about plans we
have. Draw a wavy line on the board with Now marked at the
beginning and an arrow pointing to the future.
Check students’ understanding of the future by asking: Is
yesterday the future? (no) Is tonight the future? (yes)
Tell your students about some of your plans, e.g. I’m going
to watch a good film on TV tonight. Make sure to stress the
pronunciation of going to: in informal speech I’m going to is
pronounced /əmgənə/. Nominate students to tell you about
their plans for the future.
Focus the students’ attention on will. Point out that we use
will to talk about things we expect to happen. Write the
following sentence on the board: It will rain tomorrow. Ask
students to predict the weather for next week using will, e.g.
It will be hot and sunny.
1 Play Track 6.2 for students to listen. Then play Track 6.3
and ask students to repeat. Focus on natural-sounding
pronunciation of ’ll: this is usually pronounced quickly and
softly as /ˈɑl/. There is little difference in pronunciation
between: I leave tomorrow and I’ll leave tomorrow.
Write the sentence: I’ll walk to school tomorrow on the board
and ask students to underline where the stress falls (on
walk, school and the second syllable of tomorrow.) Model the
sentence and drill chorally and individually.
➤ Tracks 6.2–3
My teacher will visit her parents in Italy. She’ll travel by plane.
Tom will go to a school near his house. He’ll walk to school.
My parents won’t take the coach to London. They’ll take the train.
2 Ask students to make sentences about the future using will
and won’t. Conduct class feedback, focusing on naturalsounding pronunciation.
Students’ own answers.
60
Gold Experience
3 Focus students’ attention on the pictures, and explain
that the people are presenters of a show about travel.
Ask students if they watch any similar programmes. Read
the phrases in the box and ask students to complete the
conversation.
Students check their answers with a partner, before
practising the conversation in pairs. After a minute, ask
students to switch pairs and change roles. Monitor, noting
any pronunciation difficulties.
2 are going to 3 are going to 4 is going to 5 is going to
6 is going to 7 is going to 8 will 9 won’t
4 Focus students’ attention on the sentences. Point out that
they will need to refer back to the conversation in Exercise
3. Ask students to complete the sentences in pairs. Read
answers around the class.
1 watch
2 London 3 a bike/bicycle
4 ferry/boat
5 Paul
Write on
5 Tell students some of your plans for the weekend, e.g. On
Saturday afternoon I’m going to read a good book. Read the
example together. Set students a time limit to write down
plans, and then ask them to swap and check their writing
with a partner. Ask a few students to read their work aloud
to the class.
Students’ own answers.
To finish
Divide the class into two groups. Ask one group to work
together to plan an exciting trip for their next holiday. Tell
the other group to prepare interview questions for the first
group on the subject of the trip.
Write the following headings on the board to help both
groups: Where? When? Where / stay? Who / with? How /
travel? What / do?
Give students five minutes to plan and to prepare questions.
Monitor, noting students’ use of future forms.
Conduct the interview as a class. Nominate a confident
student from each group to act as representative and ask and
answer questions. Finally, groups swap roles and repeat the
activity.
Homework
Workbook pages 30–31
MyEnglishLab
Listening (SB page 56)
To start
Elicit how we talk about future plans in English (going to). Tell
students that you have a plan for the evening and ask them if
they can guess what it is. Mime having a coffee with a friend
and ask students to tell you what your plan is. (You’re going to
have a coffee with a friend)
Ask students to think of a plan they have for the future
and to mime it to their partner, who has to guess what it is.
Nominate a couple of students to perform their mimes to
the class.
Power up
1 Begin by asking students to tell you about school trips they have
been on. Generate as much vocabulary as possible, and board
some of the new lexis, checking meaning as you go along.
Ask students to describe what they see in the photos. Then
ask them to match the photos with the sentences. Conduct
feedback around the class.
1C 2D
3B 4A
2 Ask students to discuss their favourite type of school trips
with their partner. Then discuss as a class, asking students
questions, e.g. Where do you like to go? What activities do you
like to do?
Students’ own answers.
Listen up
3 Tell students they are going to listen to a teacher talking
about plans for a school trip. Ask students to predict what
kind of things they might expect to hear the teacher talking
about and write their suggestions on the board.
Focus students’ attention on the words in the box and read
the words together, checking understanding as you go. Play
Track 6.4, asking students to underline the words they hear.
Check answers around the class.
➤ Tracks 6.4–5
OK, everybody, can you listen, please? Sshh! Thank you. As you
know, we’re having a school trip to Blue Peak Mountain Centre on the
twentieth of March. Now, that’s a Friday, so classes will probably finish
at lunchtime on Thursday that week. Markus, are you listening? We’re
travelling by coach. The coach is leaving from the school car park at
nine o’clock, so we’re meeting there at eight forty-five. Don’t be late,
please.
We’re spending all day at the centre. Please bring shorts and trainers.
Don’t bring your mobile phones. You won’t need them. At the centre
we’re doing two activities. In the morning we’re taking a boat trip
around the lake, then later in the afternoon we’re riding mountain
bikes.
The cost for the day is six pounds. We’re having lunch in the mountain
centre café at one o’clock. It’s usually three pounds more, but as we’re
a school group, it’s included in the price. I’m going to collect the money
before we go. Please give it to me by Monday the sixteenth – not later,
please! OK, that’s all, everybody, see you tomorrow.
coach, March, mountain bikes
4 As a class, read the headings in the notes. Play Track 6.5.
Refer students to the Skill advice. Give them a minute to
check their spelling and to compare their answers in pairs.
Then ask them to write their answers on the board. Ask the
class to check the spelling of each word.
2 20 March 3 school car park 4 9 o’clock
6 £6
5 shorts and trainers
Grammar XP
Read the information in the Grammar XP box with your
students. Stress that we use the present continuous to talk
about things we have already arranged to happen. Write
down something you have already arranged to do with your
class, e.g. We’re having a test tomorrow or We’re finishing early
today.
Stress that these sentences don’t just describe plans, but
things which have already been decided on. Tell students
to think about their arrangements for the week ahead and
elicit sentences about future arrangements in the present
continuous.
5 Ask students to complete the sentences using the present
continuous form of the verbs in the box. Do the first one
with the class as an example and encourage students to
use contracted forms, e.g. we’re meeting rather than we are
meeting. Allow students to check their answers in pairs, and
then conduct feedback around the class.
1 ’re meeting 2 ’re playing
3 ’m staying
4 ’re flying
5 ’s arriving
To finish
Practise the pronunciation and form of going to by doing a
substitution drill with your students. Say a sentence about a
future plan, e.g. I’m going to watch TV tonight and ask students
to repeat. Then say a different noun–verb collocation,
e.g. listen to music. Students must say the sentence again,
substituting music for TV and changing watch for listen, e.g.
Teacher: I’m going to watch TV.
Students: I’m going to watch TV.
Teacher: Listen to music.
Students: I’m going to listen to music.
Homework
MyEnglishLab
61
Speaking (SB page 57)
Speak up
To start
Put students in pairs and tell them that they are going to have
a small spelling test. Give them a minute to choose five words
they have learnt so far in this unit and write them down.
Students then read the words aloud to their partner, who has
to spell them. Students get a point for each word they have
spelt correctly. During feedback, elicit which words were
the most difficult to spell. For a bonus point, which of your
students can spell yacht?
Power up
1 If necessary, pre-teach I don’t mind (I don’t like it very much,
but I don’t dislike it either). Read through the activities and
ask students to rate the activities using the expressions
listed. Elicit how much students have in common with their
partner and ask them to report back on any differences.
Students’ own answers.
2 Tell students they are going to listen to a conversation
between two teenagers about their holiday plans. Allow
thirty seconds to read the conversation and predict the
missing words. Play Track 6.6. Students fill in the gaps with
words they hear. Check answers around the class.
➤ Track 6.6
Sandra: Are you going to be here in the summer, Oliver?
Oliver: No, I’m going to do a course in Spain. How about you?
Sandra: I’m staying here, but my cousin’s coming. What are you
going to do in Spain?
Oliver: I’m going to learn Spanish.
Sandra: Brilliant! Will it be hot?
Oliver: Yes, it will be very hot!
Sandra: When are you leaving?
Oliver: We’re flying to Madrid next week.
Sandra: Oh, have a good trip!
2 to do 3 ’m staying
8 When 9 ’re flying
4 going to do
5 learn
6 Will
7 be
3 Students practise the conversation with a partner. Monitor,
checking they are using the correct pronunciation of
individual sounds and sentence stress. If students are having
difficulties with sentence stress, help them to underline the
stressed words in the conversation. Remind students of the
correct pronunciation of going to and I’ll. They swap partners
and practise again.
Write the conversation on the board and ask two students
to read it out. Rub the conversation out, a few words at
a time, until the board is blank and students are saying the
conversation from memory.
Students’ own answers.
62
Gold Experience
4 Read the advertisements as a class and look at the photos.
Ask questions about what students see and generate as much
vocabulary as possible. Ask which trip they would like to go
on and encourage them to give reasons for their answers.
Students’ own answers.
Language XP
Direct students to the Language XP box and read the
questions and responses together, focusing on intonation and
word stress.
5 Tell students that they are going to write questions about
holiday plans to ask their partner. Give them a minute to
put the questions in the correct order before checking their
answers with a partner. Drill the questions, focusing on
intonation. Nominate a confident student to rehearse the
questions in front of the class.
Students work with their partners, asking and answering
questions about their holiday plans. Monitor, noting issues to
discuss during feedback.
2 What are you going to do? 3 What are you going to see?
4 What is it going to cost? 5 Will it be fun?
Background
The Tower of London is a castle on the banks of the River
Thames in London. It was famously used as a prison in the
fifteenth and sixteenth centuries. Elizabeth the first was
imprisoned here for a short spell before she became Queen,
as was Anne Boleyn (unlucky wife of Henry VIII).
Bristol is a large city in the south of England. Its zoo is famous
for its rich variety of animals and its beautiful gardens.
6 Tell your students that they are going on a day trip and write
the destinations The Tower of London and Bristol Zoo on the
board. Ask students to tell you what they think they might see
at these places.
Organise students into pairs of A and B students. Refer
students to the Exam advice. Ask A students to look at page
132 and B students to look at page 142. Focus students’
attention on the question prompts in the table.
Students work in pairs to ask each other questions and
complete the table. Nominate a couple of students to report
back on what they learnt about their partners’ day trips.
Students’ own answers.
To finish
Use the advertisements on page 57 as prompts for a roleplay
activity. Split the class into two groups: students take turns
at being travel agents for the trips (answering questions
and taking bookings) and customers (asking questions and
booking one trip they would like to go on). During feedback,
find out which trip was the most popular.
There is additional speaking practice on page 121 of the SB.
Homework
MyEnglishLab
Writing (SB pages 58–59)
To start
Organise your class into small groups. Now tell your students
that they have just won a large sum of money. They have
three minutes to write down as many ideas as they can about
what they are going to do with the money.
Generate ideas before students get started, e.g. We’re going
to start a business. Ask each group to report back on their
ideas to the rest of the class, focusing on the accurate use of
future forms. Find out which group collected the most ideas.
Background
The ‘train to the clouds’ is a tourist passenger train service in
Argentina. It is the highest railway in the world, at over 4,220
metres. It has twenty-nine bridges, twenty-one tunnels and
thirteen viaducts. On average 30,000 tourists visit the train
per year.
Power up
1 Set a time limit of fifty seconds for students to read the
texts and match them with the photos. In class feedback, ask
students to describe the photos and to tell you which trip
sounds most interesting. Ask students if any of them have
ever been on a similar kind of trip.
1A
2B
2 Read the prepositions in the box to your class. Tell students
that they are going to read an email about Maria’s trip to
the ‘train to the clouds’. Ask students to insert the correct
prepositions and check answers around the class.
1 at 2 to
3 at 4 in
5 in
6 on
3 Students complete the sentences with a preposition from
Exercise 2. Let students check their answers with a partner
before conducting whole class feedback.
1 to 2 in
3 at 4 on
5 to
4 Tell students that they are going to read another email about
holiday plans. This time, they will be reading about Ben’s
plans for his skiing trip to Poland. Explain that the email is
jumbled up and ask students to put it in order. Students
check answers with a partner. Read the email around the
class.
2 Guess what? I’m going to Poland with my school. We’re flying to
Krakow on Saturday. Then we’re taking a bus to Zakopane.
3 I’m looking forward to skiing and snowboarding!
4 I’m taking my camera with me and I’ll take lots of photos for you.
5 Ben
63
Background
Amsterdam is the largest city and the capital of the
Netherlands. Its main language is Dutch, although most
people speak English very well. It is well-known for its canals,
its architecture and its world-famous art galleries (including
the Van Gogh Museum). It is also famous for being one of the
most bicycle-friendly cities in the world.
Plan on
5 Ask students to tell you what they know about Amsterdam,
and find out if any of your students have already visited this
city. Read the poster together and ask your students which
part of the trip sounds most interesting. Focus students’
attention on the photo of the bicycle and ask them if they
would like to travel round a city this way and why/why not.
Focus students’ attention on the example and give them two
minutes to list things that they are going to do. Nominate a
few students to report back to the class.
Students’ own answers.
Write on
6 Draw students’ attention to the prompts and ask them to
write three sentences about the journey. Remind students
to use a future tense in each sentence, and refer them to the
examples in the Language XP box. Monitor, and address any
issues with future forms during feedback.
1 We’re travelling by train./We’re going to travel by train.
2 The train’s leaving in the evening. 3 The trip will cost £120.
Language XP
Refer students to the advice in the Language XP box. Focus
students’ attention on the verb form used after I’m looking
forward to (-ing). You can fix this in students’ minds by asking
them to think of something they are looking forward to, and
then drilling this around the class, focusing on accurate verb
patterns.
7 Tell students that they are going to write an email about the
school trip to Amsterdam. Refer students to the Skill advice.
Look back to the emails at the beginning of the lesson and
ask students to identify the beginning, middle and end along
with the language used in each case.
Students write the email. When they have finished, they
should swap emails with a partner. Ask them to check their
partner’s email, making sure that they have used future
forms correctly, that they have included a clear beginning,
middle and end and that they have answered all the
questions.
64
Gold Experience
Students’ own answers.
Model answer:
Hi Raoul,
Guess what? I’m going on a trip to Amsterdam with my class! We’re
travelling by train and we’re leaving on Friday at 1 p.m. We’re staying
in a hotel and we’re going to hire bikes and ride around the city. I’m
taking lots of money with me, because we are going shopping! I’m
really looking forward to visiting the Van Gogh Museum. It will be
amazing!
See you soon,
Anna
To finish
Provide students with further practice of future forms by
planning a class event together. This could be a school trip
or a party, but will be more motivating for students if it is
something which is really going to happen. If you decide to
organise a small class party, students can work in small groups
to make notes about food, drink, music, entertainment and
what they are going to wear. Groups can then report back
their ideas in a whole class feedback session and the class can
agree on the best ideas.
There is additional writing practice on page 121 of the SB.
Homework
MyEnglishLab
Switch on (SB page 59)
Unusual school journeys
1 Tell students that they are going to watch a video about
two different journeys to school. Read the words in the box
together and ask students to decide words they think they
will hear. As a class, compare predictions. Play the video.
flying, boat, ferry, walk
2 Read the questions together. Ask students to show you
the two different locations on a map of the world. Check
their understanding of a busy road (with lots of traffic on it)
and a frozen river (where the water is so cold it has stopped
moving) by asking questions like: Are busy roads safe or
dangerous? (dangerous) Can you swim in a frozen river?(no)
Play the video again and give students a couple of minutes to
check their answers with a partner before feedback.
1C 2B 3C
4A
5B
6A
3 Ask students to work in small groups to discuss the
questions. After a couple of minutes, bring the class together
and write their ideas on the board. Ask your students which
journey they would rather make. Do your students enjoy
their own journey to school?
Students’ own answers.
Project
4 Tell your class that they are going to conduct a survey on
how students travel to school. Read the three examples and
elicit a few more questions from your students, e.g. Do you
enjoy the journey? Do you travel alone?
Students work in pairs, and take it in turns to ask questions
while their partners listen and jot down answers. If possible,
extend this survey so your students can talk to students in a
different class.
When students have completed the survey, bring the class
together to discuss how they are going to present their
findings.
Students can either work in pairs to create a poster about
their findings or they can create a short video report. In this
report they should talk about their findings and also film a
couple of interviews with different students talking about
their journeys to school.
Students’ own answers.
65
Revision (SB pages 60–61)
1
2a
3d 4c
2
2 In
3 at 4 on 5 in
6 at
3
2 drive 3 passengers
4 ride
5b
4
2B 3A
4A
5
1E 2A
3B 4G
5C 6B
5 harbour
7A
8B
5F
6
2 weren’t wearing, started 3 Were they sleeping, arrived
4 was walking, found 5 lost, was visiting
6 was working, discovered
7
2 which/that 3 which/that 4 who
6 who
8
2 is going to 3 am going to
6 are going to
5 which/that
4 is going to
9
2a 3f
4b 5d 6e
10
2B 3A
4A 5B
66
Gold Experience
6C 7A
8C
5 is going to
9B
07 You can do it!
Unit objectives
Reading:
Vocabulary:
Grammar:
Listening:
Speaking:
Writing:
matching; reading for comprehension
sports and equipment; verb–noun
collocations
can/can’t, have to/don’t have to
multiple-choice pictures
talking about the meaning of signs
a factfile
Reading (SB pages 62–63)
2 Ask students to discuss this question in small groups of
three or four. Ask students to say why they would like to try
their chosen sport. Nominate a student from each group
to report back on their group’s preference, e.g. I’d like to try
horse-riding on the beach because I love horses and the beach
looks beautiful.
Write down any new sports students suggest on the board.
Make sure to include the verb collocations as well, e.g. go
abseiling. Write do, play and go on the board and elicit as
many collocations as possible for each, writing them on the
board.
Students’ own answers.
Read on
To start
Organise students into small groups and set a time limit of
two minutes. Ask groups to list as many sports as they can in
this time.
When time is up, nominate one student to silently say the
alphabet in their head and another student to say Stop! after a
minute or so. The first student must say the letter they have
stopped at and groups must see who can be first to find a
sport which begins with that letter. Write down suggestions
on the board. Play this a few times.
Finally, collect sports around the class. As you do this,
generate as much discussion as possible by asking if your
students what sports they do, and what sports they would
like to try.
Power up
3 If necessary, pre-teach balance (to stand without falling
over), equipment (things you need to do a sport) and
instructor (a person who teaches you to do a sport). Check
students’ understanding by asking them questions like: What
happens if you can’t balance? (you fall) Do you need a lot of
equipment to go surfing? (yes) What equipment do you need?
(a wetsuit and surfboard) Does an instructor teach or learn a
sport? (teach it).
Give students one and a half minutes to read the text
individually. Stress that they are reading to get the general
idea of what the text is about and they do not need to read
every word. Ask students to suggest the best title and to
give reasons for their answers.
From skateboarder to surfer!
1 Focus students’ attention on the poster advertising a sports
taster day. Students work in pairs and match the photos with
the sentences.
Conduct feedback around the class. Focus on developing
enthusiastic-sounding intonation, comparing the falling
intonation at the end of sentence 3 with the rising intonation
in the sentences ending in exclamation marks.
4 Refer students to the Exam advice. Read sentences A–F
together with your students, and do the first example as a
class, asking students to tell you how the words before and
after help them to arrive at their answer: skateboarding links
to the sport mentioned in C, while they in C links to they in
they practise.
Students read the text slowly and fill the gaps in the text with
the sentences. Conduct class feedback, asking students to
tell you which words helped them to arrive at their answer.
Note
1C
2D
3F 4A
Synchronised (/sɪnkrəʊnaɪʒzd/) swimming is a sport which
combines swimming, dancing and gymnastics. Swimmers
perform their moves in the water to music. It is a difficult
sport, which requires a lot of strength, grace and flexibility.
1C 2F
3A
4B 5D
6E
67
Sum up
5 Read the question and the example with your class. Ask
students to work in pairs and collect facts they have learnt
about the sports, e.g.
Skateboarding: You wear a helmet.
Surfing: You wear a wetsuit.
Organise pairs into groups of four. Students share what they
have learnt about the sports in their pairs with each larger
group. In class feedback, ask students which sport they
would prefer to do and to give reasons for their answer.
Students’ own answers.
Speak up
6 Give students a minute or so to discuss this question with
their partner. Ask students to decide whether they should
do more or less sport at school. Students work with
someone who has the same opinion as them. Give students
a couple of minutes to think of reasons to justify their
choice. Conduct a debate where students argue for less or
more sport at school. Award points for each new idea.
Students’ own answers.
To finish
Give students practice in asking and answering questions
about a sport they enjoy.
Each student writes the name of a sport that they enjoy doing
on the top of a piece of paper. They then pass this to the
student on their right, who has to write a question related
to the student and the sport that they have chosen, e.g. if a
student writes swimming, the next student might ask Where
do you like to swim? Or How often do you go swimming?
Continue to pass the papers clockwise around the class.
Students must think of a different question to ask each time
and write it down. Continue until the paper has been passed
around the class, or until students have begun to run out of
ideas.
When students have their original piece of paper, they must
read their questions and answer them.
Circulate at this point, offering help and support where
necessary. Note down any errors in question formation for
use in group feedback.
Students tell their partner about their sport, using the
questions on their sheet as prompts. Bring the class back
together and ask a few students to report back.
Homework
MyEnglishLab
68
Gold Experience
Vocabulary (SB page 64)
Sports and equipment
To start
Put students into pairs and split the class into two teams. Half
of the class work in pairs to remember five words associated
with skateboarding, while the rest of the class remembers
surfing words. Students write these words down in jumbledup form, e.g. sfrauorbd → surfboard.
Students now swap partners and work with someone from a
different group. They swap their jumbled letters and see who
can be first to find the correct words.
Kiteboarding is an extreme sport which combines elements
of gymnastics and surfing. A kiteboarder stands on a
surfboard and is pulled along the water by a large kite.
1 Give students a time limit to match the sports with the
pictures. Check answers around the class. Write the sports
on the board, marking stress.
A tennis B running C judo D cycling E gymnastics
F skiing G basketball H volleyball I kiteboarding
2 Tell students that they are going to hear six different sports
being identified. Ask students to listen carefully, write down
the sport they think they hear and make a note of any
sounds they hear which help them to get their answer.
Play Track 7.1 again. Pause the recording after each sound
effect so that students can say the sport they have heard.
Ask students to describe the sounds they heard.
➤ Track 7.1
1 sound effects: basketball
2 sound effects: tennis
3 sound effects: running
4 sound effects: judo
5 sound effects: skiing
6 sound effects: cycling
2 tennis
2 go 3
Do, play
3 running
4 do
5 went
6 ’s playing
7 does
Word XP
Read the information in the Word XP box together. Elicit
more verbs ending in -ing, e.g. swimming, climbing, riding and
skateboarding.
5 Students look at the photos and match the sports with the
equipment. Conduct class feedback, asking students to tell
you which sport you would use the equipment for.
A racket B board
G ball H helmet
Note
1 basketball
4 Students complete the sentences with the correct form of
play, do and go. Read the sentences around the class.
C swimsuit
D net
E wetsuit
F goggles
6 Tell students that they are going to read a postcard from
Sam, who is having a holiday at an activity centre. Elicit what
kind of activities might be on offer at an activity centre.
Students fill in the gaps with the verbs provided. Collect
answers around the class.
1 cycled
2 swam
3 are climbing
4 are skateboarding
Game on
Think of a sport and tell your students that they have to
guess which sport you are thinking of. They can only answer
yes/no questions and can only ask three questions. Once the
students have guessed your sport, instruct them to play the
game in pairs, pointing out the rules in their coursebook.
Listen in to the students playing their game, noting any
issues with yes/no question formation. Board an example
of a correctly formed question and an incorrectly formed
question at the end of the game. Ask the students to tell you
which is incorrect and why.
Speak up
4 judo
5 skiing
6 cycling
3 Ask students if they know which verbs go with the sports
they have just heard. Write down their suggestions on the
board, but do not correct them at this stage. Play Track 7.2
and ask students to check their answers and match the sport
with the complete verb.
➤ Track 7.2
In summer we play volleyball on the beach.
My brothers do judo every Saturday.
Do you want to go running tonight?
do: judo, gymnastics
play: basketball, tennis, volleyball
go: cycling, skiing, kiteboarding, running
7 Conduct a whole class discussion with students about the
sports they do out of school. Write the names of these
sports on the board. Ask students to work in pairs and
choose three sports. Students then work together to
brainstorm the equipment needed for these sports. Conduct
class feedback. Write equipment vocabulary on the board.
Students’ own answers.
To finish
Ask students to work in small groups of three or four.
Students think of a sport and the sounds made when playing
the sport. Students then make a recording similar to those
in Exercise 2. (They can do this on their mobile phones.)
Students then play back their recording and the rest of the
class has to guess the sport, and for bonus points name
equipment associated with it.
Homework
Workbook pages 34–35
MyEnglishLab
69
Grammar (SB page 65)
To start
Begin this lesson with a sports-themed race. Organise the
class into small groups and give each group a different sport,
e.g. swimming, skateboarding and tennis. Tell each group that
they have to answer three questions about their sport:
1 Name two pieces of equipment you need for your sport.
2 Which verb goes with this sport?
3 Where can you do this sport?
When they have completed the questions, and everyone in
their group is sure of the answers, they have to run up to the
front of the class and write their answers on the board.
The first group to write the answers to all three questions is
the winner. Nominate students from each group to report
back on their answers.
Grammar XP
Read through the information about modal verbs with your
students. Begin by focusing on modal verbs for ability. Tell
your students about sports you can and can’t do, e.g. I can
swim, but I can’t surf. Ask students to tell you about sports
they can and can’t do. Ask students to look back at the word
box in Exercise 1 of page 64 and tick the sports they can do.
Then encourage them to make sentences using can and can’t.
Point out the weak pronunciation of can in I can play tennis (/
kən/) and contrast this with I can’t play tennis (/kænt/).
Ask your students to think back to when they were very
young. What sports can they do now that they couldn’t do
when they were five years old? Tell your students what you
couldn’t do when you were five, e.g. I couldn’t swim when I
was five. Elicit sentences with could and couldn’t from your
students.
Tell your students that your friend is coming mountain
climbing with you for the first time and that you want to tell
him what he can expect to happen. Elicit sentences from
your students such as: It can be dangerous. It can be very cold
in the mountains. It can be very tiring. There can be bears in the
mountains.
Lead into modal verbs for obligation by continuing to talk
about mountain climbing. It can be very cold in the mountains,
so what do I have to wear? Elicit sentences with have to from
your students, e.g. You have to wear warm clothes. You have to
wear thick socks.
1 Play Track 7.3 for students to listen. Then play Track 7.4
and ask students to repeat. Focus on the difference in
pronunciation between can and can’t in questions and
statements. In questions /kən/ is pronounced weakly, while
in short answers, it is stressed: /kɑ:n/.
➤ Tracks 7.3–4
A: Can you skateboard?
B: No, I can’t.
A: Can Emma surf?
B: No, she can’t.
70
Gold Experience
2 Ask students if they can play tennis and if anyone goes to
tennis lessons. Tell students that they are going to read about
Olivia’s tennis lessons in an email. Give students a minute to
read the email in silence. Ask students if Olivia is enjoying
her tennis lessons. Students complete the email with can/
can’t or could/couldn’t. Check answers around the class.
2 couldn’t
3 can’t
4 can
5 can
6 can’t
3 Check that students remember the meaning of have to by
asking them what they have to do at school, in the English
class and at home, and what they had to do or didn’t have
to do when they were younger. Students complete the
sentences with have to/has to or had to. Check answers
around the class.
2 had to 3 had to 4 have to
5 has to
4 Ask students if they like to play sports on their computer.
Generate discussion about popular sport computer games,
writing down new vocabulary on the board. Give students
a minute to read the review. Ask students if they think this
game sounds good and encourage them to give reasons for
their answers.
Students complete the review with one word for each space.
Let students check answers with a partner and then read the
review around the class.
2 couldn’t
3 can
4 have to 5 don’t
6 can
Write on
5 Tell students about the sports that you can and can’t do
and the sports that you have to/don’t have to do, e.g. I can
climb, but I can’t surf. I don’t have to do any sports because I’m
not at school!
Read the example together and ask students to write
sentences about themselves. Monitor, checking for any issues
in your students’ use of modals. Ask a few students to read
their work to the class.
Students’ own answers.
To finish
Organise students into pairs. Tell each student to write down
a sport that they would like to be able to do. They then tell
their partner. Ask students if they know what a personal
trainer is (someone whose job is to help people decide what
type of exercise is best for them and show them how to
do it). Tell students that they are going to be their partner’s
personal trainer. Ask them to write down a personal training
plan for their partner, including what they will have to do,
e.g. You have to run three kilometres every day. You can’t eat
hamburgers and drink cola, but you can eat carrots. Conduct
a class feedback session where personal trainers read their
training plan.
Homework
Workbook pages 36–37
MyEnglishLab
Listening (SB page 66)
To start
Organise students into small groups. Give them a minute to
remember and note down all the sports they have learnt in
this unit so far. Conduct feedback around the class. Next,
choose a sport and ask a couple of students if they can do
this sport, e.g. Can you swim, Maria? Give the students a short
time limit (two minutes). Tell them they have to see which
student in each group can do the most sports, by asking Can
you? and answering with short answers: Yes, I can/No, I can’t.
Students must take it in turns to ask each other questions.
When the time is up, go around the groups, asking students
to report back on who can do the most sports and asking
them to tell you which sports they can do.
Power up
1 Read the sentences with your students. Elicit how you
would form questions to find out this information, e.g. Can
you run five kilometres in twenty minutes? Drill the questions
with your students, focusing on pronunciation and the weak
pronunciation of can. Ask students to stand up and mingle,
asking their questions. The aim is to find one person in the
class for each activity.
Students’ own answers.
Grammar XP
Read through the information in the Grammar XP box
with your students. Ask students if they can think of any
more adverbs from adjectives they know, e.g. quietly, nicely,
beautifully.
Ask students questions using the adverbs in the Grammar XP
box, e.g. Can you run fast, Laura? Do you dance well, Pierre?
Write the verb swim on the board. Ask students if they can
tell you how they swim. Write their suggestions on the board,
e.g. I swim well. I swim fast. I swim slowly. I swim badly.
2 Focus students’ attention on the information about adverbs
in the Grammar XP box and read the examples together.
Students fill in the gaps with the correct adverbs. Check
answers around the class.
2 badly
3 fast
4 quietly
5 slowly
3 Students look back to the activities in Exercise 1 and tick the
ones they can and can’t do. Put them in pairs and give them
a minute to select an adverb to describe how they do these
activities. Ask students to tell their partner and then report
back on their partner’s abilities.
Students’ own answers.
Listen up
4 Put students in pairs and tell them they are going to listen to
five conversations and choose the picture which answers the
question. Give students a minute to talk about the pictures
with their partners. Students look at the questions and
pictures in Exercise 5 and decide what they are going to be
listening for. Check answers as a class.
1 a piece of equipment
4 a sport 5 a number
2 a time 3 a piece of equipment
5 Play Track 7.5, twice if necessary, so that students can check
their answers. During feedback, ask students to tell you
where Jake is in recording number three. (He is at a surfing
party.) Ask your students if they think this sounds like fun
and if they have ever been to a sports-themed party. Ask
your students where Henry is. (He is at football practice.)
Do any of your students go to football practice?
➤ Tracks 7.5–6
1
A: Come on, Sam. The lesson started five minutes ago.
B: Yes, just a minute. I can’t find my tennis racket.
A: It’s on the table, over there.
B: Oh, yes, and what about the new tennis balls?
A: Sam, they’re in your bag. Now come on! We always arrive late.
2
A: Hello.
B: Hello, is Henry there?
A: Sorry, he isn’t. He’s at football practice.
B: Oh. When does he get home?
A: Well, it started at eight o’clock and it lasts for an hour. He’s
usually home at about nine thirty.
3
A: Happy Birthday, Charlotte. This surfing party’s a brilliant idea!
B: Thanks, Jake. Are you coming in the water?
A: Yes, I want to try my new board. What’s the water like?
B: It’s OK.
A: Great, because I haven’t got my wetsuit!
4
A: Hi, Dan, what are you up to this morning?
B: Hi! I’m in the park. Do you want to meet me here?
A: I can’t. I have to wait for my brother. He’s having a judo lesson.
B: Oh, OK. Sorry, Lucy. I can’t hear you very well. Don’t forget, it’s
basketball this afternoon.
A: Yes, I know. I’ll see you!
5
A: Look, there’s Toni. He’s the best football player in the team.
B: Oh, I can’t see him. What number is he?
A: Sometimes he’s number seven, but he’s wearing a number nine
shirt for this match.
B: Here we go! This is going to be an exciting game!
71
6 Refer students to the Exam advice. Students listen to Track
7.6 and check their answers. Allow them to compare notes
with a partner before conducting whole class feedback.
1C 2A 3C
4B
5C
7 Students work with a partner and collect the sports
vocabulary they remember from Exercise 5: activities and
equipment. Collect answers around the class.
1 tennis, racket, balls 2 football, practice
4 judo, basketball 5 football, shirt
3 surfing, board, wetsuit
Speaking (SB page 67)
To start
Write the following jumbled-up word on the board:
lalketasbb. See which of your students can be first to solve
the anagram and find the sport. (basketball). Ask your
students to choose three sports or pieces of equipment they
have learnt in this unit and make an anagram for their partner
to solve. Give students a two-minute time limit to solve their
puzzles before conducting whole class feedback.
To finish
Power up
Write the following sports on the board: swimming, cycling,
running, basketball, tennis, dancing. Underneath write these
adverbs: badly, well, fast, slowly. Students choose a sport and
an adverb. They then mime playing the sport in the manner
of the adverb they have chosen, e.g. play football badly. The
rest of the class guesses the sport and the adverb.
1 Focus students’ attention on the pictures and elicit the word
signs. Organise students into pairs to talk about where they
might expect to see these signs and nominate a few people
to report back their ideas.
Homework
MyEnglishLab
Students’ own answers.
Suggested answers:
A airport, train station, bus station
B airport
C anywhere that mobile phones are allowed
D beach
E street near playground or school
F street, shop door
2 Ask students to work in small groups and make a list of signs
around the school. Write some areas in the school up on the
board as prompts, e.g. canteen, lobby, sports hall. Ask groups
to report their ideas back to the class.
Students’ own answers.
Speak up
3 Read the sign together. Ask students where they might
expect to see the sign. Students choose what the sign means
from the two options given. Ask students to put up their
hands to show which answer they chose.
1 You can’t take food or drink into the gym.
4 Ask students to work with a partner to decide on an
explanation using the sentence heads provided. Nominate
one pair of students to report back on their answer and
explanation.
Students’ own answers.
72
Gold Experience
Language XP
Focus students’ attention on the sentence heads in the
Language XP box. Go over some examples with the class, e.g.
It says that you have to wear shoes. Elicit a few more examples
from students.
5 Ask students to return to the signs in Exercise 1 together
and to take turns to explain what the signs mean to each
other. Monitor, checking that students are using modals
correctly. Highlight examples of good modal usage in the
feedback session and address any errors.
Students’ own answers.
Suggested answers:
A It means you can leave your luggage here.
B The sign means there is a restaurant. You can eat here.
C The sign says that you can use your mobile phone here.
D It means that you can swim here.
E It means that you have to drive slowly because there are children.
F The sign says that the shop is closed. You can’t go in.
6 Refer students to the Skill advice. Read the language
together, focusing on word stress and intonation. Point out
the weak form of that (/ðət/).
Students look at the signs and take it in turns to explain what
they think they mean. Monitor, noting any good explanations
you hear. Conduct class feedback. Ask students to tell you
where they think these signs might be found.
Students’ own answers.
Suggested answers:
A You can buy tennis rackets half price today.
B You can’t wear outside shoes on the volleyball court.
C You can buy goggles and swimsuits in reception.
D You can’t skateboard without a helmet.
E You can’t use mobile phones or iPods on the tennis courts.
F You can’t go to the sports centre until August.
7 Draw a picture of stick man wearing headphones (two big
circles at the side of his head) and musical notes all around
his head, with a line through the picture to indicate ‘can’t’.
Tell your students this is a rule for the English class and elicit
what the rule is. (You can’t listen to your iPod in class).
Organise students into pairs of A and B students.
Ask A students to look at pages 132–133 and B students to
look at pages 142–143. Tell them that they are going to take
it in turns to draw signs and that their partner must guess
what the sign is.
Circulate as students do this activity, checking for correct use
of modals. Conduct class feedback, sharing any amusing and
inventive signs you have seen with the whole class.
Students’ own answers.
To finish
Design a sign you would like to display in your English
classroom and display it on a large piece of paper (e.g. no
mobile phones on desks or coloured pencils in this drawer.) Ask
your students to tell you what the sign means, encouraging
them to use modals in their answer. Students work in small
groups to design a sign for the English classroom. This could
be a new rule that they would like to see implemented!
Students display their signs on the classroom wall. The other
groups have to say what they think the sign means, using the
modals they have learnt in this unit.
There is additional speaking practice on page 121 of the SB.
Homework
MyEnglishLab
73
Writing (SB pages 68–69)
To start
Ask students to work with a partner to find five new words
they have learnt from the unit so far.
Students now work with another pair in groups of four, taking
it in turns to describe their words. They have a thirty-second
time limit to explain their word (without using the word
itself ) to the other students in the group, who must listen and
guess the word. They are not allowed to draw or mime. At
the end of the game, elicit the words your students found on
the board, checking the spelling of the more difficult ones.
Background
Chris Hoy is a Scottish cyclist who has represented Great
Britain at the Olympics. He learnt to cycle when he was six
years old.
Ricardo Kaka is a Brazilian footballer. He has played for Real
Madrid and also in the World Cup.
Jiang Yuyuan is a Chinese gymnast. She started doing
gymnastics when she was four years old.
Tirunesh Dibaba is from Ethiopia. She is a runner and the
5,000 metres world record holder.
Power up
1 Students work in pairs to match the famous people with
their sport. Conduct class feedback, and ask students if
they can tell you any more information about these famous
sports people.
Chris Hoy: cycling Ricardo Kaka: football
Tirunesh Dibaba: running
Jiang Yuyuan: gymnastics
2 Students work in pairs to collect as much information as they
can about a famous sports person from their country. Elicit
some prompts and write them on the board, e.g. age, sport,
family, prizes. Ask students to report back.
Students’ own answers.
3 Ask your students if any of them can skateboard. Ask them
to tell you how well they can do this sport. Tell the class that
they are going to read about a famous skateboarder, and ask
if any of them have heard of Shaun White.
Ask students to read the information about Shaun White.
Focus their attention on the headings and read through these
together. Students fill in the factfile. Check answers around
the class.
3 1.73 m 4 red 5 The flying tomato
6 He started snowboarding.
7 A professional skateboarder, Tony Hawk, saw Shaun in a
competition.
8 Shaun was snowboarding and skateboarding in international
competitions.
9 He made his first film.
10 surf and play the guitar
4 Focus students’ attention on the questions. Students answer
the questions about Shaun. Let them check answers with a
partner before conducting whole class feedback.
1 the USA 2 red hair/1.73 m tall 3 He started snowboarding.
4 He made his first film.
5 He was snowboarding and skateboarding in international
competitions.
Language XP
Draw students’ attention to the information in the Language
XP box. Go over the meaning of also, too and as well,
stressing they have the same meaning, but are used differently
in sentences.
5 Ask students to complete the rules. While students are
doing this, write the following sentences on the board: I too
play tennis. I play football and I as well watch it on TV. I swim
and I run also. Ask students to refer to the rules they have
just completed to tell you why these sentences are incorrect.
Nominate students to come up to the board and correct
them, and finally read the rules your students have
completed together. Generate a couple more similar
examples based on your students and their interests, e.g.
Maria can run fast and she can also swim very well.
1 also 2 too/as well
6 Organise students into pairs. Read the sentences out slowly
one by one. Give each pair of students a few seconds to
confer and choose the right option, encouraging them to
refer to the rules in Exercise 5. Students indicate their choice
with a show of hands. Continue until all of the questions
have been answered.
2 also 3 As well as
74
Gold Experience
4 also 5 too
Plan on
Switch on (SB page 69)
7 Refer students to the Skill advice. Read through the headings
in the factfile with your class. Ask students to choose a friend
and complete the factfile. Monitor, providing language input
where necessary. Students read their factfile to their partner.
Skateboards to
surfboards
Students’ own answers.
Write on
8 Ask students to write a description about the person in their
factfile, writing five or six sentences. Students can use the
questions in Exercise 4 to help them. Students can bring in
a picture of their friend to attach to the final draft of their
writing, and their work can be displayed on the classroom
wall.
Students’ own answers.
Model answer:
My friend’s name is Carlos. He plays football very well and he also
goes running every day. He can run very fast. He started playing
football when he was very young: maybe four or five years old. He
can’t remember when he started running!
He is in the school football team. They meet once a week. He is in a
running club too. He is very good at swimming as well.
To finish
Ask students to research their favourite sports person for
homework, using the headings from the factfile they wrote
about their friend. Students report back on their findings in
class. Conduct feedback, focusing on any language issues.
Students now work in pairs. They tell their partner who
their chosen sportsperson is, and their partner has to write
interview questions. Monitor, providing language input and
checking the questions your students have written.
Students pretend to be their chosen sportsman or woman
and roleplay an interview with their partner. Nominate a few
pairs to perform their interview in front of the class.
1 Focus students’ attention on the photo and ask them to
tell you what sport they think the video will be about.
Now point to the instructor and ask students if they can
remember the word for a person who teaches a sport.
Teach your students the following words: trick (a clever
action that entertains other people because they don’t know
how you do it), mission (an important job) and chilly (cold).
Check students’ understanding by asking questions, e.g. If
you do a trick do people know how you do it? (no) Can you do
tricks on your bike? Is a mission the same as a hobby? (no) Is
chilly the same as hot? (no)
Read the question with your students, and ask them to guess
the answer. Let them compare answers with their partner
before you play the video. Afterwards ask your students
whether they predicted correctly or not.
B They know they can do it and it’s fun.
2 Read the statements together. Check students’
understanding of stomach by asking them to point to their
own. Play the video again while students watch and complete
the exercise. Let them check their answers with a partner
before conducting whole class feedback. Ask students what
they thought about the video. If they haven’t tried surfing,
would they like to now and why/why not? Does Steve look
like a good instructor? Why?
1T
2T 3F
4F 5T
3 Organise students into groups to discuss this question.
Encourage students to give reasons why they would like to
try these new sports. After a minute or so, bring the class
together. Nominate one student from each group to report
back.
Students’ own answers.
There is additional writing practice on page 122 of the SB.
Project
Homework
MyEnglishLab
4 Tell your students that they are going to have a sports quiz.
Read the instructions in Exercise 4 together and divide the
class into two teams.
Look at the example question and write a couple more
questions together as a class, e.g. How many players are
usually in a football team? (eleven)
Give students five minutes to write their questions. Monitor,
helping with question formation and making sure they know
the answers to the questions they have written. Each team
should vote for someone in their team to be the quizmaster
and ask the questions to the other team. Video the game
show and watch it together. Use this as an opportunity
to highlight examples of good question formation and
intonation and highlight any language issues.
Students’ own answers.
75
08 See the world
Unit objectives
Reading:
Vocabulary:
Grammar:
Listening:
Speaking:
Writing:
multiple-choice questions; reading for
comprehension
the natural world; weather; measurements;
similar adjectives
present perfect simple; using ever and never
with the present simple
multiple-choice questions
talking about things you have done;
describing feelings
a postcard
Reading (SB pages 70–71)
To start
Organise students into small groups. Give each group the
name of a continent: Africa, Asia, Australia, Europe, North
America and South America. Students then work in groups
to brainstorm as much information about their continent as
they can: countries (or states) within the continent, climate,
natural features and anything else they can think of.
Students copy the shape of their continent onto a large
piece of paper and write their information inside the shape.
Students then talk about their continent to the rest of the
class.
If you teach a multinational class, this activity can be
personalised, with students sharing information about their
own country or continent.
Power up
1 Organise students into pairs. See who can be first to match
the continents to the correct places on the map of the
world. Ask students to come to the front of the class and
pin their continent shape from the starter activity onto the
appropriate part of the board. (If there are any missing
continents, you can ask students to add them.)
1E
2G 3C
4F 5B
6A
7D
2 Students work in pairs to ask and answer the questions.
Conduct whole class feedback, with students reporting
back on their partners’ answers. Encourage students to give
reasons for their answers, asking them which countries they
would like to visit and what they would like to do in their
chosen continent. Draw a stroke on each continent each
time it’s mentioned. Ask students to tell you which continent
is the most popular destination.
Students’ own answers.
76
Gold Experience
3 Ask students to work in pairs to see how many countries
they can name in three minutes. Set a timer to add to the
sense of urgency. When the time is up, go around the class,
asking students to tell you how many they found. Write
countries on the board, asking students to tell you where the
stressed syllables are, and marking these.
Alternatively, distribute small strips of paper and different
coloured pens and ask students to write their countries on
these. When the three minutes are up, students come to
the board and stick their countries onto the appropriate
continent.
Students’ own answers.
Read on
4 Generate interest in the reading text by focusing students’
attention on the photos and discussing the questions as a
class, asking students to give reasons for their answers.
Students’ own answers.
5 If necessary, pre-teach ice (water which has frozen and
become solid), expedition (organised journey) and tent
(a shelter made of canvas which you can pack up and
carry with you). Check students’ understanding by asking
questions: Is ice hot or cold? (cold) What’s the difference
between a trip and an expedition? (a trip is a short visit or
holiday and an expedition is a longer, well-planned journey)
In very cold, icy weather would you like to sleep in a tent or a
hotel?
Give students a one-minute time limit to read the article.
Ask students to discuss their answers to Question 4 in pairs
for one minute and then bring the class back together again.
Were they correct?
The girl is Amelia Hempleman-Adams.
She is skiing to the South Pole.
He’s her father.
6 Refer students to the Exam advice. Look at Question 1
together and ask students to identify the key words in the
first sentence. (97 days) Then direct students to the article,
asking them to focus on finding the amount of time that
Amelia skied for.
1B 2B
3B 4A
5A 6C
Sum up
Vocabulary (SB page 72)
7 Read the sentence heads together as a class and check
students’ understanding of prepared (to be ready and well
organised for something) and miss (to feel sad because
you don’t have something/or someone you like). Check
students’ understanding by asking questions, e.g. If I’m
prepared, do I have everything I need? (yes) Do you miss English
lessons during the summer holidays?
Give students a minute to prepare their ideas before asking
them to work with a partner and talk about Amelia’s trip.
Encourage students not to look at the article while they are
talking to their partner. Summarise Amelia’s story around the
class.
The natural world
Students’ own answers.
Speak up
8 Focus students’ attention on the adjectives in the box and
check their understanding of them, by asking them to give
you examples of nouns which match them, e.g. Learning
English is fun. Horror movies are scary.
Ask students to tell their partner whether or not they
would like to travel to the South Pole, using the adjectives
in the box. Come together as a class, and get feedback from
students who would and wouldn’t like to go to the South
Pole and elicit reasons for their answers.
To start
Practise country names and pronunciation with your students
by writing three different countries on the board along with
three different stress patterns: Spain (O), Mexico (Ooo) and
Argentina (ooOo). Ask students to match the country with the
stress pattern. Organise students into groups and distribute
large sheets of paper headed with three different stress
patterns: (O, Ooo and ooOo). Students work together in their
groups, saying names of countries they can think of and
grouping them under the correct stress patterns.
1 Students need an atlas or access to the Internet for this
activity. Read through the words in the box together,
focusing on tricky pronunciation (ocean is pronounced
/əʊʃən/ and desert is stressed on the first syllable). Elicit
which word describes the photo on the right (island).
Ask students to find examples of the natural features in the
box on their atlas or on the Internet. Students can choose a
continent to work on, or can work in their continent groups
from the previous lesson. Using a map of the world pinned to
the board or the continent shapes the students prepared in the
last lesson, ask students to present their findings to the class.
Students’ own answers.
Students’ own answers.
To finish
Organise students into groups of four. Tell them that they are
going on a skiing expedition to the North Pole. Tell them they
have three minutes to pack their bags, and they must work
together to write a list of everything they will need on their
journey. As a class, ask groups to report back on what they
have packed and write every idea on the board. Encourage
students to give reasons for their choices. You should end
up with a lot of ideas! Tell the students that they have very
small backpacks and that they now must work in their groups
to choose ten items to pack on their trip. Everybody in the
group must agree on the final selection. Finally, groups report
back on their ten essential items, justifying their choices.
Homework
MyEnglishLab
Note
Remind students that we use the definite article before seas
and rivers, e.g. the Mediterranean, the Thames. However,
we use no article with countries (France), towns and cities
(Madrid) and mountains (Mount Everest).
Word XP
Read the information in the Word XP box with your class.
Go over the examples and ask students if they can think of
questions and answers for metre (m) and kilometre (km), e.g.
How wide is it? 5 m. How far is it? 2 km.
2 Give students a minute to brainstorm all the units of
measurement they can think of. Write these units on the board
and drill the pronunciation of each, focusing on word stress (e.g.
millimetres, centimetres, metres, grams, kilograms, Centigrade).
Ask students to give you an example of what could be
measured with each unit.
Tell students that they are going to listen to five different
measurements and write down what they hear. Play Track 8.1.
Students check answers with a partner. Conduct class feedback.
➤ Track 8.1
1 Twenty-three centimetres. Twenty-three centimetres.
2 Fourteen metres. Fourteen metres.
3 Fifty-five kilometres. Fifty-five kilometres.
4 Thirty-two degrees centigrade. Thirty-two degrees centigrade.
5 One hundred and sixty-four kilograms. One hundred and sixty-four
kilograms.
2 14 m 3 55 km
4 32 C
5 164 kg
77
3 Students work in pairs to match the words with the correct
weather symbols. Conduct class feedback, focusing on
the correct pronunciation of the adjectives. (Cloudy is
pronounced /klaʊdi:/.) Ask students to tell you what the
weather is like today. What kind of weather do they like
best?
A rainy B cloudy
G foggy
C snowy
D sunny
E stormy
F windy
4 Draw students’ attention to the picture and the
temperatures. Ask students to write the adjectives along the
line in order of degree from coolest (blue) to warmest (red).
Check answers orally. Ask students to describe the
temperature in your classroom and outside. Name a few
countries from different parts of the world, e.g. Egypt,
Iceland, China, Cuba and ask students to say what they think
the temperature might be like in these countries today.
1 freezing cold
2 cold
4 warm
5 hot
6 boiling hot
Game on
Model the Game on activity by describing a place to your
students, and asking them to guess what you are talking
about, e.g. It’s a small piece of land surrounded by water.
(island) Focus students’ attention on the example and
organise them into pairs. Students then take turns at
describing places to each other. If they find it difficult to
describe the place in English they can provide well-known
examples, e.g. Kalahari (desert). Conduct class feedback
after a few minutes: who managed to guess the most places
correctly?
Speak up
6 Elicit the names of the four seasons and write these on
the board: spring, summer, autumn and winter. As a class,
collect as many weather words as you can for each season.
Organise students into pairs and ask them to talk about the
weather and seasons in their countries.
5 Students read the sentences and choose the correct option.
Collect answers around the class.
Students’ own answers.
1 boiling hot
To finish
2 warm
3 freezing cold
4 hot
Students choose a country and write four sentences
predicting the weather for the next day. (They can use online
weather forecasts to help them.) Students then present a
TV-style weather forecast to the class. Encourage students to
refer back to the Grammar XP box on will in Unit 6 (see page
55) to help them do this.
Homework
Workbook pages 38–39
MyEnglishLab
78
Gold Experience
Grammar (SB page 73)
To start
Tell your class that you are all going to travel the world
together. You are not going to leave the classroom: you are
going to make word pictures.
Ask your students to close their eyes and imagine they are
flying over the world. You are going to land in … Canada! Ask
them to walk around. What is the weather like? What can
they see? Are there mountains, tall buildings, rivers or lakes?
Can they see any animals?
Ask your students to open their eyes and talk about what
they saw with their partner. After a minute, open this up into
a whole class discussion. Generate as much vocabulary as
possible and write it on the board.
Possible suggestions for Canada: high mountains, wide open
spaces, fresh air, not many people, bears, elks and forests.
Repeat the activity a few times, letting your students choose
where the plane is going to land.
Grammar XP
Read through the information in the Grammar XP box with
your students. Emphasise that we can use the present perfect
simple to talk about experiences that we have had up to the
present time and stress that time periods are not specified in
the example sentences, as time is unimportant or unknown.
Write two sentences on the board: one past simple and one
present perfect, e.g. I’ve been to Amsterdam. I went to Athens
in 2005.
Ask students to identify which sentence is in the past simple
(the second) and which is in the present perfect (the first).
Ask students to tell you which sentence mentions an exact
time. (the past simple sentence) Elicit that this is because in
the first sentence the time is not important. What matters is
the experience itself.
Ask a well-travelled student in your class:What countries
have you visited? and write down a list of the countries they
mention. Ask the class: What countries has Victor been to?
and elicit a sentence beginning He has been to … Choose a
country you think your student hasn’t visited and ask Have
you been to (Luxemburg)? Write the country’s name on the
board with a cross beside it and elicit the sentence He hasn’t
been to (Luxemburg).
Elicit the form of the present perfect (have/has + past
participle) using the examples on the board to help you. Ask
students: How do we form the negative? (haven’t/hasn’t + past
participle.) Draw students’ attention to the pronunciation of
haven’t (/ˈhæv(ə)nt/) and hasn’t (/ˈhæz(ə)nt/).
➤ Tracks 8.2–3
I’ve been to a desert.
He’s climbed a mountain.
I haven’t walked in a rainforest.
She hasn’t stayed on an island.
2 Students write the past participles of the irregular verbs.
Check answers orally around the class, writing on the board
and checking spellings. Refer students to the Verb list on
page 134.
Aid students’ recall by playing a game. Say the infinitive of a
verb and then throw a soft ball to a student who must catch
it and say the past participle. This student must think of
another infinitive and throw the ball to a fellow student.
buy – bought catch – caught do – done go – gone read – read
ride – ridden see – seen swim – swum take – taken teach –
taught write – written
3 Ask students to fill in the sentences using the correct form
of the present perfect. Collect answers around the class.
3 haven’t done 4 has talked 5 hasn’t read
7 haven’t written 8 has swum
6 have seen
4 This exercise requires students to differentiate between
the present simple, present perfect and past simple. Ask
students to look at the photo of Kilian Jornet and tell you
what they think he does.
Tell students they are going to read about Kilian’s
experiences. Ask students to remind you which tense they
will use when talking about experiences. Point out that not
all of the verbs in this article are in present perfect form. Do
the first example together.
1B 2C
3B 4A
5B
6A
Write on
5 Focus students’ attention on the verbs and ask them to write
sentences about five things which they have done in their
lives. Students share their answers with a partner. Ask a few
students to report back to the class.
Students’ own answers.
Model answers:
I’ve been to London.
I’ve learnt to cook.
I’ve ridden a camel.
I’ve seen a shooting star.
I’ve played chess.
1 Play Track 8.2 for students to listen. Then play Track 8.3
and ask students to repeat, focusing on natural-sounding
pronunciation. Ask your students to copy the sentences into
their books and underline the words they think are stressed.
Play Track 8.2 again and get students to check their answers.
Drill chorally and individually.
79
Listening (SB page 74)
To finish
Play Experience bingo. Think of sixteen experiences you think
many of your students will have had, e.g. been to hospital,
danced in a disco, gone skiing, ridden a bike, broken a leg. Write
all sixteen of these experiences on the board.
Now ask students to draw a large grid on a piece of paper
which is four squares long by four squares wide. Ask them to
fill in each square with an experience, but they must do this in
a random order.
Call out the experiences in a random order. When the
students hear an experience they have had they tick the
box. The first student with a complete line of experiences
(horizontally, vertically or diagonally) is the winner.
danced in a
disco
gone skiing
fallen in love
at first sight
been on a
school trip
ridden a
cooked a
bike
meal
broken a leg climbed a
mountain
passed an
exam
been to
hospital
won a prize
been to
France
swum in the
sea
gone camping
gone to the
theatre
ridden a
camel
Homework
Workbook pages 40–41
MyEnglishLab
To start
Write the alphabet in capital letters across the length of the
board. Explain to your students that they are going to find an
animal for each letter of the alphabet.
Organise your class into teams and give each team a different
coloured marker pen. Ask teams to stand in a line at the
other end of the room from the board. When you shout Go!
one student from each team must run to the board and write
an animal under a matching letter on the board (e.g. bear
under b or giraffe under g). This student then must run back
and give the marker to the next person in the team.
The activity continues until students have found an animal for
as many letters as they can. There can only be one animal
per letter. Count the colours at the end of the activity to see
which team found the most animals and ask students to check
spelling.
Suggestions: a = alligator, b = bear, c = crocodile, d = deer,
e = elephant, f = fox, g = giraffe, h = hyena, i = iguana,
j = jaguar, k = koala bear, l = llama, m = monkey, n = narwhal,
o = orang-utan, p = polar bear, q = quail, r = rhino, s = sloth,
t = tapir, v = viper, w = woodlouse, z = zebra.
Power up
1 Focus students’ attention on the photos and ask them to
predict what the animals are. Students discuss their ideas
with a partner and match the animals with their English
names.
Feedback, focusing on pronunciation: giraffe is /ʤɪrɑ:f/
and leopard is /lɜ:pərd/. Write the two- and three-syllable
words on the board and ask the students to group them
according to where the sentence stress falls. (first syllable
sentence stress: spider, leopard, tiger, elephant; second syllable
stress: giraffe) Ask students what continents these animals
can be found in.
A spider B elephant C zebra D leopard
G snake H giraffe
E tiger
F mouse
Listen up
2 Tell students that they are going to listen to a conversation in
which some of the animals from Exercise 1 are mentioned.
Ask students to write the animals they hear while you play
Track 8.4, and ask students to call out the animals they heard
mentioned.
80
Gold Experience
➤ Tracks 8.4–5
George: Hi, Daisy. Did you have a good time in Spain?
Daisy: Yeah, it was brilliant, thanks. We did lots of mountain biking.
What did you do?
George: My cousins from Scotland stayed with us. Then we went
to South Africa to visit my uncle.
Daisy: Cool! Do you often visit your uncle?
George: My dad goes every year, but I go with my parents every
two years. I love it!
Daisy: Have you ever seen any wild animals there?
George: Yeah, lots. I’ve never seen my favourite animals – leopards
– in South Africa, but I’ve seen lots of elephants and giraffes.
Daisy: I’d love to see an elephant!
George: Yeah, they’re great. Do you know they can eat two
hundred and sixty kilograms of leaves and grass a day, and a baby
elephant can weigh one hundred and twenty kilograms!
Daisy: Wow! How do you know all that?
George: I saw a TV programme about it. Oh, and last time I was at
my uncle’s house, I saw an enormous spider!
Daisy: Cool! Was it big and scary?
George: Yeah, it was huge and a bit scary. I was coming out of the
bathroom and it was on the stairs. I went back into the bathroom
and hid behind the door!
Daisy: Wow! I’d love to go to South Africa. Is it always really hot
there?
George: Well, it’s twenty-five degrees where my uncle lives, but in
other places it can be thirty or even fifty degrees!
Daisy: That’s hot!
elephants, giraffes, leopards, spiders
3 Refer students to the Exam advice. Give them a minute
to read through the questions. Play Track 8.5, twice if
necessary, and allow them to check answers with their
partner before whole class feedback.
1A 2B
3C
4C
5B
4 The information in the Grammar XP box focuses attention
on asking questions with ever and never in the present
perfect. Ask students to put questions in the correct order
to make questions.
Allow students to check their answers with a partner before
conducting whole class feedback.
2 Have you ever seen a snake?
3 Have you ever climbed a mountain?
4 Have you ever travelled by plane?
5 Have you ever ridden a horse?
5 Students work with a partner to ask and answer the
questions. Monitor, checking that students are using short
answers correctly. Award extra points for students who ask
a follow-up question using the past simple tense.
Students’ own answers.
6 Ask students to write down two things that their partner has
never done and ask students to report back their findings to
the class.
Students’ own answers.
To finish
Extend the exercise in Question 6 into a true or false guessing
game. Ask students to write down three things which they
have never done. One of them must be false. Begin by giving
an example about you, e.g. I’ve never been to Belgium. I’ve
never ridden a camel. I’ve never played football. Ask students to
tell you which is false, giving reasons for their answers. Then
ask students to play the game in pairs or small groups.
Homework
MyEnglishLab
6A
Grammar XP
Read through the information in the Grammar XP box with
your students. Focus on the questions and point out that in
questions has/have and the pronoun are inverted, e.g. Have
you ever…?
Ask a student a Have you ever question, e.g. Have you ever
been to Paris? Elicit a short answer from the student, e.g. Yes,
I have./No, I haven’t. Draw students’ attention to the strong
pronunciation of have (/hæv/) in questions and its weak
pronunciation in short answers (/həv/). Explain that the
same applies to has which is pronounced weakly in short
answers (/həz/) and strongly in questions (/hæz/).
Finally, explain that although we can’t use the present perfect
with a specific time expression, (e.g. yesterday, last year, when
I was a child) we can use it with a non-specific time expression
(e.g. ever and never).
81
Speaking (SB page 75)
To start
Ask students to think of five verbs and write them down.
Next, ask them to think of five places and write them down.
Tell students that they are going to make crazy questions in
the present perfect with their verbs and places, e.g. verbs:
read, listen to music, swim, cook, sing; places: school, hospital,
plane, sea, bathroom.
Students might end up with questions like: Have you ever read
in hospital? Have you ever sung in the sea? Have you ever cooked
on a plane? Have you ever listened to music in school? Have you
ever swum in the bathroom? Give students a minute to make
crazy questions and ask students to tell you some of the
funniest ones.
Tell students they have a minute to move around the class,
swapping places with each other and working with different
partners. The aim of the game is to swap places so that they
can make some more sensible questions. When students find
a sensible question, they should write it down.
Allow a few minutes for students to travel around the class
and jot down sentences. The winning student will have the
largest number of sensible questions.
Power up
1 Ask students to work with a partner to describe what they
see in the photos. Bring the class together and ask pairs to
report back, generating as much vocabulary as possible. Ask
students if they have ever had any of these experiences.
Students’ own answers.
2 Explain to students that they are going to listen to someone
asking his friend about her life experiences. Students must
listen and tick which of the experiences Monika has had. Play
Track 8.6, twice if necessary, and conduct feedback.
➤ Tracks 8.6–7
James: Monika, have you ever swum in a lake?
Monika: No, I haven’t. I’ve never been to a lake.
James: Really? Have you ever been to a rainforest?
Monika: No, I haven’t, but I’d love to!
James: You’re not afraid of snakes and spiders?
Monika: No, I love snakes – and spiders.
James: OK. Have you ever sailed to an island?
Monika: Yes, I have. I went to the Greek islands with my parents
by boat.
James: What was the weather like?
Monika: It was hot and sunny.
James: Did you like the islands?
Monika: Yeah, we did lots of water sports. It was brilliant!
She has sailed to an island.
3 Read the questions with your students. Ask students to listen
to Track 8.7 and choose which two questions James asks
Monika.
He asks questions 3 and 4.
82
Gold Experience
Language XP
Read through the examples in the Language XP box with your
students. Write an experience of your own on the board (e.g.
my holiday in Paris) and ask students to ask you questions using
the target language, e.g. What was the weather like? Did you like the
food?
4 Play Track 8.8 and ask students to repeat what they hear.
Emphasise that have and haven’t are stressed.
➤ Track 8.8
A: Have you ever swum in a lake?
B: No, I haven’t.
A: Have you ever been to a rainforest?
B: Yes, I have.
Students’ own answers.
5 Ask students to complete the questions in the quiz, using the
prompts to help them. Check answers around the class.
Refer students to the Skill advice and read it together.
Students complete the quiz with a partner. Circulate,
focusing on present perfect questions and also follow-up
questions. Note down any examples of good follow-up
questions for use in the class feedback session.
Students’ own answers.
6 Organise students into pairs. Tell students they are going to
learn about a sailor and mountain climber. Ask students if they
enjoy these sports, and if they know any famous sailors or
mountain climbers.
Give students in every pair a letter, A or B. Ask A students to
turn to pages 132–133 and B students to look at 142–143.
Focus all students on the Ruby Sanchez text and explain that
Student B has some text missing. Tell A students that they are
going to read the text to B students, who are going to listen and
fill in the missing words. Stress that A students are not allowed
to show B students the text, but that they are allowed to repeat
and spell words.
Circulate as students complete this exercise, recording any
issues with pronunciation. Conduct class feedback before asking
B students to read their text about Luca Booth to A students.
Ask your students if they had ever heard of these people
before. Which text did they find most interesting any why?
Which words/phrases were the most difficult to get?
Students’ own answers.
To finish
Choose one topic which your class are interested in, e.g. film,
food, music. Organise students into pairs and give them a few
minutes to write as many questions as they can on this subject
using the present perfect, e.g. if the subject is music this could be:
Have you ever been to a music festival? Have you ever met a famous
singer? Have you ever sung on stage? Come together as a class and
write ten questions on the board.
Students now circulate, asking each other the questions.
Circulate, encouraging students to ask follow-up questions where
appropriate.
Conduct class feedback, asking students to report back on
interesting things they have learnt about their classmates.
There is additional speaking practice on page 123 of the SB.
Homework
MyEnglishLab
Writing (SB pages 76–77)
To start
Organise students into small groups and ask them to close
their books. If possible, create a little distance between
groups.
Ask students to collect as many words as they can under the
following headings: Weather, Animals, Natural features and
Countries.
After a minute, nominate a student from each group. This
student has thirty seconds to visit other groups and to ‘steal’
words that their group has not thought of. They then return
to their groups and add these words to the list.
After another minute, ask groups to count their words.
Check the lists, deducting points for incorrect spellings. Give
the winning group a small prize.
Power up
1 Focus students’ attention on the advert. Ask students to
predict what the person at the top of the advert is doing.
(sandboarding) Ask your class if any of them has heard
of or done this sport before. Give them a minute to read
the advertisement and discuss with a partner before they
report back on what you can do on the trip. Write students’
suggestions on the board.
Background
Berber is the name given to the indigenous group of people
who live in North Africa. Berber culture is famous for its
delicious food. Tagine and couscous are both Berber dishes.
You can ride a camel into the desert.
You can camp under the stars.
You can learn how to cook ‘Berber pizza’.
You can sing Berber songs.
You can try sandboarding.
2 Ask students to look at the headings and tick which items
of information can be found in the advertisement. Check
answers around the class.
B accommodation
E length of trip
F weather on safari
G transport in desert
3 Tell the class that they are going to read a postcard from
Emma, who has been to Morocco. Before reading, ask
students to predict what they think Emma might be doing.
Read the postcard together as a class and ask students to tell
you whether they think she is having a good time. Encourage
them to give reasons for their answer. (The adjectives she
uses tell us she is having a good time: brilliant, fantastic, and
amazing.)
Yes, she is.
83
4 Students complete the postcard with one word for each
space. Give students the chance to check answers with their
partner and then conduct feedback around the class.
2 of
3 to
4 it
5 the
6 you
5 Organise students into pairs and ask them to find seven
adjectives which Emma uses in her story. See who can be
first to find all seven.
brilliant, amazing, fantastic, scary, big, boiling hot, cold
Language XP
Read through the information in the Language XP box
together. Ask students to think of a holiday they have been
on or would like to go on. Do an example on the board as a
class first of all, to generate ideas.
Plan on
6 Tell your class that you have some money and that you are
going to treat them all to a nice holiday. Ask them where
they would like to go/what they would like to do and how
they would like to travel, etc. Students create a spidergram
with vocabulary related to their holiday. Generate more
items for the spidergram, such as people and food.
Students then swap their spidergrams with their partners,
who help by providing more words if they can.
Students’ own answers.
7 Students look at the adjectives and add them to their
spidergram. Encourage students to add any other adjectives
they might want to use.
Organise students in small groups to talk about their
spidergrams together. Monitor, providing language input
where necessary.
Students’ own answers
Write on
8 Refer students to the Skill advice and tell them that they
are going to write a postcard from their holiday using the
language in their spidergram. Students can illustrate their
postcards with a scene from their holiday, and these can be
displayed on the wall for the class to read.
Students’ own answers.
Model answer:
Hi!
I’m having a fantastic time in the French Alps! I’m on a skiing holiday
with my class.
I’ve done lots of skiing and have been on some trips to some
interesting places too. I’ve learnt how to ski quite well and I’ve learnt
how to snowboard too! Snowboarding is really difficult and there are
some scary slopes here.
It’s really cold every day and every night, and there is lots of snow!
See you soon!
Love,
Tony
84
Gold Experience
To finish
Ask students to think of a country which they find interesting.
Students should all choose a different country for this activity.
Give students a time limit (say, fifteen minutes) to find out as
much as they can about their chosen country online.
Students then prepare a poster presentation about their
country. They must make their country seem as attractive a
destination as possible. Choose one student to be a tourist.
The student goes around the class visiting the different
‘countries’. The students representing these countries must
give reasons why their country is the best to visit. After the
student has listened to everyone, he or she chooses their
favourite country.
After this, everyone chooses the country they thought
sounded best (they are not allowed to vote for their own!).
The country with the most votes is the winner.
There is additional writing practice on page 123 of the SB.
Homework
MyEnglishLab
Switch on (SB page 77)
Revision (SB pages 78–79)
Amelia’s amazing
adventure
1
2 went 3 do 4 is playing 5 goes 6 done
7 play 8 go
1 Focus students’ attention on the photo of Amelia and read
the question together. Ask students to discuss their ideas
with a partner. After a couple of minutes regroup and write
students’ suggestions on the board. Play the video. Were any
of their predictions correct?
2
2 tennis 3 cycling, horse-riding, skateboarding, skiing 4 swimming,
perhaps also surfing 5 swimming, surfing 6 basketball, football, tennis
7 swimming, surfing 8 basketball, tennis
the cold/the temperature
2 Read the questions together as a class. Play the video one
more time while students listen and choose the correct
answer. Allow students to check their answers with a
partner. Encourage discussion of Amelia’s journey. Which
students would like to go on a journey like this one and
why/why not?
1C 2B
3C 4B 5A
3 Where would you like to travel in the world? Why? Tell
students where you would most like to travel in the world
and why, e.g. I would like to go to Norway in summer time to
see the midnight sun and all the beautiful mountains and fjords.
Ask your students to think of where they would most like
to go and two reasons for their choice. Ask them to discuss
their choice with a partner. Nominate a few students to
report back, and generate as much vocabulary as possible
during the feedback.
Students’ own answers.
Project
4 Tell students that they are going to make a poster
presentation of where they would like to visit. Read the
example together. Write the following headings on the
board:
Where you would like to travel? (e.g. Cuba, Norway, Paris,
Shanghai)
Who you would like to travel with? (e.g. my Mum, my best
friend, my cousin, all my friends)
The things you would like to take with you (e.g. party clothes,
sunglasses, surfboard)
Generate more examples for each of these headings. Give
students time to create an illustrated poster. If possible,
students can print off images from the Internet. Otherwise
they can draw pictures or cut out photos from magazines.
Circulate as students complete this exercise, providing help
and words where necessary.
Students present their poster and dream trip to the class.
Encourage them to ask and answer questions after each
presentation.
3
2 rainy 3 foggy
7 sunny
4 snowy
5 cloudy
6 windy
4
1 USA 2 freezing 3 mountain 4 tennis
5 island
5
2B
3A 4B 5B
6B
6
2 ’ve bought 3 haven’t ridden
5 has taught 6 hasn’t seen
4 ’ve travelled
7
2 James has never been to a desert. 3 Robert and William have never
played basketball. 4 Has Cara ever been to South America? 5 Have
they ever worn a wetsuit? 6 It has never snowed in my country.
7 Have you ever played tennis with my brother? 8 My parents have
never seen a rainforest.
8
2 can 3 don’t have to 4 can’t
6 could 7 can 8 has to
9
2 badly
10
2A
3 easily
3C
4 well
4A 5B
5 had to
5 late
6A
Students’ own answers.
85
09
Let me
entertain you
Unit objectives
Reading:
Vocabulary:
Grammar:
Listening:
Speaking:
Writing:
word completion; reading for specific
information
entertainment; changing verbs to nouns
present perfect with for, since and just
completing notes
discussing preferences; making
suggestions
an email; making suggestions
Reading (SB pages 80–81)
To start
Play a Yes/No guessing game with your students on the
subject of television shows. Ask them to write down the
name of their favourite television programme on a piece of
paper. They mustn’t show it to anybody. Choose a confident
student, and ask Yes/No questions to find out their choice of
programme, e.g. Is it a sports programme? Is it a soap opera? Is
it on in the evening? Is it funny?
Invite students to join in and play the game as a class. If
the students can’t guess the television programme in five
questions, the student must tell them the answer.
Power up
1 Direct students’ attention to the photos of the different
types of TV programmes and ask them to work with a
partner to find an example of each type from their own
country. Collect students’ answers around the class. Elicit
other types of television programmes and write their
ideas on the board. Collect new words on the board and
ask students to tell you where the stress lies. Drill new
vocabulary chorally and individually.
Students’ own answers.
2 Tell your students about some programmes you like and
dislike, eliciting ways of expressing degrees of feeling by
drawing a line on the board with I really love at one end and
I really hate at the other. Ask students to provide ways of
expressing feelings which fall between the two extremes, e.g.
I like, I quite like, I don’t mind, I don’t like and ask them where
they should be placed on the line.
Give students a couple of minutes to work with a partner
to discuss which programmes they like and dislike, and why.
Nominate a few students to report back on their partners’
likes and dislikes and decide as a class what kind of television
programmes are the most/least popular.
Students’ own answers.
86
Gold Experience
Read on
3 Ask students to look at the photos and describe what they
see. What kind of music do they think this band play? Tell
students that they are going to read an article about teen
band, II Volo. Ask if any of your students have heard of this
band.
Read the sentences with your class and tell students they
are going to quickly read the text and choose the sentence
which is about II Volo.
Pre-teach the following words if necessary: amazing (really
fantastic), popular (liked by many people), fans (people who
love a particular team, singer or actor).
Check students’ understanding by asking: What TV
programmes are popular in this class? If something is amazing,
is it very good or very bad? Are you a fan of Real Madrid, Tony?
Give students a couple of minutes to read the article and
choose their sentence. During feedback, ask students to
explain their choice.
sentence 3
Background
Reality shows are very popular in the UK. As well as talent
shows, there are a range of other shows, including Dancing on
Ice (a competition where celebrities learn to skate), Britain’s
Next Top Model and The Apprentice (a programme in which
young business people compete for the prize of winning an
apprenticeship with a multimillionaire).
Cookery television programmes are also very popular in the
UK, and most people have a favourite ‘celebrity chef ’. In fact,
some people say that Brits spend a lot more time watching
cookery programmes than they do in the kitchen!
4 Read the definitions around the class. Tell students that they
need to find words in the text which match these definitions
and point out that the first of each letter has been supplied.
Do the first one together as an example.
Read the first paragraph. Help students by asking them what
picture they have in their heads when they hear the word
opera singer (fat, old, uncool), and contrasting this with the
reality described in the article (teenagers, popular with girls).
1 imagine 2 screaming 3 winner 4 flight
5 huge 6 dream
5 Focus students’ attention on the Skill advice, and read the
questions aloud around the class. Set a time limit of three
minutes to answer the questions before class feedback.
1 operatic pop 2 Gianluca
6 their grandparents
3 flight
4 O Sole Mio
5 Chinese
Sum up
Vocabulary (SB page 82)
6 Students work in pairs to write sentences about II Volo
using the information provided. Organise each pair into a
group of four and ask them to compare sentences. Allow
students a minute or so to discuss any differences. Nominate
students to come up to the board and write their sentences.
Entertainment
Students’ own answers.
Speak up
7 Read the questions and the examples together. Students
work in pairs to discuss the questions. Encourage students
to say why they would or wouldn’t like to be famous. In
feedback write the reasons for and against being famous
in two different columns on the board. Generate as much
vocabulary and discussion as possible.
Students’ own answers.
To finish
Organise your students into groups of four. Give each group
a piece of paper with a type of television programme written
on it (news programme, chat show, talent show, etc.).
Ask students to prepare a short example of their kind of
programme with a couple of sentences of dialogue and a little
action. Give students five minutes to prepare their sketch
and then to perform it to the class. Ask the rest of the class
to name the type of television programme, e.g. two people
sitting behind a desk, while a contestant stands on the ‘stage’.
Student 1: What a fantastic singer! She sings like an angel!
Student 2: Did you think so? I thought she was terrible.
Contestant bursts into tears and runs off.
Answer: a talent show.
Homework
MyEnglishLab
To start
Remind students that they learnt six new words in Exercise 4
of the Reading lesson. Ask for volunteers to come up to the
board and write any of these which they remember.
When the six words have been written on the board,
organise students into small groups. Tell them that they
are going to see who can be the first group to make six
sentences, each containing one of these words. Encourage
the students to make sentences about themselves where
possible.
When the first group has finished, stop the activity. Ask
students to read the sentences aloud. In the case of students
using the wrong form of the words (e.g. I flight to Italy last
year) elicit the correct form and write it on the board.
1 Read the words in the box with your students and elicit the
meanings of the different types of films, by asking students
to provide examples of them. Tell students that they are
going to hear clips from seven different films and decide
what kind of film each is.
Play Track 9.1, pausing after each item to give students
thinking time. Check answers around the class, asking
students to tell you what helped them to choose their
answers.
➤ Track 9.1
1 sound effects: romantic film
A: I love you Sarah!
B: I love you too, Tom!
2 sound effects: animation
3 sound effects: science fiction film (sci-fi)
A: Quick! The aliens are coming. Everyone get back to the spaceship!
4 sound effects: action film
5 sound effects: comedy
6 sound effects: horror film
7 sound effects: documentary
A: And here we can see the young elephants with their mothers.
1 romantic film 2 animation 3 science fiction film
5 comedy 6 horror film 7 documentary
4 action film
2 Focus students’ attention on the adjectives in the box. Check
the meaning of each by asking them to provide examples of
things which match the adjectives, e.g. scary horror film, funny
joke. Students fill in the sentences with the correct adjectives
and check their answers with a partner. Read the sentences
around the class.
2 funny
3 scary
4 interesting
5 boring 6 ridiculous
87
Game on
To finish
Organise students into pairs and ask them to close their
books. Tell each pair to write down as many TV programmes
and films as they can. They have three minutes! When
this time is up, go round the pairs and find out which pair
remembered the most. Conduct feedback around the class.
Make a list of famous film and television stars you feel
confident your students will know and write their names on
post-it notes – one for each student. Now go around the
class sticking the post-it notes to your students’ foreheads,
but do not let them see their own identity.
Tell the class that they are at a party, and that the aim of the
game is to mingle with other guests and find out their own
identity by asking yes/no questions about themselves, e.g. Am
I British? Am I a film star? When the students have correctly
guessed their identity they can sit down.
Continue the game until several students are sitting down.
Then ask the remaining students to come to the front of the
class. They can ask three more questions to find out their
identity.
Word XP
Read the information in the Word XP box with your
students. Students work in groups and have one minute to
see if they can think of some more examples; e.g. runner,
swimmer, rapper, rocker, historian, librarian, etc.
3 Ask students to read the words and match them with the
photos. Check answers around the class. Write the words
on the board and ask students to tell you where the stress
lies in each. Drill the words chorally. Ask students to work
with a partner and think of a famous person for each, e.g.
ballet dancer – Nureyev.
A comedian B magician C ballet dancer
E actor/actress F clown
D musician
4 Focus students’ attention on the illustration. Elicit what kind
of television programme this is and ask students to describe
what they see. Students then match the words in the
sentences with the labels.
Conduct class feedback. Think of a similar show in your
students’ country. Ask them: Who are the judges? What
contestants do you remember?
1C 2B
3D 4A
Speak up
5 Students work with a partner to speak about what they
would do in a talent show. Ask students to report back on
their partners’ choices.
Students’ own answers.
88
Gold Experience
Homework
Workbook pages 44–45
MyEnglishLab
Grammar (SB page 83)
To start
Write Have you ever . . .? on the board and give students
three minutes to work in pairs to write down as many
questions as they can on the subject of television, e.g. Have
you ever watched TV all day? Have you ever cried at a soap
opera? Have you ever been on television?
Ask students to call out their questions. Collect about five
of the best questions and ask students to write these down.
They mingle and try to find someone who can answer yes
to each of these questions. When they have ticked all five
questions (or spoken to everyone in the room), they can sit
down. During feedback, ask students to tell you what they
learnt about their classmates.
Grammar XP
Elicit how the present perfect is formed and when we use it.
Read the information in the Grammar XP box as a class. Use
timelines to illustrate the different sentences, e.g. The three
teenagers have loved singing since they were very small children.
Draw a line with an arrow to represent time.
Write Now at the end of the line. At the beginning of the line
draw three little children. Draw an arrow from Now to the
three children and above the arrow write have loved singing.
Ask students Do they love singing now? Did they love singing
when they are children? Did they love singing during this (in
between) time?
Draw similar timelines for the other examples. You can
illustrate the difference between for and since on your
timeline by writing dates and times (last week, yesterday,
1995, etc.) along the bottom of your timeline to show since
and drawing arrows from one event to another to convey for
(three years, one week, a long time, etc.).
Write on
4 Read the example sentences with your students, and ask
them to write sentences about themselves using the prompts
provided. Collect sentences in from students and write a
selection of correct and incorrect sentences on the board.
Organise students into groups and read the sentences out
one at a time. Ask students to vote as a group each time on
whether the sentence is correct or incorrect. After everyone
has voted, conduct a class feedback session. Elicit why some
are correct and some incorrect. The group who voted for
the greatest number of correct sentences is the winner!
Students’ own answers.
To finish
Ask students to choose their favourite actor or actress
and tell a partner about him/her. Provide students with
headings to prompt them and let them have two or three
minutes to prepare what they are going to say. Headings: Age,
Appearance, Nationality, Most famous films, Married?, How long
you’ve been a fan. (Write: I’ve been a fan for/since . . .) on the
board.
After students have told their partner about their favourite
actor/actress, their partner must work with a different
partner and talk about their first partner’s favourite actor/
actress.
Ask a few students to report back on what they have just
heard. Ask the initial student in each case to add anything
which has been forgotten.
Homework
Workbook pages 46–47
MyEnglishLab
1 Read the words and phrases in the box around the class and
ask students to work with a partner and decide which words
go with for and which with since. Check answers orally.
For: ten years, a long time, four months, forty-five minutes
Since: last week, I was a small child, Wednesday, yesterday
2 Students complete the sentences with the present perfect
form of the verb and for or since. Read the sentences around
the class.
2 ’ve been, since 3 ’s appeared, since 4 ’ve had, for
5 haven’t watched, since 6 haven’t heard, for
3 Tell students that they are going to read about a South
Korean boy band called Super Junior. Ask your students if
they can name any boy bands in their country. Do they like
them?
Focus students’ attention on the words in the box and
read them together, eliciting the present perfect form of
the verbs. Ask them to complete the text with the present
perfect form of the verbs + for or since.
2 have been, for 3 have had, since
5 has appeared, since
4 have won, since
89
Listening (SB page 84)
To start
Tell students to work with a partner and choose nine words
they remember from the unit so far: three must be types of
TV programmes, three must be adjectives and three must be
jobs.
Organise pairs into groups of four. Pairs of students must
take it in turns to read out their words while the other pair
listens and writes the word down.
At the end of the game, students open their books and check
the spellings of the words. Which pair could spell the most
words correctly? During feedback, focus on the spelling of
difficult words.
Power up
1 Direct students’ attention to the photos and read the text
below each one. Read the captions under each photograph
and drill pronunciation of difficult sounds, e.g. /θ/ in theatre,
/ju:/ in studio.
Elicit what you might see at each of these places,
encouraging students to think about local examples, e.g.
at a theatre: stage, curtains, dressing rooms; at a TV studio:
cameras, celebrities, dressing rooms; at a radio station:
microphones, headphones, sound equipment.
Tell students that they are going to listen to three recordings
and decide where each takes place. During feedback,
encourage students to describe the sounds which helped
them decide on their answer.
➤ Track 9.2
1 Good morning! And here’s the great new song from Kelly Brown, I
can’t stop loving you.
2
A: When are you leaving?
B: I’m taking the first boat in the morning. Please don’t cry.
3
A: And you’re live in five, four, three, two, one.
B: And now I’m very happy to welcome the world famous actor,
Mark Vincent!
1 C radio station 2 A theatre
3 B TV studio
2 Discuss the question as a class. Write down students’ ideas
on the board, e.g. TV studio: because you might meet some
famous people; radio station: it is fun to see what DJs look like;
theatre: they are often in beautiful old buildings.
Students’ own answers.
90
Gold Experience
Listen up
3 Ask students if they do drama at school. What kind of
activities do they do in drama class? Have they ever been on
a drama trip? Inform students that they are going to listen to
a student called Poppy talking about her drama trip.
Focus students’ attention on the headings and explain that it
often helps to know what information you need before you
listen. Read the headings as a class, focusing on the example
given. Students work in pairs to decide what information
they are listening for in each case before class feedback.
1 day 2 type of transport
3 meeting place
4 price 5 object
4 Read the Exam advice together. If necessary, pre-teach
can’t wait (to be very excited about something), secretary
(someone who works for someone else in an office, typing
letters and answering phone calls) and busy (when you have
a lot to do).
Check students’ understanding of these words by asking
questions like: If you can’t wait for something are you excited
about it? (yes) Does a secretary work in a garage? (no) If you
are busy, do you have nothing to do? (no).
Play Track 9.3. Students complete the notes and check their
answers with a partner.
➤ Track 9.3
Poppy: I can’t wait for our trip to the radio station, Mr Taylor!
Mr Taylor: I’m sorry, Poppy, but we’ve just changed our plans.
We’re going to a TV studio now. The radio station said they were
too busy.
Poppy: Wow – that’s even better! Is the trip on Monday?
Mr Taylor: It was, but now it’s Tuesday. I’ve just sent an email to
everyone.
Poppy: Oh, OK. How are we getting there?
Mr Taylor: We’re going to catch the train. We’ll all meet at the
station in town. Do you know where it is?
Poppy: Yes, thanks. What time will we meet?
Mr Taylor: Well, the train leaves at nine thirty, so everyone needs
to meet at the station at nine fifteen. Don’t be late, Poppy!
Poppy: I won’t, Mr Taylor. How much does the trip cost?
Mr Taylor: Well, the visit to the TV studio costs five pounds, so
with the train it’s fifteen pounds forty. But you’ll need to pay for the
trip before we go.
Poppy: OK. Who do I give my money to?
Mr Taylor: The new club secretary, Mrs Beckett. Oh, and don’t
forget to bring some sandwiches. We won’t have time to go to a
café for lunch.
Poppy: OK, thanks!
1 Tuesday
2 train
3 station 4 15.40 5 sandwiches
5 Focus students’ attention on the Grammar XP box. Explain
that when we use just, the event has happened very recently.
Write the words You’ve just on the board. Now rub your
eyes, yawn and stretch and elicit the sentence You’ve just
woken up from your students.
Draw a timeline on the board with Now written at one
end. Draw a dot just behind Now and write I’ve just woken
up. Students complete the conversations using just and
the present perfect form of the verb in brackets. Students
practise the conversations with a partner.
2 have just seen
3 ’ve just come
4 ’ve just had
5 has just won
To finish
Remind students of the mime you performed for I’ve just
woken up. Now give each student a similar sentence. Ask
students to read it and then mime it to their partner, who
must guess what the other student has just done.
Nominate a handful of students to mime their sentence to
the whole class. The class must say what has just been done
in each case, e.g. You’ve just been to the dentist. You’ve just
fallen in love. You’ve just passed an exam. You’ve just seen a
ghost. You’ve just seen your boyfriend/girlfriend with another
person. You’ve just won the lottery. You’ve just broken your leg.
You’ve just failed your driving test.
Homework
MyEnglishLab
Speaking (SB page 85)
To start
Organise students into small groups. Give each group a
piece of paper with a type of film written on it, e.g. romance,
science fiction, horror, and tell them to keep it a secret from
the other groups. The groups must work together to write
down the ingredients for this type of film. Encourage students
to include verbs, nouns and adjectives in their lists, e.g. a
horror film might need: ghosts, dark, scary, monsters.
Students come up to the board and write their word lists in
separate columns. The rest of the class then reads the word
list and identifies the type of film, adding more words to the
list if they can.
Power up
1 Students ask and answer the questions with a partner. Ask a
few students to report back on their partners’ preferences.
Discuss Question 3 in more detail, asking students to give
reasons for their answers, e.g. It’s better to see a film at the
cinema because the picture looks better on the big screen. It’s
better to watch DVDs because it’s cheaper.
Students’ own answers.
2 Go around the class eliciting as many different types of films
as you can. Tell students that they are going to listen to two
friends discussing what kind of film they would like to see.
Play Track 9.4. Ask students to listen and write down what
kind of film the friends decide on.
➤ Tracks 9.4–5
Sonia: Hi, Liam!
Liam: Hi, Sonia. Do you want to watch a DVD at my house? James
is coming, too!
Sonia: Yeah, great. What shall we watch?
Liam: Well, I’ve got lots of DVDs. I’ve got a great new action film.
Sonia: Oh, I don’t really like action films. I love science fiction films,
though!
Liam: Really? I think they’re boring! How about a comedy?
Sonia: Yes, let’s watch a comedy.
Liam: Cool! See you about eight?
Sonia: Great! See you later!
a comedy
3 Play Track 9.5. Ask students to insert the sentences in the
appropriate part of the conversation. Nominate a student
and read the conversation in front of the class, focusing on
the intonation of both suggestions (How about a comedy?)
and reactions to suggestions (Cool!). Give the rest of the
class a few minutes to practise the conversation in pairs.
2E
3A
4B 5F 6C
91
Language XP
Focus students on the advice in the Language XP box. Read
the sentences together, focusing on the rising then falling
intonation used when making suggestions.
Direct students’ attention to the Skill advice. Practise the
reactions language by going round the class telling them mixed
good news and bad news, e.g. How about I give you extra
homework tonight? and eliciting reactions, e.g. Really?
Speak up
4 Students work with a partner to decide on what film they
would like to watch. Monitor, modelling intonation where
necessary.
Students’ own answers.
5 Go round the class, asking students to report back on what
kind of film they chose, and decide on the most popular film
in the class.
Students’ own answers.
To finish
Ask a few students to tell you about their favourite films. Ask
them to tell you what the films are about (remind students
that we use the present simple to describe the plot of a film).
Organise students into groups. Tell your class that in your
free time you are actually a rich and famous film director. You
have one million pounds to spend on producing a film, but
you can only choose one film to produce. Tell the class they
have ten minutes to work in groups and create an idea for a
film.
Supply the following headings on the board: Type of film,
Story, Lead actor, Lead actress, Costumes, Location, Soundtrack.
Each group has a minute to pitch their film.
After you have listened to every group’s pitch you can choose
the one you think sounds best, and invite the rest of the class
to vote for their favourite.
There is additional speaking practice on page 124 of the SB.
Homework
MyEnglishLab
92
Gold Experience
Writing (pages 86–87)
To start
Write down the following jumbled words on the board. See
which student can be first to unscramble these different types
of music: scisallca (classical), crok (rock), ppo (pop), talem
(metal), zjaz (jazz).
Organise students into groups and ask them to think of as
many different words associated with each kind of music
as they can, e.g. classical: violin, piano, composer, orchestra;
rock: lead guitar, drum, concert; pop: synthesiser, dance, group,
famous; metal: noisy, drums; jazz: trumpet, saxophone, relaxing.
Students share the words they found with the rest of the
class. Who managed to find the most words? Elicit their
favourite type of music. Where do they listen to music most?
Power up
1 Focus students’ attention on the question. Give students a
minute or two to work in small groups and brainstorm good
and bad things about music festivals, e.g. good: you can see
a lot of different bands; bad: expensive food and dirty toilets.
Collect ideas around the class and write them on the board.
Students’ own answers.
2 Focus students’ attention on the two adverts for music
concerts. Ask which concert they would prefer to go to and
why. Read through 1–7, checking students’ understanding
where necessary. Students work with a partner to find an
example of each in the adverts. Check answers around the
class (in some cases there are a few possibilities).
1 23 March, 10 June
2 Barley Hall, Haywell Sports Stadium
3 £5, £16, £11
4 3.30 p.m., 2 p.m.–7 p.m.
5 12–16 year olds, under 16 year olds
6 classical guitar, rock
7 Pablo Garcia, Generator, Profile, Stream
Plan on
3 Direct students’ attention to the photograph on the poster
and ask them to tell you what they think it is advertising. Ask
students if they have ever been to, or would like to go to, a
concert like this one.
Students answer the questions about the summer concerts
and check their answers with a partner before reading
answers around the class.
1 in Heron Park 2 Saturday 12 August, Saturday 19 August
3 The Spacemen, G Power 4 £8, £7
To finish
Ask students to write down the name of a film, song or
television programme in English and explain that they are
going to have to mime the title to the rest of the class.
They begin by miming whether their title is a song, a film or
a TV programme (by miming singing, filming or drawing a
square in the air). They then have to show how many words
are in the title. They can mime the words of the title in any
order. Small words, e.g. and and of are shown by making a
small circle with your finger; the is shown by making a T-shape
with two fingers.
Perform an example yourself first. Mime filming and hold up
one finger, eliciting that it is a film with one word in the title.
Then mime screaming. Your students should guess that your
film is Scream!
4 Tell students that they are going to read an email from Susie,
who is planning to go to the summer concerts. Ask students
to tell you why Susie is writing to her friend, and give them a
minute to find the answer in the email.
Get students to fill in the email with the words in the box,
and then read the email around the class.
There is additional writing practice on page 124 of the SB.
2 the 12th August
6 this evening
Homework
MyEnglishLab
3 the 12th
4 The Spacemen
5 £8
Language XP
Focus students’ attention on the advice in the Language XP
box and read the examples together. Can your students add
some of their own advice to this?
Write on
5 Tell students that they are going to write an email to a friend.
Ask them if they have any ideas about how they can make
their emails sound friendly, and write suggestions on the
board, e.g. use friendly greetings, ask questions, say something
friendly at the end of your email.
Read the Skill advice together. Ask the students to tell you
why they are writing this email and elicit the information they
may wish to include, e.g. when/where the concert is, who is
playing.
Students write an email to a friend, inviting them to go to
one of the concerts in Heron Park. The advertisement in
Exercise 3 and Susie’s email can be used as prompts, but
encourage students to use their own ideas, too. Nominate a
few students to read their emails to the rest of the class.
Students’ own answers.
Model answer:
Hey Katrina,
How are things? Have you seen the posters for the concerts at Heron
Park? They look fantastic! I would love to go and see G Power. They
are playing on the 19th – are you free then? Do you want to come
with me?
The tickets are £7 and I’m going to buy mine tomorrow. Anyway, let
me know what you think. Email me!
See you soon,
Jenny
93
Switch on (SB page 87)
Interview with Il Volo
1 Focus students’ attention on the photo and ask them to tell
you what they remember about II Volo. (They are three
Italian teenagers who sing operatic pop music and are
famous in lots of countries.)
Tell your class that they are going to watch a video about a
special day for the group. Read the sentences together. Ask
your students to guess why this is a special day for II Volo.
Ask students to put up their hands to tell you which option
they think it is. If necessary, teach students release (to bring
out an album, song or other product so that people can buy
it). Then play the video and ask students to tell you whether
or not they guessed correctly.
C It is the day they release their album in the UK.
2 Tell students that they are going to read the sentences and
choose the correct answer in each case. Read the sentences
together with your students. Play the video while students
complete the exercise. Ask students to check their answers
with a partner before conducting whole class feedback.
1 theatre
2 different
3 the Beatles
4 April
5 European
3 Ask students to discuss the question with their partner and
give a reason why/why not for their answer, e.g. I’d like to
go to a II Volo concert because their music sounds great. Elicit
some of their ideas during class feedback.
Students’ own answers.
Project
4 Generate vocabulary for the project by writing the word
Music in the middle of your board and making a giant
spidergram with music vocabulary. If your board is big
enough, ask students to come to the board and help you
draw it. Draw spider legs for different types of musical
instruments, different types of music, different places you
can listen to music, different words to describe music, etc.
Focus students’ attention on the example questions.
Organise them into groups and set a time limit for them to
write as many questions about music as they can. Come
together as a class to share questions. Write well-formed
questions on the board and ask your students to ‘fix’ any
incorrectly formed questions.
Ask students to work in pairs to mingle with students from
other groups to ask the questions they have written. While
one student asks questions, another student can film the
interview.
Watch the interviews together. Use this as an opportunity
to highlight good examples of pronunciation, correct word
stress and intonation. Your students can make a poster
about the results of their project.
Students’ own answers.
94
Gold Experience
10 Eat well, feel well
Unit objectives
Reading:
Vocabulary:
Grammar:
Listening:
Speaking:
Writing:
matching headings with paragraphs
food and health; making adjectives from
verbs
must/mustn’t; need to/don’t need to; should
+ infinitive for advice
multiple-choice questions
asking about somebody’s feelings; giving
advice
a short letter of advice
Reading (SB pages 88–89)
To start
Activate your students’ food and drink vocabulary with the
Alphabet game. Organise students into groups of three or
four. Write the following headings on the board: A healthy
food, An unhealthy food, Food everyone in the group likes and A
type of food you keep in the fridge. Call out letters at random.
Students have to race each other to see who can find items
which begin with this letter (they should raise their hands
when they have done so), e.g. if you call out B, students could
find: banana, burger. Groups must find four different items
each time, even if there is overlap between the categories.
Board any new items of food vocabulary.
Power up
1 Read the colours around the class. Tell students they are
going to think of two kinds of food for each colour as
quickly as they can. Ask students to put their hands up when
they are ready.
Collect food items around the class. Discuss which colours
were most difficult to find foods for. Which were easiest?
Draw columns on the board – one for each colour. Divide
students into groups and give each group a minute to write
down as many foods as they remember from their colour,
e.g. black: vanilla pods, black lentils; blue: blueberries, blue
cheese; brown: chocolate, gravy; green: spinach, mint; orange:
carrots, pumpkin; purple: plums, figs; red: cherries, watermelon;
yellow: butter, lemon.
Stop students after a minute and ask them to mark the word
stress on the items they have collected. Students then write
their words under the appropriate column. Drill the food
items chorally and individually.
2 Elicit what people say when they think food is delicious
(Yum!) and when they think food is disgusting (Yuck!)
Focus students’ attention on the photos and ask them to
describe what they see. Ask students if they would like to try
any of these foods. Encourage them to give reasons for their
answers, modelling language by giving your own opinions:
That looks interesting, what do you think?
Students’ own answers.
Read on
3 Tell students that they are going to read an article about
blue food. Ask students if they think that blue food is yum
or yuck. Ask students to remind you of the blue food items
they collected in Exercise 1.
Read the headings as a class. Check that students understand
that greens refers to green vegetables, e.g. cabbage,
cauliflower, peas, broccoli. Tell students that eat your greens is
an expression we use when we want someone to eat more
vegetables.
Refer students to the Exam advice and stress that they
need to read the whole paragraph before deciding on
their answer. They read the article and match the headings
with the correct paragraph. During feedback, encourage
your students’ own responses to what they have read. Is it
important to them how their food looks?
1D
2E
3A 4B
5C
4 Read the definitions together and ask students to find words
in the article which match them. Point out that the first
letter of each word is supplied in each case. Check answers
around the class.
Personalise the new language as you do this, by asking
students questions, e.g. Do you like broccoli? What do you
prefer: fruit or vegetables?
Ask students to work in pairs to choose a word from
the text and write a definition of it. They then read their
definition to another pair, who has to find the word in the
text.
1 broccoli 2 variety 3 preferred
6 refused 7 plates 8 attractive
4 common
5 recognise
Students’ own answers.
95
Sum up
Vocabulary (SB page 90)
5 Look at the prompt words and read them together as a
class. Give students a minute or so to prepare what they
are going to say, before closing their books. Do the first one
together as a class. Ask students to work in pairs, taking it in
turns to summarise the article using the prompts provided.
Monitor, prompting where necessary.
Food and health
Students’ own answers.
Speak up
6 Focus students’ attention on the questions and read the
example together. Ask students to talk about their favourite
food with a partner.
Monitor your students as they do this exercise, noting
examples of good language and jotting down any ideas
which can be used for discussion during class feedback. Ask
students to report back on their partners’ favourite food.
Which food is the most popular in your class? Who has a
healthy favourite food?
Students’ own answers.
To start
Bring in about fifteen items from your kitchen or from your
school canteen, e.g. an apple, a fork, a plate, a cup, some
barbeque tongs, a piece of spaghetti, some salt.
Lay your items on your desk and invite your students to come
and look at them. They have a minute to look at the items,
during which time they can ask you what the items are. They
can also pick up and touch the items.
At the end of the minute, students must go back to their
seats. Cover the objects up so that they can not be seen, and
ask students to write down all the objects they remember.
After a minute let them check their lists with a partner and
then conduct whole class feedback.
1 Ask students to look at the pictures and describe what the
people are doing. Give students a minute to work with a
partner and match the pictures with the different ways of
cooking. Check answers around the class.
To finish
A barbecue
Ask students where they like to eat out in their town. Which
cafés are their favourites and what kinds of food do they
serve? Ask students what kind of food they choose when
they eat out and write their ideas on the board, generating as
much vocabulary as possible. Organise students into groups
of three or four. Tell them that they are going to open a new
café in their town, and that their first exercise is to design a
simple menu. Tell students they must include both food and
drinks. Ask students to write and decorate their menus on
a piece of card folded in half. If you have enough time, you
could set up a restaurant role play, where students visit each
other’s cafés and order food.
Word XP
Homework
MyEnglishLab
B bake
C boil
D fry
E grill
Read the information in the Word XP box together,
generating a few more examples, e.g. steam – steamed.
Focus students’ attention on the different endings of the
adjectives -d, -ed, -ied and drill pronunciation. Stress that the
-ed endings are not pronounced, e.g. boiled is /bɔɪld/ rather
than /bɔɪled/. Barbecued is /bærbəkju:d/, with the stress
on the third syllable.
Write some food items on the board, e.g. potatoes, eggs
and chicken and ask students how they think they should be
cooked, e.g. we might fry an egg, but we don’t usually grill eggs.
2 Students complete the sentences, making adjectives from
the verbs in brackets. Read the sentences around the
class. Ask students if these sentences are true for them.
If not, students can correct them to say something about
themselves.
2 roast 3 barbecued 4 baked 5 grilled
96
Gold Experience
F roast
6 boiled
3 Read the words and phrases in the box with your students.
Check understanding by asking questions, e.g. What kind of
restaurant can I go to if I want to eat junk food? What do you
usually eat when you want a snack? How much exercise do you
do? What foods are unhealthy? What do you need to do if you
want to be fit?
Students then go on to complete the sentences with the
appropriate words. Check around the class.
2 fit 3 a snack
4 unfit
5 junk food
6 exercise
7 unhealthy
4 Focus students’ attention on the photos and ask them to
name the foods they see. Working as a class, ask students to
match the tastes with the photos.
Organise students into groups. Write three columns on
the board with the headings Sour, Sweet and Salty, and ask
students to close their books. See how many foods they can
remember for each column.
1 sour
2 sweet 3 salty
Game on
Think of a food. Tell your students to ask you questions
about it and see if they can guess what you are thinking of,
e.g. What colour is it? (red) Is it fruit? (yes) Is it an apple? (yes!)
Students play this game in pairs. Monitor your students
as they play, noting any good ideas and vocabulary which
emerge. Students report back on any new food items they
learnt about during the class feedback session.
Speak up
5 Read the phrases in the box with your students, checking
understanding where necessary. Students use the phrases in
the box as prompts to help them talk about their lifestyle.
Come together as a class. Who has a healthy/unhealthy
lifestyle?
Students’ own answers.
To finish
Ask your students to remind you of the different ways in
which we can cook food and write these down on the board.
Tell students that you are going to play Ready, steady, cook.
Ask your students to tell you what most people have in their
cupboards and get students to work in groups to make a list
of ten foods that are essential for cooking, e.g. milk, flour,
butter. As a whole class, listen to the different items suggested
and agree together on ten essential items.
Give each group a couple of interesting, non-essential items:
a carrot, some chocolate.
Give each group three minutes to discuss what they are going
to cook and how they are going to cook it. The group with
the most creative and tastiest-sounding idea is the winner.
Homework
Workbook pages 48–49
MyEnglishLab
Grammar (SB page 91)
To start
Organise the class into two halves. Half the students in the
class must write down an adjective which describes a way of
cooking food (e.g. barbecued) while the rest must write down
a type of food which you can cook (e.g. chicken).
Give students a minute to mingle and find a suitable partner,
e.g. barbecued chicken would be a good combination, but
barbecued egg would not be good!
When everyone has found a partner, ask them to call out
their words and check the class agrees that they are a good
combination. You can ask them to mingle again and find a
different partner.
Grammar XP
You can introduce modals by personalising the language. As a
class, elicit some things that the students are obliged to do in
the English lesson, e.g. You must hand in your homework on time.
Ask students to tell you something they mustn’t do in the
English class and write this on the board, e.g. We mustn’t speak
when other students are speaking. Elicit things that students need
to and don’t need to do in your class, e.g. We need to use our
dictionaries. We don’t need to look up the meaning of every new
word.
Read through the examples, and drill natural-sounding
pronunciation. Stress that a bare infinitive is used after must and
mustn’t (no to).
1 Play Track 10.1 for students to listen. Draw students’
attention to the pronunciation of these modals: focusing on
mustn’t (/mʌsən/) and need to, which is often pronounced
/ni:tu:/ in natural everyday speech. Play Track 10.2 so
students can repeat and practise the pronunciation.
➤ Tracks 10.1–2
You must finish all your vegetables.
He mustn’t be late for dinner.
You don’t need to bring anything to the party.
2 Ask students to tell their partner about a picnic they have
been on. Where did they go? What did they eat? Elicit what
you need to take on a picnic, encouraging students to use
the target language: need to/don’t need to. Give students a
minute to read the email and ask them if they think it will be
a good picnic.
Tell students that they are going to read an email from Thalia
about a picnic she is planning. They must fill in the gaps with
need to or don’t need to.
1 don’t need to
2 need to 3 need to
4 don’t need to
3 Tell the students they are going to read some rules about
keeping fit and healthy. Ask students if they can share some
of their ideas about what the rules are for a healthy lifestyle.
They fill in the rules with must or mustn’t. Read the rules
around the class and ask students whether they agree or
disagree with the rules.
1 must 2 mustn’t
3 must 4 mustn’t
5 must
97
4 Ask students to describe their favourite local dish and to tell
you how it is made and cooked. Encourage students to use
the target language, describing how the food is cooked, what
ingredients are used and how it tastes.
Read the advertisement for the Best Local Dish competition
together. Ask students if they would like to enter a similar
competition. If so, what dish would they write about?
Students work with a partner, making sentences about the
competition using must, mustn’t and don’t need to, e.g. 2 You
must describe your favourite dish. You mustn’t write more than
100 words.
During feedback, write good examples on the board. If time
allows, you can ask students to write their own competition
entries and display them on your classroom walls.
Listening (SB page 92)
Students’ own answers.
1 Ask students to name the food they see in the photos.
Generate as much vocabulary and discussion as possible by
asking questions, e.g. What does this food taste like? How is
it cooked? Students discuss their preferences with a partner
and report back on their partners’ chosen food.
Write on
5 Students work with a partner and brainstorm as many
school rules as they can. You might wish to provide prompts,
e.g. clothes, behaviour. Students record their school rules,
using must and mustn’t, e.g. You must be on time. You mustn’t
chew gum.
Students’ own answers.
To finish
Ask students if they think there should be rules for teachers
and who should write them. Organise students into groups to
write rules for teachers, using must, mustn’t, need to and don’t
need to. Tell students you will give them one point for every
rule you think is acceptable.
Collect the rules which you have awarded points to and ask a
student to write them on a poster which can be displayed on
your wall for reference.
Homework
Workbook pages 50–51
MyEnglishLab
98
Gold Experience
To start
Put students into small groups. Write teacher on the board.
Ask the students to remember the rules they wrote for this
job yesterday.
Give each group a job, e.g. film star, runner. Each group has to
write rules for this job. Ask the groups to start their sentence
with he or she rather than the name of the job. Groups read
out their rules to the rest of the class, who must listen and
try to guess which job is being described.
Power up
Students’ own answers.
2 Students discuss this question in small groups. Ask them
to include different types of parties in their discussion, e.g.
wedding/birthday parties.
During feedback, encourage students to use as much new
language as possible. Ask them to think of a party they went
to, and to tell you about the food they ate there. Organise a
class vote to see what the most popular kind of party food
is.
Students’ own answers.
Listen up
3 Tell students that they are going to listen to two friends
discussing a party. Read the question together. Elicit some
possible answers, e.g. It’s her birthday. She has passed her
exams.
Play Track 10.3 and ask students to tell you why Jenny is
having a party.
➤ Tracks 10.3–4
Jenny: Hello?
Nico: Hi, Jenny. It’s Nico.
Jenny: Oh hi, Nico. How are you?
Nico: Fine, thanks. I’m sorry, but I can’t come to your party on
Thursday – I’ve got a football match.
Jenny: That’s OK, it’s on Friday now because not many people
could come on Thursday. I sent you an email about it.
Nico: Great, that’s better for me, too. How many people are
going?
Jenny: Well, I wanted to invite everyone from my class, but my
parents said twenty-four was too many, so eighteen are coming. I
can’t wait!
Nico: What kind of food are you going to have?
Jenny: Well, I usually have pizza and fries for my birthday, but this
year I’m going to have a barbecue. I love burgers!
Nico: Mmm, me too. Is your mum going to make you a cake? She
makes the best cakes!
Jenny: She wants to make me a cake, but I don’t want one. We’re
going to have ice cream instead – chocolate ice cream, my favourite.
Nico: Cool! So what time will the party start?
Jenny: Well, I’m telling everyone to come at seven, but some of my
friends can only come after nine.
Nico: What music are you going to have?
Jenny: I don’t know. I’ll probably play music on my iPod.
Nico: You should have a DJ. I can do it. I was the DJ at my cousin’s
party and my brother’s party.
Jenny: That will be great! Thanks.
Nico: No problem.
It’s her birthday.
4 Refer students to the Exam advice and read it together. Give
students a minute to read the possible answers together.
Play Track 10.4, twice if necessary, and then check answers
around the class.
2C 3A 4B 5A
Grammar XP
Read the advice in the Grammar XP box. Stress that should is
a way of giving advice, and isn’t as strong as must and need to.
Write these examples on the board: You must do your
homework. You should do your homework
Ask students to think about the difference between the two
and to tell you who might have said each one. (A teacher
or parent is more likely to say the first sentence, where
the second is perhaps advice from a friend.) Focus on the
pronunciation of should (/ʃu:d/) and shouldn’t (/ʃʊdən/).
5 Students complete the conversations with should and
shouldn’t plus the appropriate verbs, and check their answers
with a partner.
Conduct class feedback. Students then practise the
conversations together. Monitor as students do this, focusing
on natural-sounding pronunciation.
2 shouldn’t get up
6 shouldn’t eat
3 should bake
4 should do 5 should take
To finish
Find (or draw your own) pictures of four different types
of people, e.g. a student, a parent. Give each of the people
names and identities and write these on the board (you can
ask your students to help you with this).
Tell your students to imagine that they are at the supermarket
and they have a look inside one of these people’s trolleys.
They write a list of at least ten items they can see. Students
read their items to a partner, who has to guess whose trolley
they are in. During feedback, ask students to give reasons for
their suggestions.
Homework
MyEnglishLab
6A
99
Speaking (SB page 93)
To start
Activate your students’ knowledge of the language they
will need by asking them to imagine that the classroom is a
doctor’s waiting room and that they are all waiting to be seen.
Give students a minute to decide what is wrong with them.
They then have to ask as many people as they can the
question How are you? If they meet someone with the same
problem as them, they have to walk around together, telling
each other more about how they feel.
After a few minutes it should be clear how many different
illnesses you have in the room. Write these down on the
board.
Power up
1 Ask students to tell you about the last time they were ill.
Did they go to the doctor? Focus students’ attention on the
people in the photos and ask them to match the photos with
what the people are saying. Conduct class feedback.
A I’ve got toothache.
B I’ve got a headache.
C I’ve got a cold.
D I’ve got a temperature.
E I’ve got a sore throat and a cough.
F I’ve got a stomachache.
Speak up
2 Tell students they are going to hear two short conversations
and they must complete the sentences with the words they
hear. Check answers orally, focusing on the pronunciation of
should and shouldn’t.
➤ Track 10.5
1
A: Hi, Joe. What’s the matter?
B: I’ve got a sore throat, Mum.
A: You should drink some honey and lemon.
2
A: Hi, Rachel. Are you OK?
B: Hi, David. I’ve got a really bad stomachache.
A: You shouldn’t eat so many sweets!
1 should drink
2 shouldn’t eat
Language XP
Read the examples in the Language XP box together, focusing
on intonation. Drill the questions and their responses,
focusing on intonation in each case. Write the phrases on
the board with an upwards pointing arrow to show rising
intonation and a downwards pointing one to show falling
intonation. Rising intonation: Are you OK? Falling intonation:
What’s the matter? What’s wrong? Rising then falling: Are you
feeling all right?
Focus also on the pronunciation of headache (/hɜ:deɪk/)
toothache (/tu:θeɪk/) and stomachache (/stəməkeɪk/),
pointing out that the stress falls on the first part of the word
on each case, i.e. /hɜ:d/, /tu:θ/ and /stəm/.
3 Focus students’ attention on the pictures. Elicit what is
wrong with each of the people and talk about why these
people might be feeling this way. Give students a minute
to think of the advice they would give these people using
the prompts under each picture. Refer students to the Skill
advice and drill the pronunciation of any tricky words, e.g.
fruit (/fru:t/).
2 You shouldn’t walk anywhere.
3 You should wear a scarf.
4 You should see a dentist.
5 You should drink lots of water.
6 You should go to bed.
4 Ask students to work in pairs and decide which three
pictures in Exercise 3 they are going to use. Refer students
back to the Language XP box and give them a few minutes
to plan what they will say. They take it in turns to say how
they feel and give advice for each problem. Monitor, focusing
on intonation.
Students’ own answers.
5 Tell your students that they are going to organise a birthday
party. Ask if anyone has ever organised a party for a friend.
Elicit what we need to do and buy when we are organising
a party, e.g. buy candles for the cake, write invitations. Write
ideas on the board.
Put students into pairs (Students A and B). Tell A students
that they are going to look at a list of things to do on page
133. Tell B students to look at pages 142–143 for a list of
things they have to buy. Take the part of A and work with a
B student to do an example for the rest of the class. Make
sure the class understands that the other student has to
listen and write down a list of what they have to do or buy.
Monitor, focusing on correct pronunciation of the target
language.
Students’ own answers.
100
Gold Experience
To finish
Ask your class what makes a healthy lifestyle and write their
suggestions on the board, e.g. taking regular exercise, drinking
lots of water.
Tell the class they are going to work in small groups and write
six questions which will help them find out the people who
have a healthy lifestyle in the class.
Elicit a couple of the kind of questions you would like your
students to write, e.g. How often do you do exercise? How often
are you ill?
Students then circulate around the class, asking each other
questions. During feedback, ask students to tell you what
they found out about the lifestyles of their classmates.
There is additional speaking practice on page 125 of the SB.
Homework
MyEnglishLab
Writing (SB pages 94–95)
To start
Write the following headings on the board: Health, School,
Friends and Family. Organise the class into three groups
and tell them that they have a minute to think of as many
problems as they can for each heading, e.g. a school problem:
I’m very nervous about my exams.
After the minute is up, ask students to write the problems
they have collected on the board under the right headings.
Conduct class feedback, generating as much vocabulary as
you can.
Power up
1 Focus students on the photos and ask them to describe what
to see. Then ask students to match the people with their
problems. Check answers around the class.
Ask students to work with a partner and tell them about a
time they had one of these problems. How did they feel?
Who helped them?
1D
2B 3A
4C
2 Write the words advice page on the board and see if
students can tell you what it means (it’s the name for a page
in a magazine which prints readers’ problems and advice for
each problem).
Discuss the question as a class. Elicit the kinds of problems
you might find in advice pages.
Students’ own answers.
3 Read the advice letter together. Ask students to tell you
which problem from Exercise 1 this letter is giving advice
about. Ask students to underline the parts of the reply
which helped them to get their answer (study, studying, the
night before your exam).
Give students a minute to discuss the question together and
then conduct class feedback. Ask students whether they
think this is good advice or not. Would they add any more
suggestions?
Problem 3
4 Students complete the letter in Exercise 3 with the words.
Read the letter around the class.
1 should 2 shouldn’t
3 important
4 studying
5 idea
Language XP
Focus students on the advice in the Language XP box and
read the examples together. Elicit a few more examples from
students for each way to give advice.
5 Ask students to read the letter again, and underline all the
different examples of advice they can find. Read the different
forms of advice around the class.
You should . . . You shouldn’t … It’s important that you . . .
Why don’t you try . . . It’s a good idea not to . . .
101
Plan on
6 Tell students that they are going to read a letter from a
teenager who has a problem. Give them a minute to read
the letter and then ask them to tell you what problem this
teenager has.
He feels tired all the time.
7 Ask students to read and complete the sentences about Ben.
Check answers orally and elicit which parts of the letter they
found their answers in.
1 breakfast
2 drives
3 crisps, chocolate
4 bed
5 asleep
8 Tell students to read the advice for Ben, matching the
correct sentence halves together. Let students check their
answers with a partner before conducting class feedback.
2c
3e
4d 5a
Write on
9 Refer students to the Skill advice. Stress that students need to
be polite and thoughtful in their advice. Tell students that they
are going to write their own letters of advice for Ben. Look
back to the advice in Exercise 8. Ask students to work in pairs
and generate some more ideas, e.g. What kind of breakfast
should Ben eat?
Students work individually to write their letters of advice.
When they have written their first draft, ask them to check
whether they have been polite and if they have used some of
the examples in the Language XP box (they should aim to use
at least three). Ask a few students to read out their letters of
advice. Students can vote for the best advice they hear.
Students’ own answers.
Model answer:
Dear Ben,
You shouldn’t worry, as this is a very common problem for people
your age. I think that many teenagers feel this way, but there are things
you can do to help yourself. It’s very important that you eat a good
breakfast every morning. This will give you energy for your day at
school. It doesn’t need to be a big breakfast: you can make a delicious
and healthy smoothie with some fruit and yoghurt. Also, it’s very
important not to watch TV just before you go to bed. This will stop
you from sleeping well. You should do more exercise and get fresh air
and I’m sure you’ll be fine! Why not try going to the sports centre with
a friend?
Best wishes,
Sarah
102
Gold Experience
To finish
Tell students to think of a problem they have and write a
short letter similar to Ben’s. They should not write their name
on the letter.
Students then scrunch up their letter to make a paper snow
ball. Encourage your students to have a snow ball fight,
throwing their problems at each other.
Stop the snow ball fight and ask everyone to pick up the
problem nearest to them and to think of advice they would
give for this problem. Give students a few minutes to jot
down a couple of ideas. During feedback elicit what the
problems and suggestions were. Encourage students to use
the language in the unit.
There is additional writing practice on page 125 of the SB.
Homework
MyEnglishLab
Switch on (SB page 95)
Project
The cooking competition
4 Tell your students they are going to become the teachers for
this activity and they are going to teach the rest of the class
to do something. Read the instructions and example with
your students. Tell them to think of something simple they
can make, e.g. a paper snowflake, a sandwich.
Students work in pairs with someone who has a similar
idea. Give them time to generate ideas and to decide on the
order in which they will write the instructions. At this point,
give students an example, so they know which verb form to
use. Write your instructions on the board and read them
together, underlining the verbs and drawing attention to
where they go in each short sentence (at the beginning), e.g.
Making a cheese sandwich:
First, find two fresh slices of white bread. Spread butter on the
bread. Cut some cheese and tomato and put it on one of the
slices of bread. Put the other slice of bread on top. Add some
tomato ketchup and you have a delicious cheese sandwich –
yum!
Monitor as they write their instructions. Students then
perform or film their presentation. If possible, the students
who are watching should try to complete the activity which
is demonstrated in the film or presentation. During feedback,
elicit whose instructions were the clearest.
1 Find out which of your students can cook. Ask them what
they can cook and how often they cook.
Tell your students that they are going to watch a video about
a cooking competition. Read the questions and ask students
to guess the answer. Check their ideas by asking for a show
of hands. Play the video and ask students to tell you whether
or not their predictions were correct.
Emma wins.
2 Read the sentences with your students. Teach the word
macaroons (small biscuits made from eggs, sugar and
coconut). Check understanding of nervous (anxious or
worried about something) by asking: Is it a good or bad
feeling?
Play the video while students complete the exercise.
Students discuss their answers in pairs and correct any
sentences which are false before class feedback.
1F
2F
3T 4T 5F
6T
3 Organise your students into small groups to share their ideas
about this question, e.g. Teenagers should learn to cook so
they can be healthy. Generate a whole class discussion for
feedback.
Students’ own answers.
Students’ own answers.
103
Revision (SB pages 96–97)
1
2F
3C
4G
5B 6A
7E
2
2 magician 3 singer 4 actress 5 clown
6 comedian 7 musician 8 actor
3
2 barbecued
3 boiled
4
2 stage 3 soap opera
6 contestant
5
2B
3C
4A
4 fried
5 grilled
4 audience
6 roast
5 talent
5C 6A
6
2 haven’t watched, for 3 has been, since
4 haven’t eaten, for 5 has, worked, Since
7
2F
3D 4E
8
2 mustn’t
6 needs
5B
3 shouldn’t
9
2B 3A 4C 5B
104
6A
4 don’t need to
6A
7C
8A
Gold Experience
5 must
11 More than a job
Unit objectives
Reading:
Vocabulary:
Grammar:
Listening:
Speaking:
Writing:
matching; summarising
the world or work; compound nouns
zero/first conditional; conditional with could
matching
making suggestions; responding; speaking
clearly
an email; giving information
Reading (SB pages 98–99)
To start
Organise students into small groups. Call out these job
categories one at a time and see which group can be first
to write down three jobs for each category: Jobs you wear a
uniform for (police officer, nurse, flight attendant); Well-paid
jobs (lawyer, doctor, banker); Indoor jobs (secretary, teacher,
shop assistant); Outdoor jobs (gardener, forester, builder);
Exciting jobs (spy, film star, journalist); Dangerous jobs (soldier,
fire fighter, sailor).
Ask groups to write their jobs on the board, and check
students’ understanding of new words as you go. As this
activity continues, do not allow any repetition in the jobs
which are named.
Power up
1 Direct students to the illustration of the fairground. Elicit the
word fairground and ask students if they enjoy going to the
fair and, if so, what they like best about it. Do they prefer
the rides or the side shows?
Set a time limit for students to match the jobs in the box
with the people in the illustration. Check answers around
the class, focusing on the pronunciation of any tricky words,
e.g. mechanic (/mɜ:kænək/). Ask students to tell you what
the person is doing in each case, e.g. He is playing music. He
is sweeping the floor. She’s driving a truck.
1 painter 2 cleaner 3 truck driver
6 police officer 7 DJ
4 artist
5 mechanic
2 Nominate students to read the family words in the box,
checking the pronunciation of cousin (/kʌzən/). Tell
students that they are going to read about an unusual family.
Give students a minute or so to read the article on page 99
and find the family members mentioned. Let students check
their answers with a partner before reporting back to the
class. Ask students to tell you where the family members are
mentioned in the text and provide a little information about
them.
3 Tell students that they are going to answer some questions
about the article they have just read. Refer students to the
Skill advice and do the first question as an example.
Write the first question on the board and ask students to
underline the key words. They should underline How long
and fairground business. Ask students to tell you what kind of
answer they are looking for if they see a how long question
and elicit that they will be looking for an amount of time.
Now see if they can find the word fairground business (or a
similar word) close to an amount of time. They should be
able to identify 150 years.
Ask students to read the article again more slowly before
answering the rest of the questions. Conduct class feedback,
asking students to identify the key words in the question in
each case.
Key words:
2 Harry, like doing, after school
3 Harry, do, younger
4 Who, Kimberly, like, working with
5 Henry, feel, children, family business
1 more than 150 years 2 helping his dad on the fairground
3 started making candyfloss 4 her dad 5 He is pleased that they
like helping and he thinks they will carry on the business.
4 Ask students to match the words in bold in the article with
the definitions provided. Check answers around the class.
Personalise the new language by asking students questions,
e.g. What did you like doing when you were a little kid? What’s
your passion in life? What are your favourite rides at the
fairground?
1 team 2 rides 3 kid
4 business 5 passion
5 Students match the comments made on the webpage with
the names of the people who made them. Check answers
orally. Ask students to tell a partner whose comment they
agree most with and to give reasons for their answer. Ask a
few students to report back on their partners’ ideas.
1 Dan
2 Oliver 3 Alex
4 Eva
5 Maddy
Sum up
6 Read the rubric for Exercise 6 with your students. Then
ask students to close their books. Ask students to tell
their partners everything they remember about Harry and
Kimberly. Tell students that they can use their imagination
to give more information about Harry and Kimberley, e.g.
Harry loves working on the Big Wheel – it’s his favourite ride.
Circulate, prompting students where necessary and noting
examples of good language which can be used in the class
feedback session.
Students’ own answers.
dad, sister, children
105
Speak up
7 Read the questions together as a class and ask students to
work in small groups to discuss them. Monitor students as
they complete this exercise, providing language input where
necessary. If none of your students have ever worked in
their families’ businesses before, you can ask them if they
would like to.
Suggestions: Teenagers can help in restaurants, shops, ice
cream vans and offices. Teenagers could learn about handling
money, accounts, how to cook (if helping in a restaurant)
and how to deal with customers.
Students’ own answers.
106
Gold Experience
To finish
Organise students into pairs. Hand out the following job
cards giving one to each pair: florist, pop singer, archaeologist,
gardener, teacher, artist, bank manager.
Ask students to work in pairs to write notes on what these
people would do at work every day. You can give them an
example first: I usually start work at about ten o’clock in the
morning. I go into the kitchen and I start to cook the meals for
lunchtime … (a chef )
Students read out their notes and the rest of the class has to
name the occupation.
Homework
MyEnglishLab
Vocabulary (SB page 100)
The world of work
To start
Give students a minute to remember as many words as they
can from yesterday’s lesson (this can include words students
learnt in the To start activity.)
Tell your partner about a job you would like to do. Give
reasons for your answer, using words from the reading
lesson, e.g. I would love to be an English teacher because
learning English is my passion. I would like to work in a friendly
team of other teachers …
Conduct whole class feedback, and ask for a couple of
volunteers to report back. Who managed to remember and
use the most new words?
1 Focus students’ attention on the photos of the jobs and the
words in the box. See who can be first to match the jobs
with the boxes. Remember to point out that some jobs can
go with more than one place. Drill the pronunciation of the
jobs and the places, writing the words up on the board and
asking students to tell you where the stress lies.
A office/hotel/restaurant/hospital B restaurant/hotel
C restaurant/hotel D hotel/office/hospital E office F hospital
G office H police station I garage
2 Read the first example together. Ask students to read the
rest of the descriptions and complete the names of the jobs.
Check answers around the class. Ask students to pick a job
and write a similar description for their partner to solve.
2 doctor 3 waiter 4 receptionist
7 journalist
5 cleaner
➤ Track 11.1
1 A: Hello, I’m Ben Walker. I’ve got appointment at ten o’clock.
B: Let me see. Ah, yes. You can wait here. The doctor won’t
be long.
2 A: Are you going out for lunch, Anna?
B: Yes, in about ten minutes. I just want to finish this email.
A: OK. I can wait.
3 A: Good evening, sir.
B: Hello. How much is a double room, please?
A: It’s seventy-five pounds.
4 A: Hi, can I have a table for two?
B: Yes, of course, sir. Next to the window. Is that OK?
A: Great, thanks.
3 in a hotel
2 works hard 3 being part of a team
5 earn money 6 be the boss
4 get a good job
Word XP
Read the information about compound nouns and generate
a couple more examples from your students, e.g. bank
manager, traffic warden and fire fighter.
5 Ask your students to match the words to make jobs. Check
answers around the class.
2d 3b
4a
5c
Game on
Read the instructions for the game with your students.
Choose a confident student to pick a job and do an example
for the rest of the class, e.g. A: Do you work in a hotel? B: Yes,
I do. A: Do you prepare food? B: No I don’t. A: Do you meet
people? B: Yes, I do. A: Are you a hotel receptionist? B: Yes, I am!
Ask a couple of students to report back on the jobs they
chose and the questions they were asked.
6 businesswoman
3 Tell students that they are going to hear four conversations,
all of which occur in places mentioned in Exercise 1. Ask
students to jot down any words which help them to get their
answers. Play Track 11.1, twice if necessary.
Check answers around the class. Ask students what words
helped them to choose their answer, and elicit the jobs of
the people speaking in each conversation (office worker,
receptionist, waitress).
Clues: office: out for lunch, email; hotel: how much/double
room; restaurant: table for two.
2 in an office
4 Ask your students if any of them have summer jobs.
Generate discussion on this topic, finding out what students
do and whether or not they like it.
Focus students’ attention on the phrases in the box, checking
that they understand the meaning of boss (the person who
tells the other workers what to do), get time off (to get
free time when you don’t have to work) and earn (to make
money). Ask questions such as: Would you be happy if you
got time off ? Do bankers earn a lot of money?
To finish
Write the following on the board: Can you speak English? Do
you like meeting people? If you love walking and talking, you
could be a tour guide! Friendly tour guides needed to work over
summer holidays. Call 9778400 for more information.
Elicit what job is being advertised. What do tour guides do?
Organise students into groups and distribute the following
summer job cards: waiter/waitress in pizza restaurant, shop
assistant in sweet shop, gardener, zoo-keeper.
Tell students to imagine that they are doing the summer
job you have given them and ask them to write a job
advertisement.
Write the following template on the board to help your
students: Can you . . .? Do you like . . .? If you love . . ., you
could be a . . . Hard-working . . . needed to work . . . Call . . . for
more information.
Students fill in the blanks, referring to the tour guide
advertisement on the board to help them. Monitor students
as they do this, encouraging them to think about what
qualities are important for these jobs. Pin the advertisements
to the wall and create a job fair, where students discuss which
jobs they would choose and why.
Homework
Workbook pages 54–55
MyEnglishLab
4 in a restaurant
107
Grammar (SB page 101)
To start
Play Job tennis with your students. Give each of your students
a piece of paper with a job from the vocabulary lesson
written on it, e.g. cleaner, chef, waiter, receptionist, journalist,
doctor, police officer, mechanic. Organise your class into two
teams. Now ask the two teams to stand in a line facing each
other. The first student ‘serves’ their job to the person
opposite to them, who must reply with a corresponding place
of work. If the student answers correctly, their team wins a
point. This student must then ‘serve’ the job they have back
to the student in the other team.
Continue this way until every student has had a turn. Note
down any issues with pronunciation to deal with in the class
feedback session.
Grammar XP
Read the information in the Grammar XP box with your
students and generate some examples which are relevant
to your class, e.g. If you don’t know a word, you look it up in a
dictionary. If you work hard in this class, you’ll get a good job.
Ask students: Which sentence is about something which might
happen in the future? Which sentence is about something which
is generally true? Write the following sentence heads on the
board and ask students to complete with their own ideas:
1 If you can’t do an exercise, you . . .
2 If you don’t do your homework on time, . . .
3 If you study hard, . . .
Suggestions:
1 ask for help, ask your partner
2 you’ll get extra homework, your teacher will be angry
3 you’ll do well, your English will get better
Write students’ suggestions on the board, focusing on the
contracted form of will and its pronunciation, e.g. /jəl/.
1 Play Track 11.2 and ask students to listen. Focus their
attention on the contracted forms of He’ll, (/hi:əl/) We’ll
(/wi:əl/) and She’ll (/ʃi:əl/). Play Track 11.3 so students
can repeat and practise their pronunciation.
➤ Tracks 11.2–3
He’ll work in an office.
We’ll have time off.
She’ll be a good DJ.
2 Elicit when we use the zero conditional (to talk about
something which is generally true). Write the first part of a
zero conditional sentence on the board and ask students to
complete it so that you can check their grasp of form, e.g.
When school finishes, we … (go home, go swimming, meet
our friends, etc.) Students complete the sentences using the
correct form of the verbs. Check answers orally.
2 am, is
3 rains, has
4 is, call
108
Gold Experience
3 Read the job advert together. Ask your students if this looks
like the kind of job they might like to do. What looks good
about it? (free meals, weekend work only, you can make new
friends).
Check students’ grasp of the first conditional by writing
the first part of the first sentence on the board, and asking
students to call out their ideas for the second part. Write
correct suggestions on the board, drawing attention to form
(present simple + will).
2 work, will/’ll miss 3 cooks, will/’ll be
5 leave, will call
4 are, will/’ll be
4 Write the word journalist on the board. Ask students to
brainstorm as many words as they can about this job, e.g.
busy, office, writing, celebrities, deadlines, travel, exciting, stories.
Ask students if any of them would like to be journalists.
Why/Why not?
Students quickly read the article again. What other words
have they found to add to their list? Ask students to write
these down.
Students read the article again and choose one word for
each space. Allow students time to check their answers with
a partner and then conduct class feedback.
2 is
3 work
4 If
5 is
Write on
5 Write the sentence heads on the board. Elicit whether
students need to use the zero or first conditional to
complete these. Students complete the sentence heads
with ideas about themselves, which they read to a partner.
Collect ideas around the class. Suggestions: If I can’t go out, I
get bored/phone my friends/watch TV. If I learn Chinese, I’ll be
able to speak to more people/travel around China easily. If you
like cooking, you’ll love this new recipe book!
Students’ own answers.
To finish
Explain to students that your school really needs a new
English teacher. Tell students that they know best about
what makes a good English teacher and inform them
that the school director has asked them to write the job
advertisement. Brainstorm what qualities a good English
teacher should have and ask students to work in pairs to
write their advertisements.
Monitor as students complete this activity, encouraging
students to use the zero and first conditional wherever
possible, e.g. If you love language, you’ll be a great English
teacher. If students have interesting English lessons, they do
better.
Ask a few students to read their advertisements to the rest
of the class. Write down any examples of good language on
the board.
Homework
Workbook pages 56–57
MyEnglishLab
Listening (SB page 102)
To start
Write the words promise and warning on the board. Explain
to students that we often use the first conditional to make
promises and to warn people.
Write the following sentence heads on the board:
If you work hard in English class today, . . . If you don’t listen
to your teacher, . . . If you brush your teeth with Sparkle White
toothpaste, . . . If you don’t tell the truth . . .
Organise students into groups and set a time limit for
students to finish these sentences. Check answers around the
class, focusing on issues of form and meaning. Ask students:
Which are promises and which are warnings?
Power up
1 Ask students to look at the photos and tell you what they
know about the people in them. Give students a minute
to decide which person did which job and then check the
answers with the class.
Ask students to display their answers with a show of hands
before revealing the real answers. Did any of the answers
come as a surprise to your students?
1 Walt Disney 2 Johnny Depp
5 George Clooney 6 Beyoncé
3 Pink
4 Brad Pitt
2 Talk about people you and your students know who have
interesting jobs. Start the discussion by speaking about
someone you know. Tell students a little bit about this
person and what they might do during a typical day’s work.
Ask students: Do you know anyone with an interesting job?
What does he/she do?
Students’ own answers.
➤ Tracks 11.4–5
Jasmine: Hi, Thomas! Did you go to the talk about jobs at school
today?
Thomas: No, I couldn’t go. I was at football practice. Was it good?
Jasmine: Yes, it was brilliant! There was a chef, a doctor and a
police officer. They gave us lots of information about their jobs.
Thomas: So, what do you want to do, Jasmine?
Jasmine: Well, I love sport, but I want to work with children, too.
Thomas: If you like sport and children, you could be a PE teacher.
Jasmine: Yes, exactly! That’s the perfect job for me.
Thomas: Was Dan at the talk?
Jasmine: No, he wasn’t, but Dan knows what he wants to do. He
loves cars and says he’s going to be a mechanic.
Thomas: Of course, he’s always fixing things. How about Grace?
She won that singing competition last year. Is she going to be a pop
singer?
Jasmine: No! Singing is just a hobby. Grace is brilliant at science. She
wants to be a doctor.
Thomas: Great! And did you see James?
Jasmine: Yes, James asked lots of questions. He doesn’t want to
work in an office. He wants to be a taxi driver and meet famous
people.
Thomas: Well, James loves talking, so I think he’ll be good at that.
Jasmine: And what about you, Thomas? Do you still want to be a
football player?
Thomas: No, of course not. My dad’s got a restaurant and I want
to work there. If I learn to cook, I could be a chef for him.
4 Play Track 11.5. Check answers around the class, asking
students to tell you which jobs they found difficult to pick up,
and drilling the pronunciation of these. Ask students which
of these jobs they find most interesting and ask them to give
reasons for their answers.
1d 2c
3a
4e 5b
Listen up
Grammar XP
3 Begin by asking students to tell you what they and their
friends would like to do when they leave school. Tell them
that they are going to listen to two people discussing a jobs
talk at school. Ask students if they have ever been to a jobs
or career talk at school. Was it useful? What kind of jobs did
they hear about?
Read the Exam advice and stress the importance of listening
and taking notes during the first listen. Then read through
the names and jobs in the list.
Check that students know the meaning of the jobs by asking
questions such as: Where does a chef work? What does a
mechanic do? Play Track 11.4 once and give students the
opportunity to compare the notes they have made with a
partner after the first listen.
Read the information in the Grammar XP box with your
students.
Write the following on the board: If I learn to speak English
really well, I could . . . and ask students to complete the
sentence with their own ideas. Collect suggestions around
the class, asking students to say the whole first conditional
sentence and focusing on natural pronunciation and sentence
stress. In the sentence If I learn to speak English really well, I
could be an interpreter, the stressed words are learn, English,
well, be, and interpreter. Focus students’ attention on the
falling intonation at the end of the conditional clause.
5 Ask students to complete the sentence heads in Exercise 5,
using the words in the box to help them. Ask them if they
can think of any other occupations to go with the sentence
heads, e.g. someone who likes singing could be an opera
singer and someone who likes helping people who are sick
could be a nurse.
2 could be a doctor. 3 could be a pop singer.
4 could be a shop assistant. 5 could be a DJ.
109
To finish
Divide students into two groups. Within these two groups,
students can work in groups of four. Give students one
minute and ask half of the class to collect jobs from the past,
i.e. jobs that do not exist any more. Ask the other half of the
class to brainstorm jobs which do not exist now, but which
might exist in the future. The students who are collecting jobs
from the past will need extra support, so work with them,
providing language input and prompting where necessary.
At the end of activity students take it in turns to read their list
of jobs out to the other half of the class. Encourage students
to explain the jobs on their list and talk about what kind of
work these jobs would involve.
Suggestions: Jobs from the past: chimney sweep, street lamp
lighter, street sweeper, nut picker, lift operator, carriage driver.
Jobs of the future: space tour guide, moon bus driver, robot
mechanic, etc.
Homework
MyEnglishLab
Speaking (SB page 103)
To start
Write three sentences about your dream job on the board,
e.g. I’d like to be a diver because I love swimming. I’d like to
be a police officer because it’s an exciting job. I’d like to be an
interpreter so I could travel the world.
Ask students to decide which of these your real dream job is.
Students then write three sentences about their dream job.
Two of the sentences must be false, and one must be true.
Ask students to read their sentences to their partners, who
must identify the true dream job. Students report back on
what they have learnt about their classmates.
Power up
1 Organise students into groups and elicit as many holiday
activities as you can. Collect answers around the class,
encouraging students to give more than one-word answers,
e.g. go swimming in the sea rather than swimming.
Suggestions: go to a summer school, hang out with friends,
do some babysitting, sunbathe on the beach, cycle in the
mountains, do a lot of sport.
Students’ own answers.
Speak up
2 Focus students’ attention on the activities in the photos. Ask
students to describe what different summer holiday activities
they see and write their suggestions on the board: helping in
an office, going to a music festival, going to an English summer
school and working at a sailing club. Ask students if they ever
do activities like these in the holidays. Which looks the most
fun?
Tell students that they are going to listen to Theo and
Lucy talking about the summer holidays. Play Track 11.6.
Ask them to write down the activities they hear being
mentioned. Give students the chance to check their answers
with a partner before conducting whole class feedback.
➤ Tracks 11.6–7
Theo: I usually have English lessons in the summer, but I’d love to do
something different this year.
Lucy: Why don’t you help in the tourist office or the museum?
Perhaps you could practise your English there.
Theo: Mmm, I’m not sure. I’ll think about it. What about you?
Lucy: I don’t know. I’d like to do something interesting.
Theo: What about sailing?
Lucy: Well, the thing is, I have to look after my little brother in the
summer.
Theo: But if you like sailing, you could help at the sailing club. They
have a summer school for kids.
Lucy: That’s a great idea! I can take my brother with me!
They mention learning English, helping in the tourist office/museum
and sailing.
110
Gold Experience
3 Tell students that they are going to listen again. Elicit or
teach students the word suggestion (when you give someone
advice about what to do) and tell them that they are going to
hear some different ways of making suggestions.
Play Track 11.7, a couple of times if necessary, and allow
students to check their answers before asking a couple of
volunteers to write the suggestions on the board.
1 Why don’t you
2 What 3 like, could help
Language XP
Read the suggestions and responses with your students.
Drill chorally and individually, focusing in particular on the
intonation of the responses (rising and falling intonation
for positive responses, falling intonation for uncertainty
or negative responses). Give an example suggestion and
nominate a confident student to respond, e.g. ‘What about
surfing?’ ‘That’s a great idea!’
To finish
Write the heading Jobs on the board and write the following
sentence heads underneath. Ask students to complete them
with sentences which are true for themselves. I really like . . . ;
I’m good at . . . ; I’m not bad at . . . ; I’m interested in . . . ; My
teachers say I’m . . .
To help your students, complete the sentences with ideas
which are true for you, e.g. I really like working with people.
I’m good at languages. I’m not bad at art. I’m interested in many
things. My teachers say I’m hard-working.
When students have completed their sentences, collect the
ideas in and redistribute them around the class. Students
must read the sentences on the piece of paper they have
been given and decide on a suitable career for the writer of
the sentences.
Conduct class feedback. Return the sentences to their author
and ask them to report back. Do they agree with the career
advice they have been given?
4 Ask students to choose their own personal response to each
suggestion. Ask a couple of students to report back on what
they have chosen.
There is additional speaking practice on page 126 of the SB.
Students’ own answers.
Homework
MyEnglishLab
5 Read through the different summer activities in the box
and choose a student to practise the example with. Give
students a minute to practise the example together, and
then bring the class together again to refer them back to the
information in the Language XP box.
Refer students to the Skill advice and elicit different ways in
which students can ask for clarification, e.g. Can you repeat,
that please? I’m sorry, I didn’t get that, Pardon? Sorry? Could you
say that again, please?
Students’ own answers.
6 Ask your students to report back on their partners’ plans for
the summer holidays. Encourage students to ask each other
questions.
Students’ own answers.
111
Writing (SB pages 104–105)
To start
Organise students into pairs. They have one minute to think
of five new words they have learnt in this unit. Ask students
to choose a mixture of nouns, verbs and adjectives.
When the word list is complete, students swap lists with
another pair. Students have three minutes to write a very
short story, which must contain each of the five words.
Monitor students as they write their stories, providing
linguistic input where necessary.
Ask students to read their stories to the class, who has to
listen and identify the new words. Alternatively, students
mime their stories, while the rest of the class watches and
calls out the words they see.
Power up
1 Focus students’ attention on the photos and ask them to
describe what the teenagers are doing.
A working with kids B working on a farm
D helping in a shop/supermarket
C picking strawberries
2 Organise students into groups and ask them to discuss which
activities are the most fun. You could ask them to rank the
activities in order of preference and then explain their list to
the rest of their group.
Students’ own answers.
3 Tell your students they are going to read about one
teenager’s plan for an exciting holiday. Ask students to
predict what kind of holiday this might be and write their
ideas on the board.
Read the email together and ask students if this is their
idea of an exciting holiday. Why/Why not? Read the first
example with your students and allow students to work in
pairs to complete this exercise. Conduct class feedback.
2 but
3 However
4 Although
4 Students complete the sentences with but, however, although
and or. Stress that in some cases there are a couple of
possibilities. Students can refer to their answers from the
previous exercise to help them. Conduct class feedback.
2 although/but
3 However 4 Although
5 but/although
Plan on
5 Focus students’ attention on the email, and read the
questions below together. Students work in pairs to see how
quickly they can find the answers to the questions. Conduct
class feedback.
1 Melissa 2 Sam
3 yes 4 summer jobs
6 Ask students to work in pairs to count the questions and find
out what information Melissa needs. Write the information
she requires on the board. Ask students if there are any
other questions Melissa could have asked.
Suggestion: She could have asked about wages.
There are three questions.
She wants to know what sort of jobs she could do, where she can
look for a job and the best time to start work.
7 Ask students to order the sentences to match the sequence
of the questions in the email. Check answers around the
class.
2 You can look for a job …
8 Students match the sentence halves together. Nominate
students to come to the board and draw a line to link the
sentences.
1c
2a 3b
9 Ask students to complete the sentences with their own
ideas. Ask a few students to report back, and write their
sentences on the board, addressing any issues with form.
Suggestions: If you want to work with children, you could be a
helper at a summer camp/a babysitter. You can look for a job
on the Internet/in the newspaper/at the job centre. It’s best to
work during the summer holidays.
Students’ own answers.
Write on
10 Tell students that they are going to write a letter to Melissa,
answering all of her questions. Read the Exam advice
together. Students write their email. When they have
finished, their partner can check it and make sure that all
Melissa’s questions have been answered. Read the emails
around the class and decide which reply gives Melissa the
best advice.
Students’ own answers.
112
Gold Experience
3 It’s best to start …
Model answer:
Hi Melissa,
How are you? It’s great to hear that you want to do something
different this summer. I think there are lots of possibilities for you!
If you like cooking, you could work in a restaurant or a hotel. Lots of
hotels look for extra staff in July.
You can look for jobs on the internet, but you can also ask around the
restaurants and hotels in your town. That’s how I found my job last
year! It’s best to start work at the beginning of the school holidays,
because that’s when the restaurants are very busy and you can earn
lots of money!
Hope to hear from you soon!
Sam
Language XP
Focus students’ attention on the phrases provided in the
Language XP box to help them finish their email.
To finish
Ask students to tell you which jobs they think are the most
important. Make a list of important jobs on the board, e.g.
doctor, nurse, teacher, farmer.
Give every student in the class a job and ask students to
jot down some notes about why they think their job is
important. Now tell students that the world is going to end
… tomorrow. There is going to be a huge flood, and there
is only one tiny island which will be safe. You have a hot air
balloon, but unfortunately, the balloon will only carry six
people.
Students now take turns to discuss why they think their job
is important, and why they should be allowed to escape on
the balloon and start the human race all over again. Prompt
your students, asking questions, and generating discussion by
asking other students what they think.
At the end of the discussion, ask students to vote for the
people who should be allowed onto the balloon. (They are
not allowed to vote for themselves.)
There is additional writing practice on page 126 of the SB.
Homework
MyEnglishLab
Switch on (SB page 105)
Family fun at the fair
1 Tell students that they are going to watch a video about a
funfair. Ask students if they enjoy going to the fair. What
do they like to do there? Organise students into pairs and
focus their attention on the words in the box. Ask them to
decide which of the things they will see in the fair and to give
reasons for their answers. Play the video and conduct whole
class feedback.
cars, tents, tables and chairs
2 Teach students the following words: amusement park (a large
park where people can ride on machines), inspiration (new
ideas about what to do) and adrenalin (something that your
body produces when you are frightened, excited or angry
and it gives you more energy). Check understanding by
asking Is an amusement park the same as a fair? (Yes, but it
is bigger and doesn’t move from place to place.) Where can
you find inspiration? What situations make your body produce
adrenalin?
Read the sentences together. Focus students’ attention on
the words in the box and ask them to complete the gaps
with the words they hear. Play the video while students
complete the exercise. Ask students to check answers with a
partner before conducting whole class feedback.
1 proud 2 school 3 father 4 700 5 all my life
6 passion
3 Organise students into groups to share their ideas, e.g.
I wouldn’t like to help at a fair because I wouldn’t like to be
outside in the cold. Bring the class back together and generate
a whole class discussion.
Students’ own answers.
Project
4 As a class talk about who would be the right kind of person
to work at a fair. Generate ideas and write them on the
board, e.g. a person who likes talking to people, a strong person
(to work the machines), a person who is good at fixing things, a
person who is good with money, an honest person.
Organise students into groups. Read the example questions
together and ask students to write four more. After students
have had the chance to write down a few questions, conduct
feedback, writing good questions on the board.
Students nominate one person in each group to be
interviewed for the job of funfair worker. These interviews
can be filmed or performed to the rest of the class. At the
end of the activity students can decide on the overall best
candidate for the job.
Students’ own answers.
113
12 Summer fun!
Unit objectives
Reading:
Vocabulary:
Grammar:
Listening:
Speaking:
Writing:
multiple-choice questions; identifying key
information
holiday words; phrasal verbs
-ing forms; to infinitive; present simple
passive
multiple-choice questions
asking questions; asking for clarification
a blog
Reading (SB pages 106–107)
To start
Inform your class that they are going on holiday with a small
group of classmates and organise students into groups of
four. Tell them that they have a large suitcase to pack and that
they must include one holiday item for as many letters of the
alphabet as they possibly can. The group to pack the most in
their alphabet suitcase wins.
After two minutes, go through the alphabet with your class,
instructing them to call out holiday items for each letter.
Write down any new vocabulary on the board, asking
students to spell their words out, e.g. alarm clock, binoculars,
camera, diary, earphones, flip-flops, goggles, hairbrush, jumper,
key (for suitcase), light, money, notebook, passport, sunglasses,
towel, umbrella, water bottle.
Power up
1 Organise students into pairs and see who can be first to
match the items with the words. Collect answers around
the class, writing the compound nouns on the board. Ask
students to tell you where the stress lies in each word. (The
stress falls on the first word: rucksack, suitcase, passport,
sunglasses, sun cream, flip-flops. With alarm clock the stress
falls on the second syllable.) Drill these words chorally and
individually.
A tent B rucksack C map D suitcase E flip-flops
F sun cream G sunglasses H passport I alarm clock
2 Students read through the items, ticking which ones they
take on holiday. They then pass their list to their partner,
who adds up their scores. Ask students to report back on
their partners’ holiday luggage: Who takes the most with
them? Which items do students think are the most/least
important?
Suggestions: Alarm clocks aren’t important because no one
wants to wake up early on holiday. The passport is the most
important thing to pack because you can’t go anywhere without
it.
Students’ own answers.
Read on
3 Write the heading Adventure or disaster on the board. Elicit
the meaning of each of these words. What kind of disasters
might happen on holiday?
Suggestions: You might break an arm/leg, get food poisoning,
get robbed, lose your passport, get badly sunburnt, etc.
Ask students to look at the pictures and describe what they
see. Check students’ understanding of the following words:
to chill (to relax), hurricane (a type of topical storm with
very strong winds) and to snore (to make a very loud noise
through your nose when sleeping). Give students a time limit
of two minutes to read the text and match the pictures with
the paragraphs before conducting class feedback.
1B 2D
3E
4A 5C
4 Refer students to the Exam advice and read the information.
Do the first question with your students. Write the first
sentence on the board and ask students to underline the
key words in it (they should underline Imogen, watch, TV, /
holiday). Then ask students to find the paragraph about
Imogen in the article along with the sentence in which these
key words are mentioned.
Ask students to answer the question, providing the words
from the text which helped them (couldn’t turn on/there was
no electricity).
1B 2C
3B 4C
5A
5 Read the questions together with your students. Ask
students to find the answers in the article. Give students a
minute to check their ideas with a partner before checking
answers around the class.
1 Because she likes surfing and the beaches there are great.
2 four days 3 Holly’s phone 4 very busy
5 There were lots of bags on top of it.
114
Gold Experience
Sum up
Vocabulary (SB page 108)
6 Ask students to jot down a few key words about one of
the disasters (who, where, why, etc.). Students then close
their books and summarise one of the holiday experiences
in their own words. Ask students to find someone who has
chosen the same story and let them work together for a
few minutes, listening to each other summarise the story.
Monitor while students complete this exercise, providing
help where necessary.
Students then find a partner who has chosen a different
holiday experience and take turns telling each other about it.
Conduct class feedback, asking students to report back on
the story their partner has told them.
Holiday words
Students’ own answers.
Speak up
7 Focus students’ attention on the examples of holiday
disasters. Organise students into pairs and ask them to
tell each other about holiday disasters. Ask students to
report back on their partners’ stories, generating as much
vocabulary as possible.
If you have enough time, you can extend this into an
anecdote activity by writing the following questions on the
board and asking students to use the questions as prompts
when they are talking to their partner: Where did you go?
Who did you go with? What went wrong? What did you do? Did
things get better after that?
Circulate, listening to your students’ stories. Select a couple
of the most interesting stories and ask students to tell them
to the class.
Students’ own answers.
To finish
Think of a holiday you have been on, and write some words
about it in a box on the board, e.g. the Netherlands, 2005,
cold and rainy, my best friend, went shopping and visited the art
galleries, yes!
Tell your students that they are going to ask you questions
to get these answers. Organise the class into small groups
and give them a minute to work together and formulate the
questions which will elicit these answers. Groups then take
turns to ask you questions about your holiday. If the question
is grammatically correct and matches the answer, this team
wins a point. If not, the next team can try.
Examples: Where did you go? When did you go? What was the
weather like? Who did you go with? What did you do? Did you
have a good time?
Students can then go on to create their own answer boxes
about holidays they have been on. Organise students into
pairs and ask them to take turns asking and answering
questions. Circulate, noting examples of good language and
any issues with question formation.
Homework
MyEnglishLab
To start
Organise students into pairs. Give them a minute to
brainstorm as many words as they can to do with summer
holiday words: what to pack, how to travel, verbs, etc.
Tell students that they are going to review summer holiday
vocabulary and practise their spelling at the same time by
making a ‘word rope’.
Sit with your students in a circle. Say the word rope. The next
student must say a word beginning with the last letter of the
word rope, e.g. enjoy. The next student then says yacht, etc.
Continue around the class, encouraging students to help each
other as much as possible and writing any new words on the
board.
1 Write the verbs have, go and stay on the board. Organise
students into small groups and ask them to decide where
the words in the boxes should go. Students take it in turns to
confer with their groups and write the noun phrases on the
board beside the appropriate verb.
1 go 2 stay
3 have
2 Focus students’ attention on the postcard. Ask them to
describe what they see and to tell you if they would like
to go on a holiday to a place like this. Elicit what type of
activities you could do in a place like this, e.g. sunbathe, go
swimming, go walking.
Tell students they are going to read a postcard written from
this destination. Give them a minute to read the postcard.
Which of the activities they suggested are mentioned?
Students fill in the postcard with the verbs in the box.
2 going 3 having
4 stayed 5 stay
6 going
Word XP
Focus students’ attention on the information in the Word XP
box. Drill the pronunciation of the phrasal verbs in Exercise 3,
focusing on where the stress falls: these phrasal verbs all have
the stress on the particle except for look for, where the stress
falls on look.
Phrasal verbs
3 Focus students’ attention on the pictures. Organise students
into pairs and give them a time limit to match the pictures
with the phrasal verb.
1F 2C
3B 4A 5E
6D
4 Ask students to complete the sentences with the phrasal
verbs for Exercise 3. Check answers around the class,
ensuring that students have used the correct form of the
phrasal verbs.
1 put on 2 looking for
6 take off
3 turn on
4 Look out
5 turned off
115
Game on
Read the instructions in the Game on box with your students.
Students need to take it in turns to choose and mime a phrasal
verb to their partner. Their partner gets a point for guessing the
phrasal verb correctly and a bonus point for making a sentence
with the phrasal verb, e.g. You’re putting on some sun cream!
Monitor as students play this game, noting down any good
ideas. Ask a couple of students to perform their mimes to the
class during feedback.
Speak up
5 Ask students to work alone to make as many sentences
as they can about holiday activities. Students then work
together with partners to find some new sentences. Next,
students work in groups of four to collect more answers.
Come together as a class, generating a long list of holiday
activities, e.g. swim in the sea, go sightseeing, take photos, go
souvenir shopping, eat ice cream, make new friends, visit art
galleries, eat in restaurants, visit zoos, walk in the mountains.
Students’ own answers.
To finish
Think of some phrases involving the phrasal verbs your
students have learnt, e.g. put on a jumper, turn off a light, take
off a hat.
Ask for a volunteer to come to the front of the class. Using
simple commands, like lift your head a little, put your hands
in the air, etc., sculpt your student until they represent the
action you have chosen. Ask the rest of the class to guess
what the student is doing.
Now ask students to work in pairs. Each student decides on
an action with one of the phrasal verbs they have learnt (you
can circulate at this point, helping where necessary) and then
instructs their partner or how they should stand to represent
the action. The student must then guess the phrasal verb.
Come together as a class. Ask a couple of students to
demonstrate their positions and ask the rest of the class to
identify the phrasal verb.
Homework
Workbook pages 58–59
MyEnglishLab
Grammar (SB page 109)
To start
Organise your students so that they are sitting in a circle.
Remind your them of the verbs go, have and stay and the
different noun phrases which go with them.
Throw a soft ball to a student and say one of the verbs: have,
stay or go. If you say have, the student must repeat the verb
with a matching noun phrase, for example: have a good time
or have an accident. The student then says a different verb
and throws the ball to a classmate.
Continue around the class. Do not allow any repetition!
Grammar XP
Read the information in the Grammar XP box with your
students and then write the following sentence heads and
verbs on the board:
I’m interested in . . . (learning)
I started . . . when I was . . . (learning)
I’m looking forward to… (travelling)
I want to . . . (go)
Complete these sentences orally with sentences which are
true about you, e.g. I’m interested in learning languages. I
started learning Spanish when I was twelve years old. I’m looking
forward to travelling to Greece this summer. I want to go for a
walk after school today.
Nominate a few students to complete the sentence heads
with ideas which are true for them. Focus on natural-sounding
pronunciation and sentence stress, e.g. in the sentence I’m
looking forward to travelling to Greece this summer, forward is
pronounced /fɔ:wəd/ and the words forward, travelling and
Greece are stressed.
1 Ask students to read the sentences and underline where
they think the stress will fall. Then play Track 12.1. Who was
correct?
Mark the correct stress patterns on the board and drill the
sentences chorally and individually, focusing on the correct
stress patterns. Play Track 12.2 for students to repeat.
➤ Tracks 12.1–2
1 I love swimming in the sea.
2 We decided to stay in a hotel.
3 She forgot to take her passport.
1 I love swimming in the sea.
2 We decided to stay in a hotel.
3 She forgot to take her passport.
2 Refer students back to the Reading lesson on page 107.
Ask them to underline as many examples as they can of -ing
forms and the to infinitive. Read the examples around the
class. As you do this, personalise the language by asking the
students questions such as What do you enjoy watching on TV?
What are you planning to do after school?
116
Gold Experience
-ing forms: started surfing, bored with playing, enjoying watching,
started taking
to infinitive: planned to go, helped her to get better, decided to go,
tried to move, forgot to turn it off
3 Students choose between the -ing and to infinitive form in
the sentences. Remind them to refer to the examples in the
Grammar XP box if they aren’t sure. Check answers around
the class.
2 playing 3 to go
4 to seeing
5 staying
6 to go
4 Focus students’ attention on the example and explain that
they have to make complete sentences. Give students a
minute to check their answers with a partner and then
conduct class feedback.
2 Ben enjoys seeing his friends after school.
3 We would like to have a barbecue today.
4 Do you want to come to the festival with me?
5 She always forgets to use sun cream.
6 They decided to stay in a hotel last night.
5 Direct students to the holiday blog and ask them to describe
what they see in the photograph. Students fill in the holiday
blog with the options from the box. Read the holiday blog
around the class.
1B
2C
3A 4C
5B
6A
Write on
6 Direct students’ attention to the sentence heads. Complete
a couple with sentences about you. Ask students to
complete the sentences with ideas which are true about
them and share their sentences with their partner. Conduct
class feedback. Suggestions: In summer I enjoy lying on the
beach. In the school holidays I hate staying indoors. When I went
on holiday last year I forgot to pack my sunglasses. This summer
I’d like to go to the seaside.
Students’ own answers.
To finish
Distribute picture postcards of famous places. Organise
students into pairs and give each pair a postcard. Tell students
that they are going to write a short postcard about what
they are doing and seeing on holiday. However, they are
not allowed to mention the name of the place at all. So, for
example a postcard from Paris might read:
I’m having a fantastic time here. Today we went to visit the Eiffel
Tower. We climbed all the way to the top and the view of the
city was fantastic. I am learning a lot of French! Tomorrow I am
looking forward to visiting The Louvre and seeing the Mona Lisa!
Wish you were here!
The rest of the class has to listen and guess where the
postcard is from.
Listening (SB page 110)
To start
Write the following sentence anagrams on the board and ask
students to solve them.
On on the hot cream it was very put beach, so I lot a sun of. (It
was very hot on the beach, so I put on a lot of sun cream.)
Please on the turn light you can? (Can you turn on the light,
please?) Can’t looking for sunglasses, but I my anywhere find
them I’m. (I’m looking for my sunglasses, but I can’t find them
anywhere.)
Ask students to write their own sentences using language
they have learnt in this unit. Quickly check the sentences your
students have written. Ask students to create a sentence
anagram for their partners to solve.
Power up
1 Direct students’ attention to the photos of the festivals and
ask them to describe what they see. Engage students in a
whole class discussion about festivals: ask them what kind
of festivals they have been to and which of the festivals
pictured they would most like to go to.
Students’ own answers.
2 Ask students to work in small groups and collect ideas about
what makes a good festival. Collect students’ ideas and write
them on the board.
Suggestions: friends, music, interesting things to do, food, good
weather.
Students’ own answers.
Listen up
3 Read the advertisement for the festival with your students,
and ask them to tell you who this festival is for. Ask students
if they think this festival looks like fun. Why?
It is a festival for teenagers.
4 Tell students that they are going to listen to Maria and Jack
talking at the festival Fest4Teens.
Read the Exam advice together, and give students a few
minutes to read the questions and possible answers before
playing Track 12.3.
Homework
Workbook pages 60–61
MyEnglishLab
117
➤ Tracks 12.3–4
Jack: Hi, Maria!
Maria: Hi, Jack! I didn’t know you had a ticket for the festival!
Jack: I didn’t. My friends bought their tickets, but I forgot. When I
tried to buy one online, it was too late. Then my parents gave me a
ticket for my birthday. It was a surprise.
Maria: Brilliant! Who did you come with?
Jack: Just some friends from school, Dan and Gemma. They’ve
gone to buy some food. They’re always hungry!
Maria: Yeah, the food smells brilliant, doesn’t it?
Jack: It tastes good, too. There are lots of different things you can
try. There’s a pizza place, a salad bar and lots of hot dogs, of course.
Dan and Gemma are getting some Chinese food. It’s really cheap!
Maria: I’ve only just arrived because the train was late. Did you
come by coach?
Jack: No, special coaches are organised for the festival, but you
have to buy the tickets early. My dad drove us because he works
near here.
Maria: Are you enjoying the music?
Jack: Mmm, some of it is OK. I didn’t like the first two bands
because they were a bit boring. Then when my favourite group, King
Charles, came on, they were amazing!
Maria: This is the first time I’ve been to a music festival. Do you
think this is better than other festivals?
Jack: Well, adults aren’t allowed, so that’s good! No, actually it’s
great because it’s only a small festival and it’s friendly, but the best
thing is that everybody is our age.
Maria: Do you think you’ll come again next summer?
Jack: I can’t. I’ll be eighteen in May and you can’t come if you’re
over seventeen – but I’m sure I’ll find another music festival to go to!
5 Play Track 12.4 and ask students to check their work.
Collect answers around the class. Ask students what they
think the best thing about this festival is and if there are any
similar festivals in their town/region.
1A 2A
3B 4C
5B
6C
Grammar XP
Focus students’ advice on the information about the passive
voice in the Grammar XP box and read the examples
together. Generate a couple more examples which are
personal to your students, e.g. School dinners are sold in the
canteen . . . , Students are not allowed to chew gum . . . and
ask students to explain why the passive voice is used in these
sentences.
Ask students Who sells the dinners? Who forbids the chewing
of gum? Which is more important in this sentence: the school
dinners or the people who sell them? Elicit that we use the
passive in both these sentences because the students and the
school dinners are more important to the sentence than the
people who are doing the action (i.e. selling and forbidding).
Draw students’ attention on the examples and elicit the form
of the present simple passive: am/is/are + past participle.
6 Students complete the sentences with am, is or are. Check
answers around the class.
2 are 3 are 4 is 5 am
To finish
Draw a large grid (about twelve squares by twelve) on the
board and tell students that they are going to make their own
holiday word search.
Ask your students to provide a new word they have learnt
in this unit (e.g. disaster) and write this on the grid. Now
ask students to write a clue, e.g. when something very bad
happens. Surround the word with random letters so that it
becomes hidden.
Organise students into small groups. Ask each to create a
word search with eight words and eight definitions. Circulate,
helping students with the writing of the clues. Students swap
word searches and solve them.
Conduct class feedback, sharing any particularly good
definitions with the whole class.
Homework
MyEnglishLab
118
Gold Experience
Speaking (SB page 111)
To start
Introduce students to the idea of word association by writing
the word holiday on the board. Ask students to call out what
they think of when they hear the word holiday (freedom,
sunshine, relaxing, etc.). Draw an arrow and write one of the
words next to holiday, e.g. holiday → sunshine.
Ask students to tell you what they think of when they hear
the word sunshine and write the first suggestion you hear
on the board. Continue this way until you have a chain of
associations, e.g.
holiday → sunshine → sun cream → suitcase → pack → forget.
Organise students in a circle and set up a steady rhythm of
two claps and two finger clicks. Tell your students that they
are going to continue to think of summer holiday associations
and they must say the first word that comes into their heads.
Students speak during the finger clicks part of the rhythm.
Aim to maintain a steady rhythm and see how far you
manage to travel from the subject of holidays!
Power up
Language XP
Read the information in the Language XP box together, as
this will help students with the questions they are required to
form in Exercise 3. Focus on the intonation of the questions,
and remind students that Wh- questions usually have a falling
intonation.
3 Nominate a confident student and ask them one of the
questions from Exercise 2. The student should answer using
the information in Exercise 1. This student should then ask a
classmate a question. Repeat around the class.
Organise students into pairs and get them to ask and answer
the questions. Monitor as students complete this exercise.
1 It is near the beach.
2 It is open from June to October.
3 It is £5 a day for tents.
4 You can do horse-riding, sailing and surfing and you can listen to
music every night.
Speak up
1 Focus students’ attention on the advertisement. Ask
students if they have ever been camping and ask them
whether the Blue Sky Campsite looks like a good place. Read
the words in the box together and ask students to tell you
what information is not included.
4 Organise students into pairs and give each student the
letter A or B. Student A has to prepare questions using
the prompts and Student B has to read about the Summer
Rock Camp. Students who are in the A group can work
together to prepare questions and B students can read the
advertisement together and predict the kind of questions
that A will ask.
1 where it is 2 opening times 3 cost
5 phone number
The email address isn’t in the advert.
2 Can small children go to it?
3 Is it open at the weekend?
4 How much is it?
4 things to do
2 Tell students that they are going to listen to Ben and Maria
talking about the Blue Sky Campsite. Then focus students’
attention on the questions and ask them to predict what the
missing words are. Play the recording once, and ask students
to fill in the gaps. Check answers around the class.
➤ Track 12.5
Maria: I’m going camping this summer at the Blue Sky Campsite.
Ben: That sounds nice. Where is it?
Maria: It’s next to the beach. I love it there.
Ben: When is it open?
Maria: It’s open from June to October.
Ben: How much is it?
Maria: It’s really cheap. Only five pounds per day.
Ben: And what can you do there?
Maria: Oh, there are lots of things to do. You can go horse-riding,
sailing or surfing, and you can listen to music every night.
Ben: Cool. I’d like to go there!
2 When
3 How much
5 Refer students to the Exam advice. Check that they are
confident with spelling by asking them to spell words for
you, e.g. their names, the name of the street they live in, the
name of their school. Student A asks questions about the
Summer Rock Camp and Student B answers them.
Monitor, providing support where necessary. If you hear any
issues with question formation, note them down for use in
the class feedback session.
Students’ own answers.
6 Brainstorm ideas for what students can do in the summer
holidays in their town or village. Students then ask and
answer questions.
Students’ own answers.
4 What
119
7 Tell your students about an event (real or imaginary) you
would like to go to this summer. Say something like: I’m really
looking forward to going to the jazz festival this summer. It’s
going to be great! It’s on in June in cafés all around the town,
and there will be a big concert in the park which is free! There
will be lots of famous musicians and food stalls – it will be
amazing!
Organise your students into pairs: one A and one B. Ask
the A students to turn to page 133 of their SB and tell the
B students to turn to page 143. Tell them that they are
going to plan a summer event and focus their attention on
the headings in number one: where, who, etc. Give students
two minutes to think of some ideas, and offer help and
suggestions where necessary.
Elicit some of the questions that students will need using the
prompts in 3. Give students a few minutes to ask and answer
their questions. Monitor, noting any examples of good
language and question formation you hear. Conduct class
feedback. Ask students to report back on the events they
heard about and to tell you which one they thought the best.
Students’ own answers.
To finish
Organise the class into two groups. Half of the class are
travel agents and the other half are tourists who are visiting
the students’ home town/region. Ask the travel agents to
work in pairs to brainstorm information about attractions in
their regions. Tourists work in pairs to discuss the type of trip
they would like to go on and jot down a list of questions they
need to ask. Brainstorm some questions your students might
need to ask, e.g. What can I visit in your region? What can you
do there? Where is it open? How much does it cost? What do I
need to take with me?
Organise a roleplay. After five minutes or so, students can
swap roles if you have enough time.
There is additional speaking practice on page 127 of the SB.
Homework
MyEnglishLab
Writing (SB page 112–113)
To start
On the board write these headings: Dream holiday, Nightmare
holiday, Real holiday.
Think of three holiday destinations: your dream holiday, your
nightmare holiday and where you will probably go in reality,
e.g. a month trekking in the South American rainforest, a
skiing holiday in the mountains, a week at the seaside. Muddle
the order up and tell your students about the three holidays.
Ask them to tell you which they think is the dream, nightmare
and reality, giving reasons for their answers, e.g. Skiing is your
nightmare holiday because you can’t ski and you don’t like the
cold.
Ask your students to pick their dream holiday, their nightmare
holiday and where they will probably go this summer (their
holiday in reality). Students write down three holidays in no
particular order and tell their partners about them. Students
then have to guess which is which, giving reasons for their
choices.
Power up
1 Discuss this question as a class. Ask your students to
consider a variety of places, e.g. natural beauty spots, nearby
theme parks, sports centres. Generate lots of suggestions
and write them on the board. Ask students what kind of
activities they can do in these places and write these on the
board, too.
Students’ own answers.
2 Focus students’ attention on the photos and ask them
to describe what they see. Which place looks the most
interesting? What are the people in the photos doing?
Students match the places in the blogs with the photos.
1C
2A
3B
3 Tell the students that the three blogs are written by
teenagers who have visited these three places. Ask students
to complete the blogs with the phrases in the box. Read the
blogs around the class.
1 you can see how people lived
2 the park is open 365 days a year
3 there are lots of things to do
4 Ask students to choose which place they would most like
to visit. Ask them to tell you why, giving an adjective to
explain, e.g. I’d like to go to the Bunratty Folk Park because it’s
interesting.
Ask the students to read the blogs again, underlining all the
adjectives they can find to describe each place. Write the
names of the three places on the board. Ask volunteers
to come up to the board and write adjectives under the
headings.
brilliant, cool, exciting, fantastic, interesting
120
Gold Experience
Language XP
To finish
Refer students to the information in the Language XP box.
Generate a few more examples. Ask students to describe
their school and their town, using adjectives to back up their
opinions, e.g. My school’s cool because there are lots of afterschool clubs. My town’s fantastic because there are great cafés
and lots of beautiful buildings.
Collect in your students’ blogs from the Writing lesson and
select a few sentences which are a little too short, e.g. I like
this place or This park is cool.
Organise students into two teams and write both sentences
on the board. Students from each team take turns at
adding words and lengthening their sentences. The longest
grammatically correct sentence wins, e.g. This big park is really
cool because there are lots of trees and young people always go
there in summer. I really like this special place because it’s not
too expensive and the people who go there are really friendly.
You can repeat this exercise a few times with different
sentences from your students’ work.
Plan on
5 Tell students that they are going to read another travel blog,
this time from someone who has visited a safari park. Ask
them if they have ever been to a safari park and elicit what
you might expect to see and do there, e.g. see elephants,
lions, gazelles, hippos; go walking. Read Emilio’s blog as a
class and compare what he writes to your class’ predictions.
Students read the questions (A–E) and put the information in
order, checking their answers in pairs before class feedback.
A5
B2
D4
There is additional writing practice on page 127 of the SB.
Homework
MyEnglishLab
E3
Write on
6 Tell students that they are going to write a blog about an
exciting day trip. Explain to students that they are going to
make their day trips sound as exciting as possible so that
other people will want to visit the places they mention.
Refer students to the Skill advice. Ask them who they think
might read their blog. Write students’ ideas on the board
and ask them to think about how this might effect what they
write.
Suggestions: People who read these blogs might be young
people like themselves who are looking for an exciting
adventure holiday. They may not have had the chance to
travel to the places your students mention. Therefore,
students can make their blogs quite informal, and give as
much information about places as possible.
Students’ own answers.
Model answer:
My favourite day trip is to the theme park which is about twenty
kilometres from my house. It is a small theme park, but it’s really cool
and it’s not very expensive. There are about ten different rides and a
café which sells delicious ice cream.
If you like swimming, the sea is a few metres away. It’s open from early
spring to late summer and there are always lots of people there. I love
it!
7 Students show each other their blogs. Encourage students to
ask each other questions if they need any more information.
Ask students to report back on what they thought sounded
interesting about their partner’s day trip.
Students’ own answers.
121
Switch on (SB page 114)
The camping trip
1 Focus students’ attention on the photo. Ask them to tell you
where the girl is and what she is doing. What time of year
do your students think it is? Read the question and organise
students into pairs to choose their answers. Play the video
and ask students to tell you whether their prediction was
correct or not.
Students’ own answers.
A They can’t find their train tickets.
2 Explain that students are going to watch the video again and
choose the correct answer. Play the video. Allow students to
check their answers with a partner before class feedback.
1 raining
2 sunglasses
3 closed
4 off
5 alarm clock
6 tent
3 Organise students into small groups and ask them to
discuss what happens after Harry opens his rucksack. Come
together as a class and write students’ suggestions on the
board.
Students’ own answers.
Project
4 Begin by telling the class about a holiday adventure/disaster
you have had, e.g. I went on holiday and lost all my money!
Split your board into two halves by drawing a line down
the middle of it. Each side should have a heading: Holiday
adventure and Holiday disaster.
Organise students into two teams: a disaster team and an
adventure team. Give teams three minutes to list as many
adventures or disasters as they can. After three minutes,
nominate a student from each group to write up their ideas
on the board.
Suggestions:
Holiday adventure: riding on camels, seeing the midnight sun,
trekking through the rainforest.
Holiday disaster: lose money, someone steals money, stay
in a bad/dirty/dangerous hotel, walk into the bad part of
town, experience flood, hurricanes, etc., get food poisoning
and have to stay in bed all holiday.
Organise students into small groups and ask them to
choose an adventure or disaster which interests them. (Give
students a one-minute time limit to do this.) Tell students
that they are going to write a news story and will need to
prepare questions to interview the people involved. Read
the example questions together with your students. Ask
them to tell you what tense the questions are written in.
(past simple)
Circulate as students write their questions, offering help and
suggestions where necessary. Check students’ questions
before they start filming and give them time to think about
the answers.
122
Once everyone has filmed their report, watch the reports
together. Ask the rest of the class questions about the films
they have watched: Was this an adventure or disaster? What
happened? Where were they?
Ask students to write a newspaper report based on a film
they have watched (they can choose their own film or one
of the other groups’ films). Split the groups into pairs to
write the newspaper report. Collect the finished reports
together to make a newspaper.
Gold Experience
Revision (SB pages 115–116)
1
2 mechanic 3 journalist 4 doctor 5 football player
6 businessman 7 waiter 8 receptionist
2
2 campsite 3 restaurant
6 sunglasses
4 rucksack 5 office
3
2 work 3 being
7 are staying
4 had
5 went
6 doesn’t earn
3 Look out
4 turn off
5 put on
6F
4
2 took off
6 turn on
5
2H
3G
4B 5D
6
2e
3f
4b
5d 6a
7
2C 3A
4A
5B 6C
8
2 helping
6 to stay
3 seeing
7C 8B
4 to bring
5 reading
9
2 The food is cooked by a brilliant chef.
3 Fantastic ice cream is sold on the beach.
4 The football players are paid lots of money.
5 The music is chosen by the DJ.
6 The story is written by a famous journalist.
10
2 if 3 by
9 listening
4 we 5 to
6 if
7 to
8 playing
123
Teaching notes for
photocopiable activities
Starter
You will need: two sets of cards per pair of students.
• Before the class, cut up and shuffle two sets of cards for
each pair of students.
• Organise students into pairs and give each pair a set of
shuffled cards. Tell students they are going to match the
classroom words on the cards to make pairs.
• Ask students to lay their cards face down on the table and
spread them out.
• Students take it in turns to lift two cards at a time, reading
the words on the cards as they do so. If they lift two cards
which are the same, they get to keep them. If they lift two
different cards, they must put them back on the table as they
found them.
• The winner is the person who collects the most word pairs.
Unit 01:
Enjoy yourself
You will need: one worksheet per student.
• Give each student a worksheet. Tell students they will need
to find fifteen hobbies in the word search.
• Ask students to close their books. Elicit as many hobbies
as they can remember from the unit and write them on the
board.
• Students work individually to complete the word search and
find the fifteen hobbies.
• Fast finishers could create their own free-time activity puzzle,
using an online puzzle generator.
collecting stamps, cooking, cycling, dancing, drawing, fishing, painting,
playing sport, reading, relaxing, shopping, singing, surfing the net,
swimming, texting
Unit 02:
Can’t live without it?
You will need: one worksheet per student.
• Students can do this activity alone, but it is an ideal activity
to work on in pairs.
• Pre-teach the word addict (someone who can’t live without
a particular thing). Check understanding by asking students
the question Are you a techno addict? and listen to a few
responses, getting students to justify their answers.
124
Gold Experience
• Put students into pairs. Give each student a worksheet. Tell
students they are going to ask their partner the questions
and mark their answers on their worksheet.
• Students take it in turns to read the quiz questions to each
other. The student who reads the questions must mark their
partner’s answers on their worksheet.
• Refer students to the bottom of their worksheet. Ask
them to count up how many As, Bs and Cs are on their
worksheet. Explain that if there are more As than Bs and Cs,
this means a score of ‘Mostly As’, etc. Which score means
you are a techno addict? (Mostly As).
• Students read their partner’s results to each other.
• Conduct whole class feedback. Find out how many techno
addicts you have in your class. Do your students agree with
the results of the test?
Unit 03:
We love school
You will need: one set of cards per pair of students.
• Before the class, cut up and shuffle a set of cards for each
pair of students.
• Put students into pairs. Give each pair a set of cards.
• Tell them they will need to read statements to each other
and decide together whether the statements are true or
false.
• Students take it in turns to pick a card and decide if the
statement is true (T) or false (F).
• During feedback, students check their answers and count up
their score. Ask students to compare their score with other
pairs in the class to see who knows most about schools
around the world.
1 T 2 F 3 T 4 T (They go to school on Saturdays.)
6 F 7 T 8 F (They get a lot of homework!) 9 F
10 T (They have slippers which they keep at school.)
5T
Unit 04:
What a bargain!
You will need: one set of cards per pair of students.
• Before the class, cut up and shuffle one set of cards for each
pair of students.
• Organise students into pairs. Give each pair a set of cards.
• Ask students to lay their cards face down on the table and
spread them out. Tell students they are going to have a race
to see who can be the first pair to match all the words on
the grey cards with all the definitions on the white cards. Tell
them to raise their hands when they have finished.
• Count down to the start time, e.g. One, two, three, go!
Students race to match the definitions with the words. Make
a note of which pair raised their hands first, second, etc.
Check the first pair to see if the answers are correct. If their
answers are correct, they are the winners! If their answers
are incorrect, go to the next pair and check their answers,
etc.
• Conduct class feedback and elicit the correct answers from
students.
something for sale at a very cheap price: bargain
to put on clothes in a shop before you buy them: try on
a big shop that sells lots of different things: department store
a person who buys things in a shop: customer
if a shop isn’t open it’s: closed
something which is not cheap is: expensive
a person who works in a shop: shop assistant
a piece of paper you get when you buy something: receipt
Unit 05:
Mysteries from history
Matching: Making history
You will need: one set of cards per group of students.
• Before the class, cut up and shuffle one set of cards for each
group of students.
• Organise students into small groups. Give each group a set
of cards.
• Tell students they will need to work together and match
the history events on the white cards with the correct years
on the grey cards. Tell them to guess the answer if they are
unsure about any of them.
• Go over the answers during class feedback and get students
to count how many answers they got correct. Find out which
group had the highest score.
the Great Fire of London → 1666
the first man on the moon → 1969
World War I started → 1914
the first train was invented → 1822
the Titanic sank → 1912
the first flight by aeroplane → 1903
Columbus found America → 1492
the telephone was invented → 1876
Tutankhamen’s tomb was discovered → 1922
the first man in space → 1961
Unit 06:
Have a good trip!
You will need: one worksheet per pair of students.
• Organise students into pairs. Give each pair a worksheet.
• Tell students that, for each puzzle, they will need to
unscramble the words in the puzzle to make a sentence
about travelling. Then they will need to use the letter above
each number to find the traveller’s destination.
• Students work together to complete the puzzles and the
traveller’s destinations.
• Students check answers in pairs or with the whole class.
1 She is going by helicopter, ferry and car.
Destination: Shetland.
2 He is going by train and boat.
Destination: London.
Unit 07:
You can do it!
You will need: one worksheet per group of students.
• Organise students into small groups. Give each group a
worksheet.
• Tell students they are going to work together to unscramble
the words in each puzzle to complete the sentences.
• Students complete the activity and check their answers with
another group before class feedback.
1 I can’t run fast, but I can swim very well.
2 I can ski well and I can snowboard too.
3 I can see underwater with my goggles.
Unit 08:
See the world
You will need: one set of cards per pair of students.
• Before the class, cut up and shuffle one set of cards for each
pair of students.
• Organise students into pairs. Give each pair a set of cards.
Tell students to spread the cards face up on the table and
ask them to rearrange the cards to make twelve sensible
questions.
• Students work together to make sensible questions with the
cards.
• When they have finished and have checked their answers,
students take it in turns to ask and answer the questions with
their partner. Encourage them to ask follow-up questions,
using the past simple tense. Ask students to report back on
their partners’ answers.
• Alternatively, you might want to conduct this as a Find
Someone Who activity, where students stand up and ask the
questions to as many of their classmates as they can.
125
Have you ever ridden a camel?
Have you ever eaten something strange?
Have you ever acted on stage?
Have you ever bought something really expensive?
Have you ever broken your leg?
Have you ever cried at a sad film?
Have you ever won a lot of money?
Have you ever written a poem?
Unit 09:
Let me entertain you
You will need: two sets of cards per pair of students.
• Before the class, cut up and shuffle two sets of cards for
each pair of students.
• Organise students into pairs. Students should be sitting
across from each other for this activity. Give each pair a set
of shuffled cards and ask them to divide the cards into two
piles, keeping the cards face down as they do this. Tell each
student to take a pile of cards and place it in front of them.
• Tell students they will need to both lift a card from their pile
at the same time and place it face up between them and
their partner. Their next card should be placed on top of this
card.
• Explain the following: if the two cards on the table are the
same, e.g. action film and action film, the first student who
calls Snap! gets to keep all the cards on the pile. However, a
student can also call Snap! if there is an association between
two cards, e.g. if soap opera is put down next to documentary
this could be Snap!, as both are TV programmes. The other
student must agree to the association his/her partner
makes.
• The student who finishes the game with most cards is the
winner. You may need to be referee!
Unit 10:
Eat well, feel well
You will need: one set of cards for each pair of students.
• Before the class, cut up and shuffle one set of cards for each
pair of students.
• Organise students into pairs. Give each pair a set of cards
and ask them to arrange them face down on the table. Tell
students they will need to turn over the cards and match the
countries with the national dishes and the descriptions of the
dishes. Do an example with the class: write England, fish and
chips and fried fish and chips on the board and elicit which is
the country, the national dish and the description of the dish.
• Students complete the activity in pairs and check their
answers with another pair before class feedback.
126
Gold Experience
Greece: moussaka: meat and aubergine
Scotland: haggis: a sheep’s stomach filled with blood
Spain: ratatouille: roasted tomatoes and courgettes
Hungary: goulash: beef soup with potatoes and pepper
Poland: bigos: stewed pork, cabbage and mushrooms
Italy: pizza: baked dough with cheese and tomato topping
Austria: Wiener schnitzel: fried pork in breadcrumbs
Peru: ceviche: raw fish and limes
Indonesia: satay: chicken in peanut sauce
Unit 11:
More than a job
You will need: one board and one set of dice per pair of students.
• Organise students into pairs. Give each pair a board and a
set of dice.
• Students take it in turns to throw the dice. When they land
on a square, they have to answer the question or describe
the job.
• If they can’t answer the question or describe the job, their
partner gets an extra turn. The first person to finish is the
winner.
Unit 12:
Summer fun!
You will need: one set of cards for each pair of students.
• Before the class, cut up and shuffle one set of cards for each
pair of students.
• Organise students into pairs. Give each pair a set of cards
and ask them to arrange them face down in a pile on the
table.
• Tell students they will need to take it in turns to lift a card
from the top of the pile, read out the question and answer
it.
• Encourage the other student to ask follow-up questions.
Students continue until they have answered the questions on
all the cards in the pile.
• During feedback, students report back on what they have
learnt about their partners’ holiday preferences.
Starter Classroom words
student book
pen
pencil
partner
teacher
student
dictionary
ruler
rubber
chair
desk
window
board
poster
Gold Experience
PHOTOCOPIABLE © 2014 Pearson Education Ltd.
127
Unit 01 Find the hobbies
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Gold Experience
PHOTOCOPIABLE © 2014 Pearson Education Ltd.
Unit 02 Can you live without technology?
1 Do you eat your meals while surfing the net?
A Yes, all the time!
B Only sometimes.
C Never!
2 How many hours a day do you spend online?
A More than five.
B Two or three.
C Less than one.
3 How many texts do you send a day?
A 20–50.
B 10–30.
C Less than 10.
4 Do you text and watch TV at the same time?
A Yes! I like to tell all my friends what I’m doing.
B Sometimes, but not often.
C No way! I can’t do two things at the same time!
5 Do your family think you spend too much time on your computer or mobile phone?
A Yes. My mum often takes it away from me. But I always get it back!
B Sometimes, but it’s not a big problem.
C No. My computing teacher thinks I need to spend more time on the computer.
6 You are in bed sleeping. Where’s your phone?
A It’s beside my bed – and it’s switched on!
B It’s somewhere in my bedroom, but it’s switched off.
C I don’t know! In my schoolbag, maybe?
What your scores say about you:
• Mostly As: You can’t live without technology! Why don’t you have a break from it?
You might be surprised to find that the real world can be exciting, too!
• Mostly Bs: You like technology, but it’s not the most important thing in your life. You
make sure that you have time for friends, sports and hobbies, too. Good for you!
• Mostly Cs: Are you sure you live in the twenty-first century? Technology is not your
best friend – and that’s fine – but it can be a lot of fun. Be careful you don’t miss out!
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Unit 03 Schools around the world!
1
2
In the USA, children sing their national
anthem every morning.
In the UK, students don’t wear school
uniform.
3
4
French school children never get
homework.
Chinese teenagers go to school six days
a week.
5
6
In France, students don’t go to school on
Wednesdays.
Students in the UK stand up when their
teacher comes into the classroom.
7
8
In Japan, students usually eat rice for
lunch in the school canteen.
Chinese teenagers don’t get very much
homework.
9
10
Students in Italy usually sleep for an hour
in the middle of the day.
Japanese students always take off their
shoes in school.
130
Gold Experience
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Unit 04 Shopping definitions
something for sale at a very cheap price
expensive
to put on clothes in a shop before you
buy them
shop assistant
a big shop that sells lots of different
things
closed
a person who buys things in a shop
try on
if a shop isn’t open, it’s …
bargain
something which is not cheap is …
customer
a person who works in a shop
receipt
a piece of paper you get when you buy
something
department store
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131
Unit 05 Making history
the Great
Fire of
London
the first man
on the moon
World War I
started
the first train
was invented
the Titanic
sank
the first flight
by aeroplane
Columbus
found
America
the
telephone
was invented
Tutankhamen’s
tomb was
discovered
the first man
in space
1492
1666
1922
1822
1876
1961
1969
1912
1914
1903
132
Gold Experience
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Unit 06 Travel
1
HES
1
SI
REALITGNLV
4
5
7
BY
CIHPOTELRE
2
REFRY
3
NDA
6
8
ACR
1
2
2
3
4
5
6
7
8
HE
SI
GNIOG
6
TO
5
TEVLAR
1
BY
RATIN
DNA
3
4
TOBA
2
1
2
3
4
5
6
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Unit 07 Can you do these puzzles?
1
S W I
E R Y
M
I
S T
F A
A N
W E
S K I
O A R
I
134
R U N
C A N
2
3
’ T
C D
T OO .
L L .
C A N
S N
D E R
S E E
T E R
S .
W I
A N
G O G M Y
I
C
W E
B U T
A N D A N
WA
Gold Experience
V
I
L L
T H
I
G L E
PHOTOCOPIABLE © 2014 Pearson Education Ltd.
OW B
C
U N
Unit 08 Sensible questions
Have you ever
ridden
at a sad film?
Have you ever
cried
a camel?
Have you ever
acted
something strange?
Have you ever
bought
on stage?
Have you ever
broken
a lot of money?
Have you ever
written
something really
expensive?
Have you ever
eaten
a poem?
Have you ever
won
your leg?
Gold Experience
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135
Unit 09 Snap!
action film
actress
animation
chat show
comedy
comedian
documentary
science fiction film
singer
judge
magician
musician
sports programme
stage
talent show
winner
actor
ballet dancer
funny
soap opera
136
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PHOTOCOPIABLE © 2014 Pearson Education Ltd.
Unit 10 Eat well around the world!
Greece
ratatouille
meat and aubergine
Scotland
pizza
beef soup with potatoes and
pepper
Austria
ceviche
roasted tomatoes and
courgettes
Spain
bigos
a sheep’s stomach filled with
blood
Hungary
satay
stewed pork, cabbage and
mushrooms
Poland
Wiener schnitzel
raw fish and limes
Italy
haggis
chicken in peanut sauce
Peru
moussaka
baked dough with cheese and
tomato topping
Indonesia
goulash
fried pork in breadcrumbs
Gold Experience
PHOTOCOPIABLE © 2014 Pearson Education Ltd.
137
Unit 11 The job race!
1
START
Would you like
to be an artist?
Why/Why not?
7
Where does a
doctor work?
8
If you like writing
you could be
a…
HAVE
ANOTHER
TURN
16
Where does a
maths teacher
work?
6
nurse
GO BACK
2 SPACES
14
Businessman
3 SPACES
MISS
4
A TURN
What does a
cleaner do?
11
10
receptionist
Where does a
chef work?
13
If you like
meeting people,
you could be
a/an …
Would you like
to be a film star?
Why/Why not?
17
MISS
What’s your
dream job?
A TURN
GO BACK
138
2
GO FORWARD
12
musician
19
magician
21
20
What job would
you not like to
do? Why?
Where does a
police officer
work?
FINISH
3 SPACES
Gold Experience
PHOTOCOPIABLE © 2014 Pearson Education Ltd.
Unit 12 Holidays
Which country would
you most like to visit on
holiday?
What’s best: sunbathing
or skiing?
Have you ever worked in
the school holidays?
Do you like flying?
What’s the most
important thing in your
suitcase?
Do you prefer to chill out
or be busy on holiday?
Which city would you
most like to visit on
holiday?
Talk about a holiday
disaster.
What’s the best holiday
you have ever been on?
Do you need to pack a
big suitcase or do you
travel light?
What do you like to do in
the evenings?
Who do you like to go on
holiday with?
Have you ever travelled
anywhere by boat?
What’s your favourite
holiday memory?
What kind of weather do
you like best on holiday?
What’s your favourite
type of holiday food?
What’s best: a
five-star hotel or a
campsite on the beach?
What’s your favourite
way to travel on holiday?
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Notes
140
Gold Experience
Notes
141
Notes
142
Gold Experience
Notes
143
Pearson Education Limited
Edinburgh Gate
Harlow
Essex CM20 2JE
England
and Associated Companies throughout the world.
www.pearsonelt.com
© Pearson Education Limited 2014
The right of Genevieve White to be identified as author of this Work has been
asserted by her in accordance with the Copyright, Designs and Patents Act 1988.
All rights reserved; no part of this publication may be reproduced, stored in
a retrieval system, or transmitted in any form or by any means, electronic,
mechanical, photocopying, recording, or otherwise without the prior written
permission of the Publishers.
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pages marked ‘photocopiable’ according to the following conditions. Individual
purchasers may make copies for their own use or for use by the classes they
teach. Institutional purchasers may make copies for use by their staff and students,
but this permission does not extend to additional institutions or branches. Under
no circumstances may any part of this book be photocopied for resale.
First published 2014
ISBN: 978-1-4479-7368-3
Set in Gill Sans MT 10/12
Printed in Great Britain by Ashford Colour Press Ltd.
Gold Experience A2 Students’ Book audio scripts
Tracks 1.1–2
Tracks 1.6–7
A:
B:
C:
How many hobbies do you have?
How much free time do you have?
I don’t have many hobbies.
I don’t have much free time.
Do you like dancing?
Yes, I do.
No, I don’t.
Track 1.3
1
2
3
4
5
Robert Pattinson likes reading.
Emma Watson loves painting.
Rafael Nadal enjoys fishing.
Dianna Agron likes cooking.
Zac Efron collects comics.
Tracks 1.4–5
Abbey: Hey, Joe, look at this website about
famous people and their hobbies. Look!
I love Robert Pattinson!
Joe:
You love everyone, Abbey! So what are
Robert Pattinson’s hobbies?
Abbey: Well, he likes reading – like me!
Joe:
He plays the piano and the guitar. Wow!
Look, he also writes songs.
Abbey: And two of his songs are in the film
Twilight. That’s my favourite film – well,
after the Harry Potter films.
Joe:
Look, there’s Emma Watson from the
Harry Potter films. How many hobbies
does she have?
Abbey: Lots! Look. Painting and drawing,
playing sport and singing!
Joe:
And she likes learning different kinds of
dancing.
Abbey: Yes, she does break dancing! I’d love to
learn break dancing.
Joe:
Me too. Oh, look, Rafael Nadal. I think
he’s amazing! What does it say about
his hobbies?
Abbey: That he doesn’t have much time for
hobbies.
Joe:
I’m sure!
Abbey: His favourite hobby is fishing, but he
also likes going to the cinema. And look,
read this! He likes playing computer
games!
Joe:
Cool! He often plays computer games at
tennis competitions. He enjoys playing
with other tennis players like Andy
Murray. That’s funny!
Abbey: Look at this person …
GOLD EXPERIENCE A2
Track 1.8
Dan:
Katy:
Dan:
Katy:
Dan:
Do
Katy:
Dan:
Katy:
Dan:
You go first, Katy.
OK, Dan. I think this picture is about
music. Do you like listening to music?
Yes, I love music.
When do you usually listen to it?
In the evenings. OK, Katy. My turn.
you like art?
Yes, I enjoy drawing.
What do you usually draw?
People – I’m good at drawing people.
Do you want me to draw you?
Er . . . no, thanks.
Track 2.1
A
B
C
D
E
F
G
H
I
webcam
screen
keyboard
laptop
speakers
mouse
DVD player
MP3 player
headphones
Track 2.2
1 This is Mandy’s Music School. For information
about music lessons please call
07865477911. That’s 07865477911.
2 Hi, it’s Jennie here. Can you email me our
science homework, please? My email
address is, Jennie2 at school dot A-C dot UK. That’s Jennie 2, J-E, double N, I-E-2 at
school dot
A-C dot U-K. Thanks!
3 I’m sorry, but the sports centre is now closed.
For opening times please go to our website.
W-W-W dot griffinsport dot com. That’s W-WW dot griffinsport, G-R-I, double F, I-N sport
dot com.
PHOTOCOPIABLE © 2014 Pearson Education Ltd.
1
Gold Experience A2 Students’ Book audio scripts
the library. I sometimes do my homework in
here. Oops, let’s go.
OK, here’s a classroom. I think they’re doing
maths at the moment. Next door is the science
lab. It’s always fun in here because we do
experiments. And finally, my favourite place –
the canteen. I love coming here because the
food is fantastic! Do you want a sandwich?
Tracks 2.3–4
I’m playing the guitar.
She’s missing her phone.
I’m not using my computer.
He isn’t watching TV.
Track 2.5
Hi! I’m Jane Freeman and I’m speaking to you
from the City Science Museum. It’s the first day
of an exciting new exhibition: Robot World. At
this exhibition you can see twelve amazing
robots from eight different countries. This robot
dog is my favourite! It comes all the way from
Japan. I think it’s great!
And over here are some lucky students from
Holmore High School. Hello everyone! These
students usually have their science lesson at
school. Today they are having their science
lesson at the museum! They are all drawing their
own robots for the museum’s fantastic ‘Draw a
robot’ competition. The winner of this
competition gets a digital camera. A really
fantastic prize!
The robot exhibition is only at the museum until
the thirteenth of July and tickets are three
pounds thirty. This is a great day out and fun for
all ages. I’m going to have a cup of tea now.
From that robot waiter over there! That’s all from
City Science Museum, back to you in the studio
now.
Track 3.2
1
2
3
4
5
gym
library
classroom
science lab
canteen
Track 3.3
changed, talked, started, cooked, filmed,
decided, arrived, liked, studied
Tracks 3.4–6
Jacob:
Grace:
Jacob:
Grace:
Jacob:
Grace:
Track 2.6
This is a picture of my friends and me. We’re
having a science lesson. We’re doing an
experiment. I’m the girl with blonde hair. I’m
sitting down. Our teacher’s sitting opposite me.
She’s called Ms Brown. My best friend Sarah is
standing behind me. She’s standing next to
Mark. My cousin Adam is in my class. He’s
sitting at the table between Rob and Peter.
Rachel is the other girl who is standing up. Rob
is sitting in front of her.
Track 3.1
Hi, I’m Nathan. So, it’s your first day. Don’t
worry, this is a great school. Look, here’s the
gym. At the moment there’s a basketball game,
but I think we’re losing! And now we’re going to
GOLD EXPERIENCE A2
Jacob:
Grace:
Jacob:
Grace:
Jacob:
Grace:
Jacob:
Grace:
Jacob:
Grace:
Jacob:
Did you have a good holiday, Grace?
It was brilliant, thanks.
Where did you stay?
I stayed with my aunt and uncle and
their son José.
Cool! Did you go to the beach every
day?
No, only at the weekend. Actually, I
went to school with José.
School? Was it good?
Yes, it was. The classrooms were big
and the canteen sold great food!
Did you see the gym?
Yes, but I couldn’t go in because
some students had an exam there.
But . . . it was a holiday, you were in
Mexico. Did you get up early every
day?
No. It was great! You see, the
classes started at one o’clock.
In the afternoon?
Yes. I slept late in the morning, but
José usually did his homework.
And what did you do after school?
Well, school finished at eight in the
evening. When we got home, we
could play computer games.
Mmm. I like that idea!
PHOTOCOPIABLE © 2014 Pearson Education Ltd.
2
Gold Experience A2 Students’ Book audio scripts
Track 3.7
Tracks 4.5–6
Jacob:
1
A: Oh, hi, Tom. Are you here with your parents?
B: They’re at my grandma’s. I came with my
cousin. He’s over there, buying a CD.
A: Did you buy anything?
B: Just this magazine. I never buy CDs now. I
always download my music. What about
you?
2
A: Dad, I want to buy Mum a birthday present.
B: Sure, Mary. Why don’t you get her some
chocolates?
A: That’s boring, Dad! I want to get her
something more interesting. I thought maybe
a book about photography. She loves taking
photos.
B: Yeah, good idea! OK, I know a good shop we
can go to. Come on, finish your cola.
3
A: Look, there’s my cousin. She works as a
shop assistant here.
B: Which one’s your cousin, Rosie?
A: Ssh! Can you see the girl with short hair and
glasses? She’s the youngest shop assistant
here. She’s helping a customer who’s got
long brown hair.
B: Oh, yes, I see her. Oh, she looks like you!
4
A: Let’s go in that sports shop next, Will. I need
a new sports bag.
B: Why don’t you buy a bag online? It’s much
cheaper. Do you know the website Capital
Sports?
A: No, did you get your sports bag from there?
B: Oh, this is my brother’s old one, but I got
some shorts and my sister bought a football.
It’s the best website!
5
A: I like your new trainers, Ava. Did you get
them from the sports shop here?
B: It’s too expensive here. I got them from the
Sunday market. It’s much cheaper there.
A: Where is it?
B: Opposite the big shoe shop in town. It’s
great!
Hi Marissa. Where were you at
lunchtime? I couldn’t find you.
Marissa: Oh, I didn’t go to the canteen today. I
had a basketball game.
Jacob:
Who won the game?
Marissa: The other school, of course, but it
was fun. What did you do today?
Jacob:
Well, after lunch, we had a school
trip.
Marissa: Brilliant! Where did you go?
Jacob:
We went to a sports centre and did
rock-climbing. I loved it!
Track 4.1
1 Harry’s mum goes shopping early in the
morning.
2 Kate prefers going to markets.
3 Kate wanted to buy somebody else’s sweater.
4 Jack likes the clothes in the department store.
5 Jack thought a customer was the shop
assistant.
6 When Naomi saw the cool guy, she was in a
music shop.
Track 4.2
1
2
3
4
5
6
forty euros
three ninety-nine
fifty p
six euros fifty
eighty cents
ninety p
Tracks 4.3–4
The bag is cheaper than the hat.
Markets are better than shops.
Your ice cream is bigger than mine.
GOLD EXPERIENCE A2
PHOTOCOPIABLE © 2014 Pearson Education Ltd.
3
Gold Experience A2 Students’ Book audio scripts
Tracks 4.7–8
Tracks 5.4–5
She’s the youngest shop assistant here.
This is the worst shop!
He likes the most expensive trainers.
Emma:
Lucas:
Emma:
Track 4.9
Rachel:
Boy:
Rachel:
Boy:
Rachel:
Boy:
Rachel:
Boy:
Rachel:
Hi!
Hi. Can I have a look at this
computer game?
Yes, sure.
Oh, I’ve got this one. Have you
got any other games?
Yes, there are two more here –
and they’re cheaper!
Oh, this one’s great! How much is
it?
That one’s three pounds. It’s a
bargain!
Brilliant! Here you are.
Thanks. Bye!
Track 5.1
1 They travelled to South America in June
1882.
2 She came to England on the sixth of March
2011.
3 They discovered the treasure in April 1992.
4 Nobody lived there in the 19th century.
5 The children started school on the fifth of
September 1973.
Lucas:
Emma:
Lucas:
Emma:
Lucas:
Emma:
Lucas:
Emma:
Lucas:
here?
Emma:
Lucas:
Tracks 5.2–3
They were visiting a castle.
Olivia wasn’t looking for gold.
Was she reading a history book?
Did you hear the news on the radio
this morning, Lucas?
No, I never have the radio on. I was
watching music videos on TV. Why?
Well, there was a story about a boy
who found some treasure in his
garden. He goes to our school!
Our school? It was probably some
old coins or bones. I bet his dog left
them in the garden!
No, it was gold!
Gold? Are you sure?
Yes, he’s so lucky. He was using a
metal detector which was a birthday
present. There was a loud noise and
he thought there was a problem with
it.
So what happened?
Well, his dad came out and said the
metal detector was fine. So they
started digging, but it was difficult.
Then, they saw something that was
yellow, but it was very dirty.
What was it?
Well, at first they thought it was
money or an old key. But it was a
necklace from the fifteenth century.
It’s more than six hundred years old
and it’s worth nearly two million
pounds. Can you believe it?
That’s so cool! And he lives near
Yes, he does. Why?
Come on, Emma. Let’s go and dig for
treasure in the garden!
Track 5.6
Go straight on. Go past the palace. Turn right.
Go over the bridge, and it’s the second building
on the left.
GOLD EXPERIENCE A2
PHOTOCOPIABLE © 2014 Pearson Education Ltd.
4
Gold Experience A2 Students’ Book audio scripts
Track 6.6
Track 6.1
1
2
3
4
5
6
7
8
9
10
sound effects: ship
sound effects: coach
sound effects: bicycle
sound effects: helicopter
sound effects: motorbike
sound effects: yacht
sound effects: train
sound effects: plane
sound effects: ferry
sound effects: tram
Tracks 6.2–3
My teacher will visit her parents in Italy. She’ll
travel by plane.
Tom will go to a school near his house. He’ll
walk to school.
My parents won’t take the coach to London.
They’ll take the train.
Tracks 6.4–5
OK, everybody, can you listen, please? Sshh!
Thank you. As you know, we’re having a school
trip to Blue Peak Mountain Centre on the
twentieth of March. Now, that’s a Friday, so
classes will probably finish at lunchtime on
Thursday that week. Markus, are you listening?
We’re travelling by coach. The coach is leaving
from the school car park at nine o’clock, so we’re
meeting there at eight forty-five. Don’t be late,
please.
We’re spending all day at the centre. Please
bring shorts and trainers. Don’t bring your mobile
phones. You won’t need them. At the centre
we’re doing two activities. In the morning we’re
taking a boat trip around the lake, then later in
the afternoon we’re riding mountain bikes.
The cost for the day is six pounds. We’re having
lunch in the mountain centre café at one o’clock.
It’s usually three pounds more, but as we’re a
school group, it’s included in the price. I’m going
to collect the money before we go. Please give it
to me by Monday the sixteenth – not later,
please! OK, that’s all, everybody, see you
tomorrow.
GOLD EXPERIENCE A2
Sandra:
Oliver:
Sandra:
Oliver:
Sandra:
Oliver:
Sandra:
Oliver:
Sandra:
Are you going to be here in the
summer, Oliver?
No, I’m going to do a course in Spain.
How about you?
I’m staying here, but my cousin’s
coming. What are you going to do in
Spain?
I’m going to learn Spanish.
Brilliant! Will it be hot?
Yes, it will be very hot!
When are you leaving?
We’re flying to Madrid next week.
Oh, have a good trip!
Track 7.1
1
2
3
4
5
6
sound effects: basketball
sound effects: tennis
sound effects: running
sound effects: judo
sound effects: skiing
sound effects: cycling
Track 7.2
In summer we play volleyball on the beach.
My brothers do judo every Saturday.
Do you want to go running tonight?
Tracks 7.3–4
A:
B:
A:
B:
Can you skateboard?
No, I can’t.
Can Emma surf?
No, she can’t.
Tracks 7.5–6
1
A: Come on, Sam. The lesson started five
minutes ago.
B: Yes, just a minute. I can’t find my tennis
racket.
A: It’s on the table, over there.
B: Oh, yes, and what about the new tennis
balls?
A: Sam, they’re in your bag. Now come on! We
always arrive late.
PHOTOCOPIABLE © 2014 Pearson Education Ltd.
5
Gold Experience A2 Students’ Book audio scripts
Tracks 7.5–6 (continued)
Tracks 8.2–3
2
A: Hello.
B: Hello, is Henry there?
A: Sorry, he isn’t. He’s at football practice.
B: Oh. When does he get home?
A: Well, it started at eight o’clock and it lasts for
an hour. He’s usually home at about nine
thirty.
3
A: Happy Birthday, Charlotte. This surfing
party’s a brilliant idea!
B: Thanks, Jake. Are you coming in the water?
A: Yes, I want to try my new board. What’s the
water like?
B: It’s OK.
A: Great, because I haven’t got my wetsuit!
4
A: Hi, Dan, what are you up to this morning?
B: Hi! I’m in the park. Do you want to meet me
here?
A: I can’t. I have to wait for my brother. He’s
having a judo lesson.
B: Oh, OK. Sorry, Lucy. I can’t hear you very
well. Don’t forget, it’s basketball this
afternoon.
A: Yes, I know. I’ll see you!
5
A: Look, there’s Toni. He’s the best football
player in the team.
B: Oh, I can’t see him. What number is he?
A: Sometimes he’s number seven, but he’s
wearing a number nine shirt for this match.
B: Here we go! This is going to be an exciting
game!
I’ve been to a desert.
He’s climbed a mountain.
I haven’t walked in a rainforest.
She hasn’t stayed on an island.
Tracks 8.4–5
George:
Daisy:
George:
Daisy:
George:
Daisy:
George:
Daisy:
George:
Daisy:
George:
Daisy:
George:
Track 8.1
1 Twenty-three centimetres. Twenty-three
centimetres.
2 Fourteen metres. Fourteen metres.
3 Fifty-five kilometres. Fifty-five kilometres.
4 Thirty-two degrees centigrade. Thirty-two
degrees centigrade.
5 One hundred and sixty-four kilograms. One
hundred and sixty-four kilograms.
Daisy:
George:
Daisy:
GOLD EXPERIENCE A2
Hi, Daisy. Did you have a good time
in Spain?
Yeah, it was brilliant, thanks. We did
lots of mountain biking. What did you
do?
My cousins from Scotland stayed
with us. Then we went to South
Africa to visit my uncle.
Cool! Do you often visit your uncle?
My dad goes every year, but I go with
my parents every two years. I love it!
Have you ever seen any wild animals
there?
Yeah, lots. I’ve never seen my
favourite animals – leopards – in
South Africa, but I’ve seen lots of
elephants and giraffes.
I’d love to see an elephant!
Yeah, they’re great. Do you know
they can eat two hundred and sixty
kilograms of leaves and grass a day,
and a baby elephant can weigh one
hundred and twenty kilograms!
Wow! How do you know all that?
I saw a TV programme about it. Oh,
and last time I was at my uncle’s
house, I saw an enormous spider!
Cool! Was it big and scary?
Yeah, it was huge and a bit scary. I
was coming out of the bathroom and
it was on the stairs. I went back into
the bathroom and hid behind the
door!
Wow! I’d love to go to South Africa. Is
it always really hot there?
Well, it’s twenty-five degrees where
my uncle lives, but in other places it
can be thirty or even fifty degrees!
That’s hot!
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Gold Experience A2 Students’ Book audio scripts
Tracks 8.6–7
Track 9.2
James:
1 Good morning! And here’s the great new
song from Kelly Brown, I can’t stop loving
you.
2
A: When are you leaving?
B: I’m taking the first boat in the morning.
Please don’t cry.
3
A: And you’re live in five, four, three, two, one.
B: And now I’m very happy to welcome the
world famous actor, Mark Vincent!
Monika:
James:
Monika:
James:
Monika:
James:
Monika:
James:
Monika:
James:
Monika:
Monika, have you ever swum in a
lake?
No, I haven’t. I’ve never been to a
lake.
Really? Have you ever been to a
rainforest?
No, I haven’t, but I’d love to!
You’re not afraid of snakes and
spiders?
No, I love snakes – and spiders.
OK. Have you ever sailed to an
island?
Yes, I have. I went to the Greek
islands with my parents by boat.
What was the weather like?
It was hot and sunny.
Did you like the islands?
Yeah, we did lots of water sports. It
was brilliant!
Track 8.8
A:
B:
A:
B:
Have you ever swum in a lake?
No, I haven’t.
Have you ever been to a rainforest?
Yes, I have.
Track 9.1
1 sound effects: romantic film
A: I love you Sarah!
B: I love you too, Tom!
2 sound effects: animation
3 sound effects: science fiction film (sci-fi)
A: Quick! The aliens are coming. Everyone
get back to the spaceship!
4 sound effects: action film
5 sound effects: comedy
6 sound effects: horror film
7 sound effects: documentary
A: And here we can see the young
elephants with their mothers.
GOLD EXPERIENCE A2
Track 9.3
Poppy:
I can’t wait for our trip to the radio
station, Mr Taylor!
Mr Taylor: I’m sorry, Poppy, but we’ve just
changed our plans. We’re going to
a TV studio now. The radio station
said they were too busy.
Poppy:
Wow – that’s even better! Is the trip
on Monday?
Mr Taylor: It was, but now it’s Tuesday. I’ve
just sent an email to everyone.
Poppy:
Oh, OK. How are we getting there?
Mr Taylor: We’re going to catch the train. We’ll
all meet at the station in town. Do
you know where it is?
Poppy:
Yes, thanks. What time will we
meet?
Mr Taylor: Well, the train leaves at nine thirty,
so everyone needs to meet at the
station at nine fifteen. Don’t be late,
Poppy!
Poppy:
I won’t, Mr Taylor. How much does
the trip cost?
Mr Taylor: Well, the visit to the TV studio costs
five pounds, so with the train it’s
fifteen pounds forty. But you’ll need
to pay for the trip before we go.
Poppy:
OK. Who do I give my money to?
Mr Taylor: The new club secretary, Mrs
Beckett. Oh, and don’t forget to
bring some sandwiches. We won’t
have time to go to a café for lunch.
Poppy:
OK, thanks!
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Gold Experience A2 Students’ Book audio scripts
Tracks 9.4–5
Sonia:
Liam:
Sonia:
Liam:
Sonia:
Liam:
Sonia:
Liam:
Sonia:
Hi, Liam!
Hi, Sonia. Do you want to watch a DVD
at my house? James is coming, too!
Yeah, great. What shall we watch?
Well, I’ve got lots of DVDs. I’ve got a
great new action film.
Oh, I don’t really like action films. I love
science fiction films, though!
Really? I think they’re boring! How
about a comedy?
Yes, let’s watch a comedy.
Cool! See you about eight?
Great! See you later!
Tracks 10.1–2
You must finish all your vegetables.
He mustn’t be late for dinner.
You don’t need to bring anything to the party.
Tracks 10.3–4
Jenny: Hello?
Nico: Hi, Jenny. It’s Nico.
Jenny: Oh hi, Nico. How are you?
Nico: Fine, thanks. I’m sorry, but I can’t come
to your party on Thursday – I’ve got a
football match.
Jenny: That’s OK, it’s on Friday now because
not many people could come on
Thursday. I sent you an email about it.
Nico: Great, that’s better for me, too. How
many people are going?
Jenny: Well, I wanted to invite everyone from
my class, but my parents said twentyfour was too many, so eighteen are
coming. I can’t wait!
Nico: What kind of food are you going to
have?
Jenny: Well, I usually have pizza and fries for
my birthday, but this year I’m going to
have a barbecue. I love burgers!
Nico: Mmm, me too. Is your mum going to
make you a cake? She makes the best
cakes!
Jenny: She wants to make me a cake, but I
don’t want one. We’re going to have ice
cream instead – chocolate ice cream,
my favourite.
Nico: Cool! So what time will the party start?
GOLD EXPERIENCE A2
Jenny: Well, I’m telling everyone to come at
seven, but some of my friends can only
come after nine.
Nico: What music are you going to have?
Jenny: I don’t know. I’ll probably play music on
my iPod.
Nico: You should have a DJ. I can do it. I was
the DJ at my cousin’s party and my
brother’s party.
Jenny: That will be great! Thanks.
Nico: No problem.
Track 10.5
1
A: Hi, Joe. What’s the matter?
B: I’ve got a sore throat, Mum.
A: You should drink some honey and lemon.
2
A: Hi, Rachel. Are you OK?
B: Hi, David. I’ve got a really bad
stomachache.
A: You shouldn’t eat so many sweets!
Track 11.1
1 A: Hello, I’m Ben Walker. I’ve got
appointment
at ten o’clock.
B: Let me see. Ah, yes. You can wait here.
The doctor won’t be long.
2 A: Are you going out for lunch, Anna?
B: Yes, in about ten minutes. I just want to
finish this email.
A: OK. I can wait.
3 A: Good evening, sir.
B: Hello. How much is a double room,
please?
A: It’s seventy-five pounds.
4 A: Hi, can I have a table for two?
B: Yes, of course, sir. Next to the window. Is
that OK?
A: Great, thanks.
Tracks 11.2–3
He’ll work in an office.
We’ll have time off.
She’ll be a good DJ.
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Gold Experience A2 Students’ Book audio scripts
Tracks 11.4–5
Tracks 11.6–7
Jasmine: Hi, Thomas! Did you go to the talk
about jobs at school today?
Thomas: No, I couldn’t go. I was at football
practice. Was it good?
Jasmine: Yes, it was brilliant! There was a
chef, a doctor and a police officer.
They gave us lots of information
about their jobs.
Thomas: So, what do you want to do,
Jasmine?
Jasmine: Well, I love sport, but I want to work
with children, too.
Thomas: If you like sport and children, you
could be a PE teacher.
Jasmine: Yes, exactly! That’s the perfect job
for me.
Thomas: Was Dan at the talk?
Jasmine: No, he wasn’t, but Dan knows what
he wants to do. He loves cars and
says he’s going to be a mechanic.
Thomas: Of course, he’s always fixing things.
How about Grace? She won that
singing competition last year. Is she
going to be a pop singer?
Jasmine: No! Singing is just a hobby. Grace is
brilliant at science. She wants to be a
doctor.
Thomas: Great! And did you see James?
Jasmine: Yes, James asked lots of questions.
He doesn’t want to work in an office.
He wants to be a taxi driver and meet
famous people.
Thomas: Well, James loves talking, so I think
he’ll be good at that.
Jasmine: And what about you, Thomas? Do
you still want to be a football player?
Thomas: No, of course not. My dad’s got a
restaurant and I want to work there. If
I learn to cook, I could be a chef for
him.
Theo: I usually have English lessons in the
summer, but I’d love to do something
different this year.
Lucy: Why don’t you help in the tourist office or
the museum? Perhaps you could
practise your English there.
Theo: Mmm, I’m not sure. I’ll think about it.
What about you?
Lucy: I don’t know. I’d like to do something
interesting.
Theo: What about sailing?
Lucy: Well, the thing is, I have to look after my
little brother in the summer.
Theo: But if you like sailing, you could help at
the sailing club. They have a summer
school for kids.
Lucy: That’s a great idea! I can take my
brother with me!
GOLD EXPERIENCE A2
Tracks 12.1–2
1 I love swimming in the sea.
2 We decided to stay in a hotel.
3 She forgot to take her passport.
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Gold Experience A2 Students’ Book audio scripts
Tracks 12.3–4
Track 12.5
Jack: Hi, Maria!
Maria: Hi, Jack! I didn’t know you had a ticket
for the festival!
Jack: I didn’t. My friends bought their tickets,
but I forgot. When I tried to buy one
online, it was too late. Then my parents
gave me a ticket for my birthday. It was
a surprise.
Maria: Brilliant! Who did you come with?
Jack: Just some friends from school, Dan and
Gemma. They’ve gone to buy some
food. They’re always hungry!
Maria: Yeah, the food smells brilliant, doesn’t
it?
Jack: It tastes good, too. There are lots of
different things you can try. There’s a
pizza place, a salad bar and lots of hot
dogs, of course. Dan and Gemma are
getting some Chinese food. It’s really
cheap!
Maria: I’ve only just arrived because the train
was late. Did you come by coach?
Jack: No, special coaches are organised for
the festival, but you have to buy the
tickets early. My dad drove us because
he works near here.
Maria: Are you enjoying the music?
Jack: Mmm, some of it is OK. I didn’t like the
first two bands because they were a bit
boring. Then when my favourite group,
King Charles, came on, they were
amazing!
Maria: This is the first time I’ve been to a music
festival. Do you think this is better than
other festivals?
Jack: Well, adults aren’t allowed, so that’s
good! No, actually it’s great because it’s
only a small festival and it’s friendly, but
the best thing is that everybody is our
age.
Maria: Do you think you’ll come again next
summer?
Jack: I can’t. I’ll be eighteen in May and you
can’t come if you’re over seventeen –
but I’m sure I’ll find another music
festival to go to!
Maria: I’m going camping this summer at the
Blue Sky Campsite.
Ben: That sounds nice. Where is it?
Maria: It’s next to the beach. I love it there.
Ben: When is it open?
Maria: It’s open from June to October.
Ben: How much is it?
Maria: It’s really cheap. Only five pounds per
day.
Ben: And what can you do there?
Maria: Oh, there are lots of things to do. You
can go horse-riding, sailing or surfing,
and you can listen to music every night.
Ben: Cool. I’d like to go there!
GOLD EXPERIENCE A2
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10
Gold Experience A2
01
Workbook answer key
Enjoy yourself
5 not usually
6 never
Vocabulary
1 2 reading 3 fishing 4 singing 5 cooking
6 drawing
2 2 read 3 sing 4 painting 5 dance 6
fishing
3 2 fishing 3 play 4 draw 5 reading
6 singing 7 cook 8 painting
4
Things you can play: piano, chess,
computer games, guitar
Things you can watch: DVD, film, TV
5 2e 3a 4f 5c 6b
6 2 go 3 watch 4 go 5 listen 6 play
7 go 8 collect
7 2D 3F 4C 5H 6B 7A 8E
8 2A 3C 4B 5A 6B 7C
Grammar
1 2 go 3 doesn’t 4 Do 5 don’t 6
watch
7 takes 8 don’t
2 2 do 3 play 4 like 5 enjoys 6 loves
7 watch 8 is
3
2 Does, like
3 Do, enjoy
4 Do, start
5 Does, collect
6 Do, buy
7 Does, sing
4 2A 3F 4B 5C 6E
5 2 often 3 sometimes 4 not often
GOLD EXPERIENCE A2
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1
Gold Experience A2
Workbook answer key
6
2 We often go shopping in the holidays.
3 There is sometimes a chess competition in
June.
4 Kiera never enjoys her music lessons.
5 Jasmine doesn’t usually read comics.
6 My singing lessons are always fun.
7 They don’t often go on sleepovers.
7
2 Jonathan doesn’t usually play computer
games.
3 Amy sometimes goes on a sleepover.
4 Jonathan never goes on a sleepover.
5 Amy doesn’t often take photographs.
6 Jonathan often takes photographs.
7 Amy doesn’t usually sing in the bathroom.
8 Jonathan always sings in the bathroom.
8
much: fun, money, music, time
many: books, friends, hobbies, people
9 2 much 3 many 4 much 5 much 6
many
02
Can’t live without it?
Vocabulary
1
6 mobile 7 Internet 8 online
7 2 great 3 bored 4 entrance 5
experiments 6 hard
8 2 email 3 experiment 4 send 5 online
6 website
Grammar
1 2 getting 3 having 4 hitting 5 making
6 winning 7 driving 8 sitting
2
2 Deborah is writing in her school diary.
3 The students are doing a science
experiment.
4 I am watching a film on my laptop.
5 Oscar is taking a photo on his mobile.
6 We are reading about King Henry VIII on the
Internet.
3 2 is 3 are 4 isn’t 5 are 6 isn’t
4
2 are playing
3 ’re downloading
4 ’m texting
5 ’s writing
6 are looking
7 ’re sending
8 ’m making
5
2 ’s reading a book
3 ’s working on a laptop
4 ’s talking on the phone
5 ’s eating a cake
6 are sleeping on the rug
6 2A 3C 4B 5A 6A
7 2 live 3 are 4 go 5 isn’t 6 ’m writing
7 are doing 8 ’re having
8 2 going 3 ’m/am 4 are 5 isn’t 6 ’s/is
7 ’s/is 8 ’s/is
Revision Units 1–2
Vocabulary
1 2A 3B 4C 5B 6A
2 2 watch 3 listen 4 email 5 play 6
painting 7 comics 8 read
3 2 singing 3 the violin 4 download
5 TV programme 6 screen
4 2H 3D 4B 5A 6C 7E 8G
2 2 keyboard 3 mobile phone 4 speakers
5 screen 6 mouse
3 2E 3A 4C 5B 6D
4 2 download 3 surfing 4 texts 5
headphones 6 email 7 webcam
5 2B 3A 4C 5C 6A
6 2 send 3 surf 4 reads 5 computers
GOLD EXPERIENCE A2
Grammar
1 2 many 3 much 4 many 5 much 6
many 7 many 8 much
2 2 ’m painting 3 go 4 Is 5 love
6 ’re learning 7 Do you draw 8 do
3
2 We don’t usually watch DVDs after school.
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Gold Experience A2
Workbook answer key
3 Oliver sometimes takes photos with his
mobile.
4 They never play computer games at school.
5 Sophie and Alex don’t often chat online.
6 My dad usually works on his laptop in the
evenings.
4 2 are 3 starting 4 make 5 have 6 is
03
We
2 2 wasn’t 3 was 4 weren’t 5 wasn’t
were
3 2 it wasn’t 3 they were 4 it was 5 I
wasn’t 6 she was
6
school
Vocabulary
1
art, music, history, science, maths, PE,
geography, computer studies
2 2 gym 3 science lab 4 sports field
5 classroom 6 library
3 2 canteen 3 Classroom 4 science lab
5 library 6 sports field
4
get: a good mark, a prize
have/do: an exam, a test
learn: a language, French
wear: a school uniform, a tie
write: in your notebook, on the board
5 2 wear 3 got 4 wrote 5 wear 6 have
6 2H 3F 4B 5G 6C 7 A 8D
7 2 timetable 3 test 4 homework 5
uniform 6 desk
8 2C 3B 4C 5A 6A 7C 8B
Grammar
1 2 go 3 took 4 see
spoke 8 begin
GOLD EXPERIENCE A2
5 chose
6 be
7
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Gold Experience A2
Workbook answer key
4 2 chose 3 didn’t give 4 spoke 5 had
6 didn’t wear 7 began
5 2 wasn’t 3 began 4 finished 5 didn’t
have 6 went 7 had 8 were
6
2 Did you finish your history homework?
3 Did David get a good mark in his biology
test?
4 Did the teacher write the answer on the
board?
5 Were your library books in your school bag?
6 Did Clare and Mark have lunch in the school
canteen?
7 2D 3E 4F 5C 6A
8 2 Did 3 went 4 had 5 was 6 didn’t
7 took 8 saw
04
What a bargain!
Vocabulary
1 2 supermarket 3 music shop 4 bookshop
5 sports shop 6 computer shop
2 2 market 3 card 4 receipt 5 cash
3 2A 3B 4F 5E 6D
4 2 receipt 3 price 4 market 5 cash
5 2 shop assistant 3 try on 4 bargain 5
open 6 closed 7 customer
6 2d 3a 4b 5c 6f
7 2 saving 3 bought 4 spend 5 paid 6
cost
8 2A 3F 4B 5C 6E
Grammar
1
-er: bigger, shorter
-ier: busier, prettier
more + adjective: more difficult, more
expensive
irregular: worse, better
2 2 nicer 3 more helpful 4 easier 5
cheaper 6 better
3 2 more interesting 3 more boring 4
heavier 5 funnier 6 worse 7 more
beautiful 8 bigger
4 2 bad 3 biggest 4 far 5 most difficult
6 light 7 best 8 friendly
5 2 oldest 3 heaviest 4 youngest 5
smallest 6 tastiest
6 2 than 3 more 4 than 5 more 6 the
7 2 heaviest 3 younger 4 bigger 5 busier
6 most
8 2C 3A 4B 5C 6A 7C
Revision Units 3–4
GOLD EXPERIENCE A2
Vocabulary
1 2 gym 3 receipt 4 canteen 5 price
6 library 7 classroom 8 market
2 2 wear 3 had 4 bought 5 have 6
spent
3 2 cost 3 receipt 4 try 5 bargain 6
paid
4 2 lesson 3 test 4 homework 5 field
6 shopping 7 case 8 assistant
Grammar
1 2 higher 3 the funniest 4 the most
difficult
5 worse 6 the best 7 the neatest 8
bigger
2 2 were 3 bought 4 stopped 5 saw 6
had 7 took 8 spent
3 2 they weren’t 3 it wasn’t 4 I did 5 it
was
6 she didn’t
4 2B 3B 4A 5B 6A
05
Mysteries from history
Vocabulary
1 2 castle 3 ancient 4 king 5 famous
6 battle 7 treasure
2 2 ancient 3 Queen 4 famous 5 Battle
6 treasure 7 Castle
3
at: 2.30 p.m., the beginning of last year, 12
o’clock
in: April 2008, the twenty-first century, the
thirteenth century
on: 25 May 1975, 2 January 1952
4 2A 3B 4A 5C 6B
5
loud, dangerous, light, dark, clean, dirty
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Gold Experience A2
Workbook answer key
6 2 dirty 3 dark 4 poor 5 loud 6 rich
7 2 treasure 3 battle 4 2001 5 tower 6
history
8 2 1901 3 Queen 4 rich 5 poor 6
dark
7 dangerous
Grammar
1
2 were
3 was watching
4 were
5 was searching
6 was
2
2 Were the children hiding the treasure?
3 The king and queen weren’t staying in the
castle.
4 We were studying ancient Greece.
5 Henry wasn’t speaking to his brother.
6 Was she visiting the Natural History
Museum?
3
2 they were
3 he wasn’t
4 I wasn’t
5 they were
6 they weren’t
4
2 found, were digging
3 was standing, saw
4 were working, went
5 was telling, rang
6 was driving, stopped
7 were having, heard
8 was watching, fell
5 2A 3C 4B 5C 6B 7A 8C
6
2 Harry is the boy who found the treasure.
3 Where are the students who went to
London?
4 I’m reading a book which is about dinosaurs.
5 They’ve got a painting which is 300 years
old.
6 That’s the man who works in the museum.
7 Where’s the map that was on my desk?
8 This is the website that has information
about Henry VIII.
7 2 who 3 which 4 that 5 that 6 that
8 2 that 3 talking 4 who 5 was 6
standing 7 who 8 making
06
Have a good trip!
GOLD EXPERIENCE A2
Vocabulary
1
Land: bike, coach, motorbike, train, tram
Air: helicopter, plane
Sea: ferry, ship, yacht
2 2 bus 3 coach 4 ferry 5 helicopter 6
train 7 yachts 8 tram
3 2 on foot 3 drive 4 go 5 ferry 6
catch
7 journey 8 helicopter
4 2 train station 3 harbour 4 coach station
5 airport 6 port
5 2F 3C 4A 5D 6E
6 2 trip 3 driver 4 ticket 5 bus stop
6 passengers
7 2 sailed 3 drove 4 fly 5 rides 6
drives
8 2 catching 3 take 4 airport 5 drive 6
sail
Grammar
1
2 Are we going to stay for seven nights?
3 Is she going to stay with a family in Brazil?
4 What are you going to do next summer?
5 When is she going to learn to drive?
6 Is Jacob going to cycle to school tomorrow?
7 Are they going to meet at the coach
station?
2 b3 c7 d5 e6 f1 g2
3
2 ’m going to meet
3 ’re going to walk
4 ’m not going to buy
5 ’re going to see
6 ’s going to stay
7 aren’t/’re not going to do
4
2 won’t walk
3 will take
4 will be
5 won’t buy
6 won’t leave
5
2 Will she have a lot of luggage with her when
she comes? No, she won’t.
3 Will they miss their friends and family? Yes,
they will.
4 Will we buy our tickets before we go? No, we
won’t.
5 Will he take lots of photos to show us? Yes,
he will.
6 Will you send me an email? Yes, I will.
6
2 isn’t/’s not coming
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Gold Experience A2
3 ’s collecting
4 ’m meeting
5 ’s going
6 isn’t/’s not seeing
7 2 ’re/are 3 to 4 by
7 will
5 ’re/are
Workbook answer key
6 going
Revision Units 5–6
Vocabulary
1 2 castle 3 harbour 4 airport 5 museum
6 port
2 2 in 3 at 4 on 5 at 6 in 7 at 8 in
3 2 tickets 3 caught 4 driver 5
passengers
6 delay 7 train 8 station
4 2A 3B 4B 5C 6C
Grammar
1 2 who 3 which 4 who 5 that 6 who
2
2 was leaving, arrived
3 were going, stopped
4 was getting off, saw
5 was travelling, met
6 were playing, heard
3 2 is 3 will 4 are 5 isn’t 6 will
4 2 ’ll/will 3 Are 4 going 5 ’ll/will 6 to
7 will 8 ’re/are
07
You can do it!
Vocabulary
1
3
2 He goes cycling.
3 She goes skiing.
4 He does gymnastics.
5 She plays volleyball.
6 He does synchronised swimming.
4 2 played 3 do 4 going 5 goes 6
went
7 goes 8 play
5 2 volleyball 3 kiteboarding 4 running
5 cycling 6 judo 7 gymnastics
6 2 ski 3 surf 4 skateboard 5 run 6
swim
7 climb
7 2 surfed 3 cycle 4 swam 5 ran 6
skied
8 2 do 3 practice 4 swimming 5 play
skied 7 does
6
Grammar
1
2 can ride
3 can surf
4 can’t skateboard
5 can run
6 can play
2
2 Can you do gymnastics? No, I can’t.
3 Can your sister ski? Yes, she can.
4 Can Amelia and Eve swim? Yes, they can.
5 Can Max ride a bike? No, he can’t.
6 Can your parents skateboard? No, they
can’t.
3 2 Can 3 can 4 Could 5 couldn’t 6
Can
7 can’t 8 can
4 2A 3A 4C 5A 6C 7A
5
2 don’t have to
3 has to
4 don’t have to
5 have to
6 have to
6 2A 3D 4B 5C 6E
7 2 do 3 to 4 had 5 doesn’t 6 can
8 2 fast 3 late 4 badly 5 easily 6
slowly
08
See the world
horse-riding, basketball, tennis, judo, running,
kiteboarding
2 2B
3C
4B
5C
GOLD EXPERIENCE A2
6A
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Gold Experience A2
Workbook answer key
Vocabulary
1
mouse, snake, giraffe, spider, tiger, leopard,
zebra, elephant
2
2 great 3 fun
lonely
4 scary
5 exciting
6
3 2 difficult 3 exciting 4 lonely 5 fun
scary
4 2 cool 3 warm 4 boiling hot 5 cold
hot
5 2 snowy 3 sunny 4 cloudy 5 windy
6 stormy 7 foggy
6 2f 3g 4a 5d 6e 7b
6
6
7
Across: 3 river 5 mountain 7 lake 8
ocean
9 desert 10 wood
Down: 1 rainforest 2 forest 4 hill 6
island
8 2 6,650 km 3 300 kg 4 8 cm 5 53 kg
9 2 continents 3 Asia 4 weather 5
summer 6 temperature 7 winter 8
spring
Grammar
1 2 ’ve 3 have 4 ’s 5 ’ve 6 ’s
2
2 Have you ever been to a zoo?
3 We’ve never travelled by boat.
4 Has Charlotte ever been to Tokyo?
5 They haven’t had a holiday in the UK.
6 Has it ever snowed here?
GOLD EXPERIENCE A2
7 I’ve never liked mountain climbing.
3 2 seen 3 taken 4 bought 5 read 6
caught 7 taught
4
2 have seen
3 hasn’t been
4 has snowed
5 haven’t bought
6 haven’t held
5
2 she has
3 they haven’t
4 it hasn’t
5 they have
6 he has
6
2 Has your teacher ever been to the Amazon?
3 Have your parents ever been mountain
climbing?
4 Has Georgina ever slept in a rainforest?
5 Have they ever found a mouse in their
house?
6 Has Martin ever visited the island of Corsica?
7
2 have never climbed
3 has never rained
4 has never ridden
5 has never lived
6 has never seen
8 2A 3B 4C 5A 6C 7B 8B
Curry, Heather 22/1/14 14:08
Comment [1]: insert jpeg
Revision Units 7–8
Vocabulary
1 2 been 3 done 4 done 5 been 6
played
2 2 wood 3 hill 4 island 5 mountain
river
3 2 board 3 rackets 4 swimsuits 5
helmet
6 net
4 2 snow 3 sunny 4 cool 5 wetsuits
6 kiteboarding 7 windy 8 fast
6
Grammar
1 2 badly 3 quietly 4 easily 5 well
fast
2
2 Has, climbed
3 Has, skateboarded
4 Have, been
5 Have, worn
6 Has, run
3 2A 3B 4A 5C 6A
4 2 No 3 can 4 have 5 did 6 to
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Curry, Heather 22/1/14 14:08
Comment [2]: replace with joeg
7 be
7
Gold Experience A2
Workbook answer key
8 Do
09
Let me entertain you
Vocabulary
1 2E 3D 4A 5C 6F
2 2 dancer 3 singer 4 magician 5
musician 6 comedian
3
2 talent show
3 chat shows
4 news programme
5 sports programme
6 documentary
4
2 animation
3 comedy
4 horror film
5 romantic film
6 science fiction film
5 2 comedy 3 action 4 romantic 5
animation 6 horror
6
6 We’ve known our drama teacher for a long
time.
2 2 for 3 for 4 since 5 for 6 since 7
since 8 for
3 2 for 3 since 4 since 5 for 6 since
4
2 haven’t been, for
3 has worked, for
4 has loved, since
5 have known, for
6 hasn’t seen, since
5
2 How long have you been at this drama
college?
3 How long has Jack wanted to be an actor?
4 How long has Yasmin had this talent?
5 How long has your dad played the piano?
6 How long have they lived in Hollywood?
6 2 have 3 how 4 Since 5 for 6 have
7 played 8 since
7
2 I’ve just started a great book.
3 They’ve just chosen the winner.
4 The magician’s just arrived on stage.
5 Danny’s just appeared in a new film.
6 She’s just joined a rock band.
8
2 ’s just told
3 ’s just phoned
4 ’ve just bought
5 ’s just finished
6 ’ve just seen
10
Eat well, feel well
Vocabulary
scary, interesting, funny, boring, strange,
ridiculous
7 2B 3A 4C 5B 6A
8 2 TV 3 contestants 4 stage 5 judges
6 comedian 7 audience 8 show
Grammar
1
2 This soap opera has been on TV since 1988.
3 Michaela has loved ballet dancing since she
was a small child.
4 Theo and Robin have had singing lessons for
two years.
5 I’ve played the violin since I was eight years
old.
GOLD EXPERIENCE A2
1 2 boil 3 barbecuing 4 roasting 5 grill
6 fried
2 2 baked 3 fried 4 barbecued 5 boiled
6 roast
3
sweet: chocolate, ice cream
salty: chips, crisps
sour: lemon, lime
4 2 junk food 3 unhealthy 4 healthy 5
snack 6 fit
5 2 junk 3 healthy 4 unfit 5 regular 6
do
6
2 headache
3 sore throat
4 cough
5 stomach ache
6 temperature
7 toothache
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Gold Experience A2
Workbook answer key
7 2C 3A 4A 5B 6A
8 2 exercise 3 food 4 vegetables
barbecue 6 fried 7 sweet
5
Grammar
1 2 must 3 mustn’t 4 mustn’t 5 mustn’t
6 must
2
2 must keep
3 must do
4 must remember
5 must see
6 mustn’t bring
3 2 must 3 mustn’t 4 must 5 mustn’t
6 mustn’t
4
2 needs to
3 needs to
4 doesn’t need to
5 needs to
6 doesn’t need to
5
2 need
3 doesn’t need
4 need
5 need
6 don’t need
7 doesn’t need
6
2 should get
3 should ask
4 shouldn’t go
5 should enter
6 shouldn’t put
7 should leave
7 2C 3B 4A 5B 6C
8 2A 3B 4A 5B 6A
Grammar
1
2 ’s just come
3 ’s just baked
4 ’ve just grilled
5 ’ve just eaten
6 ’ve just drunk
2 2 need to 3 mustn’t 4 don’t need
5 shouldn’t 6 must
3 2 for 3 since 4 since 5 for 6 for 7
since 8 for
4 2 to 3 ’ve/have 4 need/have 5 for 6
Do
11
More than a job
Vocabulary
1 2d 3f 4e 5c 6a
2
2 football player
3 bus driver
4 maths teacher
5 shop assistant
6 pop singer
3 2 journalist 3 waitress 4 receptionist
5 mechanic 6 doctor
4 2 hospital 3 restaurant 4 hotel
5 police station 6 garage
5
Revision Units 9–10
Vocabulary
1
2 chat show
3 soap opera
4 sports programme
5 romantic films
6 documentary
2 2 grill 3 barbecued 4 roast 5 boil 6
fried
3 2 contestants 3 audience 4 show 5
judges 6 comedian 7 funny 8 TV
4 2 unfit 3 junk 4 fried 5 healthy 6
exercise
GOLD EXPERIENCE A2
6 2 chef 3 receptionist 4 hospital
office
6 journalist
7 2F 3A 4E 5C 6B
8 2 waiter 3 hard 4 part 5 earn
7 good
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6 off
9
Gold Experience A2
Workbook answer key
Grammar
Vocabulary
1 2F 3A 4E 5C 6D
2
2 gets, sells
3 has, likes
4 feel, have
5 rains, work
6 earns, works
3
2 Simon will work at his dad’s garage if he
becomes a mechanic.
3 Our boss will be angry if we don’t finish our
work.
4 If Danielle gets a job at the hospital, she’ll be
part of a big team.
5 Grace will be a famous pop singer if she sells
a lot of records.
6 If you want to leave work early, you’ll have
to ask the boss.
4 2 leaves 3 works 4 ’s 5 ’ll buy 6 will
be
5
2 ’ll put, ’s
3 ’ll be, don’t have
4 will phone, need
5 like, ’ll love
6 get, ’ll be
6
2 If she studies hard, she could go to
university.
3 If you like cooking, you could be a chef.
4 If he enjoys working with cars, he could be a
mechanic.
5 If Andrea sings well, she could win the
competition.
6 If Dan works hard, he could get a better job.
7
2 won’t work
3 don’t drink
4 ’ll have
5 is
6 will/could lose
7 make
8 will remember
8 2 will 3 earn 4 babysit 5 won’t 6
have to 7 ’ll
1
12
to infinitive: agree, decide, forget, want
Summer fun!
alarm clock, flip-flops, rucksack, sunglasses,
tent, sun cream
2 2 rucksack 3 sun cream 4 sunglasses
5 tent 6 flip-flops
3 2 passport 3 suitcase 4 campsite 5
map
6 picnic
4
have: an accident, fun
go: camping, on holiday
stay: at a friend’s house, on a campsite
5 2C 3A 4C 5B 6C 7A 8B
6 2 had 3 stayed 4 went 5 had 6 stay
7 went
7
2 take off
3 turn on
4 are, looking for
5 Look out
6 Have, turned off
8
2 off 3 go 4 take off 5 have 6 have
Grammar
1
-ing forms: bored with, enjoy, good at, look
forward to
2 2F 3E 4A 5D 6B
3 2 seeing 3 to go 4 swimming 5 to buy
6 to bring
4
2 Your bags are checked at the airport.
GOLD EXPERIENCE A2
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Gold Experience A2
Workbook answer key
3 Information about the apartment is emailed
to you.
4 Ice creams and cold drinks are sold on the
beach.
5 Your seat number is printed on your train
ticket.
6 You are given a map of the campsite when
you arrive.
5 2 is 3 is 4 are 5 is 6 are
6
2 are not allowed
3 is advertised
4 is not included
5 are sold
6 is cleaned
7 2A 3B 4C 5A 6C 7A 8B
8 2 at 3 ’s/is 4 is 5 going 6 to
Revision Units 11–12
Vocabulary
1 2 turn off 3 look for 4 take off 5 Look
out
6 turn on
2 2D 3B 4E 5F 6A
3 2A 3C 4B 5A 6A 7B 8A
4 2 for 3 Campsite 4 part 5 hard 6
cleaners
Grammar
1 2 to earn 3 starting 4 being 5 to help
6 fixing 7 to switch 8 to find
2 2 ’ll have 3 isn’t 4 stay 5 give 6 ’ll
send
3
2 are given
3 is advertised
4 is not allowed
5 are used
6 is written
4 2 wear 3 could borrow 4 go 5 go
6 doesn’t get
GOLD EXPERIENCE A2
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