Plan on asks students to: • analyse the exam task, with tasks and tips to help them; • work on appropriate language; • break down tasks such as how to make an argument in writing.. Teac
Trang 1TEACHER’S BOOK
C1 Advanced
Trang 2Introduction to Gold Experience 2nd Edition 4–7
CONTENTS
Trang 3GOLD EXPERIENCE
Gold Experience second edition is an 8-level course that
prepares students for the Cambridge English exams while
building their language and real-world skills The course gives
students thorough exam preparation in terms of both strategy
and language, while simultaneously developing the life skills
that students will need to use English successfully beyond the
classroom Real-world, engaging materials ensure students are
switched on and curious to learn more This second edition is fully
updated with new content and a new design
The C1 level
Brand new for the second edition, the C1 level is designed for
students at an advanced level of English, who are preparing for
an advanced exam such as the Cambridge C1 Advanced exam
As well as developing students’ confi dence in using English for
communication, and extending their knowledge of vocabulary
and structures, the C1 level aims to help bridge the cognitive and
experiential gap between a typical older teen and the mature
and academic demands of the Cambridge C1 Advanced exam It
will also develop the thinking and self-expression in English that
students will need for university study Gold Experience second
edition aims to fi nd surprising and engaging ways to make
mature topics and themes accessible to very young adults, and
equip them to succeed in both the Cambridge C1 Advanced exam,
and in their upcoming university life
The principles and methodology
Reliable
First and foremost, you need your course to help you achieve
students’ core aims of building language skills and passing exams
With Gold Experience second edition, the syllabus is based on
a combination of exam requirements and the Global Scale of
English, ensuring comprehensive language coverage Meanwhile,
we have brought together highly experienced authors and exam
consultants to ensure accuracy and rigor in exam preparation, as
well as managing the balance of general English, exam English
and life skills This means you can rest assured that your students
will be learning the right language with suitable practice to help
them excel in their exams and communicate with confi dence
‘Under-the-hood’ exam preparation
We believe that students need training and practice to excel
in exams, but that this doesn’t need to be the overarching feel
of a class In Gold Experience second edition, exam tasks are
woven seamlessly into the fl ow of the lesson, but can be easily
exam paper, giving students exposure to realistic tasks with a
focus on the target language of the unit Over the course of the
book, students build their exam strategies and their confi dence
through the step-by-step core activities and task-based exam
tips For those classes or individuals wanting more targeted exam
preparation we have a full practice test in the Workbook, and an
additional Exam Practice book for practice of full papers
Where possible, we have used authentic texts and real people
in reading texts allowing students to expand on anything that takes their interest Authentic broadcast video from a variety of sources, and grammar ‘vox pop’ interviews with the general public introduce students to authentic accents and real experiences and stories
As every teacher knows, when students are engaged with the topic and the material, they are engaged with English and everything else is just that little bit easier
‘Whole student’ development
As well as language and exams, we know you care about developing your students as citizens of the world This means helping them develop their ability to think critically, assimilate new information and points of view, and formulate, express and defend their opinions This means helping them develop research techniques, work both alone and with others, and refl ect on their own learning In Gold Experience second edition, these skills are developed throughout each unit in the Speak up sections, where students are encouraged to discuss and debate, and in
a more focused way, at the end of each unit in the Project and Independent Learning strands The Projects are designed to be
fl exible and you can decide to do them quickly in class, or expand them into longer-term projects over several classes or weeks The Independent Learning syllabus builds over the course of the book
to help students discover both study tools and techniques, and more about themselves as learners
Flexible resources
We know that the real classroom can oft en be far more complex than the ideal classroom we imagine For that reason, we’ve provided a wealth of materials to provide extra support or further challenge for students who need it, plenty of additional and alternative ideas and resources for you, and a full suite of components to allow you to tailor your teaching package to your classroom
INTRODUCTION
Trang 4COURSE
COMPONENTS
For students
Student’s Book with App
• Nine topic-based units divided
into 8 main teaching lessons, plus
video, project, independent learning,
wordlist and unit check
• Final tenth unit review provides
revision of language and skills from
the course in exam task format
• Training and practice for the
Cambridge C1 Advanced exam is
seamlessly integrated into every
lesson
• Students and teachers can easily
• Additional examples of vocabulary sets in Extend vocabulary
in the back of the book
• Students are encouraged to explore their ideas, opinions
and knowledge of the world through frequent discussion
opportunities, for example through Speak up activities
• Video clips expose students to a variety of authentic
broadcasting formats, accents and ideas, and encourage
students to think critically about what they watch
• Where appropriate, grammar vox pop interviews give
authentic examples of target grammar in use
• End of unit projects can be adapted depending on the
time available, and encourage students to explore a topic,
collaborate and work creatively with classmates, and present
back to the class
• Independent learning sections guide students through
diff erent aspects of self-refl ection and help them become more
successful learners
• The back of book Grammar fi le gives a full page of detailed
grammar and language explanation, plus a full page of practice
activities for every unit
• Writing fi le and Speaking fi le give task-by-task exam-related
help and useful language for productive tasks
• Student’s App gives access to videos and the extensive class
and workbook audio, as well as additional fun practice of
course vocabulary Accessed via a code in every Student’s Book
• Full Student’s Book in digital format with embedded audio, video and interactive activities
• Suitable for computer or tablet
Workbook
• Mirrors the Student’s Book lesson by lesson and consolidates
learning with targeted practice
• Additional topic-related practice of reading, writing, speaking,
listening and use of English skills
• Extensive practice of course grammar and vocabulary,
including practice of Extend vocabulary from the back of the
Student’s Book for stronger students
• Complete practice exam in Unit 10.
• Designed for either independent study at home or in-class extra practice
• Audio for listening lessons available on the Student’s App.
• Audio for listening lessons available on the Student’s App
Online Practice for students
• Fully interactive digital version of the Workbook, which
complements and consolidates the Student’s Book material
• Remediation videos and activities powered by MyGrammarLab.
• Instantly graded activities with supportive feedback.
• Personal gradebook for students to review their performance.
• Access to Student’s Book video and audio for students
Exam practice books
• Additional intensive practice for the Cambridge C1 Advanced
exam
• Two complete practice tests, one with tips and guidance for every task
• Extensive support for productive tasks at the back of the book
• Online answer keys, audio and speaking test videos with teacher’s resources
Trang 5• Teaching notes (digital teacher’s book).
• Detailed grammar PowerPoint presentations for each unit’s
grammar points
• Three photocopiable worksheets (Grammar, Vocabulary +
skill or exam focus) per Student’s Book unit, with full teaching notes and answer key
• Class audio and video.
• Assessment package (see below).
Assessment package
• Extensive range of tests for use
throughout the course
• A/B versions of core tests to
prevent cheating
• Versions for students with special
educational needs
• Available as ready-to-print pdfs or
editable word documents
• Answer keys and audio fi les.
• Test pack includes:
students and identify strengths
or weaknesses
English; Listening and reading
vocabulary and use of English; Writing; Speaking
Use of English; Writing; Speaking
Online Practice for teachers
• Teacher view of Online Practice provides a full learning
management system
• Assign tasks to the whole class, groups or individual students
depending on their needs
• Automatic marking to save time.
• Performance area lets you see how individual students and the
whole class are progressing overall and by skill
For teachers
Teacher’s Book
• Teaching notes with a wealth of additional and alternative
classroom ideas, including for mixed ability classes, fast fi nishers,
and additional questions to encourage critical thinking
• Exam information, including how Student’s Book activities may
diff er from exam tasks (for example, shorter text length, fewer
items, a focus on unit language meaning less variety of tested
language than in the exam, etc.)
• ‘How to’ sections in the introduction, giving advice on teaching
for exams, fl ipping the classroom, developing your students as
independent learners, teaching with projects and teaching with
readers
• Speaking and Writing Success Criteria at the back of the book
to help you and your students understand what a solid answer,
a good answer and an ‘acing it’ answer looks like
• Photocopiable audio scripts and videoscripts at the back of
the book
• Workbook answer key
• Access code for all Gold Experience digital teacher tools
X5
READING
topic: future of advertising
skill: identifying expansion or
exemplification of points
task: gapped text
GRAMMAR
ways of talking about the future
verb phrases + prepositions
video: the scenic route
project: trip around the world
Lead-in SB p63
Write the unit title All or nothing on
the board and ask what the expression means (it is used to say that unless something is done completely, it is not
do – it’s got to be all or nothing).
Ask students to look at the picture on page 63 Read the quote aloud and elicit ideas of what it means (people today are so busy thinking about money that they lose sight of what
is really important in life or forget
to be grateful) Students discuss the questions in pairs Elicit some ideas.
Possible answers
1 The child is enjoying the simple
pleasure of feeling rain on his/her face The photo contrasts with the quote because it shows someone who appears grateful for a small pleasure that doesn’t cost anything.
2 Spending time with friends and family,
having some time alone, a break, working towards goals, etc.
3 • I value my phone the most because
it contains my most important information and is the possession I use most often.
• I was given a special locket by my late grandmother and I always wear it to remind myself of her.
• I have a signed poster from one of
my favourite stars who I was lucky enough to meet It’s more than a signature to me – it’s the memory of meeting my idol.
extra
Ask: To what extent do you think
country? Does it depend? If so,
on what?
Ask students to work in pairs to think of some simple pleasures some ideas.
Ex 2 were mentioned.
exam task: gapped text
Read through the exam tip with students, giving them time to follow the instructions in the second part
Elicit the answers.
C The highlighted phrases in paragraph iii all relate to
the idea of personalisation, first generally (that means
personalisation; all about us) and then with the specific
example of personalised customer service operatives, based
on what each individual finds attractive or not Paragraph
C gives other examples of personalised products: As well as
this, … you’ll be able to buy a robot friend … use a small chip
to measure how many times a day you blink, to assess your eye health and find the perfect mascara Driverless public transport will interact with us all individually.)
The linking phrase As well as this, at the beginning of
paragraph C, provides a clue that this paragraph is likely
to fit after a paragraph where another example of a personalised product has been given.
4 Ask students to do the remainder of this style exercise.
exam-1 B (At the end of paragraph i, it says … the defining
point of the whole film was when the proud creator of Hawking’s world-famous voice synthesiser turned it on
is referred to in B as … a single moment summed up so
lives for the better …)
2 G (Paragraph ii ends with a question: how is this going to
happen? i.e how is every single advertising message
going to be relevant to the receiver? Paragraph G responds directly to this: To put it briefly, over the next
ten years, advertising will move from communicating to predicting, and emoting …)
3 C (See exam tip answer key above)
4 E (Paragraph iv ends with the question how will brands
actually use it [VR]? This question is referred to at the
beginning of paragraph E: That is where the imagination
must take a leap because in reality, even the experts don’t know Paragraph E goes on to speculate on how the
question from paragraph iv might be answered: A logical
VR use In fact, there is actually a VR advert now …)
5 A (The first sentence in paragraph vi says Wearable and
connected devices will be providing the data to enable this targeting to become more detailed, referring to Screens and posters will display different images based on the information on your mobile in paragraph A.)
6 D (Paragraph vi ends with We’ll enter a store to hear our
own playlist playing and be immediately directed to …
This links to the similar example in paragraph D, Tom
Cruise walks past a number of digital ads that address him by name as he passes.)
READING SB pp64–65
To start
If you have the technology available, play an interesting advertisement in English Discuss the techniques the advertisement uses to influence the buyer.
Ask students to work in pairs to see how many forms of the
word advertisement they can come up with: advertise (verb),
advert, advertisement (noun), ad (informal nouns), etc.
1 Share an example of something you’ve been persuaded
to buy recently by an advertisement For example,
say: Recently, I saw an online advert for a new kind of
chocolate biscuit and I just had to buy a packet Check
pronunciation of persuade /pəˈsweɪd/ Ask students to
discuss the questions in pairs then elicit some responses
to each one.
Possible answers
1 • I’m a sucker when it comes to advertising, and I know it
I’m quite easily persuaded, especially when it comes to online advertising The advertisers seem to know exactly what I’m looking for and put it right in front of me
Who am I to resist? For example, recently …
• I’m quite critical of advertisements and that helps me not to be taken in For example, am I really going to be popular, rich and good-looking just because I wear a new fragrance? However, recently, I did buy …
2 My favourite advert at the moment would probably be the
one for … I say this because … One ad I really like is … because … It’s hard to top the advert for … as …
alternative
Students could show each other a favourite advertisement and discuss how persuasive it is, and why it is memorable for them.
Read on extra: whole class
Focus students on the picture on page 65 and elicit/
point out that it represents virtual reality (VR), which allows a person wearing a headset to watch or experience
an environment produced by a computer that looks
and seems real Ask: Have you ever tried VR? What is
it like? How do you think the rise of virtual reality may change advertising?
2 Students discuss the question in pairs Elicit some responses.
Possible answer
By 2030, I think most advertising will be done online and print advertising will be a thing of the past.
I’d say adverts are going to get more and more responsive
to the individual We might walk by the same billboard and it will show one advert to me, and a different one to you.
By then, heaps of people will have access to virtual reality headsets so we will be able to view online purchases much more closely before buying Imagine walking around a hotel before you booked, or getting to walk around a university campus abroad before you enrolled – that’s the future!
87
Teacher’s Online Resources
All the support a busy teacher needs in one place, accessed via
the access code in the back of the Teacher’s Book or via your
Pearson consultant
Presentation tool
• Front-of-class teacher’s tool with fully interactive version of
every Student’s Book and Workbook activity with integrated
audio and video
• Planning mode, including teacher’s notes, and teaching mode
• Easy navigation via either book page or lesson fl ow
Trang 6TEACHING PATHWAYS
We know that not every class is the same, and there are many influences, from your course hours, teaching context and personal
possible, allowing you to add relevant sections and support to the core content, and tailor the course to your classes and students
• Improve it writing
sections
• Game on
activities in main units
• Additional activities
for fast-finishers
• Information about
common student errors
• How to encourage
independent learning
• How to flip the
Teacher’s Online Resources
• Review tests (main)
• Unit tests: Skills
Trang 7STUDENT’S BOOK UNIT
Look at the picture and discuss the questions.
1 How does the quote relate to the photo?
2 What things do you value most in your day?
3 What possessions do you value the most?
Why?
Nowadays people know
LISTENING
topic: business start-ups skill: understanding points
of view task: multiple matching
USE OF ENGLISH
open cloze word formation
SPEAKING
topic: gender pay gap skill: speculating task: long turn
WRITING
topic: a charity event skill: writing topic sentences task: report
Each unit has a lead-in photo,
quote and discussion questions
to get students thinking about
the unit theme, and using their
existing topic vocabulary
The Unit overview
gives a brief outline of topics, key language, skills focus and exam tasks
The main reading text previews grammar
that students will meet in the next lesson
READING
Power up
1 Work in pairs and discuss the questions
1 Do you fi nd adverts persuasive? What has
an advert persuaded you to buy recently?
Why did it persuade you?
2 What’s a favourite advert of yours? Why?
exam tip: gapped text
The paragraph you are looking for may contain
an example of, or expand on, something mentioned in the previous paragraph
Read paragraph iii Look at the highlighted phrases Read paragraphs A–G and choose the one where these phrases are exemplifi ed or expanded on Which phrases give links?
5 Match the words and phrases in bold in the article with their meanings (1–8)
1 signifi cant 5 husbands/wives
2 fi rst 6 produced
3 believing in, accepting 7 major part
4 portraying emotion 8 likely to be/do
A Advertisers will also know how much we like their ads
because our pulses, via our smart watches, will tell them
Every ad you see will be based on who you are Screens and posters will display different images based on the information
on your mobile – your purchase history, the brands you like
on social platforms, who your friends are, your gender and your age Already, seventy-fi ve percent of consumers expect and want retail experiences to be personalised, and over the Recommends’ feature, only bigger!
B Rarely has a single moment summed up so wonderfully the
extent to which technology can change lives for the better, allowing us to interact in ways beyond any initial realms of
possibility And it’s these almost unimaginable developments
in technology, according to futurists, that will play a major part in persuading us what products to spend our money on
C As well as this, in 2025 you’ll be able to buy a robot friend
and even use a small chip to measure how many times a day you blink, to assess your eye health and fi nd the perfect mascara Driverless public transport will interact with us all individually
D In the sci-fi fi lm Minority Report Tom Cruise walks past
a number of digital ads that address him by name as he passes Science fi ction perhaps then, but as we have seen, not so far away from the realities that we may be confronted with relatively soon, albeit perhaps more subtle and sophisticated But who really knows?
E That is where the imagination must take a leap because in
reality, even the experts don’t know A logical progression would be that people will be able to ‘step into’ brand experiences and ads will be fi lmed with 360-degree cameras
In fact, there is actually a VR advert now that allows the
prospective customer to experience what a hiking boot feels
like when walking
F Other than the obvious novelty and excitement around these
ideal marketing tools, the latter is also quickly becoming the only truly immersive experience to capture people on an emotional level All exterior stimuli are blocked out and we are cocooned in our own individually created world
G To put it briefl y, over the next ten years, advertising will
move from communicating to predicting, and emoting ,
based on human needs According to a recent study by neuroeconomist Paul Zak, three out of eight people now love brands more than their spouses ; thinking of brands releases
more oxytocin in the brain – the same reaction generated
when being hugged
JENNIWREN 11 Just want to give a heads up: brilliant VR exhibition starts on Saturday
at the Brack Centre Some experts will be demonstrating how the latest stuff works
Can’t wait!
i The award-winning fi lm about Stephen Hawking The Theory of Everything
has plenty of touching scenes From the initial diagnosis of Motor Neurone Disease to the academic brilliance and fi nal passionate exchanges, this is
a fi lm that ticks every emotional box But for me, the defi ning point of the
whole fi lm was when the proud creator of Hawking’s world-famous voice synthesiser turned it on and announced, ‘Welcome to the future.’
1
ii The consumer is hard to impress and the next ten years of advertising will
be relying completely on them buying into the largely tech-driven, utopian
vision of making every single advertising message relevant to the receiver
So how is this going to happen?
2
iii How advertising makes us feel will become more important than how it looks, and that means personalisation By 2025 we’ll have developed the technology to make the bulk of our interaction with products all about us
One example is that customer service operatives will be holograms, based
on what each individual fi nds attractive or needs – imagine holograms in airports and train stations providing customer information
3
iv The term we use to describe this method of reaching each individual is
‘immersive creativity’ and the way into this is already well established through advances in virtual reality (VR) VR is big business – it’s estimated the VR market will soon be worth 5.2 billion dollars The experience is unparalleled, taking the user into another mind-blowing world that feels real But how will brands actually use it?
We’ll enter a store to hear our own playlist playing and be immediately directed to clothes we’ve looked at in other stores
Over to you! Comments, please.
what will it look like in ten years’ time?advertising:
The of
Exam skills and
strategies are built up
through both
core activities and
UNIT WALKTHROUGH
Trang 8LISTENING
Power up
1 Work in pairs In which situations would you use these diff erent buying methods?
auction bargain barter haggle trade
4 5.5 Listen again and complete the tasks
exam tip: multiple matching
Make sure you listen for all the options in every extract When you listen for the first time, pencil in all the possible answers, then confirm your answers when you listen for the second time
5 Match the expressions (1–6) with their meanings (A–F)
1 eat up something (e.g resources) A be beating one’s competitors
2 be ahead of the game B sell something you have bought for a profi t
3 be hot property C understand and be able to do something
4 get the hang of something D be the object of a reaction, oft en negative
5 fl ip something E be something very valuable and marketable
6 come in for F use something and not replace it
Listen up
2 5.4 You are going to hear fi ve people talking about a retail business they have started Listen and decide what product each speaker sells
3 Read the two tasks Identify the key words in the lists (A–H) Then think of diff erent ways these words can be expressed
Task 1 Choose from the list (A–H) the reason each speaker gives for setting up their business
A a recommendation by a friend
B the fi nancial security
C the rise in popularity of a certain product
D the cheap set-up costs
E the international opportunities
F the best way to use a talent
A reassured that big companies want to partner with them
B optimistic about expansion into different products
C inspired by the opportunity to be more international
D encouraged that they can run an ethical business
E hopeful that they can make a difference
F excited by the chance to develop a new type of business
G surprised that the company will be able to grow so quickly
H convinced that they will do better than their competitors
6 Work in pairs and discuss the questions
1 Which speaker do you think had the most
interesting way of selling? Why?
2 Do you think haul videos are showing off or
verb phrases + prepositions
A A fi xed phrase is oft en a verb + a noun/an
adjective + a preposition that go together
You need to play a part in the campaign
B The phrases can only be expanded before the
noun, usually with an adjective or determiner
You need to play a bigger part in the campaign
You need to play your part in the campaign
C The noun in the phrases can sometimes be
meaning
You need to play a bigger role in the campaign
3 Complete the sentences with the correct preposition.
1 We will need to examine the evidence
shoplift ing
2 She has a strong relationship her customers
3 It’s important to identify the causes
any poor sales results
4 The company based their theory
very unreliable data
5 I can provide the information our not-for-profi t organisation
6 They are investigating attitudes
recycling of used goods
4 Complete the questions with the correct form of these verbs Then ask and answer them.
create have impose make take
1 Do you think younger people an aptitude for creative tasks?
2 Should you always a comment on
a sales site you use?
3 Is it worth a chance on crowd-funding new businesses?
4 Will online marketing more opportunities for individuals to sell things?
5 Do you think we need to a limit on the number of haul videos?
5 Look at the picture of a pop-up shop What do you think a pop-up shop is?
6 Read the article about a pop-up shop How successful have the Bray sisters been?
exam tip: open cloze
Try to identify if a gap is part of a fi xed phrase Look at the language around the gap
Read the sentences Which gap needs you to focus on the word before and which one on the words after?
1 They off er an opportunity win more customers
2 It was his opportunity and his last
7 Read the article again and complete the gaps with one word only
Speak up
8 Work in groups and discuss the questions
1 If you had a shop, what would you like to sell? Why?
2 Why do you think we like products that are less ‘available’?
Pop-up stores are everywhere at the moment and 0 they off er budding entrepreneurs a great opportunity 1 publicise their brand for a few weeks during the year These stores allow people who ordinarily sell goods online to gain 2 to customers in the street
Twin sisters Tanya and Linda Bray 3 currently fi nding pop-up stores to be a great solution to marketing their fashion and accessories label The twenty-fi ve-year-olds normally sell through their website but they use pop-up stores 4
so often and, when they do, have succeeded in making money
5 them Their fi rst one brought in around £2,000 in the fi rst month, which was surprising as they 6 only just launched the brand and were relatively unknown Apart from the money, the sisters said they also enjoy the feedback they get from speaking face-to-face with their customers, which has had
7 positive infl uence on their product design By next month they 8 have established their brand to the extent that they may be able to open a permanent shop
O U R P O P - U P S U C C E S S
69
The Cuddle Café, a pop-up in London, allows customers to pay for tea and cake with hugs.
M05 Gold XP C1 95056.indd 69 09/11/2017 13:12
time and bring the grammar to life
All audioscripts are printed
in the back of the book
3 5.1 Watch or listen to two people answering these questions Make notes about their answers
1 What do you think will be your next big purchase? Why?
2 Which of the possessions that you have now do you think
you will still have in ten years’ time?
3 What will you have done with the rest of your possessions?
4 What will you have spent money on in fi ve years’ time?
4 Work in pairs Find all the examples of future forms in the audioscript
5 Complete the article with the correct future form of the verbs in brackets Do not use the future simple if another form is possible
Too much clutter? Try the 100-thing challenge
Dave Bruno set himself a challenge: to live for a period
of time with only 100 possessions Could you do it?
One of our readers gives it a go
As I 1 (move) into a shared fl at next weekend –
I 2 (sleep) in this room for seventeen years by then – the idea behind the challenge really hits home There’s
no way all my stuff 3 (fi t) into the bedroom I’ve got, so I 4 (have to) get rid of a load My mum won’t stand for me leaving it here as she 5 (use) my old room for guests, so let’s see if I can cut it down
to 100 things! It 6 (be) hard, but all the soft toys must go And come next weekend the bags of concert ticket stubs and programmes 7 (be) long gone
I 8 (give) a lot of old books to charity and, really, who needs twenty pairs of shoes? Just think that this time next week I 9 (throw out) all the junk of my old life, ready for the new one! Obviously, I can’t throw out my old CDs or DVDs, but maybe as a group they just count as one?
And I’ve clearly got to keep the T-shirt with a wolf on – my best friend gave me that Mmm, maybe I 10 (just / have) another look through the books …
Speak up
6 Work in pairs and discuss the questions
1 Could you do the 100-thing challenge? What would
ways of talking about the future
A Over the next ten years advertising (move) from communicating to predicting, and emoting
B This (happen), guys – whether we like it
or not
C There is a brilliant VR exhibition which starts on Saturday
at the Brack Centre
D By 2025 we (develop) the technology to make people genuinely happy
E By the end of the ten years advertisers
(mine) our personal data for a long time
F I’m to see my course tutor later about a project
G Some experts (demonstrate) how the latest stuff works
future in the past
We use was / were going to , was / were ( about ) to and would to
express a future idea in the past
I was going to throw out my old school books, but my mum stopped me.
I knew I would never get the job
I was about to text Megan when she called me
2 Match the sentences in the grammar box (A–G) with the descriptions (1–7)
1 something that is inevitable or unstoppable
2 something that will be completed before a certain time
5 something that is arranged offi cially and formally
6 something that is organised or timetabled
7 an action in progress, repeated in the future, or part of the
anticipated programme
5 All or nothing
66
M05 Gold XP C1 95056.indd 66 09/11/2017 13:11
5 Rephrase the expressions in bold in your own words.
1 Advertisers know how to push all the right buttons
2 It is easy to persuade people to part with their money if you know their unique preferences
3 I’m going away with the school in July, so until
then I’ll have to watch my money
6 Choose the correct words to complete the blog
Speak up
7 Work in pairs What would someone learn about you by looking at the possessions you have in your room?
We’ve all seen them: the programmes about people who have 1 possessed / accumulated way too much stuff and have 2 cluttered / untidied up their space with piles of old newspapers or clothes And we all think these guys are older, with a lifetime of stuff that they have 3 collected / hoarded away in case it’s ever needed I’m living proof that that isn’t the case I’m when I was about eleven I know where it began:
with my dad losing his job, which meant moving to a much smaller house and having to 4 chuck / bin out huge amounts of things that had been part of my life – stuff with 5 monetary / sentimental value like toys and presents I was terrifi ed of losing my stuff again and developed this 6 undeniable / insatiable desire to 7 keep / collect things I wasn’t 8 giving / splashing out loads of money on buying 9 off / up the local clothes shops; I just couldn’t 10 pass / miss up
an opportunity to pocket free things and store them away I’ve since learnt that this can develop into a full-blown disorder We hoarders give an abnormal meaning to things which we simply can’t part
11 from / with We believe they’re part of our identity and 12 throwing / dumping things will mean we’ll be losing a bit of ourselves I was lucky and I got help, but it could have gone so badly wrong
Not just a problem for the oldies
VOCABULARY
buying and selling
1 Complete the sentences with the correct form of these verbs
Then make your own sentences with the verbs Try to show the differences in meaning
accumulate acquire collect consume hoard
1 The museum has an old map dating back 700 years
2 Households today far less fresh food than they did a few years ago
3 I have a lot of rubbish over the years and I need to have a good clear-out
4 Most children like to things like stamps or coins and swap them with friends
5 My grandfather used to lots of things, like old newspapers He thought he might need them one day!
2 5.2 Listen to two people answering a question about spending habits Do you know anyone who is like either of the people described?
3 5.3 Work in pairs Listen again and complete the collocations
Then talk to your partner about these things
Tell your partner about:
1 someone you know who is a(n) touch
2 someone you know who is prey for advertisers.
3 something you’ve bought recently at a(n) price
4 a time you experienced a(n) sell
5 a time when you had a(n) desire for something
6 something you own that has value
4 Complete the sentences with prepositions Check your answers in the audioscript
1 Never pass an opportunity to get a good deal
2 No one can convince me to part my favourite trainers even though they’re falling apart!
3 My mum hangs tons of old recipes that there’s no way she’s ever going to use
4 All these souvenirs just clutter the room
5 I’ll have to go chocolate this week as I’m on a diet
separable and inseparable phrasal verbs
Remember and record which phrasal verbs are separable and which are not
he splashed a load of money out on …
my mum hangs tons of recipes onto Also remember that we cannot separate phrasal verbs when the object is a pronoun object
The explore language boxes
provide explanation and examples of key language areas
Use of English lessons focus on language frequently tested in the exam
Lesson 1 focuses on more lexical topics, Lesson 2 on more grammatical topics
Task layout refl ects
the exam
Fun footers, loosely connected to the topic, can
be explicitly exploited or left for students to notice
Trang 9USE OF ENGLISH 2
1 Do children in your country get regular pocket money?
How much do they get? Is this a good idea?
2 5.6 Listen to two people talking about pocket money
What points do they make? Do you agree with them?
3 Read the language box Find examples of A–D in the audioscript
nouns from phrasal verbs
A When forming nouns from phrasal verbs, we can put the
preposition before or aft er the verb
down pour break down
B The noun may have a similar meaning to the phrasal verb
A lot of people turned out for the rally in the park
There was a great turnout for the rally in the park
C The noun may have a diff erent meaning to the phrasal
verb
Look out for James in the school play He’s in the second act
The weather outlook for the weekend is pretty bleak
D Nouns may be single words (e.g outbreak ) or hyphenated
(e.g write-up ) Check in a dictionary
4 Read the email extracts Complete the nouns with these prepositions
back down out (x4) over (x2) up (x2)
5 Read the blog Use the word given in capitals at the end
of some of the lines to form a word that fi ts in the gap in the same line
exam tip: word formation
Remember to reread the text when you’ve fi nished, to check whether the words you have formed make sense in context
There are a fair number of 0 drawbacks
to being a girl The workplace is still a man’s world and there have been very few 1 in women’s rights That glass ceiling still exists It doesn’t make
us 2 ; it just means that we need to work that much harder to get where we should be But that’s not the concern today is related to how early this 3 actually starts and you might be surprised to know that it’s at a(n)
4 young age – when we get pocket money from our parents!
According to a recent survey, boys receive thirteen percent more pocket money than girls I fi nd that 5 ! It sets the bar from the outset and continues into the working life So, just why do parents favour their male 6 ? Could it be that boys’ toys are pricier or that boys bargain harder? Whatever, there should defi nitely
be a(n) 7 in the pocket money system from now There needs to be a(n)
8 from all the girls out there:
‘Equality in pocket money!’
DRAW
BREAK AMBITION
EQUAL EXTREME
GRACE
SPRING
HAUL CRY
A The outcome of the fi nancial meeting yesterday was unexpected The company has experienced several
1 set s in the last fi nancial year and
2 turn was far less than anticipated
A contributory factor was the initial 3 lay for opening the two new branches If there is no improvement in the situation, a 4 buy
or 5 take will be likely and we should all be prepared for this
B This is just to give you a quick 6 date
on what’s happening at work The rumour is that and there’s been a 7 cover- They’re planning to have a 8 crack on overtime and there’s going to be an 9 cry, I’m convinced The 10 fall from all this will
be people having to look for a second job
POCKET MONEY EQUALITY
exam tip : long turn p162
In the long turn, you will need to use your imagination to speculate about the situation or the people in the pictures
Remember that the questions asked by the examiner are also printed on your sheet; so use them to remind yourself about what you need to speculate about
6 Work in pairs Student A, complete the exam task in
Ex 3 on this page Compare a diff erent combination of pictures from the recording Student B, turn to page 172 and complete the task
Speaking extra
7 Work in pairs and discuss the questions
1 Do you think people should always earn the same money
for doing the same job? Why/Why not?
2 Should employers be forced to make public the amount
they pay their staff ? Why/Why not?
3 Some people say that women lose out on promotion
because of family responsibilities Is this a valid reason, in your opinion?
4 More and more men are staying at home to bring up
children while their wives work Is this a good thing?
Why/Why not?
3 5.7 Look at the pictures (A–C) and listen
to a student talking about them Which two questions is she answering?
4 5.8 Listen to the teacher and check your answers to Ex 3
5 5.9 Listen to the student again and complete the phrases she uses to speculate
5 I think I’m in that
6 … have nearly always been male,
I say
useful language: speculating
It’s highly likely that …
In all probability, … There’s no way she could … It’s a pure guess on my part, but … There’s a faint chance that … There’s a (strong) possibility that … The likelihood of … is pretty low
It’s a foregone conclusion that …
OK, time out on all those ‘women don’t earn enough’ moans Check this out: guys who model get up to seventy-fi ve percent less than the girls! Can you believe it? Reasons given include the excuse that women spend more on fashion and beauty products than men but that’s changed big time over the last fi ve years So, why are they still paid less? Time male models stood up for themselves and refused to work until they get pay parity
1 Work in pairs and discuss the questions
1 Why might people want feedback aft er an event they
have organised?
2 What kind of information would it be most helpful to
report on and why?
• numbers of attendees
• amount of money taken
• quality of what was off ered
• layout or design of the event
• who helped
• things that went wrong
• things that could be changed for any future event
• how much attendees enjoyed the event or activity
3 What sorts of things can go wrong with an event?
Plan on
2 Look at the picture and read the writing task What do
you have to write about? Who will read your report?
Your school recently held a fair where students sold
products and services to raise money for charity
Write a report for the organising committee describing
the fair, explaining how successful it was and what you
would recommend for next time
3 Work in pairs Read the report opposite and discuss
the questions
1 Is a report formal? Why?
2 Why does the report use headings?
3 Which of these language features might you typically
4 Do you need to give your
own opinion? If so, in
which part?
Report on the school fair This report gives information about the charity fair which was recently held at our school The report outlines what took place at the fair and comments on its success as well as giving recommendations for any similar events in the future
The fair The one-day fair was set up in order to raise money for a children’s charity which the school supports There were were homemade, such as the cakes and biscuits and the handmade jewellery, made by the students In addition, many of the stalls sold second-hand goods Over 250 people attended the fair and most of the goods were sold by the end
of the day
Results The fair was very successful, raising over £2,500 for the charity Many of the people attending commented on how well organised it was and most said they had bought something The homemade products were the most successful and many of these had sold out by lunchtime
on the day The charity was grateful for the support and promised to spend the money on toys and books for the children it helps
Recommendations Due to its success, it would defi nitely be sensible to run this fair again, but there are a couple of improvements that could be made We should start organising the fair earlier
so that students have time to produce more of the popular handmade goods In this way we may make even more money
We could also offer more refreshments, to encourage people
to stay longer and buy more
5 All or nothing
72
exam tip : report p168
Use headings to make your report easy to read
1 Match the headings in the report in Ex 3 with words
in the writing task in Ex 2 What is the relationship between the headings and the task?
2 Think about the balance of information you are giving Is
the amount of text aft er each heading roughly the same
or diff erent? Why?
4 Work in pairs Read the fi rst sentence under ‘ The fair’ in the
report in Ex 3 Answer the questions
1 What is the purpose of this topic sentence?
2 Does the sentence include detail or a general point?
3 What kind of information comes aft er this sentence?
5 Identify the topic sentences in the other sections of the report in Ex 3
6 Which of these is a topic sentence?
1 The fair was a great success and there were several reasons
for this
2 I think, of the people who attended, only a small
percentage will return next year
3 One student sold ten-minute sessions of football coaching
7 Write a topic sentence for this paragraph
10 Follow these steps to plan your report
1 Think about the objectives of the event
2 Make notes on the information you need (e.g people
attending, how entertaining it was, profi t)
3 Decide what went well and what might need
improving What suggestions do you have?
4 Work out which headings you need (a maximum of
four) Think about the focus of each section
5 Work in pairs and check your ideas
11 Write your report in 220–260 words Remember to use formal language
• Did you cover all the points in the task fully?
• Did you give clear reasons for your recommendations?
Language
• Did you use formal language?
Organisation
• Did you organise your information and use headings?
13 Work in pairs Read your partner’s report and discuss which of the things in Ex 12 you each did better and why What can you learn from each other?
8 What other words can you use to replace the highlighted words in these phrases?
1 This report outlines …
2 The results show that …
3 In this way we can …
I would suggest (+ that clause)
The most successful stalls were those selling food and also those where the students were off ering to do something for someone, like clean their car The less selling items that they had made, like jewellery
73
Step-by-step approach to exam tasks.
Speaking extra provides more
general speaking practice on the topic
Plan on asks students to:
• analyse the exam task, with
tasks and tips to help them;
• work on appropriate language;
• break down tasks such as how to make an argument in writing.
Write on walks students
through planning and writing their own answer.
Improve it
encourages students
to refl ect on their
work and make improvements
Useful language boxes provide
a wide range of language
Trang 101 5.10 Listen to two friends discussing adverts on phones and answer the questions.
1 What is the boy’s prediction about the situation with
phone ads?
2 How do we know the girl is irritated with the ad
companies?
3 What does the boy predict about sales?
4 What does the girl predict about how her time will
be used?
5 What is the girl’s plan for managing ads?
6 What effect does the boy say the girl’s plan will have?
2 Choose the correct words to complete the sentences.
1 I think as entrepreneurs they will get / get the prize
because the judges will expect / are expecting to reward innovation above everything else.
2 My parents are helping / will be helping us at the charity
event once we’ve opened up / we’re going to open up
They’re going to / ’re to organise the refreshment stand.
3 I think more entrepreneurs will use / will have used
pop-ups by the end of the decade and we will expect / will
be expecting to see new products every week on our streets.
4 Once I’ve sold / I sell this batch of second-hand goods,
I go / I’ll go online and try to buy more to upsell.
5 David is being / going to be angry that we’ve sold so few
things He’ll be / have been working for over three months
on his new site.
6 When will the ad be / is the ad ready? I’ll have to / I’m
having to get it up on the site before the weekend.
3 Complete the conversations with the correct future form of the verbs in brackets
1 A: The products we ordered haven’t arrived!
B: OK, so what (we / do)?
2 A: My train might be delayed on Saturday.
B: I don’t mind I (wait) for you in the car park.
3 A: We haven’t got the ad ready yet.
B: Don’t worry I ( just / do) it
I (start) now.
4 A: Are the adverts going on the web this month?
B: No, but they (be) before the end of the year.
5 A: Have you spoken to the charity we are helping yet?
B: No, but I (do) by the end of the day.
6 A: She’s very good at her job, isn’t she?
B: Yes In fact, she (take up) a role as manager in the next month.
UNIT CHECK
Review
4 Complete the sentences with fixed phrases formed from the words in the table Use one word from each column than once.
identify demonstrate play provide investigate create
a part more opportunities
an aptitude the information attitudes the reasons
for towards in
1 He tried to the slowdown in customers.
2 They want to the management of the company.
3 We need to ethical businesses and see if they are more popular.
4 I think you need to
the customers as soon as you can.
5 In our business project they
innovation.
6 We school-leavers entering the business world.
5 Read the blog and complete the gaps with one word only.
Sales assistants:
what we really think
You think we 0 are just there to serve you, and
we are But in this blog I’m 1 to tell you what effect you have 2 us We want to help you, but sometimes you don’t behave very well 3
understand our role For instance, we don’t like it when you come into the shop five minutes before when we are
4 to close It shows a complete disregard for
us Another thing is we can’t change the prices no matter how much you ask The prices are fixed by the store,
5 us And please understand we cannot always 6 you a refund Just because you want one does not mean you are entitled to one Also, we
do not know every single item in the store by heart We
7 try to help you, but don’t blame us if we don’t know everything What you can do is ask for our assistance rather than rummaging through everything and making a mess What we 8 asking is please
be considerate of us when you come shopping.
3 What does the boy predict about sales?
4 What does the girl predict about how her time will
be used?
5 What is the girl’s plan for managing ads?
6 What effect does the boy say the girl’s plan will have?
2 Choose the correct words to complete the sentences.
1 I think as entrepreneurs they will get / get the prize
because the judges will expect / are expecting to reward innovation above everything else.
2 My parents are helping / will be helping us at the charity
event once we’ve opened up / we’re going to open up
They’re going to / ’re to organise the refreshment stand.
3 I think more entrepreneurs I think more entrepreneurs I think will use / will have used pop-ups by the end of the decade and we will expect / will
be expecting to see new products every week on our streets.
4 Once I’ve sold / I sell this batch of second-hand goods,
I go / I’ll go online and try to buy more to upsell.
5 David is being / going to be angry that we’ve sold so few
things He’ll be / have been working for over three months
on his new site.
6 When will the ad be / is the ad ready? I’ll have to / I’m
having to get it up on the site before the weekend.
3 Complete the conversations with the correct future form of the verbs in brackets
1 A: A: A The products we ordered haven’t arrived!
B:
B OK, so what (we / do)?
2 A: A: A My train might be delayed on Saturday.
B Don’t worry I ( just / do) it
I (start) now.
4 A: A: A Are the adverts going on the web this month?
B No, but I (do) by the end of the day.
6 A: A: A She’s very good at her job, isn’t she?
B: Yes In fact, she (take up) a role as manager in the next month.
4 Complete the sentences with fixed phrases formed from the words in the table Use one word from each column than once.
identify demonstrate play provide investigate create
a part more opportunities
an aptitude the information attitudes the reasons
businesses and see if they are more popular.
4 I think you need to
the customers as soon as you can.
5 In our business project they
innovation.
6 We
entering the business world.
5 Read the blog and complete the gaps with one word only.
Sales assistants:
what we really think
You think we 0 are just there to serve you, and
we are But in this blog I’m 1
effect you have 2 us We want to help you, but sometimes you don’t behave very well understand our role For instance, we don’t like it when you come into the shop five minutes before when we are
4 to close It shows a complete disregard for
us Another thing is we can’t change the prices no matter how much you ask The prices are fixed by the store,
5 us And please understand we cannot always 6 you a refund Just because you want one does not mean you are entitled to one Also, we
do not know every single item in the store by heart We
7 try to help you, but don’t blame us if we don’t know everything What you can do is ask for our assistance rather than rummaging through everything and making a mess What we 8 asking is please
be considerate of us when you come shopping.
76
SWITCH ON
The scenic route
1 Work in groups and discuss the questions
1 What is more valuable to you, time or money?
2 What sort of trade-off s would you be prepared to make?
2 Watch the clip Jordon was going to take the train home
Why did he change his mind?
3 Watch again Work in pairs and answer the questions
1 List the stages in Jordon’s journey home via Berlin How many
were there in total?
2 Did Jordon pay the money to off set his carbon footprint?
How do you know?
4 Discuss in pairs Report your answers to the class
1 Jordon may be able to save money, but the time he spends on doing
so simply isn’t worth it
2 Jordon’s story will inspire other people to save money
INDEPENDENT LEARNING
Listening and speaking
1 Work in groups What do you think the connection is between listening and speaking? Is this important? Why?
2 Think about the listening skills you have practised in this unit and answer the questions
1 Were they global or specifi c skills? Why do
you think both are important?
2 When you listen, which skills do you feel
more confi dent in: listening for global meaning or listening for detail?
3 How do you think you can improve the
skill you are less confi dent in? Think of two your ideas
3 Look at the speaking skills you have practised
so far How confi dent are you that you can use these skills? Number the skills 1–4 (1 = the skill you feel most confi dent in; 4 = the skill you need to improve most).
collaborating in discussion making comparisons justifying choices/decisions speculating
4 Work in pairs and discuss the questions
1 How can you get feedback on your speaking?
2 What do you think are some ways you can
improve your pronunciation?
3 Can any of the exam tips you have seen
help you?
4 What do you want to focus on next time you
practise speaking? Is there a specifi c skill you want to practise?
5 How can you practise more? What kind of things can you listen to in order to hear diff erent skills being used? Write down speaking skills
1 Brainstorm where it is you want to go It can be anywhere on Earth
2 Agree on a specifi c meeting point at your destination, because
you’re each going to travel there in diff erent ways
3 Pick a diff erent main mode of transport for each person
4 Research and create a real timetable and annotated map for each
person, which should include:
• Prices of every journey (and total)
• Timing and durations of every journey (and total)
• Any linking moments (do you have to take a bus to the airport,
do you have to wait for a train?)
5 Compare the three routes and choose the one you would like to
take as a group and present it to the class, explaining why you opted for this route above the others
2 Work in pairs Find the following in the wordlist
Then test your partner: give them a definition or part of the item Your partner has to say the item.
1 four adjective + noun collocations
2 four idioms
3 four phrasal verbs
3 Work in pairs Find five words in the wordlist which have the same form for both noun and verb
Student A, write example sentences for the verbs
Student B, do the same for nouns Copy each other’s sentences to keep as a record.
UNIT CHECK
Wordlist
Owning
accumulate (v) acquire (v) collect (v) consume (v) hoard (v)
Buying and selling
a soft touch (phr) clutter up (phr v) easy prey (for) (phr)
go without (phr v) hang onto (phr v) hard sell (phr) insatiable desire (for) (phr) knock-down price (phr) part with our money (phr) pass up an opportunity (phr) push the right buttons (phr) sentimental value (phr) spare cash (phr) splash out (on) (phr v) watch your money (phr)
Nouns from phrasal verbs
breakthrough buyout cover up crackdown cutbacks downturn drawback fallout feedback hold up intake offspring
outlay setback takeover
upbringing workout
Other words and phrases
a faint chance (that) (phr)
ahead of the game (idiom)
aptitude (for) (n) bring in (phr v) budding (adj) bulk (n) buy into (phr v) check sth out (phr v) chuck out (phr v) cocooned (adj) come in for (phr v) defining (adj) diagnosis (n) dodgy (adj) dole out (phr v) downward spiral (phr) eat up (phr v) embark upon (phr v) emote (v) flip (v) flooded (with) (adj) full-blown (adj)
generate (v)
get the hang of (idiom)
glass ceiling (n) hot property (phr) immersive (adj) initial (adj) living proof (n) mind-blowing (adj) mine (v) pocket (v) pulse (n) set the bar (phr) spouse (n) stumble (n, v)
the rumour’s going round that (idiom) the time is ripe (idiom)
tick a box (phr) unparalleled (adj) utopian (adj)
We use the present continuous for arrangements
They ’re putting the plan to the shareholders at tomorrow’s meeting
We use be to for offi cial plans or obligation
No one is to touch the light switch until it’s been checked
We use present tenses (including the present perfect) aft er time
clauses (e.g clauses with when , before , as soon as , once , aft er )
When / As soon as they give us the right information, I’ll complete the forms
Aft er /O nce we ’ve spoken to the teacher, we’ll be able to make a start on the research
We use an infi nitive aft er be due to , be about to , be bound to , be
expected to and be hoped to
He’s due to arrive at 6.30 We ’re about to break for lunch
They ’re bound to be late
The government is expected to make an announcement soon
He ’s hoped to make a full recovery
verb phrases + prepositions
A fi xed phrase is oft en a verb + a noun/an adjective + a preposition that go together
We want to impose a ban on people copying our products
We can only expand the phrases before the noun We typically use
an adjective or a determiner before the noun
You need to consider the long-term consequences of your actions
We wanted to explain his eff ect on employee morale
Many nouns are followed by the same prepositions as their adjective or verb
We get complaints about our prices People complain about our prices
The book had an infl uence on his thinking The book was infl uential on his thinking
Note: There is no rule to explain which prepositions go with
which verbs or nouns It is important to learn and record these as complete phrases
REFERENCE
ways of talking about the future
future simple
We use the future simple for:
• predictions and beliefs (oft en following I think , I know , I’m
Most stores will be closed over the holiday period
• decisions made when speaking
Don’t worry, I ’ll ask my dad to pick us up aft er the fi lm
• an assumption about the present
He ’ll be home right now, sitting in front of the TV with a bag
of crisps!
future continuous
We use the future continuous for:
• an activity that will be in progress at or around a point of time
in the future
Come round this evening I ’ll be doing my homework, but you
can help me!
future perfect simple and continuous
We use the future perfect simple for:
The conference will have fi nished by now
• an activity that will be completed before a point in the future
The storm will have passed by this time tomorrow
We use the future perfect continuous for an activity that will have
been in progress up to a certain point in the future
We need to hurry Charlie will have been waiting for ages by the
time we get there
going to
We use going to for:
• actions that are inevitable or unstoppable
It ’s going to get dark soon She ’s going to faint
• intentions or plans made before the time of speaking
3 Consultation with local people over the next few months
is part of the process of the council’s plans for the redevelopment
BE The council about the redevelopment plans over the next few months
4 Without boosting the river defences, there is no doubt
that it will fl ood again
BOUND The river they boost the defences
5 They’re holding the French oral exams in Room 7 from
10.00
TO The French oral exams
in Room 7 from 10.00
6 When you land, please call me so that I know all is well
ONCE Please call me let me know that all is well
4 Read the article and complete the gaps with one word only
PRACTICE
1 Choose the correct verb forms to complete the sentences
1 In 100 years’ time sea levels will rise / have risen
dramatically and we’re all living / we’ll all be living in houses on stilts
2 What time does the exam fi nish / is the exam fi nished ? I’ll
try / have tried to catch Jenna when she comes out
3 I think the president will win / wins another term in
offi ce because people will want / are wanting to see him carry through some of the policies he’s promised during this term
4 Jack and Gary are / will be waiting for us at the Arrivals
us a lift home
5 When I’m fi nishing / I’ve fi nished doing these last
exercises, I shut / I’ll shut down the computer and relax for
a while
6 Sue is being / going to be shattered when she gets here
She’ll travel / have been travelling for ten hours non-stop
2 Complete the blog with the correct form of these verbs
Sometimes more than one answer is possible
apply be (x2) get (x2) have head meet say start (x2) try
I just can’t believe that this time next week we
1 all goodbye to each other We 2 our last lesson together and we 3 ready for the big fi nal party! It 4 at 7.00 and I don’t think
I 5 home much before midnight
Of course, I 6 to stay in touch with everyone and I’m sure a lot of us 7 up from time to time but some people 8 bound to lose touch We 9 off in different directions – some, like me, 10 college in September, others, like my friend Val,
11 for jobs It’s a bit odd not knowing quite where we 12 in six months
3 Complete the second sentence so that it has a similar meaning to the fi rst sentence, using the word given Do not change the word given Use between three and six words
1 At this time of day there won’t be a table available for a
long time, I’m afraid
GOING I’m afraid it wait for a table at this time of day
2 The company’s plans are to open four new stores in this
area by next September
OPENED
four new stores in this area
When thirteen-year-old Shubham Banerjee
0 from Santa Clara, California, discovered the high price 1 Braille printers, he was determined to fi nd 2 cheaper alternative for the visually impaired And he did, out of an unlikely cost 3 than $2,000 and was determined to reduce that price Using a LEGO MINDSTORMS EV3 set and parts from a local hardware store, Banerjee built his fi rst prototype of a Braille printer, with a retail cost
of about $350 The product, which 4 the capacity to make computing more aff ordable for millions
of visually impaired people, also caught the attention of companies that wanted to invest 5 his idea
expecting to launch the new printer for commercial sale later this year It also means that Banerjee has gained a reputation as an innovator, which means his investors hope he 7 be able to come up with many more ideas Meanwhile, he’s 8 to be working
on his next project as soon as school ends
authentic clips on a variety of engaging
and thought-provoking topics
Projects involve research,
collaboration, critical
thinking and creativity,
and are fl exible, allowing
teachers to take a quicker
or more in-depth approach
Independent learning sections
build through the units and help students refl ect on their own learning
Wordlists include
all the explicitly
taught vocabulary
from the unit
Grammar fi le at the back of the Student’s Book
gives detailed explanations for all grammar topics
Each unit has one
page of reference and one page of practice,
which can be used
for remediation, extra practice or in
a fl ipped classroom
scenario
Trang 11WORKBOOK UNIT
Workbook units
mirror the Student’s
Book with additional
practice of all language,
skills and exams tasks
Audioscript for all Workbook
audio in the back of the book
practice of all language,
skills and exams tasks
4 It oft en contains passive forms
5 It is usually one long piece of text with the
heading ‘Report’
6 It should start by outlining its purpose
7 It sometimes includes a complaint
8 It should include some form of
recommendation
2 Read the extracts (1–5) Which are inappropriate for a report?
4 Read the report and check your answer to Ex 3.
3 Read the task How many sections do you think the report should contain: 1, 2, 3, 4, 5
or 6?
An art club you belong to recently organised
an activity to raise money for the club You have been asked to write a report for the club organiser outlining the event, evaluating the outcomes and making recommendations for the next time the activity takes place.
Write your report in 220–260 words.
5 Replace the highlighted words in the sentences with these synonyms.
by doing this consider indicate might outlines purpose recommend to sum up
1 The aim of this report is to …
2 The report describes
6 In conclusion
I should say that … that …
8 In this way we would …
6 Read the task in Ex 3 again and write your own report for another club Make notes about what you will include Think about:
1 including all the points in the task
2 which style you will use, who will read the report
3 being objective, using passive forms
4 dividing your report into sections with clear headings
5 using phrases from Ex 5
1 We really enjoyed the fashion show and would like to congratulate the organisers
on their effi cient planning.
2 I feel a future event such as this would benefi t from more effective advertising, such as better placement of posters and even short radio advertisements.
3 It is hoped that the next show will be equally
as successful as this one.
4 The auction got off the ground at about 4.30 which was way too late as loads of visitors had got fed up and left by then.
5 This report aims to describe and evaluate the success of the recent charity event held
at Barton School.
Report onArt Club Sale
The aim of this report is to describe
an event the art club organised to raise money for the club and to off er recommendations should the event
be repeated in the future.
The sale
Members of the club were asked to donate paintings or drawings on the topic of ‘animals’ to be displayed in the town library for a fortnight in June The artworks were priced by the the library could contact the Art Club to buy a piece Posters advertising the sale were displayed by local shops.
The results
The sale proved very successful and seventy percent of the artwork on display was sold, raising over £2,000 for the Art Club The money will be invested in paint supplies for members and visits to art exhibitions in London Buyers were very impressed by the standard of the artwork, and many commented that the art sale had attracted them to the library where they had then discovered other library services So, it appears that the sale benefi tted both the library and the Art Club.
Recommendations
The success of this sale would indicate that we should defi nitely repeat
it next year and we could consider extending the two-week display to
a full month I would also suggest that we have additional paintings and drawings to replace those that are sold It may also be a good idea
to off er to draw or paint library visitors’ pets In this way, we would maximise the amount of money raised for the club.
1 A month from now I (stay)
at a campsite with my friends in Italy.
2 By the end of this month I
(know) my neighbour for exactly a year.
3 I have been told all students are
(attend) the interview.
4 I love dancing By the end of this term I
(go) to classes for three years.
5 The doctor (see) you in ten minutes Apologies for the delay.
6 The shop (close) at 19.00,
so I don’t think I’m going to make it in time.
7 This time next week I (fly) over the Alps.
8 In April I (live) here for three years exactly Doesn’t time fly!
9 Don’t be late The concert
(start) at 21.00.
10 Don’t worry about forgetting your lines
tonight Nobody (notice).
2 Choose the correct words to complete the text.
3 Complete the text with the correct prepositions.
4 Choose the correct words to complete the text.
5 Complete the sentences with the correct prepositions.
1 It’s not a good idea hanging clothes, because they always
go out of fashion.
2 Try not to clutter your room with too many things.
3 Don’t pass the opportunity to try rafting It’s a great experience.
4 I splashed on the gorgeous sandals for the summer I just couldn’t resist.
5 In fact I could have bought the whole shop I loved it all.
6 I’ve decided to go a summer holiday because I want to get away in November.
Trends in shopping
Most people’s attitude 1 online shopping is that in time
it will replace the high street However at certain times of the year the high street shops are still flooded 2 customers, so I’m not sure whether there is enough evidence 3 a decline in high street spending I don’t think we have enough information 4
spending patterns to be able to make this assumption, and theories should be based 5 more reliable data than we currently have It is true that some of the larger department stores are in financial difficulty, but the causes 6 this could be many It could
be due to people’s dissatisfaction 7 the current offer on the high street or it could be that their relationship 8 the customer needs to change.
I’m desperate to get my own place I knew that
I 1will / would never be able to get a mortgage,
so I’ve been looking for a rented flat I 2am / was going to ask my friend Sally if I could stay with her, then I heard about ‘tiny dwellings’ Just in time, because I 3was about to / would never give up the search and stay with my parents.
‘Tiny dwellings’ are these cheap micro apartments designed for single people like me I am so pleased because by the end of this month I
4will have been looking / will have looked
5will have seen / will have been seeing more than fifty!
I have a meeting with the agency on Monday and
I 6am to see / will see a flat the same day I am really excited about it and I’m sure that it 7will be /
is to be the one for me So, friends, stay tuned,
I 8’ll be having / ’m going to have a flat warming party in no time!
Tiny dwellings
I had 1accumulated / consumed so much stuff that it was almost impossible to get into my bedroom It didn’t help that I would 2hoard / acquire anything at all that people passed onto me, rather than throwing
it away So, I decided that I had 3acquired / consumed far too many things I’ve thrown away over ten pairs of shoes, but I did keep my first ever running shoes for their 4sensitive / sentimental value! I’m keeping away from the shops, because I’m easy 5prey / ploy when it comes to a bargain I’m such a 6soft / gentle touch, I can’t say no! It doesn’t even have to be 7hard- / soft- sell marketing to tempt me I think it’s the knock-
8down / up prices that are so irresistible for me But I am determined not fall back on bad habits and 9consume / collect things that essentially just take up space I’m also going to take a long hard look at what I
10consume / acquire in terms of food each week because I am sure that I buy far more than I need Enough is enough!
of the words.
breakthrough cover-up crackdown drawback fallout intake setbacks turnover
Extend
2 Match the nouns in bold in the sentences (1–8) to the meanings (A–H).
1 I can’t believe what a show-off Daniella has become since she got her
6 Negotiations stopped aft er a breakdown in communication.
7 Is it true that women are expected to wear make-up to work in some
companies?
8 Although the college set-up was a little unusual, most of the students
preferred it to a traditional one.
A something that causes loss or failure
B something you put on your face to enhance your appearance
C a person who tries to make others admire them
D the failure of a system or relationship
E reductions in expenses
F a general attitude towards something
G the way something is arranged or organised
H something that happens suddenly
3 Look at the phrasal verbs in bold in the sentences (1–8) Do they have a similar (S) or diff erent (D) meaning to the nouns in Ex 2?
1 The organisers spend all day setting up the hall in preparation for the
ceremony.
2 Sadly, nobody believed Fern because she is known for making up stories
about her life.
3 Everyone is tired of Dan showing off about his talents and
accomplishments.
4 She let the issue fall down her list of priorities and will address it as soon
as possible.
5 We should break the session down into two parts to ensure that people
don’t get bored.
6 We need to cut back on administrative costs as far as possible.
7 The company prides itself on looking out for its’ teachers’ well-being.
8 Despite the security measures, some of the suspects managed to break out of the police station.
Problem: staff 1
College head’s solutions:
2 of the problem and highlight 3 of students Reaction From the teachers: anxious about the
4
From the college head: no 5
From the college board:6
1 More teachers have left the college in the
last year than the previous fi ve years.
2 The college head has decided not to tell the
college board the reasons why and instead has said that he is going to implement a new organisational structure.
3 There have been record number of
applications to the college this year, so the head will emphasis this in his reports.
4 The teachers are concerned that there will
be negative consequences to the college head’s plan of action.
5 According to the college head, however,
he has experienced no obstacles in implementing the new structure.
6 What the college head doesn’t realise, is that
the college board has decided to investigate all the colleges in the area to learn more about staffi ng rates because it is determined
to identify and resolve all the current problems.
1 speak on your own for a minute
2 comment on your partner’s long turn
3 discuss issues raised in the long turn with
your partner
4 choose two out of three pictures to talk
about
5 describe the pictures you choose in detail
6 answer one question about the pictures
7 use words and phrases to talk about what is
similar and different about the pictures
8 choose your favourite picture
2 Which student is correct, A or B?
A: Listen carefully to the questions because
you’ll need to remember them and they’re sometimes quite long You can always ask the examiner to repeat them though.
B: Don’t only talk about what’s happening
in the pictures, you’ve got to use your imagination and do some guessing too!
3 Complete the phrases for speculation with these words.
all faint gather highly likelihood may pure right well would
1 It’s likely that …
2 It’s a guess on my part, but …
10 There’s a strong that …
4 5.4 Read the examiner's introduction to a long turn task below and look at the pictures Listen to a student doing the task and answer the questions.
1 Which pictures does the student choose to talk about?
2 Which of these questions does she answer?
A Why might they be learning about money in these ways?
B How useful might these ways of learning about money be?
C How might the people be feeling?
D How memorable might these situations be?
Examiner: Your pictures show people learning about money in different
7 Listen to your recording and check.
1 Did you talk for a minute?
2 Did you use language for comparing?
3 Did you use language for speculating?
4 Did you avoid giving detailed descriptions?
A encouragement from friends and family Speaker 1 1
B reassessing priorities Speaker 2 2
C experience living abroad Speaker 3 3
D listening to an expert Speaker 4 4
E raising money for charity Speaker 5 5
F meeting people with the same problems
G talking with a foreign friend
H getting advice from peers
Task 2
For questions 6–10, choose from the list (A–H) the advice each speaker gives to new entrepreneurs.
A don’t overreact to embarrassing situations Speaker 1 6
B don’t shut out the people around you Speaker 2 7
C don’t get too comfortable Speaker 3 8
D don’t expect to still have a social life Speaker 4 9
E don’t worry too much about mistakes Speaker 5 10
F don’t accept every piece of advice you’re given
G don’t lose your enthusiasm
H don’t listen to your careers department’s advice
time out
The UK TV show Dragon’s Den is a very popular business format that has been replicated in many countries all over the world
Below are some business ideas, some are real ideas that appeared on the show and some are fake Write ‘R’ in the box for the ones you think are real and ‘F’ for the ones you think are fake
1 Umbrella vending machine
2 Money mouse trap
3 Egg boiling machine
4 Collapsible water bottle
5 Dog grooming vacuum
One of these businesses ideas received
£140,000 in investment on the show
Which one do you think it was?
2 5.3 Listen and complete the two tasks in Ex 1.
3 Complete the defi nitions with these words / phrases.
cliché embrace intuition on the backburner overwhelmed prototype retreat seek out
1 : not dealing with something for a while because it’s not considered a priority
2 : the fi rst example or production of something
3 : ask or look for something in particular
4 : know something because of the way you feel, not based on a fact
5 : something that has been said so oft en that it’s not considered useful anymore
6 : accept an idea, opinion or event willingly
7 : move away from something or someone, usually aft er a negative experience
8 : feel that something is too much or too diffi cult to deal with
establish examine have impose investigate take
3 Choose the correct words to complete the text.
2 Correct the highlighted word in each sentence.
1 The article provides information of the
growth of second-hand shopping.
2 People who sell second-hand goods usually develop a
relationship of their customers.
3 There is evidence on an increasing tendency
to buy second-hand as opposed to new.
4 It would be interesting to identify the cause on
the boom in second-hand markets.
5 One way of obtaining information would be to investigate
attitudes of buying used goods.
6 The findings should be based with data
about people’s attitudes and shopping habits.
4 Read the text and complete the gaps with one word only.
The revival of markets
Street markets around the world are being forced to evolve and reinvent 1 as the pressures from hypermarkets and e-commerce are being felt It would seem that street vendors are rising 2 the challenge and a more creative vision of trading 3
before is evident The regeneration of urban inner city areas has created the opportunity 4 more vibrant market stalls Young people are also rising to the challenge with markets organised and run 5
teenagers Giving young people the opportunity to exhibit their entrepreneurial skills as either a trader 6
a performer; offering locals an eclectic range of products
7 second-hand clothes, food products and crafts through to performances of music, magic or theatre
An incredibly successful scheme with clear benefits for all
these initiatives are having a positive impact 8
the health of market commerce.
Is it my imagination or are we loving second-hand? If
we 1 the evidence of flea markets and junk shops, it seems we do.
I wanted to 2 attitudes towards buying second-hand and here’s what you told me.
‘It’s worth 3 a chance on markets You never know what you’ll find.’
‘I 4 an aptitude for finding a bargain I always find knock down prices!’
‘It is important to 5 a relationship with the seller, it makes parting with money easier!’
‘I don’t have to watch my money! I 6 a limit
on myself and I never go over.’
Based on your comments, I’d say second-hand pushes all the right buttons!
We all second-hand
#welovemarkets
Here are just a few things you told us …
‘Commerce is evolving and I think that Shopping
Hub 7takes / has an aptitude for creative thinking.’
‘
8Take / Create a chance on shopping at Shopping
Hub You won’t regret it!
Here at Shopping Hub we asked you about your attitudes
to e-shopping We decided not to 1impose / identify a time limit on the survey, but to keep it open for as long as have taken part and have 2let / made comments on our blog You only have to 3provide / examine the evidence,
your comments, to see that Shopping Hub is a hit!
Our customers 4play / make an essential part in shaping
the future of Shopping Hub and your responses have
5provided / given us with essential feedback We will use your feedback to 6create / play new ways to deliver even higher quality products.
51
M01 Gold XP C1 95162.indd 51 19/12/2017 16:37
GRAMMAR
ways of talking about the future
1 Match the examples (1–7) with the descriptions (A–G).
2 Choose the best answer (A, B or C) to complete the sentences.
A something that is inevitable or unstoppable
B something that will be completed before a
certain time limit
C something that will have been in progress up
to a time limit
D something that is considered or believed to
be a future fact
E something that is arranged offi cially
F something that is organised or timetabled
G an action in progress, repeated in the future,
or part of the anticipated programme
3 Put the words in the correct order to form sentences.
1 was / the / about / invest / intelligence / in / artifi cial / company / to /
2 knew / society / impact / a / we / that / techn ology / would / mobile / on /
is to be here to stay.
It’s offi cial! We are spending less money on luxury goods and our consumer behaviour
is changing Here are some examples.
1 We holiday in other people’s houses
Predictions say that this will have completely changed the way we holiday.
2 We hail taxis by smartphone apps and people say that on-demand business models will become more common.
3 We choose to buy online over the high street, and in 2020 and beyond we are to see global e-commerce conferences.
4 We like niche advertising and Berlin will
5 We shop with our mobile and tracking means we are going to see more tailor-made advertising.
6 We love second-hand shopping apps and
by 2020 we will have been using them for over ten years.
7 Don’t take your eye off the ball The next future consumer global conference starts
on 6 September.
Global luxury slowdown
CONSUMER TRENDS FOR 2030
1 It is clear that social media consumption in 2030.
A will be driving B will have driven C drives
2 Marketeers upon advanced analytics.
A will have relied B will rely C will have been relying
3 Sales indicate that by 2030 the majority of us an electric car.
A will have bought B will buy C are going to buy
4 Experts say that we virtual reality glasses as commonplace gifts.
A will be seeing B are going to see C see
5 By 2030 we shopping online for thirty-fi ve years.
A will be have shopped B will be shopping
C will have been shopping
buying and selling
1 Use the clues to complete the crossword.
1 2
4
5
Down
1 To use something or use up / fi nish something (7)
2 To bring or gather things together from diff erent places and sources,
over a period of time (7) Across
3 To store something away out of sight, typically in a secretive way (5)
4 To get an increasing number or quantity of things (10)
5 To obtain something by buying it or being given it (7)
2 Insert one of these words to complete the sentences.
out onto up (x3) without
1 I could have gone mad in that shop It was so me, I could have bought
the shop.
2 My mum is a bit low so I’m going to splash and buy her something nice.
3 I’d love some new clothes, but I’ll have to go until I get my allowance.
4 I’m going for the minimalist look and I’ll throw away anything that
clutters my fl at.
5 Those jeans don’t fi t anymore, but I’ll hang them in case I lose some
weight.
6 I love a bargain and I never pass the opportunity to go sales shopping.
3 Match the sentence halves.
1 The design of the shop pushes all the right buttons
2 The salesman was so insistent that it really put me off buying it;
3 I’ve already spent most of my allowance this month,
4 My sister is really mean when it comes to spending,
5 I just couldn’t resist buying it
6 I have this insatiable desire
A for a pepperoni pizza.
B I hate it when they give you the hard sell.
C because it’s such a lovely place to wander around.
D at such a knock-down price.
E so I’m going to have to watch my money.
F and never wants to part with money.
4 5.1 Listen to the conversations and check your answers to Ex 3.
5 5.2 Listen again and answer the questions.
1 Why isn’t it the man’s favourite shop?
2 What does the woman want to buy?
3 Where does the woman want to go?
4 What is the present for?
5 Where is he going to put the rose bush?
6 Has she eaten a takeaway this week?
6 Complete the text with these words / phrases.
a soft touch buy up easy prey go without hanging onto hoard insatiable desire sentimental value
It may sound amazing, but Michelle McGagh decided to
3 things which were either valuable or that had a special 4 She decided that for a whole year she would only spend money on the mortgage, utility bills and food Her friends were sceptical saying that she had always been
5 when it came to luxury goods and that she wouldn’t
be able to resist temptation Michelle also thought that at the end of the year she would have an 6
to spend money as fast as possible and that she would want to go on a shopping spree and 7
the shops But it didn’t happen Whilst before the experiment she had been
8 for most salespeople, she now felt indifferent to their hard sell.
1 Complete the text with these words / phrases
There is one word / phrase you do not need.
buy into bulk defining generated initial prospective spouses
AEven if an influencer’s audience never grows above the tens of thousands, that doesn’t automatically mean that they will have less of an impact than one with hundreds
of thousands as larger followings can sometimes result in reduced engagement.
BThis type of attitude from an influencer may be frustrating and even surprising to company executives who are used
to focusing on the bottom line However, the freedom to choose what they will endorse results in a level of authenticity that is important in ensuring the marketing campaign is successful, making it more worthwhile in the long run.
CKnowing who and what you are working with is key It’s important for the brand to have a history of interaction with the influencer in order to understand factors such as how they respond to negative feedback, how often they post new content and whether it is of consistent quality.
DSo, why this return to the promotional basics? These pop culture personalities are so effective precisely because
of how much influence they have over their audience; they are
so engaged and responsive to the people that follow them that these followers are more likely to trust something that they endorse.
EOne such successful blogger is Daniella Barbosa, who writes about healthy eating She says that, the most effective campaigns she has worked on were those that allowed her to help determine the content ‘I once worked with a supermarket chain who turned up with a list of recipes for me to cook; I felt they just wanted to use me for my skills told me which products they wanted to promote and asked
me to use them in the way I though best It was a much more enjoyable experience.’
FThe key is to find someone who is ‘on brand’, whose own personal brand and audience aligns with the target market
of the company’s products Many influencers will readily turn down an offer that doesn’t fit with their ideology, even if it means rejecting a large fee.
GThere are so many social media personalities and bloggers nowadays that it’s hard to stand out from the crowd
Influencers have to believe in their own potential to sell a product or a brand.
2 Read the first paragraph of the article, then read paragraphs (A–G) Underline information
in the paragraphs that is similar to the first paragraph in the article to help you decide which option goes in the first gap.
3 Read the text Six paragraphs have been removed Choose from the paragraphs (A–G)
is one extra paragraph which you do not need
to use.
Time to get away from stereotypes
From the 1 scene of the grandmother’s sadness as she peeled potatoes in the kitchen to the closing shot
of the men laughing around the table as their 2 served them dinner, your latest advertising campaign reinforced stereotypes and didn’t reflect modern family structures It seems foolish that you really believed that 3 customers would
4 the ideas presented in your
ad Having long considered your company’s campaigns to be outdated and offensive, I was pleased to see the discontent that this campaign has 5 online and
in the press I hope that this represents a
6 moment for your company and that you use it to change your approach.
46
M01 Gold XP C1 95162.indd 46 19/12/2017 16:37
4 Match the highlighted words and phrases in these comments from social media influencers to the words in bold in the text.
1 ‘I have to admit, it was a good feeling to know that several
well-known companies were competing to offer me more money to be part of their campaign.’
2 ‘I don’t prepare a script before recording videos and I only
edit them lightly; I want my followers to get to know the real me.’
3 ‘It’s a misconception to think that all advertising deals make
bloggers a lot of money.’
4 ‘Being in direct contact and involved with my followers is
what I love most about making these videos.’
5 ‘Building my follower base has been slow going, but in the
future I know I’ll appreciate having had this time to perfect
my editing skills.’
6 ‘Allowing you to make decisions about the direction of a
campaign is usually a sign that the company respects your voice.’
7 ‘I’m always wary of companies who only want to use my
name for their own advantage.’
8 ‘I try to promote only products that I would use
3
Eric Woodward, a video game YouTuber, confirms this need for caution ‘A lot of my followers have been watching my videos since they were the poorly-edited ones I made with bad lighting in my university halls,’ he says ‘They helped me get
to where I am now, by liking and sharing my videos, so I don’t feel it’s fair to exploit that to make some quick cash There is
so much competition nowadays that I feel protecting my brand
me and follow someone else.’
4
In addition to freedom over who they work with, most influencers prefer to have freedom over how they work One of the crucial mistakes brands make when approaching influencers
is to assume that they know best It’s easy to forget that although an influencer may have limited tools at their disposal, those tools were enough to enable them to become powerful marketing force.
5
As with most things in business, timing is everything While bidding for a well-known influencer to represent your product with someone with fewer followers could bring bigger returns in the long run.
PART 2 For questions 9–16, read the text below and complete the gaps with one word only.
WHAT’S IN A SMILE?
According to Darwin, all smiles are a universal human expression and the cause and the 0result of smiling doesn’t vary from culture to culture However, there are First there is the genuine smile of happiness, which when words 1 , is a way of transmitting your happiness, joy or gratitude Then there is a ‘grin and 2 it’ smile, which means things are not alright, but you are going to put on a brave face There is the smile which is not really a smile, which shows contempt, a 3 When we feel obliged to smile, where we haven’t
4 up any trust with the other person, we offer a fake smile.
Smiling 5 an atmosphere of goodwill and if all those around you are looking straight-faced and gloomy, then go ahead and flash them a smile
6 the initiative whether it be for friends, family, colleague or strangers
on the street Don’t take a 7 seat and don’t be shy It doesn’t matter if you are the first one; it’s good to 8 by example.
0 A reflection B end C result D final
1 A fail B leave C crumble D depart
2 A support B have C bear D accept
3 A sob B smirk C laugh D giggle
4 A built B constructed C caught D got
5 A constructs B warms C creates D opens
6 A Take B Hold C Hand D Deal
7 A front B middle C side D back
8 A lead B stand C show D guide
Some years 0 ago it was reported by various media sources
9 the children of the Moken tribe, living on an island off the West coast of Thailand, had exceptional vision when swimming under water A Swedish scientist, Anna Gislen, heard about the tribe and insisted
10 going to see their amazing ability for herself Anna was delighted with 11 she found
on the island; a group of young children who spent their days playing and hunting for fish and seemingly 12
to swim with their eyes fully open Anna assumed that the children must have
13 born with a different type of vision, but what was challenging for her was to come 14 with
a scientific explanation for the phenomenon
She carried out an experiment with a group of European children in the same location The children needed to 15
supported in the task, but findings revealed that their underwater vision did improve
Elsa concluded that this ability might
16 been due to years
of practice and familiarity with the water.
of some lines to form a word that fits in the gap in the same line.
PART 4 For questions 25–30, complete the second sentence so that it has a similar meaning to the first sentence, using the word given Do not change the word given Use between three and six words, including the word given.
0 The organisation wants to make people aware
that these social issues exist.
RAISE The organisation wants
to raise awareness of these social issues.
25 I was too afraid to let him know that I crashed
the car.
DARED
I him that
I crashed the car.
26 I can’t think of any word to describe the
documentary other than appalling.
WANT
the documentary was appalling.
27 People in many cultures say that the key to a
healthy body is a healthy mind.
BELIEVED
In many cultures,
that the key
to a healthy body is a healthy mind.
28 Sam’s boss recommended her for the promotion
because she works really well in groups
PLAYER Sam is a
so her boss recommended her for a promotion.
29 In the end, we weren’t allowed to enter the
executive lounge at the airport.
PERMISSION
In the end, we were
enter the executive lounge at the airport.
30 The interviewers were impressed by Joan’s
performance in the group task.
IMPRESSION Joan’s performance in the group task
the interviewers.
SET CONSIDER
PURSUE
ENTHUSE ISOLATE WILLING
TYPE HAPPY OPT
Most employers advertising a job with an annual salary of almost half a million dollars and a beautiful 0 setting would understandably expect that the advert would attract
17 interest from potential candidates Unfortunately for one doctor who owns
a practice in rural New Zealand he has so far been unsuccessful in his 18 of
a second doctor to work alongside him Despite for a doctor in the area, the job advert is still to attract 19 applicants
Prospective candidates may be put off by the
20 of the practice’s remote location and its lack of a high-speed internet connection This 21 of many professionals to accept less than ideal working conditions in exchange for excellent financial compensation adds another interesting dimension to the 22 controversial debate
on money versus 23 As for the doctor’s practice in New Zealand, the only
24 they have is to extend the campaign online in the hope of finally securing someone to occupy their vacant post.
A well-paid job that
no one wants
99
M01 Gold XP C1 95162.indd 99 19/12/2017 16:38
PART 1
For questions 1–8, read the text and decide which answer (A, B, C or D) best
fits each gap.
PART 2 For questions 9–16, read the text and complete the gaps with one word only.
0 A reflect B recall C remember D remind
1 A stand out B stand up C stand over D stand away
2 A touch B pull C push D bang
3 A possess B collect C own D hoard
4 A piece B fabrication C creation D figment
5 A suspend B hang C keep D clutch
6 A give B break C let D leave
7 A fantasy B illusion C delusion D fallacy
8 A look B take C vision D stand
Silence please!
Technology dependence, social media and mobile phones use 0 up precious time Recent theories show that 9
we were to limit our screen time and to dedicate less time to technology, then we would free 10 time to daydream
Yes, daydream! You heard it correctly It may sound 11 madness, but it is becoming clear that whilst daydreaming our minds are creatively active In 12
words, by limiting the time we spend in front
of a screen we give our minds the opportunity
to switch 13 from the constant barrage of information and to be truly creative.
Recent social experiments confirm, not surprisingly, that the people can boost their creativity by limiting their access to social media Statistics currently suggest that in five years’ time we will 14 spending even more screen time than now So, perhaps it’s time to reflect I, for one, don’t want to look
15 with regret in five years’ time, and think that I could 16 used my time more inventively.
The power of
magic
We all love magic We only have to 0reflect on the runaway success
of Harry Potter to see this The haunted mansion of Hogwarts and
the tales of power and corruption have all created a classic which
really does 1 from the rest when it comes to fantasy The Harry
Potter books and films really did 2 all the right buttons with young
and old alike and we were transported to a wizard school where
children 3 supernatural powers Why did we love it? Perhaps
because for a few minutes the idea seemed real and not just a 4
of our imagination Or perhaps, we all 5 onto memories from our
childhood of bewitching adventures into the unknown.
I believe our fascination with magic is understandable Why would
anyone 6 up the opportunity of escaping from our day-to-day lives
to that of a 7 world?
An interesting 8 on why magic intrigues us is that believing in fate
and superstition makes us feel that we have a greater control over
our lives Perhaps Who knows.
66
USE OF ENGLISH UNITS 1–6
M01 Gold XP C1 95162.indd 66 19/12/2017 16:37
PART 3 For questions 17–24, read the text Use the word given in capitals at the end of some of the lines to form
a word that fits in the gap in the same line.
PART 4 For questions 25–30, complete the second sentence so that it has a similar meaning to the first sentence using the word given Do not change the word given Use between three and six words, including the word given.
0 The garage is full of old newspapers that my grandma has
collected over the years
AWAY The garage is full of old newspapers that my grandma
has put away over the years.
25 Just thinking about flying made Peter break out in a sweat.
THOUGHT Just flying made Peter break out
in a sweat.
26 Erin sees life in a very different way to other people.
ON Erin’s is very different to that
29 ‘I’ll leave the office very soon,’ said Jenny.
ABOUT Jenny said that she the office.
30 To make a complaint fill out this form.
SHOULD You need to fill out this form, make
a complaint.
COMPETE TRUTH LIMIT COMMIT INCREASE
CURIOUS PROBABLE
DISASTER FOOL
The easiest way for a company to separate itself from its 0 competitors
is to have something unique Simple factors such as providing excellent customer service, speaking 17 about the capabilities and 18 of your product and demonstrating a
19 to social responsibility can build a good reputation among consumers In a world 20 dominated by competition, some companies prefer to rely on gimmicks to grab consumers’
attention and turn it into cash
Gimmicks largely depend on natural human 21 to be effective For example, when Copenhagen Zoo wanted to increase its visitor numbers, it counted on the 22 of passers-by stopping
to look at buses that had been painted so that they looked like they were being crushed by a huge snake
However, things don’t always go to plan One company made the
23 decision to build the world’s largest ice cream and display it in New York city on a hot summers’ day It was a
24 mistake that the company will always be remembered for, rather than for their range of drinks.
Standing out from the crowd
0 A solitary B desert C lonely D single
1 A transform B swap C adjust D alter
2 A choice B selective C discerning D discriminating
3 A remind B memorise C recognise D recall
4 A make B get C turn D move
5 A endearing B burning C colossal D eternal
6 A resounding B challenging C mitigating D running
7 A eternal B lukewarm C futile D dismal
8 A failings B losses C damages D casualties
To most people the idea of living on a 0desert island sounds instantly
appealing Just imagine, you could 1 your life by exchanging
your dull flat for white sands and crystalline waters Most of us at
some point in our lives have roughed it on camping expeditions, but
because we have quite 2 memories, we only remember the best
bits The moments of cold and hunger are generally not the ones
which we are most likely to 3 the most, which is perhaps why
some people decide to 4 their lives around by moving to remote
locations.
According to real-life accounts of people who, driven by some 5
ambition, have actually exchanged their comfy lives for island life, it
can be tough, very tough There are some accounts of idyllic lives
which have clearly been a 6 success, but there are also stories
which can be only classified as 7 failures Sadly, some of these
people end up having to cut their 8 and return home.
Living the dream
We are all aware 0 that sugar is bad news for our health, yet most of us are addicted 9 a little bit of sugar
a day, whether it be added to coffee or an illicit bit of chocolate However, are we really aware just 10 harmful sugar can be? Figures from last year show that whilst
we were consuming less sugar than we
11 been doing the previous year, sadly obesity in the Western world is still
12 the increase.
Recently we have seen a sugar tax introduced on most soft drinks
13 a way of encouraging people to take the issue seriously and to cut
14 on the amount of sugar we all consume Doctors say that the sooner that this is extended to other items, the better.
If you are concerned 15 the amount of sugar that you are eating, then you should visit your doctor Put your health first and don’t 16 the sugary temptation get the better of you.
PART 4 For questions 25–30, complete the second sentence so that it has a similar meaning to the first sentence, using the word given Do not change the word given Use between three and six words, including the word given.
0 Recording my notes is something that I used to do after
each lesson.
WOULD
I would record my notes after each lesson.
25 William tried to forget falling over in front of the whole
school.
BLOCK William tried to of falling over in front of the whole school.
26 I have to say that I found your behaviour at the event
extremely embarrassing.
BY
I have to say that I
your behaviour at the event.
27 When we checked our bank account, we found that all the
money had been spent.
ONLY
We checked our bank account
all the money had been spent.
28 The doctor’s suggestion was that we eat less fatty foods.
an Olympic athlete?
30 Despite all of her hard work, she got a poor grade on her
essay.
ENDED Despite all of her hard work, she
a poor grade on her essay.
REGARD SATISFY NEGATIVE NECESSARY SUSTAIN DRAMA SIGNIFY IMPULSE
Deciding to make a change in your life, 0regardless of whether it’s related to your fitness, career or personal life, usually comes after months, and maybe years, of growing
17 until you declare that you can’t go on any longer
Although this can help you address what is 18 affecting your happiness and needs to be changed, that doesn’t 19 mean that will finally push you into making any real changes
Too many people fall into the trap of making changes that are 20 over a long period Rather than make 21 changes to your lifestyle, most life coaches advise that you should aim to make small 22 to your daily routine that you can gradually build up into more 23 ones
An example of this might be 24 quitting your job because you’ve decided you need a career change rather than switching careers gradually by dedicating some time in each day to studying something new.
Small changes make a big difference
35
M01 Gold XP C1 95162.indd 35 19/12/2017 16:37
him that
1.1 Miranda
When I look back on my childhood, I think now that my parents were really quite unconventional They were, and still are, both writers We didn’t have a TV because they didn’t believe in TVs and so it was actually quite boring I used to plead with them to get a ‘normal’ job, but they had been writing all their lives so I wasn’t going to change them I guess they have always been
a bit hippyish in their thinking You know, no rules and we were able to express our feelings and all that
Looking back, it seems that most of my childhood consisted of chilling on the sofa while my parents were working away writing From a six-year-old’s viewpoint, their work seemed awesome, and my parents used
to be very laid back about stuff What was there not
to like!
Sally
I guess that as a child I always took it for granted that
we would always be a large family Having two older them most of the time When Beth left home I didn’t really think about it I felt fi ne I think But it was only aft er Charlotte had left that it really hit home and the youngest gets a raw deal I had been sharing a bedroom with my sister Charlotte for years and then the next thing I knew it was just me Charlotte and I would talk about our plans for the future for hours
Mum and Dad were great and they did tell me that I think I really listened to them and it all just seemed to change so quickly.
1.2
C = Carla J = Jim C: Do you know I think that I’ve got a really bad memory At least a bad long-term memory I
on a day-to-day basis, but when it comes to remembering my childhood … it’s another matter.
J: But I understood that we can all remember back as far as three and a half, or at least that’s what I’ve
read anyway Is that not your case?
C: Well, to be honest, I can’t remember anything
from before I was six I think I blocked out some memories from early childhood, perhaps because
my mum was quite ill and she was in and out of hospital She did get better, in fact she recovered fully, and now she’s fi ne But I think that I had a hard time of it seeing her ill and I just wanted to forget.
J: The mind is very clever that way It protects us from pain I agree there are things we just choose
to forget I guess that’s what we call having a selective memory.
C: I think that once I started school I felt much better,
you know, more confi dent Those fi rst days at school were quite memorable I remember very clearly what my fi rst teacher at primary school said were yesterday.
J: Ha ha That’s amazing!
C: Yes, it is! I was really tearful and found the whole
experience of leaving Mum really traumatic She came up to me and said ‘Carla, I can’t guarantee guarantee that you are going to enjoy school at all
But I can guarantee that you will make some very good friends here.’
J: And did you?
C: Yes of course You know me Miss sociable How about you?
J: I can remember much earlier than school At least I think It’s my memory and not just because of my
parents reminiscing.
C: Go on.
J: I know it sounds weird, but even as far back as
three years old I have a vision of my father playing the guitar It’s still as clear as day I can see him now with his long hair playing away!
C: I love it!
J: I think my long-term memory is probably better
than my short-term because I have a vivid recollection of both images and smells from my childhood Oft en I’ll come across a scent that triggers a memory from way, way back Doesn’t that happen to you?
C: No I wish it did though I have no recollection
of those sorts of things My brother has got a phenomenal memory though, much better than mine Loads of times he has to jog my memory when we were little and I can never remember the half of what he talks about.
J: I’ll swap you then I’d love a better short-term
memory for when it comes to revising for exams!
1.3 Speaker 1
I think I started developing my techn ique for memorising lists when I was around ten years old
As the class monitor at school, I was responsible for many pencils and paintbrushes had been given out just looking at the words – I have to make a visible link between each word in the order they appear in the list
I never imagined that I’d be able to use it in my job as
an events coordinator, but my skill for memorisation means I assist the host and make sure they greet all of the attendees appropriately.
me get through college and it makes life as a history student much easier! I don’t need to spend as long studying dates and facts now that I have a system for
to train for the World Memory Championships – I want
to beat my personal best of ninety-fi ve words!
Speaker 3
My family moved around a lot as I was growing up so tricks so I didn’t get bored on my own, and I soon got hooked on challenging myself to memorise the order
of the cards in the deck Eventually, I started trying record is thirty-one decks in an hour, so that’s the one
to beat I’ve now got a large social group because
of memorisation Last year, I was ill and couldn’t go
to the World Memory Championships My friends livestreamed it just so I could feel involved – it was a great feeling aft er being so lonely when I was younger.
Speaker 4
Throughout my teens, I was on my county’s swimming team and trained every day, which was intense I used to keep my focus while I was swimming up and down the pool by counting as high as I could – this helped me ignore the building pain and fatigue in
my legs, too I realised that it could be a good way to memorise things I needed to know for school Once
I ran out of things to memorise, I started compiling long lists of numbers and silently reciting them from memory as I swam I still go to the pool to train for the World Memory Championships – I lost fi ve kilos and competition!
Speaker 5
I remember a list of information by picturing a journey around my house I know it’s diffi cult to understand, things As I couldn’t attend regular school for a while,
I had plenty of time to develop the techn ique and I now have a knack for remembering all kinds of things
These days I give talks at universities about how to use this techn ique and I’ve even released a web series about it.
1.5 A: OK Shall we look at education fi rst?
B: Sounds like a good place to start!
A: Right, well my view is that history books of the future will probably highlight the fact that today
We learn by doing things and discussing in groups and teams What’s your opinion?
B: You’re SO right And add to that the fact that now lots of schools have their students working
on computers and doing research in class and at home – it’s a really big change.
A: Right – kids from fi ve years old are using
computers in class – it’s amazing! They even start learning programming very early on So good for their future education.
B: I couldn’t agree more Ways of educating are changing very quickly at the moment There’s a lot
of research into how we learn and that’s changing everything.
A: That’s a really good point, and it leads us on to this prompt ‘scientifi c progress’ I guess people in
the future are going to remember us for all the advances in techn ology, don’t you agree?
B: That’s true, but on the other hand I don’t think
techn ology is going to stop advancing in the future Everything will continue to get faster, smaller, easier to use …
A: Yes, I didn’t mean that progress will stop in the
future – just that we’ll be remembered for when it
fi rst started to really speed up, and for being the
fi rst digital experts.
119
AUDIOSCRIPT
M01 Gold XP C1 95162.indd 119 19/12/2017 16:38
B: Absolutely That’s an excellent way of putting it And I think we’ll also be remembered for when
space tourism started in earnest – the whole ‘Fly
me round the moon’ thing!
A: Of course! When people in the future read about
that, space tourism will probably be perfectly normal and natural …
A: You can bet on that!
1.6 1
OK, let’s move on to ‘social issues.’ Well, for me one of the biggest social issues today that I think will go in the history books is the housing problem that young people face There are lots of young people looking for houses and very few houses that they can aff ord! So more and more young people – even those with babies and young children – are having to live with their parents for a long time That can put huge strains on relationships I can’t believe that this problem has just been allowed to get worse and worse! Have you got any thoughts about that?
I usually get an idea and then start writing straight away I think I write better like that One thing leads
to another, you know? I don’t like to spend time over thinking and writing a plan – that’s boring and not very creative Most of the time I end up with a pretty good piece of writing!
2
I start off by underlining bits of the task that I must remember to include Then I make some notes and group them into paragraphs I fi nd this really helps me structure my answer.
3
I think the more time you spend planning the better, and I always try to read it through again aft erwards adjective here or there.
4
I make a couple of notes, not many really, just a guide sort of thing Then I write it up I must admit I don’t read it again I’ve tried, but it usually seems OK to me,
so now I don’t bother Your fi rst thoughts are usually correct I fi nd.
2.1
Hi, my name’s Lisa and I’m here today to tell you my story of turning failure into success As you’re getting ready to graduate, you’re probably all thinking about your future in some way So, I’d like to ask you a question: what does success sound like to you? I bet you could all visualise success – fancy cars, designer clothes, an offi ce door with your name on a gold plaque, but, to me, it’s the public recognition that comes with sporting achievement The sound of the crowd chanting my name resonated in my head when
so exhausted that I felt I couldn’t go on For years, all day, when I was in the fi nal stages of making the junior Olympics team, I took a hard fall during a training match and tore a ligament in my knee so severely that
it ended my dreams of being a professional athlete
optimistic even though I was devastated.
Recovering from my knee injury took a long time
While being made to go to painful physiotherapy sessions three times a week was diffi cult, I struggled the elements on the hockey pitch, I was spending hours hunched over my laptop surfi ng the internet all day I started to become skilled at recognising security fl aws on websites and I soon found that I was dedicating my time to it in the same way I had done to my hockey training I realised I could still be successful I’d always know that being a world-class athlete took hard work and commitment, so I just needed to redirect my determination Working in the tech industry is the opposite of sports, but I’m actually really enjoying it, and being out of my comfort zone has only pushed me harder The knock-back in hockey became new inspiration.
Of course, it’s not all been easy – I didn’t just decide that I was going to be successful and it happened overnight While I’m fortunate to have a good support system and I’ve benefi ted from a couple of lucky self-belief that’s been vital in helping get me here I still face challenges and adversity every day But, you know what? When I was fi ft een I thought the worst
I haven’t played hockey for twenty years, yet I still think I’m doing pretty well as the fi rst female CEO of solutions are trusted around the world – for me I’d say it’s an honour Failure happens to everyone, it’s a part
of life I know that some of the things I’ve said today sound like clichés, but the message I want you to take the strength to achieve what we really want.
Now, I’d like to hear from you – how many of you here
to use that experience to build yourself back up?
3.1
I know that I shouldn’t knock charities or charity workers as they do such valuable work, but I do sometimes feel that they are a bit behind in the way that they go about their work It seems to be a sector which hasn’t really evolved as fast as it could have done over the past few years I think it’s about time that they upped their game in terms of using more entrepreneurial ideas and much more creative ways of centres is sadly out of date But if you want to hear about some real blue-sky thinking, then look no further than the Blue Cross They have started this zany idea
of using dogs as a way to help boost donations The dogs wear specially-designed jackets with credit-card dig in their pockets for change The dogs come from a guide-dog centre and so they are already trained and ready to work.
I’d read about something similar recently, but this was
by far the more impressive idea Organisations such
as Blue Cross are changing the way we think about charities, and the faster this happens the more money they will be able to raise.
I think that this is a really cool way of tapping into the latest techn ology and at the same time making
it easier for people to give money People usually want to give money to charity, even if it’s a token gesture If people have to look for spare coins when they are asked to give money, it can put them off Not everybody carries cash on them, runners and joggers probably don’t Aft er all, cash is becoming a thing of the past.
C: I wouldn’t say the whole project was my idea! But it was started by myself and two friends when
we started to host ‘community dinners’ at the community centres We’d make huge batches of them So many people in the community worked at the supermarket warehouse, but lots of them lost
It had a big impact on a lot of people round here and it became more diffi cult for people to pay their bills, for groceries and things like that Some parents couldn’t aff ord to buy fruit and vegetables for their children We held a meeting about it
at the community centre, and it was unsettling
to hear that so many people were left without enough money to buy proper food for their families.
I: Can we just touch on how much people have to pay for the meals?
C: Oh, we don’t charge a lot, around thirty or forty pence per person Because we buy ingredients and
cook in bulk, the costs are much lower than the equivalent meal for, say, a family of four All we ask for was enough to cover the cost of ingredients
Most people want to make a contribution, too At one point, the demand got so high that we had
to go to the council for fi nancial help so that we could get proper catering equipment and expand the kitchen at the community centre And that’s
to keep the project going – funding from investors running costs, like ingredients.
I: Could you give us a bit of insight into your job as a community outreach worker, Jason?
J: Of course Essentially, I liaise between local
government and the local community, to deliver educational programmes and help both sides understand each other better Having a positive impact on people’s lives and empowering them to demand the services that they need is seeing it come to life is defi nitely the best part of
my job.
I: How long have you been involved in the project?
J: Well the Community Kitchen project has been
running for just under a year – we’re actually in celebrate its one-year anniversary, but the local months In addition to meeting a basic need in meals, as its expanded we’ve been able to get young people involved as volunteers, which is vital
to the development of the community Not only does this engage them in the community, but also equips them in skills such as team work as well as more practical qualifi cations in food hygiene – all
of these help them become more employable I get
a great sense of pride in seeing the achievements that the young people we work with make.
I: How do you both feel about the future of the project?
J: One of the fantastic things about this project is
its sustainability Really, I think that this is the key
to its current and future success It generates enough income to cover its expenses Now that into a functioning catering kitchen that meets regulations standards, we’re planning on carrying out a series of workshops on healthy eating for children in the area, as part of the government’s commitment to reducing childhood obesity.
C: I agree – we are able to buy ingredients from the
started making a small profi t, too We are saving that money to use in the future to purchase larger items Personally, I’d like to expand into home
AUDIOSCRIPT
120
M01 Gold XP C1 95162.indd 120 19/12/2017 16:38
ed didn’t want to clean the car so he decided to do it later.
the car until later.
the office.
For questions 25–30, complete the second sentence so that it has a similar meaning to the first sentence, using the word
or’s suggestion was that we eat less fatty foods.
so many much effort to do you need to make to become an
an Olympic athlete?
e all of her hard work, she got a poor grade on her
a poor grade on her
SIGNIFY IMPULSE
I guess that as a child I always took it for granted that
we would always be a large family Having two older them most of the time When Beth left home I didn’t really think about it I felt fi ne I think But it was only aft er Charlotte had left that it really hit home and the youngest gets a raw deal I had been sharing a bedroom with my sister Charlotte for years and then the next thing I knew it was just me Charlotte and I would talk about our plans for the future for hours
Mum and Dad were great and they did tell me that I think I really listened to them and it all just seemed to change so quickly.
1.2
C = Carla J = Jim C: Do you know I think that I’ve got a really bad memory At least a bad long-term memory I
on a day-to-day basis, but when it comes to remembering my childhood … it’s another matter.
J: But I understood that we can all remember back as far as three and a half, or at least that’s what I’ve
read anyway Is that not your case?
C: Well, to be honest, I can’t remember anything
from before I was six I think I blocked out some memories from early childhood, perhaps because
my mum was quite ill and she was in and out of hospital She did get better, in fact she recovered fully, and now she’s fi ne But I think that I had a hard time of it seeing her ill and I just wanted to forget.
J: The mind is very clever that way It protects us from pain I agree there are things we just choose
to forget I guess that’s what we call having a selective memory.
J: I can remember much earlier than school At least I think It’s my memory and not just because of my
parents reminiscing.
C: Go on.
J: I know it sounds weird, but even as far back as
three years old I have a vision of my father playing the guitar It’s still as clear as day I can see him now with his long hair playing away!
C: I love it!
J: I think my long-term memory is probably better
than my short-term because I have a vivid recollection of both images and smells from my childhood Oft en I’ll come across a scent that triggers a memory from way, way back Doesn’t that happen to you?
C: No I wish it did though I have no recollection
of those sorts of things My brother has got a phenomenal memory though, much better than mine Loads of times he has to jog my memory when we were little and I can never remember the half of what he talks about.
J: I’ll swap you then I’d love a better short-term
memory for when it comes to revising for exams!
I never imagined that I’d be able to use it in my job as
an events coordinator, but my skill for memorisation means I assist the host and make sure they greet all of the attendees appropriately.
me get through college and it makes life as a history student much easier! I don’t need to spend as long studying dates and facts now that I have a system for
to train for the World Memory Championships – I want
to beat my personal best of ninety-fi ve words!
helped me ignore the building pain and fatigue in
my legs, too I realised that it could be a good way to memorise things I needed to know for school Once
I ran out of things to memorise, I started compiling long lists of numbers and silently reciting them from memory as I swam I still go to the pool to train for the World Memory Championships – I lost fi ve kilos and competition!
Speaker 5
I remember a list of information by picturing a journey around my house I know it’s diffi cult to understand, things As I couldn’t attend regular school for a while,
I had plenty of time to develop the techn ique and I now have a knack for remembering all kinds of things
These days I give talks at universities about how to use this techn ique and I’ve even released a web series about it.
1.5
A: OK Shall we look at education fi rst?
B: Sounds like a good place to start!
A: Right, well my view is that history books of the future will probably highlight the fact that today
We learn by doing things and discussing in groups and teams What’s your opinion?
B: You’re SO right And add to that the fact that now lots of schools have their students working
on computers and doing research in class and at home – it’s a really big change.
A: Right – kids from fi ve years old are using
computers in class – it’s amazing! They even start learning programming very early on So good for their future education.
B: I couldn’t agree more Ways of educating are changing very quickly at the moment There’s a lot
of research into how we learn and that’s changing everything.
A: That’s a really good point, and it leads us on to this prompt ‘scientifi c progress’ I guess people in
the future are going to remember us for all the advances in techn ology, don’t you agree?
B: That’s true, but on the other hand I don’t think techn ology is going to stop advancing in the
future Everything will continue to get faster, smaller, easier to use …
A: Yes, I didn’t mean that progress will stop in the
future – just that we’ll be remembered for when it
fi rst started to really speed up, and for being the
fi rst digital experts.
119
relationships I can’t believe that this problem has just been allowed to get worse and worse! Have you got any thoughts about that?
2
I start off by underlining bits of the task that I must remember to include Then I make some notes and group them into paragraphs I fi nd this really helps me structure my answer.
3
I think the more time you spend planning the better, and I always try to read it through again aft erwards adjective here or there.
4
I make a couple of notes, not many really, just a guide sort of thing Then I write it up I must admit I don’t read it again I’ve tried, but it usually seems OK to me,
so now I don’t bother Your fi rst thoughts are usually correct I fi nd.
2.1
Hi, my name’s Lisa and I’m here today to tell you my story of turning failure into success As you’re getting ready to graduate, you’re probably all thinking about your future in some way So, I’d like to ask you a question: what does success sound like to you? I bet you could all visualise success – fancy cars, designer clothes, an offi ce door with your name on a gold plaque, but, to me, it’s the public recognition that comes with sporting achievement The sound of the crowd chanting my name resonated in my head when
so exhausted that I felt I couldn’t go on For years, all day, when I was in the fi nal stages of making the junior Olympics team, I took a hard fall during a training match and tore a ligament in my knee so severely that
it ended my dreams of being a professional athlete
optimistic even though I was devastated.
breaks, it has still been a long process and it’s my self-belief that’s been vital in helping get me here I still face challenges and adversity every day But, you know what? When I was fi ft een I thought the worst
I haven’t played hockey for twenty years, yet I still think I’m doing pretty well as the fi rst female CEO of solutions are trusted around the world – for me I’d say it’s an honour Failure happens to everyone, it’s a part
of life I know that some of the things I’ve said today sound like clichés, but the message I want you to take need setbacks to give us needthe strength to achieve what we really want.
Now, I’d like to hear from you – how many of you here
to use that experience to build yourself back up?
3.1
I know that I shouldn’t knock charities or charity workers as they do such valuable work, but I do sometimes feel that they are a bit behind in the way that they go about their work It seems to be a sector which hasn’t really evolved as fast as it could have done over the past few years I think it’s about time that they upped their game in terms of using more entrepreneurial ideas and much more creative ways of centres is sadly out of date But if you want to hear about some real blue-sky thinking, then look no further than the Blue Cross They have started this zany idea
of using dogs as a way to help boost donations The dogs wear specially-designed jackets with credit-card dig in their pockets for change The dogs come from a guide-dog centre and so they are already trained and ready to work.
I’d read about something similar recently, but this was
by far the more impressive idea Organisations such
as Blue Cross are changing the way we think about charities, and the faster this happens the more money they will be able to raise.
I think that this is a really cool way of tapping into the latest techn ology and at the same time making
it easier for people to give money People usually want to give money to charity, even if it’s a token gesture If people have to look for spare coins when they are asked to give money, it can put them off Not everybody carries cash on them, runners and joggers probably don’t Aft er all, cash is becoming a thing of the past.
cook in bulk, the costs are much lower than the equivalent meal for, say, a family of four All we ask for was enough to cover the cost of ingredients
Most people want to make a contribution, too At one point, the demand got so high that we had
to go to the council for fi nancial help so that we could get proper catering equipment and expand the kitchen at the community centre And that’s
to keep the project going – funding from investors running costs, like ingredients.
I: Could you give us a bit of insight into your job as a community outreach worker, Jason?
J: Of course Essentially, I liaise between local
government and the local community, to deliver educational programmes and help both sides understand each other better Having a positive impact on people’s lives and empowering them to demand the services that they need is seeing it come to life is defi nitely the best part of
my job.
I: How long have you been involved in the project?
J: Well the Community Kitchen project has been
running for just under a year – we’re actually in celebrate its one-year anniversary, but the local months In addition to meeting a basic need in meals, as its expanded we’ve been able to get young people involved as volunteers, which is vital
to the development of the community Not only does this engage them in the community, but also equips them in skills such as team work as well as more practical qualifi cations in food hygiene – all
of these help them become more employable I get
a great sense of pride in seeing the achievements that the young people we work with make.
I: How do you both feel about the future of the project?
J: One of the fantastic things about this project is
its sustainability Really, I think that this is the key
to its current and future success It generates enough income to cover its expenses Now that into a functioning catering kitchen that meets regulations standards, we’re planning on carrying out a series of workshops on healthy eating for children in the area, as part of the government’s commitment to reducing childhood obesity.
C: I agree – we are able to buy ingredients from the
started making a small profi t, too We are saving that money to use in the future to purchase larger items Personally, I’d like to expand into home 120
READING AND USE OF ENGLISH
Part 1
For questions 1–8, read the text and decide which answer (A, B, C or D) best fits each gap There is an example at the beginning (0).
How unique is your body?
With the increase in identity 0theft , experts are looking for ways to replace passwords, which are essentially fallible as they rely on people 1 numbers to memory Biometric identification has so far been a(n) 2 success with banks Biometrics measures the 3 of a person through voice and fingerprint recognition It is not entirely infallible, but it has 4 the respect of scientists There are, however, some body parts which may be more reliable than fingerprints Whilst two people may well be the 5 image of each other, in reality they are quite different 6 twins may appear to be the same, and you may think that they are 7 from each other, but in fact this is just not true Our distinctive body parts include our ears, eye movements, the shape of our skulls and our nails So, in terms of originality, our bodies really do have the 8 word!
0 A fraud B theft C robbery D copying
1 A remembering B committing C putting D sticking
2 A burning B stunning C resounding D endearing
3 A difference B individuality C peculiarity D profile
4 A earned B collected C received D acquired
5 A spitting B cutting C double D duplicate
6 A Alike B Similar C Equal D Identical
7 A indistinguishable B unequal C indifferent D unalike
8 A last B ultimate C definitive D end
Part 2
For questions 9–16, read the text and and complete the gaps with one word only There is an example at the beginning (0).
The benefits of a good cry
The act 0 of crying usually involves the shedding of tears and a change in our facial expressions, similar 9 that of laughing Our breathing is shorter and the shallower our breathing the
10 we gulp for breath Tears can be provoked 11 a whole variety of reasons and the cause is most commonly due to sadness, but 12 always so Our reasons for a good weep could be for a whole host of reasons Having said 13 , the most common reason for crying is grief Crying can
be seen as a cry for help, in 14 to draw attention to ourselves as babies do; a way of communicating when words fail us; or it could be as a way of relieving stress or anxiety Most people claim to feel better after a good cry and some studies claim that crying at a film can 15 a genuine mood booster So, don’t be embarrassed by your tears, let 16 flow.
Practice Test
For questions 17–24, read the text Use the word given in capitals at the end of some of the lines
to form a word that fits in the gap in the same line There is an example at the beginning (0).
The mother of all demonstrations
In today’s 0 competitive work of job hunting, remember that the COMPETE
17 alone on your CV may not be enough to impress in a job interview QUALIFY Managers and employers nowadays are 18 interested in your interpersonal INCREASE skills or your soft skills So, let me 19 you as to what employers are looking for LIGHT Essentially, they are looking for a CV which contains more than just academic 20 ; ACHIEVE one that includes voluntary work or something involving teamwork and initiative Be
21 and prepare for the interview, and think of examples of how you CONSCIENCE have developed or are developing soft skills An 22 to demonstrate ABLE interpersonal skills both on the CV and in the interview room can result in a poor interview and evidently no job offer, so do not 23 their importance A candidate ESTIMATE who doesn’t demonstrate effective communications skills in the first interview may well not be invited for a second interview So, let this be a 24 tale for those CAUTION
of you preparing for interviews.
25 You are not to speak during the exam.
NO Under you speak during the exam.
26 I thought that you had been given the job.
UNDER
I was that you had been given the job.
27 According to recent reports, our general health is better than last year.
REPORTED Our general health than last year.
28 ‘I will give you extra homework if you are not quiet,’ the teacher said.
THREATENED The teacher extra homework if they were not quiet.
29 We have agreed to try harder in class.
WILL
It has try harder in class.
30 It’s possible that Tom didn’t turn off the computer MIGHT
Practice Test
Extend sections
give practice of additional ‘Extend vocabulary’ items from the back
of the Student’s Book
Recorded audio
of main reading texts for a more inclusive learning environment
Use of English sections every three units
give students realistic Use of English practice,
focusing on key language taught to date
Unit 10 takes
the format of
Exam tasks are fl agged
Writing and Speaking pages focus on subskills,
analysis and useful language, and include an optional productive task in every unit
Unit check pages at end of each unit
help students check they understand the core language from the unit
Vocabulary from the text
tasks help students expand their range even further
Trang 12What do teachers need to consider?
taking the exam?
Teachers should make sure that students who are not taking
the exam are still engaged with the work done in class and
feel they can benefi t from the specifi c practice that exam
students need This means explaining clearly exactly what is
being tested in exam tasks and how these skills also benefi t
students outside the classroom Cambridge exams test
skills that are transferable to the real world, and this should
be explained to students Once an exam task has been
completed, it could be followed by general discussion on
the topic or extended vocabulary practice so that non-exam
students feel the benefi t
general English classes?
• Exam classes oft en place more emphasis on reading,
writing and grammar General courses oft en include more
speaking activities and general listening tasks that aim to
develop communicative skills and fl uency
• An exam course is fi xed, with an exam syllabus that must
be completed This means the teacher may feel there’s
little time to do many extension activities from the
Student’s Book that are either optional or not in exam
format, even though these are clearly useful When doing
these activities, it’s important that teachers explain their
value clearly to the students so that they understand how
they relate to the exam
• Exam students may not be interested in learning English
for its own sake – they may simply want to pass the exam
This means they may be keen to do exam practice but
may not see the value of spending time on communicative
or fl uency activities Non-exam students, on the other
hand, will want to do fl uency work that improves their
communicative ability
• Students may feel under pressure to succeed This could
come from parents, teachers or from the students
themselves, and leads to a feeling of frustration if they’re
not doing well
• There can be problems if students are not at the level
of the exam they’re studying for Students can become
demotivated, and teachers can feel frustrated
• There is a very clear end goal which creates a shared
bond among exam students It also means that non-exam
students can see a progression through the course, and gain
a sense of progress and achievement in their overall ability
a course?
It’s vital that teachers know about the exam before they
start the course, so they can make crucial decisions about
how much time to spend on the diff erent aspects of the
exam, when to start exam practice and so on They also
need to know the balance of exam and non-exam students
Teachers should fi nd out about student’s priorities and how many students intend to take the exam They should then
fi nd out about individual student’s respective strengths and weaknesses in order to focus as much time as possible on those areas students have trouble with Information they need includes:
a) The format and content of the exam
• How many papers are there, and what skills does each one test?
• How many diff erent parts are there in each paper? Are they all compulsory or is there a choice?
• What is the grammar syllabus for the exam?
• How are the skills tested – multiple choice questions, gap-fi ll … ? What techniques are required for dealing with each one?
b) The practicalities of taking the exam
• How much time is allowed for each part of the exam?
How should students balance their time?
• Where do students write their answers? Is there transfer time?
c) Marking the exam
• What is the weighting of diff erent papers?
• How many marks are there for each question?
• What are the assessment criteria for each part where there is no ‘right ‘ answer, especially when testing the productive skills of writing and speaking?
d) What happens aft er the exam?
• How are the results presented? Do students receive feedback? Are the grades linked to the CEFR? What level are they linked to?
• What can your students do with the qualifi cation? Is it recognised internationally?
• What is the next exam that your students should progress to?
Teaching for an exam is very rewarding, but it is also challenging A good exam teacher:
• knows and understands the exam well, including the testing focus of each part and what techniques students need to deal with each one
• understands how to achieve a balance between developing skills and doing exam practice in lessons so as to engage all students in the work
• enjoys teaching towards a goal
• manages their own and their students’ time eff ectively and effi ciently
• listens to students’ concerns and worries
• gives honest and direct feedback on students’ performance
• motivates students and fosters confi dence and independent learning
HOW TO TEACH FOR EXAMS
CLASSROOM TEACHING IDEAS
Trang 135 How important is balancing teaching and testing?
Students enrolled on an exam course will expect to go
through a lot of practice tests and exam practice However,
if this is all you do you will produce excellent test takers but
poor language users! You may also risk losing the interest
of non-exam students When time is restricted you need to
make the most of the time you choose to teach, and the time
you need to be testing This balance is diff erent with every
class
• A class below the level
The priority is teaching Students may lack both test taking
skills and language knowledge, so you need to identify their
needs and try to fi ll in the gaps Testing too oft en might
de-motivate them, although you may want to set progress
tests for your own assessment of what they need to study
more Make sure that they have realistic aims and that they
maintain a sense of progress You may decide not to mark
their work using exam criteria, but to mark constructively
which will also benefi t non-exam students
• A class at the level
Students have the basic test-taking and language skills,
but they need to consolidate and review these as well as
extend the range of structures and language they can use
productively Regular testing can give these students a
sense of progress However, you need to consider how you
mark their work in order to provide positive feedback and
foster improvement, possibly by not marking to the level of
the exam too early
• A class above the level
The emphasis is on enabling students to achieve the
highest mark they can Their language and test-taking skills
should be good, and the problem may be to keep them
motivated Challenge them by setting them tasks above
the level of the exam, and involve them in understanding
what they have to do to get a higher than average mark
in the exam They should be aiming high, extending their
range of language and not settling for ‘good enough’
Encouraging a collaborative approach to developing exam
skills will improve students’ confi dence, enable them to
help each other and make each task seem more familiar
and achievable By involving students in understanding
what exam tasks involve, teachers can foster confi dence
and facilitate success It is really crucial that students feel
comfortable with the tasks, and that there are no surprises
when they enter the exam room
How does Gold Experience second
edition help with exam teaching?
Gold Experience works in a graded and supportive way, and
provides a number of resources that help to develop the
technical skills students need to deal with exam tasks, while also
improving and extending their general language skills The course
is benefi cial for both exam and non-exam students, and provides
supportive and extended practice in real-life skills The topics are
engaging and give students the opportunity to read about and
discuss interesting and relevant topics
Development of language
Exam tasks require students to demonstrate a range of language
at the appropriate level Gold Experience has grammar and vocabulary sections that develop this range in topic related units, which makes it easy for students to apply them to exam tasks and
to the real world
Focus on the process as well as the goal
Learners are helped to understand not just the point of what they are doing but also how to be successful Understanding the point
of each task type, and the process they need to follow in order to complete it, enables student to reach the overall goal
Graded exam tasks
Exam tasks are introduced to students early in the course, but in
a graded way This may mean that a task has fewer questions or
a simpler text, or that it tests a more limited range of structures
This helps them to understand the exam task, and therefore deal with it more eff ectively.
Developing confi dence with exam tasks
The clear learning goals for each skill established at the start of each unit, plus the frequent models throughout the book for the productive skills, show students what they need to do in each task and how to do it
Students are oft en nervous about certain parts of the exam, such
as the speaking and listening papers There are oft en specifi c reasons for this:
• Speaking – students may be embarrassed about speaking in front of an examiner, or may be nervous so that their mind goes blank and they say too little
• Listening – students oft en feel that they are not in control as they can’t stop the tape to play it again, and this can cause them to panic if they are unsure of an answer
Gold Experience provides plenty of practice in these two skills, and clear advice on how to deal with the problems students fi nd with them In this way students develop confi dence
Regular exam tips
There are exam tips in every unit which deal with specifi c exam tasks The tips focus on aspects of the task that will help students deal with it eff ectively These oft en precede practice in that particular task, so that students can see the tip in action These tips build throughout the Students’ Book and help students to understand exactly what is being tested, what to look out for, and develop a bank of appropriate exam techniques that they can refer to As they work through the Students’ Book and become familiar with the tips the tasks will become easier
Focus on the process of writing
To help students identify good practice in writing tasks, lessons in the Students’ Book provide model answers There are also tasks that encourage students to analyse the model answers which gives them greater understanding of how to complete the tasks themselves These analytical tasks focus on the approach, content and language required by the diff erent writing genres There is a task at the end of each writing section which mirrors the model
so that students can practise writing an answer themselves
There is also an Improve it section which guides students and
helps them review and improve their work In these sections, students are encouraged to work together to review and analyse each other’s writing tasks, and to cooperate in understanding where improvement is required There is a Writing fi le with
Trang 14Throughout the Student’s Book there are discussion questions
that encourage students to talk about ideas related to topics they
have been reading or writing about This is particularly beneficial
for non-exam students In sections specifically devoted to exam
tasks, there are model answers for students to analyse These
answers give clear models for long turns and give examples of the
best ways to interact with a partner
Explanatory answer keys
There are clear keys provided for the exam tasks In the reading
and listening tasks the lines where the answers can be found are
quoted In the Use of English tasks there are explanations for
the answers
Practice test
As well as working through regular unit tests, students complete
the course by doing a full exam practice test in the Workbook,
which they can check against the answer key
Resources for self-study
There are a number of resources which provide opportunities for
self-study, and also give supplementary information and further
practice These can be used in class or at home They include:
• A Wordlist at the end of each unit in the Student’s Book
• An Extended Vocabulary section at the back of the Student’s
Book
• A Speaking file section in the back of the Student’s Book
• A Writing file section in the back of the Student’s Book
• A Grammar file section in the back of the Student’s Book
• A full practice test in the Workbook
• An Exam Practice booklet
• Audioscripts for the listening tasks
• The Workbook
• Online practice activities
Extra activities
Here are five activities that might help your students with their
studies for exams
If students feel comfortable with the practicalities of taking
the Speaking test they only have to think about the language
they need, and an activity like this will help them relax
1 Put students into pairs (A and B) Give out the appropriate
3 Listen carefully to the instructions Ask the examiner
if you aren’t sure
Student B
repeat if you aren’t sure
them
Ask students to work in pairs and write down as many exam tips as they can remember Discuss which tips they have found most useful, and why You could do this regularly through the course so that students become very familiar with them
The writing tasks are marked under criteria which include organisation, style, language and content Share these criteria with students early in the course and explain what they mean Give examples from the models in the Writing file
Ask students to check their own work against these criteria before they hand anything in This will develop good habits
as well as foster understanding of what the tasks require Use them yourself when you mark students’ written work
Ask students to share things that they find easy, and anything they have found helpful when they do exam tasks This will also boost their confidence as they realise how much they do actually know, and will give both exam students and non-exam students a lift!
Write the incomplete sentences about doing exam tasks on the board Students should complete them for themselves
Then discuss their answers with the whole class This activity will also help non-exam students to see the value of exam practice for them
tasks
3 I like/don’t like doing speaking activities in class
Trang 15What is it and why is it important?
The fl ipped classroom is an approach where classroom instruction
is given to students at home via a video, and application usually
given for homework is completed in class with the teacher’s
support
Teachers began fl ipping their classrooms in subjects such as
science when they became frustrated that many of their lessons
were taken up with giving students information Students who
struggled to complete their homework without the teacher there
to support them were unable to master the topic
The teachers exploited new technologies by creating short videos
that provided classroom instruction Students watched these
in their own time before a lesson and then class time was spent
on applying that information with the teacher there to support
them The teacher could diff erentiate tasks for diff erent learners
to ensure that everyone was challenged and supported at an
appropriate level
In language learning terms, fl ipping the classroom means
students listening to or reading information about language
at home before a lesson, leaving more time for practice of that
language in the classroom Alternatively, it could be information
about an exam technique or how to write an informal letter
Lessons then provide more opportunities for practice of language
and skills development with the teacher there to support, correct
and challenge the students as they complete tasks Students can
work on the same tasks, or work in groups on diff erent tasks to
ensure they work at a level suitable for them
The fl ipped classroom is still a fairly new approach and so research
on its effi cacy is ongoing Anecdotally, teachers who fl ip their
classrooms believe that the approach allows students to become
more independent in their learning They learn how to learn
Rather than receive information in the classroom, they have to
take more control and ensure they learn it outside the classroom,
watching the video or re-reading written material several times if
necessary In class, they have time to ask the teacher questions if
they still don’t understand and choose when they need support
This autonomy motivates students and results in a higher level of
engagement according to teachers In terms of language learning,
students can gain more practice time and receive more feedback
from the teacher on performance
Current best practices and methods
The following are the typical stages of a lesson when fl ipping the
classroom
Teachers can provide instruction through video or written
material These can be created by the teacher or sourced
from an alternative source, e.g their coursebook or online
If teachers make videos, they are usually fi ve to ten minutes
long and comprise the teacher recording themselves
with their device, standing at the board and explaining
the language Alternatively, a video can be made using
screencasting soft ware which allows voice recording
over slides
In the previous lesson, the teacher sets the classroom instruction task as homework, usually with an accompanying activity to check understanding Students do the tasks
at home The task that checks understanding might be completed online as this allows the teacher to check understanding before the lesson and make adjustments
to their lesson plan if students have found the language particularly easy or diffi cult Alternatively students may bring the completed task on paper to discuss at the beginning of the lesson
In the lesson, the teacher begins by checking students’
understanding of the content of the video It could be through checking answers to the homework task, oral questioning or a quick paired quiz Students are given the opportunity to ask questions
Students are then given several practice tasks to complete for the rest of the lesson while the teacher monitors and off ers support This practice might be individual at fi rst as they complete written exercises It can then be communicative
as students work in pairs or groups to complete oral tasks
Fast fi nishers can move onto new tasks so that they are challenged Weaker students can receive extra support such
as prompts
Finally, at the end of the lesson, students refl ect on what they have learnt to help them identify progress and areas where they still need to improve These refl ections allow students
to gain a greater understanding of their strengths and weaknesses, and encourage them to set achievable learning goals for future lessons
Effi cacy
Keeping track of learner progress is one way of fi nding out whether fl ipping the classroom is eff ective or not This can be through progress tests – or speaking and writing tasks – to assess whether students are improving their use of language It can also
be through self-refl ection For example, you could ask students
to feed back using questions such as the following, off ering a ranking of 1–5 (1 = not at all, 5 = very/defi nitely) This can be via a questionnaire or orally in class
• How useful are the materials you do at home in learning new language?
• How easy is this material to work with?
• How helpful is the extra time for practice in class?
• How helpful is the teacher’s support when doing tasks?
• How much do you prefer this approach?
• Are you making more progress using this approach?
HOW TO FLIP THE CLASSROOM
Trang 16edition help me with that?
Gold Experience provides the following resources that will help
you to flip your classroom Teacher's Online Resources include:
Grammar presentations
The Powerpoint presentation slides contain step-by-step
walkthroughs of the grammar points taught in each lesson These
can be used by the teacher in class, when explaining language,
but they can also be emailed or printed out for students to read
at home when flipping the classroom The slides contain detailed
information about the meaning, function and form of the
target language with examples There is a final task that checks
students’ understanding
Workbook support
The workbook contains exercises on the grammar points
taught in each unit These can be used as homework prior to
the Grammar lesson in order to check what learners already
know With students at this level, the grammar is unlikely to be
completely new to them and so a test, teach, test approach can
be used
Alternatively, the workbook exercises can be completed in class
to provide as much practice as possible while the teacher is
available to offer support and clarify any confusing aspects of
the language
Teacher’s Book support
In the Teacher’s Book, prior to a Grammar lesson, there are notes
for the teacher on what materials are available when flipping
the classroom
extra: mixed ability
This activity is suitable to extend stronger classes Read out the following pair of sentences twice or write on the board:
1 I’ll wait for you at the bus stop.
2 I’ll be waiting for you at the bus stop.
Tell students that the meaning is similar but not identical
Read the sentences one more time Students discuss the difference in meaning in pairs then elicit some ideas.
(Suggested answer: In 1, the future simple indicated that the speaker is making the decision now, whereas in 2, use
of the future continuous implies that this is part of an original plan or normal sequence of events.) Repeat with the following sentence pairs.
1 We’re to arrive at 9.30 and to check in with security before going to the conference room.
2 We arrive at 9.30, check in with security, and go to the conference room.
(In sentence 1, the use of the verb be + infinitive shows
they’ve been officially requested to carry out a sequence
of actions, whereas in 2, the present simple tells us that the details are on a schedule.)
1 We’ll grab something to eat after the cinema The film will have finished by six.
2 We’ll grab something to eat after the cinema The film finishes at six.
(In sentence 1, the film will end sometime before six, whereas in 2, the use of the present simple means that the published end time of the film is exactly six.)
1 We’re going to have a meeting next week.
2 We’re having a meeting next week.
(In sentence 1, the use of going to implies that there is
a meeting planned/desired for next week, but with no confirmed time as yet, whereas in 2, the use of present continuous means that there is a confirmed time for the meeting/the meeting is definite.)
1 They’re about to leave.
2 They’re leaving in ten minutes.
(In sentence 1, they are on the point of leaving/will leave
at any moment, whereas in 2, they’ve arranged to leave at
a point and that point is in ten minutes.)
3 5.1 Ask students to read the survey questions 1–4
Play the recording while students take notes Students compare their answers in pairs.
1 A: a pair of trainers for partner, jewellery for mother,
B: donated to charity/passed on to friends
4 A: Apple products, new phone, production equipment,
new clothes
B: stuff for house, white goods, food
GRAMMAR SB p66
To start
If you haven’t already asked students to do so in preparation
for class, refer students to the ways of talking about the
future section in the Grammar file on page 150 and read
through it with students, asking questions to check they
understand the main points Ask students to complete Ex 1
on page 151 in class and go through the answers Set Exs 2–3
for homework or for fast finishers to complete in the class.
1 Go through the PowerPoint Grammar Presentation
Students complete the example sentences in the
explore grammar box, then compare in pairs (Do not
worry about the future in the past section yet.)
2 Students match the descriptions 1–7 with the sentences
A–G Go through the answers as a class.
1 B 2 D 3 E 4 A 5 C (or F) 6 F (or C) 7 G
watch out for
Some future time expressions are followed by the
present simple, e.g Let’s see how many things we can sell
before the market closes; I’m not going to buy anything
else until I get rid of some of my old stuff.
Here are some tips to help you to flip your classroom effectively:
Tip 1: If you create your own videos, personalise them
Just as we would try to personalise language in class when we clarify it for students, try to personalise it in videos too For example, give a short anecdote about yourself using the target language You can then use sentences from that anecdote to explain how the language is used, formed and pronounced
Tip 2: Motivate students to want to complete the homework
It’s important that students complete the homework because if they don’t, they’ll find it difficult to complete the practice tasks
in class Pose a question and elicit answers but don’t give the correct answer Tell students that they have to do the homework task to find out For example, before a lesson on comparatives, write the following sentence on the board:
The better/more/most I practise, the better I get
Ask students to choose the correct option and say why
If you make your own videos, engage students by teasing the context so that they want to know more and have to watch the video to find it out Let’s imagine that you tell a short anecdote
in the video using the target language before explaining it
You could show a photo that represents the anecdote or tell the beginning of an anecdote but not the end Elicit what the anecdote is but don’t tell the students the correct answer They
do their homework to find out
Tip 3: What to do when students don’t do the homework
If possible, arrange for students who haven’t done their homework to go to the back of the class and do it while the other students start to practise using it Make technology available there if the homework is a video Once students get into the habit
of a flipped classroom, they tend to do the homework but even the best students sometimes forget or are unable to
Tip 4: What to do when students don’t have the technology
Try to arrange for all students to have access to any online material they need do the homework after school or before school if not everyone in the class has a device or internet access
at home Alternatively, create study pairs or groups where at least one student has a device and can watch the video with someone who does not
Tip 5: Help learners to become more independent in their learning
As discussed in the section Independent learning, students often
need to be trained to work independently To help them do this, make learning goals clear so they know why they are doing the homework before the language lessons and how it will help them
At the end of the lesson, encourage students to reflect on their performance in the lesson so they can identify progress and recognise strengths and weaknesses This can help them to set personalised learning goals and progress more quickly
17
www.frenglish.ru
Trang 17What is it and why is it important?
Independent learning is 'a process, a method and a philosophy of
education whereby a learner acquires knowledge by his or her own
eff orts and develops the ability for enquiry and critical evaluation'
(Philip Candy, 1991) In a language learning context, independent
learners are those who are able to recognise their learning
needs, locate relevant information about language and develop
relevant language skills on their own or with other learners The
responsibility for learning is no longer with the teacher but with
the learner, who is more actively involved in decision-making
Reviews of both literature and research suggest that independent
learning can result in the following:
• Increased recognition of strengths, weaknesses and progress
• Increased levels of confi dence
• Increased motivation
• Better management of learning
• Improved performance
It therefore appears that being an independent learner can be
extremely benefi cial for students, both at school and beyond
Learning is, of course, lifelong
All of us can identify students in our classes who are already quite
independent They have a good understanding of what they are
doing in their lessons and why, what their needs are and how
to meet those needs They build on what they learn in class by
working independently outside the classroom and are able to
achieve appropriate goals However, many students lack the skills
they need to be able to do this and need the opportunity to learn
them with the support and encouragement of their teacher These
skills include cognitive skills (i.e thinking skills), meta-cognitive skills
(i.e an ability to describe how they learn) and aff ective skills (i.e
management of their feelings) (Meyer et al, 2008)
Current best practices and methods
To help students become more independent, teachers can
support them in a number of ways
Make intended learning goals clear to learners
Sharing intended learning goals with a class helps students to see
what they are trying to achieve and then later assess whether they
have achieved it Sharing goals can be done at the beginning of a
lesson or series of lessons, or as a lesson progresses They can be
given by the teacher or, if mid-lesson, elicited from the students
Note that they are described as intended learning goals This
is because teachers cannot fully determine what students will
actually learn in a lesson However, an intended learning goal can
help students to understand what their desired goals should be
when working towards an advanced level of English
Help learners to personalise learning goals
This does not mean that every learner will be working on a
diff erent goal in each lesson but instead that they are given the
opportunity to set goals relevant to their own needs before
working outside the classroom or when doing tasks in the
classroom For example, before completing an exam task in a
speaking lesson, students could set their own goal in relation to
an area of weakness e.g In this task, my goal is to speak more
Focus on the process as well as the goal
Learners understand not just what their learning goal is but also how to achieve it Understanding what success looks like and the process they need to follow in order to be successful will provide them with a greater ability to achieve the goal
Provide opportunities for refl ection on learning
Self- and peer assessment of performance, as well as refl ection
on whether learning goals have been met, all help students to become more aware of their strengths, weaknesses and progress
Recognition of progress helps to build confi dence and motivation
Opportunities for assessment and refl ection need not take too much time Just two minutes aft er a task or at the end of a lesson
answering the question ‘What can you do better now that you
couldn’t at the start of the task/lesson?’ can give students time to
develop important meta-cognitive skills
Provide feedback on learning
'Feedback is one of the most powerful infl uences on learning and achievement' (Hattie & Timperley, 2007) and it is certainly something considered to be important in helping learners to develop the skills they need to become independent Feedback does not only have to come from the teacher though Peers can oft en provide useful feedback and suggestions when encouraged
to do so in a supportive and sensitive manner Hattie & Timperley suggest that for feedback to be eff ective, it must help learners to understand where they are now in their learning, where they are going and how to get there
Gradually transfer learning decisions to students
Students cannot become independent learners if all of their learning decisions are made for them Allowing students in a class the opportunity to make some decisions about how they learn gives them a greater level of autonomy Start with small decisions
at fi rst, for example asking students to decide whether to:
• do a task alone or in pairs;
• use a set of useful phrases for support or not in a speaking task;
• discuss questions about one topic or a diff erent topic
This devolvement of responsibility built up over time will help learners to become more independent
Of course, as with any approach or strategy that you introduce, it
is always benefi cial to receive some feedback from learners during and at the end of a course to fi nd out if they have been helpful
We could ask our students to rate the following according to how useful they have been (1 = not useful, 5 = very useful) or rank them according to which they have found the most useful (1 = most helpful)
• Clarity of learning goals
• Self-refl ection opportunities
• Ability to personalise learning goals
• Feedback on learning from the teacher
• Ability to make some decisions about the learning process
HOW TO ENCOURAGE INDEPENDENT
LEARNING
Trang 18How does Gold Experience second
edition help me with that?
Gold Experience provides a number of resources that will help you
to develop more independent learners
Clear learning goals and models for success
Learning goals for each skill are outlined at the beginning of
each unit in both the Student’s Book and Teacher’s Book These
describe what the student will be able or better able to do at the
Look at the picture and discuss the questions.
1 What kinds of things do you regularly
photograph or video?
2 Do you share the photos or videos you take?
How?
3 Do you think some people overshare their
is the save
button for
my memories.
READING
topic: memory and recall
skill: using content clues to
establish coherence
task: gapped text
GRAMMAR
review of past tenses
participle adjectives and
dependent prepositions
VOCABULARY
memory: verbs and collocations affixation
LISTENING
topic: using social media skill: understanding the main points
task: multiple matching
USE OF ENGLISH
open cloze word formation
SPEAKING
topic: learning about the past skill: collaborating in discussion task: collaborative task
WRITING
topic: biopics skill: writing persuasively task: review
SWITCH ON
video: life through film project: recording your life
7
An independent learning section
At the end of each unit is a dedicated section that helps students
to become more independent learners The tasks help students
to understand the benefi t of self-refl ection and encourage them
to give better feedback to peers They help students – and you
– to better understand themselves as learners They also prompt
a greater understanding of strengths and weaknesses which then
helps students to set realistic, useful, personalised goals
SWITCH ON
Frozen lands
1 How important is food to you? How important is it compared to: your
home, your interests, leisure activities, your education?
2 Are you vegetarian, vegan or meat eating? What are the pros and
cons of each eating choice?
people in such extreme cold?
1 What do the reindeers eat?
2 How do the Dolgan people keep their food fresh?
3 How do the small children avoid frostbite?
4 Why do they move their houses so oft en?
4 Work in pairs Discuss and fi nish the sentences
1 The Dolgan eat to live because …
2 In the West, we live to eat because …
5 In groups, discuss: what can we learn from the Dolgan culture?
Would it benefi t us to experience that way of life for a while?
INDEPENDENT LEARNING
Listening and speaking
1 What can you do to help yourself prepare for
the content of a recording?
2 Do you fi nd it easier to listen to shorter or
longer recordings?
3 Do you fi nd formal or informal content
more challenging? Why? How can you help yourself improve your listening skills to approach those challenges?
yourself of Listening tips Which ones do you
fi nd most useful? Write two tips to practise
1
2
3 Work in pairs Make a specifi c plan for how
to improve your skills in global listening and listening for detail, including what you will listen to and how you will work on each area
you feel most confi dent in, 7 = the one you feel you need to improve at the most)
collaborating in discussions making comparisons justifying choices/decisions speculating
structuring answers using appropriate language understanding paraphrases
to improve in your weaker areas
1 I would like to improve my speaking because
6 Work in groups Find out about other cultures with an integral
relationship with their animals
1 Research groups of people living in remote locations
2 Pick one and focus on how their relationship with their animals aff ects
their day-to-day lives: what they eat, where they live
3 Prepare a short presentation either on slides or on a poster
4 Present it to the class Each member of the group presents a diff erent
aspect (e.g food, location, work, animals)
5 Vote for the best presentation
116
M08 Gold XP C1 95056.indd 116 09/11/2017 13:14
A focus on process
To help students identify good practice in speaking and writing
tasks, lessons in the Student’s Book provide model answers There
are also tasks that encourage students to analyse those answers
and gain a better understanding of how to complete them
successfully Analysis focuses on approach, content and language
The Speaking fi le and Writing fi le give further tips on the process
and how to achieve success in speaking and writing exam tasks
Improve it sections in Writing lesson
In each Writing lesson, the Improve it section helps students
to review work and make improvements Scaff olded tasks help
students to develop the skills they need to do this eff ectively
Project work
In each unit students can work on a project in groups These
projects help the students to develop creative skills, to make
decisions about the learning process and how they complete
that project
Resources for self-study
There are a number of resources to help learners to achieve their goals These can be used in class if the teacher wants to allocate part of a lesson to self-study or they can be used at home They include:
• A Wordlist at the end of each unit in the Student’s Book
• An Extended Vocabulary section at the back of the Student’s Book
• Speaking, Writing and Grammar fi le sections at the back of the Student’s Book
• The Workbook
• MyEnglishLab/Online World activities
• Flipped classroom tasks in the Teacher’s Book
To take it further …
Try these activities to help your students become independent learners
Write the intended learning goal of the lesson on the board
(e.g understand implied meanings in an academic article)
and draw a confi dence scale like the one below Ask students
to note down the number that refl ects how confi dent they are that they can achieve that goal now Monitor and assess the confi dence levels of the class At the end of the lesson, ask students to assess their confi dence levels again, writing the new number next to the old one Again, monitor confi dence levels In some cases they might go down! Finally, ask students to work in pairs and discuss how they can gain further confi dence
1 2 3 4 5
Before students complete a writing task, ask them to identify
a personal learning goal, e.g I’d like to write an essay that is
structured eff ectively Encourage them to look back at your
feedback on previous written work to help them identify this Tell them to write this goal at the top of their work when they submit it and that you will provide feedback specifi cally on that goal when you mark it
Ask students to use their mobile phone to record themselves completing a speaking task so they can listen back and compare their performance to a model answer Recording apps are usually free to download or are pre-loaded onto a smartphone
When marking a student's work, provide one comment under each of these headings to help learners identify where they are in their learning now, where they need to go next and how to get there, as well as recognise that they have made progress to boost students’ confi dence
A key strength
An area of progress
An area to work on How you can work on it
Trang 19Below is the project task from Unit 1.
Life through fi lm
1 What are some of your favourite memories from childhood?
2 How would you feel if these moments were broadcast on television
as you were growing up?
3 Is it ethical for this to be done without your consent?
the scenes that have been chosen to represent their lives?
1 How might Nick and Suzy have edited the programme diff erently
themselves?
2 How do you and your friends edit, post and share your lives online?
Why do you do it in this way?
3 Would you want to be part of a similar television series?
INDEPENDENT LEARNING
Self-assessment
1 Why do you think self-assessment can be
valuable? How can it help your learning?
2 What is the focus of self-assessment?
You can tick more than one option
reviewing what I have done well reviewing what I need to check again thinking about how I compare to
my classmates
discuss these questions
1 Which aspects of skills or language can you
assess by yourself?
2 What should you do aft er assessing your
learning?
3 What advice would you give to others about
how to approach self-assessment?
3 Complete the sentences
1 Self-assessment is important to me because
5 Work in pairs Plan a way to record your own life
1 Research diff erent ways people have done this (e.g a photo each
day/year, written journals, blogs, vlogs, posting on social media)
2 Choose one of these methods or create a new way of recording
your life
3 Plan your work, e.g What aspect of your life would you record?
How you would record it? How oft en?
How you would present it?
Who would your audience be, and why?
idea and include how you see your work growing over time
Students watch the video and complete the listening tasks
Students are put into groups and allocate one or two methods of recording lives to each member, e.g journal, blog, vlog, etc
Homework
Each student follows their plan and records an entry
Week 3
In class
Students share their entry with their group (and their teacher)
They discuss the benefi ts and drawbacks of the method they had chosen They try to solve any problems they have come across
They discuss their next entry, revising their original plan where necessary
They discuss how they might see their work develop over time
Groups prepare and present a short summary of their experience
to the class, outlining their method, how they used it and how successful or not it was
Homework
Students could be encouraged to continue to record their lives using their chosen method for the rest of the term and then share it with the whole class
HOW TO TEACH WITH PROJECTS
The benefi ts
Projects involve students working together to produce something
in English They can require students to research and present
information, create something or design something Students
might do two or all of these things For example, students
research a sub-culture in music, lifestyle, sport, etc and then
create the premise of a fi lm on that topic and design a poster to
advertise it
Projects in the English language classroom provide several
benefi ts:
Students work on an authentic task which requires them to
use English authentically Projects also oft en develop all four
skills: reading, writing, listening and speaking
Projects require learners to collaborate, enabling them to
develop skills such as the ability to cooperate, solve problems
and communicate
As project work involves students making decisions about
how to achieve their learning objective, they are able to
develop learner autonomy with support and guidance from
their teacher
Students can develop information literacy and media literacy
when doing research online, determining what information is
useful, biased, misinformed, etc They can also develop critical
thinking skills when analysing that information, evaluating it
and deciding how to use it
Many projects require learners to be creative in some way
Creativity, along with collaboration, communication and
critical thinking skills are considered to be key skills for
21st century learning
Project work can provide a break from lessons which have a
very specifi c language or skills focus In addition to that, all
of the other benefi ts mentioned here can make project work
motivating for students
It is important to note that while project work provides
many development opportunities, students are likely to need
support in exploiting those opportunities, such as advice
from their teacher on how to work independently or feedback
on their communication skills
How to extend Gold Experience
projects
At the end of each unit in Gold Experience, there is a Switch on
lesson which provides video input and listening tasks followed by
a project These can be completed in one lesson, or students can
work on them over a longer period of time, e.g one lesson a week
over a month plus homework By extending the project, students
can more fully benefi t from it
CLASSROOM TEACHING IDEAS
Trang 20How to exploit Readers
There are many ways that readers can be exploited in class Here are a few of those ideas:
• Students read and summarise a chapter for another student in the class
• Students note down useful vocabulary and teach it to another student
• Students write a social media feed from the perspective of one
of the characters in the book
• Students roleplay an interview with one of the characters in the book
• Students make predictions about what will happen as they read
• Students write the dialogue for and act out the scene from
a book
• Students write a review of the book
• Students write a comparison of the book and the fi lm
Selecting Readers
There are benefi ts and drawbacks to asking a class to read the same book and encouraging students to choose a book for themselves With the former, the class can participate more easily
in activities based on that book as everyone is reading the same thing The teacher can create wonderful lessons that encourage analysis, discussion and creation based on that book However, encouraging students to select a book of their choice may result
in more motivation to read that book, as not everyone in the class will have the same interests
Pearson readers can be found at https://readers.english.com/ On this page you can fi nd access to the catalogue of books as well as sample teaching resources which accompany readers
Level 6 books are those appropriate for C1 level learners
The Moonstone by Wilkie Collins is one of the fi rst and best
detective stories and may be appropriate for the core of the class
I Know Why the Caged Bird Sings by Maya Angelou is a story
about growing up as a young black girl in the segregated south of the USA It is likely to stretch those learners who are already at a solid C1 level
HOW TO TEACH WITH READERS
The benefi ts
Readers are books based on well-known stories which are
designed for language learners They allow learners to read at
a level appropriate for them, whether that is A1 or C1 Stories
include modern classics, contemporary fi ction, short stories and
plays Readers allow learners to read extensively, in contrast to the
intensive reading usually done in class There are questions which
help learners to check their comprehension as they read There is
also a wordlist and additional teacher support materials to help
teachers create interesting lessons based around readers Readers
come with or without an audio CD
There are many benefi ts to students using readers in the English
language classroom
Although readers are simplifi ed for diff erent levels of learners,
the stories remain authentic as they are based on existing
books or fi lms
No matter what their level, students can develop all four skills
Students predominantly develop reading skills but they can
also develop their listening skills through the use of the audio
CD They can develop speaking and writing skills through
classroom or homework tasks and activities
Students receive language input at a level appropriate to
them They consolidate their existing knowledge of language
by seeing it in action They can also develop their vocabularies
by seeing new language Extra practice materials in the books
can help students to notice new vocabulary
Students can be encouraged to make decisions about their
learning by selecting the book they want to read, deciding
when to read it, how oft en to read it, what kind of vocabulary
to note down, etc When reading takes place outside the
classroom learners develop independence
When readers have the right book, they are motivated to
spend time developing their language skills, whether that
is in or outside the classroom Learners can enjoy using
their English skills to experience another time and place,
or see the world from a diff erent perspective The sense of
accomplishment when fi nishing a book in English can help to
recognise their progress in English, as well as motivate them
to continue their studies
Trang 21READING
topic: memory and recall
skill: using content clues to
topic: using social media
skill: understanding the main points
task: multiple matching
USE OF ENGLISH
open clozeword formation
SPEAKING
topic: learning about the pastskill: collaborating in discussiontask: collaborative task
WRITING
topic: biopicsskill: writing persuasivelytask: review
SWITCH ON
video: life through fi lmproject: recording your life
Lead-in SB p7The lead-in page is an opportunity for you to see what students know about the topic of the unit, both conceptually and linguistically
Write the unit title Look ahead, look
back on the board Ask the class:
What do you associate with ‘looking back’?
Elicit some ideas, such as remembering things that have happened, learning from your mistakes, fi nding out about
history, etc Ask: What do you associate
with ‘looking ahead’? Elicit more ideas,
such as planning for the future, setting goals, or predicting what life might be like in the future
Focus students’ attention on the photo
and quotation on page 7 (My phone
is the save button for my memories)
Ask students to discuss in pairs whether the quote is true for them
Write My phone is … on the board,
and ask students to note down a few other ways they could complete the sentence that would be true for them
Ask students to share their ideas with their partner Ask a few students to share something their partner said
Organise pairs into small groups of three or four to discuss questions 1–3 on page 7 If it is appropriate
at your school, invite students with smartphones to show a few pictures they have taken recently and to talk about them with their group
Ask someone from each group to report back to the class
Circulate to listen during the discussion
to get to know the learners and what they already know This will help you
to identify students who may require extension and any students who may require extra encouragement and support
Point out that the unit summary
at the bottom of page 7 gives an overview of the unit For students focused on the exam, point out that Look ahead,
look back
Trang 223 Point out that it is a good strategy to start by reading an article quickly for gist (to understand the main points)
Give students a few minutes to read the article then elicit
why the documentary is called Memory Hackers.
The documentary is about how memories can be changed
or erased It says that the way the brain stores memories is analogous to a computer system A hacker is someone who breaks into a computer system to change or erase data
In the Cambridge exam no words, phrases or sentences in the texts for reading tasks are ever highlighted
Remind students that the gapped text task is Part 7 of the Reading and Use of English Paper Students will be given
an article with numbered gaps and a list of paragraphs
Students will need to select the best paragraph for each gap Ask a student to read the first sentence of the exam tip aloud Point out that content clues could include discourse markers, demonstratives or vocabulary Read the second part of the exam tip and give students time to find the clues/connections between the first paragraph of the article and paragraph G Elicit the answers Point out that the content clues have similar topics
clues: science fiction, memory manipulation
article again and decide which paragraphs (A–G) fit
in the gaps (1–6) Students compare their answers in pairs, explaining to each other the clues they used Go through the answers with the class, eliciting the clues for each one
1 G (according to recent research, the era of memory
manipulation is not very far off at all in paragraph i
and scientific breakthroughs in paragraph ii link with
sweeping advances in technology, neurochemistry and cognitive science in paragraph G)
2 D (where and how long-term memories are formed,
stored and recalled in paragraph ii links with It has always been thought that memory is a recording device in paragraph D)
3 A (The parallel would be more like bringing up a file on
the computer, modifying it slightly and then saving
it to the hard drive in paragraph iii links with This understanding has been crucial in paragraph A)
4 F (rodents that have been genetically modified for
this purpose, and manipulate them with lasers in
paragraph iv links with a mouse is put into a totally
new, barren environment in paragraph F)
5 C (was to focus on the people behind some of the
most provocative discoveries, both researchers and subjects in paragraph v links with Three people who feature in it are Jake Hausler Merel Kindt and Julia Shaw in paragraph C)
6 B (Merel, a professor from the University of
Amsterdam, succeeded in in paragraph vi links with What is perhaps more unnerving is London South Bank professor Julia Shaw’s study, in paragraph B;
she persuaded them that they had committed crimes
in the past in paragraph B links with Implanting false memories is clearly now possible in paragraph vii)
To start
Ask students to work in pairs to think of something good
that happened to them yesterday, a week ago, a year ago,
and ten years ago Ask a few students to share a memory
that is particularly vivid (or clear) with the class
Elicit some answers to the following questions: Why are
some memories clearer than others? Are your most recent
memories the most vivid? Have you watched any films or
TV programmes which focus on memory?
Tell students that the topic of this lesson is memory and
the aim of the lesson is to complete an exam-style gapped
text task
Power up
choose a memory for A–D Encourage weaker classes
to make a few notes and/or look up any necessary
vocabulary in a dictionary Put students into pairs to take
turns to share their memories Encourage fast finishers
to continue the conversation by asking their partner
questions about their memories Ask a few students to
share a memory with the class
Possible answers
1 A My earliest memory would probably be my first day at
school I was so proud to be able to write my name and
was very excited to play on the jungle gym
B My happiest memory? Well, maybe it would be my
tenth birthday I was allowed to have a party with ten
friends and we made a sort of disco in the living room
with coloured lights and loud music It’s funny to think
about it now, but at the time, I was in heaven
C One time, I got a huge fright when I was at home alone
and I heard a strange tapping noise on my window
I looked up and found myself face to face with a huge
man I was convinced he was a burglar As it turned out,
he was actually my neighbour’s brother who had got
the wrong address
D I guess the most exciting thing that has ever happened
to me was when I travelled abroad last summer to
visit my cousin in Scotland As well as having a great
time when I got over there, it was also my first time on
a plane
2 Students’ own answers.
for example: I always remember faces, but I find names
really difficult to recall, especially if I haven’t seen
someone for a while Ask students to discuss what they
find easy and difficult to remember with their partner
Then elicit some responses from the class
Ask students to read the quote Elicit a few ideas about
what it means
Possible answers
• I think this quote means that our brain couldn’t possibly
remember absolutely everything, so it has to select and
discard certain memories, making sure it doesn’t forget
anything too important
• My guess is that this quote is about how forgetting is
good for us If you can’t forget bad things that have
happened, it could hold you back from enjoying life
Trang 23extra: whole class
Ask students to write their own short post about the article Invite students to take turns to read their post to the class or post in a private class online space
If possible, set up a private online space for your class
to use throughout the course, for example, on Google Docs, a Facebook group or within your school’s online learning management system Set some expectations of appropriate online behaviour For example, discuss the importance of keeping comments positive Make sure you moderate your class online area regularly
If you have a large class, you could set up groups within the online area of about six to ten students for online discussion activities
Fun footer
Read through the fun footer with the class and ask them
to discuss it in pairs Then elicit any interesting points from the students
To fi nish
Ask students to close their books Tell them that they are going to do a memory quiz on the vocabulary in the article
Ask students to write the numbers 1–8 on a new piece of
paper Say: Number 1: can you remember the word in the
article which meant ‘a special area or fi eld’? Students should
write down the word realm Continue reading the remaining
meanings from Ex 5 Then elicit the answers
Ask and elicit answers to the following questions: Did you
fi nd it easy or diffi cult to remember the new vocabulary?
Do you have any system for recording new vocabulary?
If so, what?
Encourage students to adopt a system that works for them for recording new vocabulary, such as a vocabulary notebook, making lists on their smartphones, etc
In preparation for the Grammar lesson, consider using the technique of fl ipping the classroom by asking students
to complete Ex 1 of the Grammar lesson on page 10, then reading the Grammar fi le review of past tenses on page 142 or looking at the PowerPoint Grammar Presentation before class, allowing more time for discussion and questions during class
Extra Practice App
READING (Continued)
extra: fast fi nishers
Ask fast fi nishers to check their answers carefully and to
underline the clues they used to work out each answer
paragraph iii Elicit which of the meanings 1–8 it has
(3 imperfect) Students match the remaining words
and phrases
1 realm 2 current 3 fl awed 4 modifying 5 advent
6 facilitating 7 paving the way for 8 cutting-edge
extra: whole class
Write the following questions on the board Ask students
to complete the questions with one of the words in bold
from the article (they may need to change the form of the
word) Put students into pairs or small groups to discuss
re-reading the article as required If time allows, ask
students to swap partners to compare their summaries
Possible answers
1 People used to think there was a central memory bank
where memories were fi led away like a books in a library
It was also thought that memories were permanent
and unchangeable
2 Nowadays, we know that memories are stored in separate
areas of the brain, that they are not always accurate, and
that they can be altered
3 Forgetting bad things that have happened to us helps us
to get over the experiences and move on
Speak up
in pairs
Possible answer
I agree with Pushko3 that memory manipulation is quite
frightening What if these sorts of technologies were to fall
into the wrong hands? I’m sceptical of what BaileyBoy says
about it being a good application of science In my view,
there are far more important things that scientists could
be dedicating their time to, like trying to tackle diseases or
climate change
Trang 241 Could you help me with this homework? / I was wondering
if you could help me with this homework?
2 Did you want to tell me what’s wrong? / I was wondering
if you wanted to tell me what’s wrong?
3 I was hoping you might have enough time to come
shopping with me / Did you have enough time to come shopping with me?
4 I was thinking we might put our heads together to
brainstorm some ideas / My idea was that we could put our heads together to brainstorm some ideas
5 I was wondering if I could borrow ten pounds from you /
Could I (possibly) borrow ten pounds from you?
extra: fast finishers
Give fast finishers a few more questions to make more polite using the past Write the following on the board
6 Can you remind me what time the show starts?
7 Are you able to change the plan?
8 Do you want to come tomorrow?
interview with a woman talking about some of her memories Play the recording while students answer the questions Then elicit the answers
1 When she was younger, it was better.
2 She could remember all the details of their appearance.
3 She remembered a list of verbs (she has a
photographic memory)
their answers in pairs Go through the answers as a class
Point out that both alternatives are possible in 2 because
used to/would can often be used interchangeably,
although used to places more emphasis on something
which is no longer true now In 3, the continuous tense emphasises that the action was ongoing
1 used to 2 would/used to 3 ‘d been following/
’d followed 4 was watching 5 had been pouring
6 started 7 ordered 8 found 9 was actually staying
happened to Ethan Ask students to choose the correct forms Students compare their answers in pairs
1 would/used to check 2 faded 3 started 4 recorded
5 had never experienced 6 began
7 hadn’t been watching 8 hadn’t been drinking
9 had warned 10 arrived 11 used to start/started
12 was lying 13 woke up 14 had disturbed
recurring nightmare before writing their paragraph
Elicit and write on the board a list of narrative tenses for students to include: past simple, past perfect,
past perfect continuous, used to, would.
Possible answer
In his dream, he was lying in bed and he woke up because some noise had disturbed him When he looked up, he saw that his cat had transformed into a giant spider which was crawling up over his bedspread It climbed over his face
He tried to scream but no sound came out …
To start
Use the start of this lesson to assess students’ existing
knowledge of the target grammar point Write the following
on the board:
1 something you remember from the previous lesson
2 something you hadn’t heard of until recently
3 something you used to like but have changed your
mind about
4 something you hadn’t done before coming to the
lesson today
Put students into pairs to think of something in each
category Circulate, listening to their use of past forms,
and noting down any errors to spend more time on later
Ask a few students to share what they talked about
and give students time to read the review of past
tenses in the explore grammar box Ask students
to discuss in pairs why each bolded past form has
been used Focus students’ attention on each pair
of sentences, eliciting the reason for the past form in
each sentence Elicit the names for each form
(A: past simple, past continuous; B: past perfect,
past perfect continuous; C: used to/would).
Read through the section on creating distance
Point out that the past forms to indicate politeness are
widely used in the workplace and in social situations,
especially in Britain Point out the phrases I was
thinking, I was hoping and add that another common
one is I was wondering Point out that tone of voice is
also very important in conveying politeness in English
For more detailed notes on past forms, ask students
to read the Grammar file on page 142 for homework
and complete practice activities 1–3 on page 143
A took = completed period; was touching = focus on
experience/activity in progress
B action before the simple past of ‘remembered’
C emphasis on something true in the past but not now;
repetition of single action in the past; descriptive
watch out for
Would is only used for habits in the past, not states
We use used to to talk about states (or habits): A few
years ago, I used to belong to a film club (NOT A few years
ago, I would belong to a film club).
Would is often used after used to to avoid repetition:
I used to belong to a film club and we would watch a new
film every week.
with this? Elicit how it could be made more polite with the
past tense (Could you give me a hand … ?) Ask students
to rewrite the sentences to show politeness Elicit the
answers Ask students to practise asking the questions in
pairs Their partner can make up an answer
Trang 25VOCABULARY SB p11memory: verbs and collocations
To start
Tell students that the aim of this lesson is to revise and learn verbs and collocations (words that go together) related
to memory
Put students into groups of three and give them two minutes
to write down as many verbs or phrases related to memory as they can Elicit the words and write them on the board
Write these topics on the board: memorise song lyrics, remind
yourself what you have to do, remember birthdays and special events Ask students to discuss the best strategies they could
use to do these things Ask each group to report back with a couple of strategies, especially any unusual ideas
and then cover it or close their books Elicit any people that students can remember and what they looked like
Possible answers
• young man at the front with light brown hair and two
thumbs up
• tanned man with short hair, smiling
• young man with blue hair and a painted face
• blond young man with black t-shirt, arm in air
• four slightly older men in fl uorescent orange tops, two
with wigs
• young man with heart-shaped sunglasses
• woman with dark hair and dark glasses with two arms
raised, dark glasses, fringe
might consider looks or personality for question 1 Ask a few pairs to share their ideas
Possible answers
1 I’m really into fashion, so I tend to notice and remember
what people wear / I tend to notice how people are feeling, did they have a happy vibe or were they stressed? /
I oft en remember faces or hair
2 People always seem to remember my name because it’s
unique / People probably remember my glasses and that I’m quite tall / I’ve been told that people remember my sense of humour because I make so many jokes
might be and what kind of work they could do for the police Play the recording for students to check their ideas Elicit the answers
1 someone with an extraordinary memory for faces
(it’s what we call people who have an extraordinary
memory for faces)
2 They can spot criminals in crowd scenes (The police use
people like me to scan photos of individuals and groups to spot people, like petty criminals in potential riot situations and so on.)
GRAMMAR (Continued)
Speak up
or your own personal answer as a model Give students a
moment to think about their ideas before sharing in pairs
Remind students to think about using the appropriate
narrative tense during the discussion Ask a few students
to share a response to one of the questions with the
class It may be helpful to keep a note of who you have
called on to share to ensure every student gets invited to
share regularly
Possible answers
1 Once, I had this awful nightmare about sitting an exam
I had been studying for In the dream, I got to the exam
room, but then I found that I had forgotten a pen I kept
rummaging in my bag, trying to fi nd one, but it was
empty I tried to get the attention of the examiner and
the other candidates, but everyone just ignored me, I was
waving my hands and even called out but no one did
anything It was like I was completely invisible! I was so
relieved when I woke up and discovered it was all only a
dream! When I sat the real exam, I took at least a dozen
pens A few people looked at me strangely, but I wasn’t
taking any chances aft er my bad dream!
2 When I was four, I got separated from my dad at an
open market Apparently, I had wandered off while he
was buying something from a stall Anyway, aft er a few
minutes, I was getting pretty upset, so one of the other
stallholders asked if I was OK Here’s where the memory
bit comes in: even though I was only four, I had memorised
my dad’s mobile number He had been looking for me
everywhere and was very relieved to get a call saying I was
all right It’s just lucky that I was able to remember the
number when it mattered, I guess!
Fun footer
Ask students to read the footer Ask students to think of
three things they would like to know about dreaming
If students have the internet, they can research this
information, then share it with the class Otherwise,
ask students to fi nd out for homework
To fi nish
Ask students to work in pairs and discuss the following
question: Do you think the content of our dreams comes from
memories of recent events, events from a long time ago or
just our imagination? Elicit some ideas.
Audioscript: SB p175
Trang 268 Give students a few minutes to think about who they will talk about and how they might incorporate the collocations from the lesson.
Possible answers
• My elder sister has a really good memory She’s able to
remember things she’s read almost word for word
• My brother has a selective memory He never lets me
forget about times when I’ve embarrassed myself but he seems to have blocked out all of his!
• I have a couple of friends who are lovely people, but have
poor memories, especially for plans, which has led to a few issues Now, if we’re meeting somewhere, I always send a quick text to jog their memory beforehand!
extra: whole class
Students work in pairs or groups of three Students use a timer (they can use their phones for this) Ask students to take turns to give their partner a word from the lesson
He/She must make a sentence relating to memory and containing the word given in as short a time as possible
Students can set the timer for five or ten seconds depending on the ability of the class Suggested words:
block, commit, jog, memorise, realise, recall, recognise, remind, selective, trigger.
extra: mixed-ability classes
For stronger classes, refer students to the Extend vocabulary list on page 160 Assign pairs one of the phrases from the list of Memory idioms Ask them to look the phrase up in a dictionary, write an example and then teach the phrase to the rest of the class
To finish
Write the following activity on the board then ask students
to work in pairs Finish by asking each student to share their answer from one of the categories
Tell your partner about:
1 a person you recognised or didn’t recognise.
2 some information you have memorised in the last week.
3 someone that reminded you of someone else you know.
4 a story you recall your parents reading to you when you were a child.
Audioscript: SB p175Extra Practice App
the verbs listed in Ex 4 Then discuss their meaning and
use Elicit answers as a class
memorise: used to actively remember things like lists
for examinations
realise: used when we become aware of something and
understand clearly
recall and remember: used in the same way because they
have similar meanings Remember is more common than
recall, and we tend to use recall more for bringing back
experiences rather than specific facts e.g phone numbers
recognise: used when we see something or someone and
remember that we have seen this before
remind: used to make someone remember something that
they must do
extra: fast finishers
Ask students to underline the stress in each verb:
memorise, realise, recall (note that the noun has its stress
on the first syllable), remember, recognise, remind
Read through the explore language box with the class In the
example sentences, compare the difference in meaning of
remind (remind someone to) = help someone to remember
something that needs to be done; (remind someone of) =
trigger a memory.
Point out that using collocations correctly will help
students sound more natural and help them get a higher
mark in the exam
Elicit the answers Point out the stress on the second
the blog they can complete in two minutes Allow some
extra time if needed
1 selective 2 remembers/recalls 3 remember/recall
4 remind 5 word for word 6 trigger
Trang 27exam tip
questions Play the recording while students make a note of things that may help Elicit the answer to the exam tip questions
Speaker 2 mentions the movies, witty captions He likes the fact that it’s something his parents aren’t on, it’s immediate and can share banter as if he is with his friends
complete both tasks
to elicit the relevant answer
Task 1
1 A (sharing visuals of what I’m doing actually
makes me closer to my friends … we actually communicate more)
2 C (I can share the same kind of banter I have when I’m
actually with my friends)
3 F (I’m inspired by the likes and comments I get … my
real interest is in building followers)
4 D (I enjoy looking back at what I was doing at the
same time last year)
5 B (I enjoy making something that is a complete
one-off )
Task 2
6 B (too many people could see my posts but it was
because I didn’t understand how to set it up)
7 H (I was upset by having no record of a school trip
because it disappeared)
8 F (then regretted it as it was too personal)
9 A (I was angry about one of my friends reading
it once)
10 C (I used to get very frustrated with how to
draw properly)
extra: whole class
Ask students to look at audioscript 1.3 on page 175 and
fi nd and underline the following words:
witty, banter, mundane, therapeutic, hang around, got into Ask students to try to deduce the meaning of these
words from context and then use a dictionary to check
Speak up
could present their ideas orally, by writing a paragraph or creating a poster Giving students options may help them
to engage with the learning exercise This could be set for homework with students presenting their work at the beginning of the next lesson
To start
Write the following questions on the board for students
to discuss in pairs: How do you like to record memories?
How does the way we record memories diff er from previous
generations? Elicit a few ideas.
Power up
discussion Ask a volunteer from one group to share their
ideas about one type of record they came up with Ask a
volunteer from the next group to share their ideas about
another type of record they came up with Rotate around
the groups until all the types of records have been shared
(or until all the groups have had a turn)
Possible answers
Types of records: social media, photo sharing sites, blog,
vlog, paper diary, scrapbook
• social media/photo sharing sites/blog/vlog: can get
comments/likes from other users; may be permanent,
i.e. by uploading to the internet you create digital
footprint, which may be hard to delete later if you wanted
to; on the other hand, there may be a risk of losing
content depending on the website and whether you have
backed up content; sharing can be done publicly or with
a select group
• diary/scrapbook: it could last a long time, and be easy
to get rid of if you wanted to; it may also be easy to lose
and no back up, usually private to you, or to people you
physically share it with
students into pairs to discuss questions 1–3 in relation to
Tasks 1 and 2 in Ex 4 Elicit some ideas
1 Task 1 – reason; Task 2 – challenge
2 There are three extra options per task; this makes fi nding
the key harder because three options are ‘distractors’
3 It helps you focus on what to listen for.
Task 1: the reason each speaker gives for using their
H to be the same as friends
Task 2: the problem each speaker experienced
Trang 28to share something that inspires them with the class.
After the discussion, point out that inspired by is an example
of a participle adjective + a dependent preposition Tell students that the aim of this lesson is to use a range of these kinds of participle adjectives + dependent prepositions accurately and to practise an exam-style open cloze task
main focus on an action, how someone is affected by
an action, or the cause of an action? (how someone
is affected by an action) Put students into pairs to
decide what the main focus is in sentences 2 and 3
Elicit the answers
All are ‘how someone is affected by an action or event’
Give students a few minutes to read the explore language
box For part C (1–3), give the following examples: I get
encouraged by people liking my post (noun phrase)
I get encouraged by listening to uplifting podcasts
(-ing clause).
I get encouraged by what other people share (a wh- clause)
Note: how counts as a wh- word.
frustrated) Go through each participle adjective in turn,
eliciting which explanations A–C apply, and eliciting which prepositions pair with each adjective and what they mean
In your online private class area, make a forum or area
for students to share a record of something they have
done recently or an aspect of their lives outside class,
for example, a photo of an interest they have and a few
sentences Start by posting an aspect of your life (even a
photo of you doing work after class or doing a hobby or
on holiday) and a model short paragraph As this is one
of the first online activities in the course, write a short
comment on each person’s post, responding to content
rather than accuracy, for example: Thanks for sharing this,
Jasmine It looks like a beautiful place to visit This activity
is a useful online icebreaker and a good opportunity for
you to learn more about your students’ interests, and for
them to learn about each other and build rapport
To finish
Put students into small groups Write some of the following
scenarios on separate piece of paper – one scenario per
group Distribute a scenario to each group Give groups two
minutes to discuss the advantages and disadvantages of
posting their photos to social media based on their given
scenario After the allocated time, ask each group to pass
their piece of paper to the next group
Scenario suggestions:
You are on holiday on a tropical island
You are feeling really down at the moment
You have a new haircut
You have bought a cutting-edge tablet
You can’t stand your boss
You want to show your support for a political party
You and a friend have had a falling out
You think an article a friend has posted is a load of rubbish.
In preparation for the Grammar lesson, ask students to
read the notes and examples on participle adjectives and
dependent prepositions in the Grammar file on page 142
or look at the PowerPoint Grammar Presentation
Audioscript: SB p175
Extra Practice App
Trang 29exam task: open cloze
In the Cambridge exam items will test a variety of grammatical words Here the focus is on dependent prepositions which refl ects the focus of the lesson This exercise is practice for the open cloze task in the Reading and Use of English paper
Ask students to read the exam tip, and write the following
strategies on the board: 1 Read for gist; 2 Look for clues
before and aft er the gap; 3 Decide what kind of word goes
in the gap; 4 Fill in the gap; 5 Check again.
We know that the new way of note-taking was developed
to address problems shown in the research, so it must have happened aft er the research
exercise Setting a time limit can add an aspect of challenge and is good practice for the exam Ask fast
fi nishers to check their answers and make sure they will be able to explain why they chose each one Elicit the answers and reasons for choosing the answer for each gap
1 at (participle adjective and dependent preposition)
2 with (participle adjective and dependent preposition)
3 on (participle adjective and dependent preposition)
4 were (past form of to be better at)
5 aft er (time phrase)
6 of (participle adjective and dependent preposition)
7 in (participle adjective and dependent preposition)
8 to (participle adjective and dependent preposition)
Speak up
extra: whole class
Ask students to fi nd out about more about visual note-taking on the internet for homework They should focus on the following questions
1 What are the important elements?
2 Decide which aspects of this type of note-taking are helpful for your studies and why.
Fun footer
Read the fun footer with the class and ask them to discuss in pairs whether this has been their experience Then elicit any interesting points from the students
To fi nish
Give students a chance to try some visual note-taking Select a short text to read aloud, e.g a news article or blog post Ask students to take notes in a visual way Ask students to get together in a group to compare their notes and see how much they can remember Ask students to rate how eff ective it was
to take visual notes, what benefi ts and barriers there were and whether they would do so again in the future
Grammar reference and practice: SB p142
USE OF ENGLISH 1 (Continued)
which can be used before about Then ask students to
work in pairs to add at least four participle adjectives to
each list Elicit student ideas, writing these on the board
Possible answers
1 pleased, undecided, excited, worried
2 encouraged, impressed, infl uenced, overwhelmed
3 alienated, separated, exhausted, prevented
4 dedicated, committed, devoted, accustomed
5 delighted, frustrated, satisfi ed, disappointed
6 annoyed, astonished, alarmed, accomplished
watch out for
Participle adjectives that take by and from oft en have
a change in meaning depending on the preposition
• protected by (a person/thing); protected from
(something harmful/doing something)
• alienated by (a person/thing); alienated from (a group)
• prevented by (a person/thing); prevented from
(doing something)
However, there are exceptions where either preposition
may be used without a meaning change, e.g I was
exhausted from/by the journey.
be accomplished at writing poetry Encourage stronger
students to extend their answers by using a range
of noun phrases, -ing clauses and wh-clauses in their
sentences Give students a few minutes to complete the
sentences individually Then ask students to share their
sentences with a partner
2 from 3 about 4 with 5 by 6 by
extra: fast fi nishers
Ask students to write some additional sentences which
are true for them using some of the participle adjectives
that were brainstormed in Ex 3 Challenge stronger
students to include a coordinating expression (see
the bottom of the Grammar fi le on page 142 for notes
and examples)
page and elicit some ideas about what visual note-taking
is Ask for a show of hands for if anyone has ever tried
visual note-taking Ask: What might the benefi ts be of
taking notes visually?
It’s a way of taking notes that involves drawing and
diagrams, as well as words
Trang 30adjective, adverb and verb Place the bolded words in the
relevant column (If you have a very able class, do not fill
in the bolded words) Ask students to copy and complete the table
nouns: increase, difference, inspiration, advice, description, reassurance
adjectives: increasing, different, inspirational/inspiring, advisable, advisory, descriptive, reassuring
adverb: increasingly, differently, inspirationally, advisedly, descriptively, reassuringly
verb: increase, differ, inspire, advise, describe, reassure
before you conduct a class check
1 increase 2 inspirational/inspiring 3 differently
4 reassurance 5 advisable
exercise Encourage students to quickly read the email for gist before they attempt the gaps Set a time limit of eight minutes Fast finishers should check their answers carefully and think about reasons for their choice
1 glorious (adjective – subject complement to it)
2 pleasure (noun – head of noun phrase pleasure we got
from walking across London in the early hours)
3 inspiration (noun – following article an)
4 substantially (adverb – modifying verb earning)
5 reminder (noun – following article a)
6 disappointment (noun – following article/adjective
the big, direct object of get over; negative form –
collocation get over a disappointment)
7 sensible (adjective – part of comparative more sensible,
subject complement of you)
8 advice (noun – subject required for is, follows
possessive determiner my)
Speak up
students to report their ideas back to the class Giving students an opportunity to report back after a pair discussion means they are more likely to have something
to say and answer fluently
Fun footer
Ask students to read the footer Ask students to work in pairs
to explain this in their own words, e.g What this means is
that the Earth would take 25 hours to spin rather than 24
Ask students to discuss this question: What would be the
positive or negative aspects of a 25-hour day?
To start
Tell students that the aim of this lesson is to practise
changing the form of words (word formation) and to
complete an exam-style word formation exercise
Remind students that adding prefixes is one way to form
a new word Write on the board in- and brainstorm words
that students know which this prefix can be added to,
e.g. expensive, animate, operable, attention/attentive.
Divide your class into small groups and assign each group one
of the following prefixes im-, un-, mis- ir-, dis- If you have a small
class, you could assign each group more than one prefix
Give each group three minutes to brainstorm as many words
beginning with their assigned prefix as possible Students
could use (online) dictionaries to help if necessary Ask each
group to read their list and see if anyone else can add
any words
an adjective, verb or adverb? (noun) Ask: What is the
adjective form of memory? (memorable) Elicit the adverb
(memorably) and verb (memorise) Ask students to work in
pairs to name the part of speech and make as many words
as they can from the other words in Ex 1 Elicit ideas,
writing them on the board so that students can check
their spelling
Read through the explore language box as a class For
point A, elicit some other prefixes e.g un-, dis-, mis- For point
B, elicit some other suffixes e.g -less, -ful, -ion For point D,
point out that adding a suffix is likely to change the word
class (and may change the meaning as well), whereas adding
a prefix is likely to change only the meaning of the word,
not the word class
memory – noun (memorise, memorable,
unmemorable, memorably)
recollection – noun (collection, collect, recollect)
repeatedly – adverb (repeat, repetition, repetitive)
substantial – adjective (insubstantial, substantially,
insubstantially, substance)
temporary – adjective (temporarily)
transfer – noun or verb (transferable, transformation)
ask what students think the website does Ask students to
read the text quickly for gist to check their predictions
Possible answer
Perhaps Futureme allows you to upload photos and they will
alter them to show what you might look like in the future
It might be some sort of advice website that helps you
create plans to become the person you want to be
Trang 31SPEAKING SB p15
To start
Elicit subjects which are (or were) off ered at the students’
high school(s) Put students into pairs Write on the board:
Which subjects are the most/least eff ective preparation for the future? Ask students to discuss the question Ask a few
students to share the subject they chose and whether they had any trouble agreeing with each other
Tell students that the aims of this lesson are to use a wide range of language to agree/disagree and to complete an exam-style collaborative task
Power up
of hands of who likes studying history and who doesn’t
Tell students that a blog has been written by someone who dislikes history and these are the responses
Ask students to read the blog responses individually Say:
Choose the comment which is closest to your point of view then compare with your partner.
Ask students to fi nd and underline the informal phrases
for agreeing and disagreeing in the posts (Totally agree!
Rubbish! You are joking!) Emphasise that these are
suitable for informal settings, such as between friends
Speak up
Ask some follow-up questions, e.g What other ways are
there to learn about history?
exam tip
collaborative task exercise as outlined in the Speaking File on page 163 Play the recording and elicit which pair students think performed best and why Read the exam tip aloud
Pair 2 are better because they interact, rather than giving a sequence of long turns
showing agreement; partially agreeing/
disagreeing
refer them to the audioscript on page 175 to fi nd additional phrases Point out that using a range of more sophisticated phrases will help them get a higher mark in the exam
asking for an opinion: Got any thoughts on that?
showing agreement: You’re so right.
partially agreeing/disagreeing: I agree up to a point
students practise intonation before using the phrases
Students discuss the statements in pairs, ensuring that they use the phrases
USE OF ENGLISH 2 (Continued)
To fi nish
Ask students to form pairs for a quiz Ask them to listen to
the following statements, one at a time, and write down the
answer (pause for about 10 seconds for students to confer):
1 the verb form of ‘description’ (describe)
2 the noun form of ‘inspire’ (inspiration)
3 the adverb form of ‘substance’ (substantially)
4 the noun form of ‘glorious’ (glory)
5 the verb form of ‘advice’ (advise)
6 the noun form of ‘reassure’ (reassurance)
7 the adverb form of ‘partial’ (partially)
8 the adjective form of ‘fortune’ (fortunate)
Elicit the answers
extra: whole class
Ask students to write a short email to their future self,
but let them know they will be sharing it with a partner
Students could swap their email with a partner to read
and provide feedback, or you could collect it to provide
feedback on the correct use of affi xation and appropriate
word forms
Extra Practice App
Trang 32A: How do you feel about personal letters, diaries and
memoirs? Are they effective?
B: I’d say they are excellent sources because you have
the opportunity to really get inside someone’s head and understand what life was like for them at that time
A: That’s true, but on the other hand, these sources are
very subjective so might give quite a narrow view of a time period or event
B: You could be right, but it probably depends why you
want to learn about the past For example, if it was
to find out about ancestors, these sources would give you personal insight Now, let’s see, how about oral histories …
Speaking extra
students to use the phrases from the lesson Ask for feedback from individual pairs
To finish
Put students into pairs Say: I’m going to write two items
on the board and I’d like you to discuss in your pairs which
is better.
Write on the board kittens or puppies? Allow students about
one minute to discuss this, then without stopping the class,
rub out kittens or puppies and write another pair of items from the suggested list: Apple or Android? summer or winter?
beach or snow? night owl or early bird?
In preparation for the Writing lesson, consider asking students to complete Ex 4 on page 16 and think about a film,
book, game or TV series they would like to review In addition,
you could ask students to research reviews of their chosen topic and bring examples in for analysis
Audioscript: SB p175
Write an additional statement on the board for
extra practice: 3 Historical films should not be made
entertaining at the expense of accuracy.
extra: whole class
Put students into small groups to find and research a
story or myth Tell them to add in some information
that is not true Groups narrate the story to students in
another group, who try to determine which facts are real
and which are not
students to listen and notice the stress and intonation
Invite students (especially stronger students) to also
listen for the way the words connect together rather than
being pronounced as individual units
Give students a few minutes to practise saying the
phrases while you circulate and repeat any as necessary
(Stressed syllables underlined The suggested tone is in
brackets, although this will depend on individual speakers
and what they wish to convey.)
Don’t you agree? (rising tone)
My thinking exactly (falling tone)
That’s an excellent way of putting it! (rising on excellent,
falling on putting it)
That’s true, but on the other hand … (high on that’s true,
falling on other hand
In the Speaking test Part 3 candidates also need to answer
a decision question after the main discussion Here there
is no decision question as the focus of the lesson is on the
main discussion
and make notes Set a time limit of two minutes for
students to discuss each method, reminding students
to try to include phrases from Exs 4 and 5 Then say:
You now have one minute to make a decision on which
is the most effective method.
When students have finished, ask them to look back
at the phrases in Exs 4 and 5 and tick which ones
they used Ask them to repeat the task again with a
new partner and try to use some of the phrases they
didn’t use As well as practising the target language,
repeating a speaking task with a new partner helps
students gain confidence and fluency
Trang 33extra: fast fi nishers
Groups that fi nish early could choose another form of entertainment from Ex 2 to discuss
questions Ask: Have you seen any fi lms or TV series about
a real person recently?
The audience would include other students in the college
They need to know the four points to include in the task (i.e briefl y describe the person, the aspects of their life or character, how authentic it seemed, whether it helped the audience understand the person better)
anyone seen this fi lm about Steve Jobs? Ask students
to read the review and answer the questions Elicit the answers
1 Yes, it does.
2 The review mentions plot, actors, scenes and direction.
3 Informal – it’s for a peer audience.
4 It mentions all of these – they make the writer’s opinion
a class
Five: Michael Fassbender, the scriptwriter, Winslet, Rogen, the director
of words/phrases that connect ideas and positive, emotive language Elicit the answers
Ask students to read through the useful language box and see if any of the phrases could be used to describe the items they rated in the ‘To start’ exercise
(Underlined = words/phrases which connect ideas; bold
= examples of positive, emotive language)
It is always hard to make a fi lm about a real person, especially one who is in living memory Danny Boyle’s
fi lm Steve Jobs is a fantastic character study which both
dispels and reinforces some of the myths that have built
up around someone who many consider to be a genius.
The fi lm off ers a new narrative framework – it has three separate sequences, each of which captures Jobs at public points in his career just before a product launch, with a few brief fl ashbacks to earlier episodes in his life
Michael Fassbender gives a towering performance as this diffi cult man who famously betrayed his friends,
alienated his allies and mistreated his loved ones The scriptwriter has worked on real life characters before,
notably in The Social Network, and just like that, Steve
To start
Write the following categories on the board: fi lm, TV
programme, game, book.
Say: Write down one item from each category that you have
watched, read or played recently Give students a minute to
do this Say: Give each item you have written down a rating of
between one and fi ve stars, with fi ve stars being the highest
Give students a minute to do this
Share an example, for example, e.g I recently binge-watched
two seasons of Doctor Who You’ve probably heard of it, it’s a
British TV show about a time traveller I’ve opted to give it fi ve
stars because of its brilliant script, memorable characters and
great special eff ects.
Put students into pairs to compare their lists and explain their
ratings Ask a few students to share their rating for an item
and their reasons
Tell students that the aim of this lesson is to write a review
which includes the conventions of the genre and uses
emphatic adjective combinations
Power up
pairs then elicit a few ideas for each question
Possible answers
1 • Yes, I always look up online reviews before buying any
of these things It saves me both time and money, and
helps me decide which product is most suitable for me
• I don’t usually read reviews because I fi nd they oft en
contain spoilers even if they say they don’t! I’ve also
found that reviews aren’t that helpful unless you fi nd a
reviewer that has very similar taste
2 The purpose of a review is to evaluate something and
make a recommendation
3 • I defi nitely trust my friends because they know what
my taste is and are more likely to recommend things I’ll
actually enjoy
• I prefer online reviews because they are convenient and
quick to look up That said, you do have to be careful of
fake reviewers who aren’t genuine
Plan on
Ask students to form small groups Give them ten minutes to
follow the instructions It may help students to start the task
if you distribute a piece of paper for the list to each group
Suggested answers
a fi lm – title, brief description of plot, evaluation of key
features e.g acting, direction, photography, costumes, music,
sets; how it compares to other fi lms, etc
a TV programme or series – title, brief description of plot,
evaluation of key features e.g acting, direction, storyline;
how it compares to other series, etc
a book – title, brief description of plot, evaluation of key
features e.g characters, storyline, style of writing; how it
compares to other books, etc
a performance in the theatre – title, brief description of
plot, evaluation of key features e.g acting, direction, script,
costumes, music, sets; how it compares to other plays/
operas, etc
Trang 3411 12 Students do the writing task in class, or you can set it for homework Remind students to check their work carefully.
Model answer
There is a certain fascination among many people around the world with the British royalty If you want to indulge your passion and get a royal fix, the Netflix biographical
drama series about the reign of Queen Elizabeth II, The
Crown, is a must-see.
In Season 1, we follow the Queen in her early years, including her marriage to Prince Philip, Duke of Edinburgh and her coronation It showcases the Queen in her duties, but also as a sister, daughter, wife and mother
While there is no shortage of small-screen drama featuring kings and queens, I would rate this much better than previous series, with a brilliant script, incredibly good acting, and magnificent sets and costumes What really sets it apart is how the royal family have been portrayed
as human which helped me understand the incredible fortitude the Queen has shown during her reign
It’s hard to say exactly how historically accurate a drama like this is Apparently, it is based on real events and even diaries It seems that many of the scenes were painstakingly researched and recreated However, I would definitely guess that liberties were taken around the detail in other areas to create extra tension and drama
But, who knows?
What I am sure of is that royal-watchers would be mad to miss this Even if you’re not a fan, I still suggest you give this drama about an extraordinary family a chance
Improve it
that the ‘Communicative achievement’ checklist features all focus on and are part of the Cambridge Advanced Task Fulfilment criteria Ask students to read each other’s reviews and discuss what has been done well and what could be improved in relation to the criteria
Give students an opportunity to make changes to their review before you collect in for individualised feedback
Rather than commenting on every aspect of the review, concentrate on the items in the Communicative checklist You may also want to discuss accuracy, range, etc., but be careful not to overwhelm or distract from the in-depth analysis of the main focus criteria in the checklist
To finish
Put students into new pairs with someone they have not worked with yet in the lesson Ask students to discuss the items they each reviewed, and decide whether they would enjoy the item their partner reviewed Encourage stronger students to have this discussion without using notes, whereas weaker students could use their essay as a prompt
Job’s right-hand woman and his more tedious co-founder
Wozniak respectively In fact, it may be Winslet’s best
performance to date But how the events unfold is
not necessarily representative of real life as the writer
takes liberties with both facts and characters in order
to create a movie that hurtles along at breath-taking
speed Having said that, film bios were never intended
to be documentaries – they are allegories that illustrate
meanings and morals we can apply to our everyday lives
The film is also driven by the director’s kinetic pace,
making it fresh and absorbing For all the darker side we
see of his personality, ultimately, the film showcases the
sheer brilliance of the man at the heart of the film.
possible answers in the key Give students about five
minutes to write their sentences
Possible answer
1 The latest Star Wars film has a fast-moving plot
and brilliant script which other recent blockbusters
have lacked
2 It has superb CGI, which is far superior to the original films.
3 I found it surprising and refreshing, to see diversity among
the characters represented
4 This is a must-see, especially for fans of the Star
Wars franchise.
to reflect on how persuasive they have been Ask: Have
you used emphatic adjectives? Encourage students to
work together to edit their sentences to make them
more persuasive
to help deduce their meaning Ask the class the questions
and elicit answers
1 biographies, psychological thrillers, etc.
2 A
3 they explain information that has happened in the past
that may motivate current events/feelings, etc
4 chapter, instalment, part
5 you don’t tell the truth
6 A
Write on
for Writing Part 2 Ask students to re-read the task and
decide what to write about Point out that they don’t
have to write about something they like, but it may make
the task easier to show emphatic language if they choose
an item they feel strongly about
circulate providing support as required Early finishers
may start writing their review
Trang 354 Students work in the same groups as Ex 1, and discuss the questions Elicit a few ideas.
Possible answers
1 If Nick and Suzy had edited each episode, perhaps they
would have chosen footage that gave a truer and more heartfelt representation of their experience of life, as opposed to what the producers thought should be fi lmed and addressed at certain ages They might have avoided answering leading questions from producers that they did not want to answer or did not feel were relevant at the time
Nick and Suzy might have chosen to avoid showing personal or extremely emotional situations out of respect for their privacy Or they might have wanted to eliminate documentation of their professional life
2 A common trend for our generation is to post and
edit images of things we have purchased This could
be because society places a lot of value on material possessions, especially new clothes, but also other items
Thus, people start to express their personalities and identities through material possessions The pictures they post become symbolic of a lifestyle choice that they are trying to convey
I tend to pose in my photos for various reasons, from
fl attering my appearance to creating a comic eff ect I think there is sometimes a competitive element to posting on social media People like to give the impression that their lives are happy and successful and that they have a very large group of friends
3 I would be interested to watch footage of myself taken
from my childhood until now because it would be interesting to see the ways in which I’ve stayed the same and the ways in which I’ve changed However, I wouldn’t like it to be broadcast on television or the internet for the world to see I think that’s too intrusive and
I would be worried that I would be unhappy about how
I was presented
extra: whole class
Say: Nick says in the video that the programme is less
about his specifi c life and more about the changes anybody goes through in their life Ask students to work in
pairs, and give each pair one of the following ages:
7, 14, 21, 28, 35, 49, 77 Students speculate about the kinds of things that might be happening at that age, what they might care about, and problems they might face
Each pair shares their ideas with the class Alternatively, ask students to speculate about what they would like to
be doing with their life at their allocated age
Life through fi lm
Ask each group to summarise their discussion for
questions 2 and 3 and share with the class
Possible answers
1 Students’ own answers.
2 Our group had mixed feelings about our childhoods being
broadcast on television On the one hand, there would
be excitement and a feeling of being a bit special On the
other hand, there might be embarrassment and a feeling
of invasion of privacy
3 We thought that it would generally be fi ne as long as
nothing too embarrassing or personal was shown, it isn’t
that diff erent to parents posting things on the internet,
is it? / I think it is unfair and unethical to fi lm children’s
personal lives for a show, I’m not sure they can really
understand consent anyway Once information about your
life is in the public domain, you can’t erase it
was Note, the video in the original programme was called
7UP and aimed to fi lm these children every seven years
throughout their lives
Suggested answer
To fi lm a group of seven year olds as a social experiment,
then fi lm them at intervals throughout their lives
Nick and Suzy say about how their lives have been
portrayed Encourage them to consider using visual
note-taking, as featured on page 13 Then play the clip
Students compare their notes
Possible answers
Nick felt that the programme showed only tiny snippets
selected from a lot of footage of his life He expressed
disappointment as he felt that the programme did not give
a full representation of the essence of his character
Nick felt that the footage didn’t give an accurate picture of
himself but just ‘somebody’
Suzy said that the time restraints of the programme didn’t
allow it to give a rounded picture or accurate image of the
participants’ true characters
extra: whole class
Ask students to listen for the following words and phrases
in the clip They should discuss their meanings in pairs,
and write personalised examples
snippet: a small piece of news, information, or
conversation, e.g I only heard a few snippets of
the conversation.
rounded: having a wide range of qualities that make
someone or something pleasant, balanced, and complete,
e.g The company is looking for candidates who have
rounded interests.
time constraints: the limited amount of time that
is available, e.g Exams are always done under strict
time constraints.
walk of life: the position in society someone has,
Trang 36INDEPENDENT
Self-assessment
own performance and progress, and identifying ways you can improve Point out that educational research indicates
that self-assessment is a helpful learning strategy
Ask students to answer the questions individually
Possible answers
1 It can help you decide what to concentrate on; help
you learn from mistakes; motivate you as you recognise areas of progress; it increases self-responsibility and independence; it’s good practice for university/
the workplace
2 Students should tick the first two points.
compare their answers to Ex 1, then discuss the questions Elicit ideas from the class
Possible answers
1 You can assess any.
2 Make a note of what you noticed and make a plan of what
to do next, e.g revise an area, ask for help, practise again
3 Being self-aware can help you improve your performance
After a task, consider – what did I do well? What do I need
to work on? Don’t be too hard on yourself Try to be a positive, encouraging voice rather than a self-critical one
an example of self-assessment When students have completed their answers, invite students to share their ideas Encourage students to jot down any particularly good suggestions from their classmates
Possible answers
1 … I want to be the best I can … it will help me know what
to ask for help with …
2 … my speaking For example, am I speaking at a good
pace, clearly and fluently, using a range of language?
3 … doing my homework and taking extra opportunities
to practise English (e.g using mobile apps, watching TV, joining a conversation club, identifying what I need to work on and making a plan.)
research, they could discuss what they already know
about each of the methods listed with their partner
Encourage students to choose a method that involves
English in some way They should discuss the other
questions Ask each pair to briefly share with the class
what they have decided
of a week Give students the opportunity to share their
entry by posting it to your online space or discussing
in class
extra: project
This project can be ongoing throughout the year
Decide how many times, or at what intervals you will
catch up with the students’ records and timetable a
lesson or period during which students can present their
projects to the class
Ideas on how students can present their lives include
the following
• Set up a class online page onto which they can post
photos, videos or pieces of writing
• Encourage students (in teams of at least three) to
take it in turns to be the subject, director or producer/
interviewer to create their own documentaries of
their lives up to now, using the video function on their
phones Set a date when all those who wish to can
present their documentaries
Trang 37Also, I thought it was very good because you made it sound exciting but you did not give any of the critical parts of the story away I was disappointed with what you said about the plot being boring, but I’d still like to see it based on your review If you write any more reviews, it would be really useful if you could mention how the fi lm compares to other similar fi lms you’ve seen Keep posting!
4 been playing, hadn’t washed 5 Did you reply, got
6 caught up, hadn’t seen
2 came up, had never seen
3 called, realised, had been staring, had completely run out of
4 Did you want
5 was wondering
6 Were you thinking
2 was wondering if/whether you could give
3 didn’t use to drink as
4 the sandwiches had gone by the
5 took me four hours (to write)
6 aft er they had/they’d done
2 We were interested in and amused by the video she posted.
3 My sister was interested in and pleased with her
new phone
4 My classmate was devoted and connected to all his followers.
5 My parents were horrifi ed and shocked by my friend’s
Facebook post
6 The audience was amazed by and engaged with the
brilliant movie they saw
Audioscript: SB p175
Note on core language: The Unit Check tests past tenses,
adjectives and dependent prepositions and word formation
If possible, complete listening Ex 1 in the Review section in
class Note that Ex 1 in the Practice section can be done as
homework, then students can check their answers using the
audio in class The other activities may be completed in class
or set for homework
extra: using the wordlist
• Ask students to put an asterisk (*) next to words which
were new to them before they had completed the Unit
• Challenge students to choose several words to write
• Create a glossary in your online space Divide the words
among the class and ask every student to fi nd and post
a defi nition and example for their allocated words
Practice
3 commit 4 stick 5 recognise 6 inspirational
7 reassuring 8 marked 9 memorise 10 paved
Events happening at the same time: G and E
2 was thinking we/you could
3 Would it be
4 was hoping you might/would have
4 had already been 5 had been fi lming 6 were all playing
transformation in the Cambridge exam apart from a few
items not requiring candidates to make two changes
1 had gone/been sold by the time
2 no sooner had he posted
3 aft er having told
4 realised my account had been hacked
5 did was close my account
6 am worried about
Trang 38topic: disagreementsskill: comparing visualstask: long turn
SWITCH ON
video: trying to impressproject: coming back from failure
Introduce the title of the unit,
Winners and losers Ask: Can you think
of some situations where there are clear winners and losers? Elicit some ideas
e.g. sports, board games, politics, award
ceremonies, reality TV shows.
Focus students’ attention on the photo and ask students to describe what they see (someone playing a game of virtual
soccer/football on a tablet) Ask On
a scale of one to ten, one being the lowest and ten being the highest, how much of a fan of computer games are you? Tell your partner what number you chose and why.
Read questions 1–2 with the class
Point out the expression help or hinder
in Question 2 and check students
understand that the verb to hinder
means to make it more difficult for something to develop or succeed
Ask: Do you think computer games help
or hinder learners of English? Elicit a
few responses
Give students a few minutes to discuss Questions 1 and 2 in pairs, then ask
a few students each question e.g
Thomas, why do you think people have become so fascinated with computer games? Would you tend to agree with that, Emma?
Read the quote aloud: Your greatest
opponent is yourself Ask: In what ways might that be true in sport? Elicit some
ideas, e.g motivating yourself to train
or persevere when the going gets tough, reaching a personal best, not letting negative self-talk get the better
of you Elicit the verb, adjective and
general noun form of opponent and the syllable stress in each form (to
oppose, opposing, opposition) Then ask
students to discuss Question 3 in small groups Elicit a few responses
Winners
and losers
Trang 39phrases for speculation such as It looks like … ; I would
say … ; I think … ; I’d guess … ; they might … Elicit a
few ideas
Possible answers
1 It looks like this is a singing or speaking competition
I would say contestants would have rehearsed extensively before the show They might feel nervous, excited or exhilarated during the show
2 This looks like a chess tournament The players have
probably played a lot of games to practise, against real people or maybe computers They also might have read some books or websites with chess tips I would say they are concentrating intensely, maybe blocking everything else out including their nerves!
3 I would say this is some sort of video-game championship,
although it is possible it’s a coding competition or something else online I think the players look like they are having a great time
4 I think this is a breakdancing competition I’d guess it takes
a lot of training to be able to perform moves like that
They might have to choreograph or learn a certain routine for the competition, or perhaps it is improvised I’d guess the performer is enjoying the buzz of performing
the contributions to photos 1–4
1 A The poetry slam involves poets performing their poems,
oft en to a background beat, to compete for votes from selected audience members The preparation involves writing your own original poem and lots of practice
Performers likely feel excited because of the fun buzz
of performing
2 B A Blitz Chess Tournament is a speeded-up game of
chess with only a short time to make each move
It involves playing to improve speed and make fast decisions, and you also need to keep fi t During the game, players feel focused and under pressure
3 C A gaming tournament involves physically attending
an event, sometimes for a few days Practice involves playing online Players may feel a buzz (excitement) and/
or performance anxiety
4 D A dance battle is a head-to-head contest between two
dancers competing for spectator votes It involves many hours of hard training and practice It feels very exciting and intense to compete, thrilling to win, and there may
be moments of triumph and doubt along the way
exam tip
Read through the exam tip with the class and ask them to
fi nd phrases in paragraph B that have a similar meaning
to need … physical fi tness Point out that students need
to fi nd specifi c clues in the text rather than just guessing, e.g. paragraph D might seem to be the obvious choice for a need for physical fi tness, but it is a distractor to see if you have read the question and the paragraph carefully Ask students to underline key words in the remaining prompts in Ex 4
In paragraph B, students should underline: (It’s essential to)
practise to improve speed … keep your body in good shape, too.
To start
Ask: Who thinks they have a competitive streak? Ask students
to rate themselves (from 1 being the least competitive to 5
being extremely competitive), then explain their choice to
a partner
extra: whole class
Tell students you are going to have a spelling quiz and
the pair with the most words will be crowned spelling
champion of the day Put students into pairs and ask them
to write the numbers 1–10 on a piece of paper Call out
the following words from Unit 1 for students to write
down, giving them a chance to discuss the spelling among
themselves: partially, reassuring, substantial, sequence,
current, exclusively, realm, ripple eff ect, therapeutic, witty.
Ask students to check their words on page 19 of the
Student’s Book Ask students to check each other’s
spelling Ask: Who got the spelling of all ten words
correct? Nine? Eight? Stop as soon as a pair puts up their
hand That pair are the winners
Ask: How did the competitive aspect to the spelling quiz
aff ect how you felt about the task? Elicit a few responses.
Power up
responses to each question
Possible answers
1 • I entered a talent show last year as part of a hip-hop
dance group Although I was quite nervous, it was
exciting to perform with lights and costumes We didn’t
come anywhere but that didn’t matter because we only
entered for fun
• I suppose you could say my weekly football game is a
competition It can feel quite tense at times because
our school has a good chance of winning so we put a lot
of pressure on ourselves to play well That said, if I didn’t
enjoy the competitive aspect on some level, I wouldn’t
be playing
2 • I went to cheer on my friend at a karaoke competition
the other day Even though I was only in the audience,
I felt quite nervous on her behalf!
• I was lucky enough to see our national basketball team
play recently There was a great atmosphere, with so
much energy from the crowd However, in the end, we
lost and I must say I was bitterly disappointed
Trang 40Write these prompts on the board and ask students to find the phrases in the corresponding paragraphs which have the same meanings.
A not care if people criticise you or do not like you (grow a
thick skin)
B stay fit (keep your body in good shape)
C something good that doesn’t usually happen in real life
(the stuff dreams are made of)
D accept the consequence of something (face the music)
Sum up
Resources, Time, Skills, Help Ask: If you were entering one
of the competitions from the text, what resources, time, skills, and help would you need? Ask students to work in
pairs and choose one of the competitions Give them five minutes to discuss what they would need to consider, using the prompts Ask students to swap partners, and tell their new partner what the considerations were
Speak up
a range of language Review the useful language box
on page 15 of the Student’s Book for useful phrases for agreeing/disagreeing Invite a few students to share what they discussed
Possible answers
1 • I think the most appealing would probably be the dance
competition To me, it seems like the competition with the most visible action that you can see easily I like the idea of being able to cast a vote as well, it would make
me feel more involved
• The competition I’d least enjoy going to would be the gaming tournament The text said the atmosphere is electric, but to me, it still sounds a little boring to watch other people playing games when I’d much rather be playing them myself!
2 • In my view, the audience is the best judge It makes the
show more engaging for the spectators and spreads the decision over lots of varied perspectives rather than a small panel of experts
• I have to say I think it’s unfair when audiences judge competitions It often comes down to a popularity contest instead of who actually performed the best
It would also depend on where the contestants were from, giving an advantage to a local over someone playing away, for example
extra: whole class
Before class, find a short clip of a teenager performing a poetry slam Show it to the class in the lesson In pairs, students select a point they would like to make to the world, e.g it’s necessary to act on climate change, what doesn’t kill you makes you stronger, etc It can be a serious or light-hearted topic Then, they write a short freestyle poem Students can either perform it for the class, record it to share on your private class online space,
or publish the text online
In the Cambridge exam the reading texts will not have
as detailed lead-ins as this Here the lead-in is to interest
students and prepare them for the content of the texts
is Part 7 of the Reading and Use of English Paper
There are 10 questions which students need to match
to short texts/parts of a text Set a time limit of seven
minutes for students to complete Ex 4 Then give
students a few minutes to compare their answers and
reasoning in pairs Comparing answers in pairs gives
students an opportunity to reflect on their answers,
learn from each other and also to get spoken practice
1 See exam tip.
2 C (basic mistakes start to creep in The secret is: try
not to dwell on them, otherwise you’ll lose focus and
be constantly playing catch-up.)
3 A (but I’m betting that none of them have really
experienced the pulsing excitement of a real, fought head-to-head slam battle.)
hard-4 D (The audience turn their cards – red for him, blue
for you – and it’s a sea of blue You’ve won your first major dance battle.)
5 B (you’ll be playing mind games with your opponent,
and trying to distract each other.)
6 D (‘Beat that!’ his eyes and hand gesture say He turns,
triumphant, and for a fleeting moment a sneaking doubt catches your heart.)
7 A (For those not in the know, slams are not sedate
affairs where poets dramatically declaim their poetry to a captivated audience …)
8 B (It’s one thing playing a calm and quiet game of
chess with your family or even someone online
The atmosphere is relaxed, you have thinking time and there’s no real pressure on you to win Enter a tournament and that all changes …)
9 A (need to create a sense of immediacy that touches
everyone in the room.)
10 C (the prospect of playing in front of people watching
can be daunting Performance anxiety can affect a player both physically and mentally … but be careful because the buzz can be addictive.)
find words and phrases 1–5, and each student B to find
6–10 Ask students to share their answers with their
partner Conduct class feedback
1 those not in the know