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Contents

Introduction

Starter

Unit 1

10

Unit 2

19

Revision (Units 12)

28

Unit 3

29

Unit 4

38

Revision (Units 34)

47

Unit 5

48

Unit 6

57

Revision (Units 56)

66

Unit 7

67

Unit 8

76

Revision (Units 78)

85

Unit 9

86

Unit 10

95

Revision (Units 910)

104

Teaching notes for photocopiable


activities
105
Photocopiable activities

Gold Experience

108

Gold

Gold

EXPERIENCE

EXPERIENCE

EXPERIENCE THE FUN IN LEARNING ENGLISH

Gold Experience is a fast-paced course that engages and motivates


teenagers with its wide variety of contemporary topics. Contexts such
as the internet, social media and television are relevant to students lives
and content-rich CLIL subjects help students learn about the world.

A1

OTHER AVAILABLE
COMPONENTS:
Students Book:
print or eText software; engaging,
communicative materials with
integrated video providing thorough
language and exam preparation

Pre-Cambridge English: Key for Schools


Cambridge English: Preliminary for Schools

Teachers eText software for IWB:


everything the teacher needs on
one disk

B2 Cambridge English: First for Schools

www.pearsonelt.com/goldexperience

A1
ONLINE
TESTMASTER

MOBILE PHONE

eBOOK

Pre-Key for Schools

IWB

Campbell

B1+ Pre-Cambridge English: First for Schools

DVD-ROM

A1

Vocabulary and Grammar Workbook:


print-based grammar and vocabulary
practice

A2 Cambridge English: Key for Schools


B1

EXPERIENCE

Teachers
Book

MyEnglishLab for Gold Experience:


additional online practice of grammar,
vocabulary and skills, as well as tests,
video and audio; instant feedback and
automatic grading to help monitor
progress

GOLD EXPERIENCE IS
AVAILABLE AT FIVE LEVELS:
A1

Teachers Book

GOLD EXPERIENCE A1 TEACHERS BOOK


provides full teaching notes for all Students Book activities including answer
keys, audio scripts and additional classroom ideas, plus two additional
photocopiable worksheets per unit. Go to the online Testmaster for editable
unit, progress, mid and end-of-year tests.

Gold

MP3 AUDIO

EXPERIENCE ENGAGE EXCEL

Penelope Campbell

Gold Experience
Introduction

Welcome to Gold Experience, a five-level exam


preparation and general English course for teenagers. The
five levels, which correspond to the Common European
Framework of Reference levels A1, A2, B1, B1+ and B2,
provide thorough preparation for Cambridge English Key
for Schools, Preliminary for Schools and First for Schools
examinations and comprehensive language development.

The topics are from contemporary contexts such as the


Internet, social media, television and magazines, as well
as content-rich CLIL topics from which your students will
learn about the world.

Gold Experience offers a complete package of print and


digital materials which provide maximum flexibility for
your teaching situation.

Gold Experience is a fast-paced course written to engage


and motivate teenage students with varied,
age-appropriate topics and activities which will make
English lessons enjoyable and productive for both you and
your class.

Blended package

Print package

Digital package

Print and digital Gold Experience


package offers maximum flexibility
with both print and online
components.

Print Gold Experience is a complete


teaching package with a print
Workbook.

Digital Gold Experience is the ideal


package for schools working in a fully
digital environment.

For the student:

For the student:

For the student:

Students Book
MyEnglishLab

For the teacher:

eText IWB software


MyEnglishLab
Teachers Online Resource Materials

Students Book & Multi-ROM


with audio and video
Grammar and Vocabulary Workbook

For the teacher:

Students Book & Multi-ROM


with audio and video
Grammar and Vocabulary Workbook
Teachers Online Resource Materials

Students eText
MyEnglishLab

For the teacher:

eText IWB software


MyEnglishLab
Teachers Online Resource Materials

Gold Experience A1 Components


Gold Experience A1 is ideal for pre- and young teenagers
at elementary level in general English classes and those
who are working towards the Cambridge for Schools
examinations.

Students Book
The ten topic-based units offer thorough input and
practice of reading, writing, listening and speaking
skills, with topic vocabulary and grammar presented in
situations which exemplify their meaning and use.
There are many opportunities for students to share their
ideas, opinions and knowledge of the world. Lessons start
with a Power Up activity which is designed to activate
students existing knowledge and stimulate their interest in
the topic.
Learner training is an important aspect of Gold
Experience. Skill and Exam tips give clear, simple advice
on how students can develop their language and exam
skills. Word XP boxes highlight aspects of lexis, for
example, collocation and forming nouns from verbs, so
students develop good vocabulary-learning strategies.
Each unit in Gold Experience has a Video clip either
from TV or filmed especially for the course. The TV clips
are fully integrated with the main reading text, while the
other clips show teenagers involved in topic-based tasks,
activities and mini-dramas that students use as a basis for
project work.

MyEnglishLab
Gold Experience MyEnglishLab includes all the Workbook
exercises in interactive format along with additional
reading, writing, listening and speaking skills, as well as
practice and review tests. With instantly graded activities
plus tips and feedback, students are supported and
guided to successfully complete the exercises.
Also on Gold Experience MyEnglishLab are the Students
Book video and audio.

Teachers Online Resource


Materials
All the support a busy teacher needs is available online on
the Pearson Portal or through your local Pearson rep.
Teaching notes with a wealth of additional classroom
ideas, integrated answer keys and audio scripts
Photocopiable worksheets
Unit, mid- and end-of-year tests

eText for teachers


eText for teachers is a digital component for classroom use
on an interactive whiteboard. Available online or on disk,
it contains the Students Book in digital format with links
to audio, video, games and the Teachers Online Resource
Materials.

MyEnglishLab for teachers

After every two units there is a Revision spread which


reinforces the vocabulary and grammar students have
learnt.

The teacher view of MyEnglishLab gives you a full


learning management system with a range of practical,
problem-solving teaching tools.

eText for students

You can assign tasks to the whole class, groups or


individual students depending on their needs.
The communication tools allow you to send messages
to your students and, if you wish, keep in contact
outside of class.
The gradebook lets you see how individual students
and the whole class are progressing.
The common error report enables you to see which
problems are the most common and which of your
students are making these mistakes. With this
information, you can focus classroom time on the
areas that need the most work.
The review tests can be assigned at the time that suits
your teaching programme.

eText is the students online or tablet component which


contains the Students Book pages with integrated links to
audio, video and games.

Workbook
The Workbook offers practice of all the vocabulary and
grammar areas taught in the Students Book and is
suitable for both classroom self-study and homework.

Gold Experience

Students Book Organisation


Spread 1, pp 8283
1

A lead-in activity to generate


interest in the topic
2

Presentation of vocabulary
so students are prepared
for the unit

A fun activity that encourages


use of the key words
4

5
6

A tip to help students read


effectively
5

A task to help students


identify, summarise and
rephrase main ideas in the text
6

An activity that allows the


students to use English in a
personalised context

Topics are brought to life


in the classroom through
motivating video clips

Spread 2, pp 8485
1

Clearly presented grammar


with example sentences
from the main reading text
and usage notes
1

Students practise the


pronunciation of the
grammar in model sentences

An activity that allows the


students to use the grammar
in a personalised context

5
2

New vocabulary presented


with engaging pictures which
make the meaning clear
5

A useful vocabulary
learning tip

An activity that allows the


students to use the vocabulary
in a personalised context

Students Book Organisation


Spread 3, pp 8687
1

Carefully staged activities


that develop listening skills
2

A second grammar point


with example sentences from
the listening and usage notes
3

Carefully staged activities


that develop speaking skills
and confidence
4

Useful functional language


that students need to
express themselves

3
4

Spread 4, pp 8889
1

An example of the text type


which gives contextualised
practice of the grammar and
vocabulary needed for the
writing task

5
3

A tip to help develop good


writing skills

Carefully staged activities


that develop writing skills

2
6

Teen-appropriate writing
tasks that also prepare
students for Cambridge
ESOL Key for Schools
5

An engaging video clip which


allows students to see and
hear English in use
6

Pre-, while and post-view


activities so students get the
most from watching the video
7

An open activity so students


present their ideas to their
classmates

Gold Experience

2
7

Teaching notes for


photocopiable activities
Unit 01:
My space

Unit 02:
My week

You will need: one worksheet per student.


Give each student a worksheet. Tell them they will need to
find ten things in the house in the word search. Ask students
to close their books and turn the worksheet upside down.
Elicit as many things in the house as they can remember from
the unit and write them on the board.
Students work individually to complete the word search and
find the ten things.
Fast finishers could create a free time activity puzzle of their
own, for example using an online puzzle generator.

You will need: one worksheet per student.


Give each student a worksheet.
Try to elicit the first question. (What time do you get up?)
Drill it chorally and write it on the board. Tell students to
write it down.
Do the same with the next question. (What time do you have
breakfast?) Again, tell students to write it down.
Put students into pairs. Tell them to work together to create
the rest of the questions and write them down.
If students struggle to make the questions, do them all as a
whole class, eliciting them and writing them on the board
before they write them down.
Check students have the correct questions. Chorally drill
them all.
Students fill in the Me column about themselves. They dont
need to write whole sentences for this task.
Tell students they need to fill in the Teacher column.
Nominate students to ask you the questions, and make sure
they all write your answers correctly. Again, they dont need
to write full sentences for this.
Students ask their partner the questions, and write down
their partners answers.

Unit 03:
Wild animals

N
D

K
N

You will need: one worksheet per student.


Put students into pairs.
Give each student a worksheet and check they understand
who their partner is.
Read through the sentences with students and tell them that
they are going to guess their partners answers and write
them down without talking to their partner first.
Tell students to turn their worksheets over.
Elicit the first two questions from students and write them
on the board. (How often do you get up before 10.00 on
Sundays? How often do you swim?) Tell students to copy them
down in their notebooks.
Tell students to write the rest of the questions down. Each
question should start How often do you . . . ? Monitor to
provide encouragement and assistance if needed.
Conduct class feedback of the questions.
Tell students to work with their partner and ask and answer
the questions. They should tick () or cross (x) the last
column and compare their answers with their partners.

105

Unit 04:
Around town

Unit 06:
Fantastic food

You will need: one worksheet (A or B) per student.


Give each student a letter, A or B.
Cut up the worksheets and give each student A a worksheet
A, and each student B a worksheet B.
Tell all student As to look at their first question. Elicit the
question from them (Can you say the alphabet backwards?)
and elicit possible answers (Yes, I can./No, I cant.).
Tell all student Bs to look at their first question. Elicit the
question from them (Can you count from thirty to one in
English?) and again elicit possible answers (Yes, I can./No, I
cant.).
Check that students all understand their questions. Students
walk around the class and ask each other their questions.
They should write down the names of the students who
answer Yes, I can. They should have a different name for
each answer.
Monitor while students ask their questions to check that
everyone in the class is included in the activity.
When students have finished and have a different name for
each answer, tell them to sit down and write their results
down in sentences, e.g. Juan can sing. Erika can dance.

You will need: one board and one set of dice per pair of students.
Organise students into pairs.
Give each pair a game board and a set of dice. Tell them to
find a counter each (possibly a pen top or a rubber).
Students take it in turns to throw the dice. When they land
on a square, they have to say the correct word to complete
the sentence or question on that square.
If they say the correct word, they stay on the square. If they
cant say the correct word, they move back to the square
they were on before and their partner gets an extra turn.
The first person to finish is the winner.

Unit 05:
Media magic
You will need: one worksheet per pair of students.
Organise students into pairs and give each pair a worksheet.
Tell students that, for each puzzle, they will need to
unscramble the words in the puzzle to make a sentence.
Then they will need to use the letter above each number to
write the weather word.
Students work together to complete the puzzles.
Students check their answers in pairs and then with the
whole class.
1 Sentence: Today it is windy and cloudy.
Weather word: snowy
2 Sentence: My favourite season is winter.
Weather word: sunny

106

Gold Experience

Unit 07:
Life in the past
You will need: one worksheet per student.
On the board, draw three columns Write: In, On and at
the top of each one. Elicit time phrases that go in each
column (in 2013, on Monday, yesterday, etc.) and write them
on the board.
Give each student a worksheet and tell them to fill in the first
column about themselves.
Put students into pairs and nominate one student in each
pair A and one student B.
Elicit the first question (When did you last brush your hair?)
and chorally drill it.
All student As turn their worksheets upside down. Student
Bs ask them the questions and write their answers down.
When they finish, student Bs turn their worksheets over and
student As ask them the questions.
Fast finishers could write another question for their partner.

Unit 08:
Young people,
big ideas!
You will need: one set of cards per pair of students.
Cut up all the questions and answers and mix up the pieces
of paper.
Put students into pairs.
Give each pair of students a set of cards.
Tell students that they have to try to match the questions
with the answers.
Ask students to look at the questions and turn over all the
answers and try to remember them. Partners can test each
other.
Tell students to look at the answers and turn over all the
questions and try to remember them. Again, partners can
test each other.

Unit 10:
Summers here
You will need: one set of cards for each pair of students.
Before the class, cut out and mix up one set of cards for
each pair of students.
Put students into pairs. Give each pair a set of cards and ask
them to arrange them face down in a pile on the table.
Tell students they will need to take it in turns to lift a card
from the top of the pile and read it out to their partner.
Their partner has thirty seconds to one minute to tell them
about the subject. Encourage them to use a timer (e.g. on
their mobile phones) or set a timer yourself (e.g. using
an online stopwatch). Students continue until they have
answered all the cards in the pile.
During class feedback, students report back on what they
have learnt about their partners.

Unit 09:
Head to toe
You will need: one board and one set of dice per pair of students.
Put students into pairs.
Give each pair a game board and a set of dice. Tell them to
find a counter each (possibly a pen top or a rubber).
Students take it in turns to throw the dice. When they land
on a square, they have to say the correct word to complete
the sentence or question on that square.
If they answer the question correctly, they stay on the
square. If they cant answer the question correctly, they
move back to the square they were on before and their
partner gets an extra turn. The first person to finish is the
winner.

107

Unit 01 Find the things in the house

108

Gold Experience

PHOTOCOPIABLE 2014 Pearson Education Ltd.

Unit 02 School and home


Questions

Me

Teacher

Student

What time/you/
get up
What time/you/
have/breakfast
What time/you/
leave home
What/your/
favourite subject
What time/you
have dinner
you/study on
Sunday
you/play sport

you/have a sister
What/your/
favourite day

Gold Experience

PHOTOCOPIABLE 2014 Pearson Education Ltd.

109

Unit 03 Hobbies
I think . . .
(Yes/No)

My partners
answer

Was I right or
wrong?

(Yes/No)

( or x)

My partner always gets


up before 10 oclock on
Sundays.

My partner often swims.

My partner never eats


at night.
My partner usually helps
his/her parents in the
house.
My partner always does
his/her homework after
school.
My partner sometimes
eats breakfast in the
kitchen.
My partner often goes
to bed after 11 p.m. at
weekends.
My partner never tidies
his/her bedroom.

My partner often cooks


dinner.

My partner often buys


clothes.

110

Gold Experience

PHOTOCOPIABLE 2014 Pearson Education Ltd.

Unit 04 Find someone who can . . .


Student A
Find someone who can . . .
1 say the alphabet backwards (z, y, x, w . . .) __________________________
2 cycle twenty kilometres

__________________________

3 say hello in four languages

__________________________

4 dance

__________________________

5 spell Wednesday

__________________________

6 name seven countries

__________________________

7 jump two metres

__________________________

Student B
Find someone who can . . .
1 count from thirty to one in English
(30, 29, 28 . . .)

__________________________

2 run fifteen kilometres

__________________________

3 say goodbye in four languages

__________________________

4 sing

__________________________

5 spell February

__________________________

6 name seven capital cities

__________________________

7 swim 400 metres

__________________________

Gold Experience

PHOTOCOPIABLE 2014 Pearson Education Ltd.

111

Unit 05 The weather


1

DATOY
3

TI
SI
1

NDIWY
4

NDA
2

UYOCDL
5

Weather word:
1

YM
5

ARUEFTIOV
2

ASNESO
3

SI
1

TEWRIN
N

Weather word:
1

112

Gold Experience

PHOTOCOPIABLE 2014 Pearson Education Ltd.

Unit 06 Fantastic food


1

GO FORWARD

Id love a drink. Im
______

Have you got


______ apples?

3 SPACES

MISS

______ there any


bread?

There isnt ______


sandwich.

A TURN

There are ______


beans.

GO BACK

You ______ turn


your mobile phone
off in class.

10

2 SPACES

Would you like


______ drink?

How ______
cheese have you
got?

HAVE ANOTHER
TURN

14

13

12

Is there ______
money?

I havent got
______ headache.

Ive got ______


rice.

16

17

MISS

19

Theres ______
salad.

Can I have ______


sweets, please?

A TURN

I dont need
______ things.

23

22

21

20

Weve got ______


yellow melon.

How ______
bananas are there?

There ______ any


burgers.

Do we ______
stand here?

GO BACK 3
SPACES

25

START

Gold Experience

Id ______ a pizza.

11

26
Would you like
______ ice cream?

PHOTOCOPIABLE 2014 Pearson Education Ltd.

FINISH

113

Unit 07 When did you last . . .?


Me
Brush your hair
Travel by bike
Watch a DVD
Play a computer game
Text a friend
Talk to your mum
Phone a friend
Wash your hair
Cook a meal
Walk to school
Listen to a CD
Travel by train

114

Gold Experience

PHOTOCOPIABLE 2014 Pearson Education Ltd.

Student 1

Unit 08 Answering questions

Where did you go yesterday?

I went to town.

Did you take any photos?

Yes, I did. I took lots.

How did you go to school yesterday?

I went by bus.

Who did you see at the party?

I saw my friends.

Did you write any messages online


yesterday?

Yes, I did. I wrote three.

What did you find in your cupboard?

I found all my homework from last


week!

When did you make that cake?

I made it on Monday.

How many photos did you take?

I took about twenty.

Gold Experience

PHOTOCOPIABLE 2014 Pearson Education Ltd.

115

Unit 09 Comparative and superlative bodies


2

GO FORWARD

You have ten of


these on your feet.

Whats the
comparative of
good?

3 SPACES

MISS

Name three things


on your face.

How many teeth


have you got?

A TURN

Elephants are
_______ than
giraffes.

GO BACK

10

English is ______
than Japanese.

2 SPACES

Sloths are the


______ animal in
the world.

HAVE ANOTHER
TURN

14

START

13

11
How many fingers
have you got?

12

What do you see


with?

Im clever, but
Marys ______ than
me.

What is the
superlative of bad?

MISS

Whats the
comparative of
funny?

17

19

Where are your


shoulders?

A TURN

What is the plural


of foot?

23

22

21

20

Where are your


knees?

Whats the opposite


of curly?

What does twins


mean?

Whats the fastest


animal in the world?

GO BACK 3
SPACES

25

26

Im the ______
student in this class!

My dad is ______
than me.

16

116

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PHOTOCOPIABLE 2014 Pearson Education Ltd.

FINISH

Unit 10 Tell me about . . .

Tell me about your family.

Tell me about your


favourite animal.

Tell me about your


hobby.

Tell me about your best


friend.

Tell me about your


house.

Tell me about your


favourite sport.

Tell me about your last


holiday.

Tell me about your dream


holiday.

Tell me about your


school.

Tell me about your daily


routine.

Tell me about your


weekends.

Tell me about last


weekend.

Tell me about your plans


for the future.

Tell me about your


favourite food.

Tell me about yesterday


evening.

Tell me about your


favourite place.

Tell me about your


bedroom.

Tell me about next


weekend.

Gold Experience

PHOTOCOPIABLE 2014 Pearson Education Ltd.

117

Starter
Unit objectives
Reading:
Vocabulary:
Grammar:
Listening:
Speaking:
Writing:

reading for information; information


transfer
family words; countries
be; this/that/these/those
answering multiple-choice questions
asking and answering questions about
favourite things
drawing and labelling a family tree; writing
about your family

STARTER

(SB pages 69)

To start
The Ping pong game. Use a soft ball (that doesnt bounce)
or a scrunched-up piece of paper. If possible, sit or stand
all the students in a circle. Say: ping [your name], pong [a
students name] and throw the ball to that student. Indicate
that he or she should throw the ball to another student and
say: ping [throwers name], pong [catchers name]. If students
cant remember anyones name they can throw the ball back
to you. Make sure all students are included several times.
Follow this game with a numbers game, 120. Say: one, then
throw the ball to a student and indicate that he or she should
say: two. Again, get students to throw the ball around the
whole class one by one. If they have any problems with any
numbers, correct them on the spot and chorally drill with the
whole class.

Welcome to my world!
1 Direct students to the instructions. Say: My names . . .
Chorally drill the sentence. Ask a few students in the class:
Whats your name? and elicit their answers. Ask: Whats your
name? and chorally drill the question. Say to one student:
My names . . . Whats your name? Elicit the answer and direct
him or her to ask another student. Continue this around
the class, then say: Im ten/eleven/twelve. How old are you?
Chorally drill the question, then ask a few students their
age. Again, set up a chain around the class by saying to one
student: Im twelve. How old are you? Indicate that he or she
should answer before asking another student the question.
If you hear any mistakes, correct them on the spot and
chorally drill the correct sentence. Put students into pairs
to practise the two questions and answers. Monitor them
closely.

2 Focus students attention on the picture of the webpage.


Ask: What can you see? Find Maxs name and age together
with students, then get them to find the other information
individually. Monitor and provide help if needed. Put
students into pairs and get them to check their answers with
their partner. Conduct class feedback.
Max Carter, twelve years old
Valentina, eleven years old
Valeria, eleven years old

My family
3 Draw your own family tree (real or invented) on the
board. Include you, your brother, sister, mother, father,
grandmother, grandfather, uncle, aunt and cousin, using just
their names rather than the English words for the various
relatives. Try to elicit the words in English for each family
member. Chorally drill them and then write them on the
board. Direct students to the instructions and the family
tree. Where is Max? (At the bottom left in the middle.)
Answer questions 1 and 2 together, then tell students to
complete the exercise individually. Monitor and provide
encouragement and help where needed. When students
have finished choosing the correct words and filling out the
family tree, put them into pairs and ask them to check their
answers with their partner.
4 Play Track S.1 for students to check their answers before
conducting whole class feedback.
Track S.1
Max: Hi! Heres my family tree. This is my dad Joe. This is my mum,
Carmen. Heres my brother, Oscar. Hes fifteen. This is my sister,
Molly. Shes nine. Here are my grandfather and grandmother. Theyre
sixty-four and fifty-nine. And here are my uncle and aunt, and their
children. Tim and Vicky are my cousins.
1 dad 2 mum 3 brother 4 sister
5 grandfather and grandmother 6 uncle and aunt
a grandfather b grandmother c dad d mum e uncle f aunt
g brother h sister i cousins

5 Direct students back to your family tree on the board. Elicit


sentences about some of the people on the family tree and
write them on the board. For example, This is my mother,
Joanna. Shes 55. Focus students attention on Exercise 5 and
get them to draw their own family trees first, then write
about them.
Students own answers.

Students own answers.

All around the world


1 Focus students attention on the picture and elicit and
chorally drill the word map. Work with students to find their
countries on the map and say the names in English.
Students own answers.

2 Do the task as a class. If students dont know the names of the


countries in English and they arent the countries discussed in
the next exercise dont focus too much on them.
Students own answers.

3 Direct students to the task. Do a, b and c together, then


instruct them to work individually. Monitor to provide
encouragement. When students finish, put them into pairs
and ask them to check their answers with their partner.
Conduct class feedback, chorally drilling each country and
checking understanding of each one.
b 10

c8

d7 e2

f4

g6

h5

i1

j3

4 Direct students to the task. Look at Aine together and then


Diego. Put students into pairs. Conduct class feedback,
encouraging quieter students to give their answers.
Max is from Britain.
Stefans from Poland.
Elif s from Turkey.
Tian Tians from China.
Diegos from Mexico.
Angelos from Ecuador.
Ninas from Spain.
Williams from Malawi in Africa.
Annas from Australia.

5 Focus students attention on the instructions and Question


1. Do the first two questions together, then put students
into pairs to complete the quiz. Monitor to check for
accuracy of grammar.
6 Play Track S.2 for students to check their answers before
conducting whole class feedback.
Track S.2
1
A: Is William from Turkey?
B: No, he isnt. Hes from Malawi.
2
B: Is Aine from the USA?
A: Yes, she is.
3
A: Is Anna from Spain?
B: No, she isnt. Shes from Australia.
4
B: Is Angelo from Britain?
A: No, he isnt. Hes from Ecuador.
5
A: Is Tian Tian from China?
B: Yes, she is.
6
B: Is Nina from Mexico?
A: No, she isnt. Shes from Spain.

Gold Experience

2 Yes, she is.


3 No, she isnt. Shes from Australia.
4 No, he isnt. Hes from Ecuador.
5 Yes, she is.
6 No, she isnt. Shes from Spain.

All about you


1 Check students understand favourite. Say: I like Turkey. I like
Spain. I like Britain, but Mexico is my favourite country. Indicate
with a smile and thumbs up how much you like it. Chorally
drill favourite. Put students into pairs and direct them to the
task. Tell them your favourite song and TV programme.
Ask a few students about theirs, then get them to tell their
partner. Feed back a few answers.
Students own answers.

2 Focus students attention on the instructions. Check they


understand team. Play Track S.3 and ask them to check their
answers in pairs.
Tracks S.34
Molly: Look, Max. Heres a quiz. You answer the questions, OK?
Max: Er . . . OK.
Molly: Right. Number 1: whats your favourite colour? Is it yellow?
Max: No, its green. I dont like yellow.
Molly: Oh! OK, question 2: whats your favourite animal? A cat, a
dog or a mouse? Or other?
Max: Its a cat!
Molly: Now . . . question 3: whos your favourite singer? Is it Justin
Bieber?
Max: No! Its Lady Gaga. Shes great! Her songs are cool!
Molly: And number 4: whats your favourite TV channel?
Max: I like the sports channel.
Molly: OK. Question 5: whats your favourite sport?
Max: Hmm . . . football is my favourite sport. And Manchester
City is my favourite team!
Manchester City

3 Direct students to the instructions. Give them a few minutes


to read the quiz and check with their partner if they can
remember any answers. Play Track S.4 so students can
choose Maxs answers in the quiz.
1A

2A 3C

4C

5A

4 Introduce the idea of favourite things. Give your own


favourites first: My favourite colour is green. My favourite
animal is a cat. Students answer the quiz themselves silently.
Students own answers.

5 Direct students to the task and run through the questions


again orally. Put students into pairs, A and B, to do the quiz.
A students should close their books while B students ask
them the questions, and vice versa. Monitor to provide
encouragement.
Students own answers.

6 Model the activity by asking a student their favourite colour


and animal, writing their answers on the board. Highlight
your use of possessive s on the board. Tell the students
to do the same for their partner. Monitor and check for
accuracy.
Students own answers.

Whats cool at school?


1 Pre-teach picture, bag, ruler, book, pencil, pen by pointing to
these objects in your classroom. Chorally drill each one if
students dont know the words. Then direct them to the
task and find a blue picture together. Ask students to work
individually to find the rest of the things in the picture. Ask
them to check with their partner before sharing with the
class.
Students own answers.

2 Focus students attention on the task. Give them one minute


to think about it, then do Question 1 together. If none of
the students have understood what they are looking for,
ask: What are Georges favourite colours? and elicit green and
red. Ask students to work individually to do the rest of the
exercise. Monitor and assist if needed. When they finish, put
them into pairs to check their answers with their partner.
Conduct class feedback.

4 Stand back from students and point to a pen at the back of


the class. Ask: Is that . . .s pen? and elicit either Yes, it is. or
No, it isnt. Put a few pens next to that pen, stand back again
and ask: Are those . . .s pens? Elicit either Yes, they are. or No,
they arent. Ask students: If its one thing, what do we say?
and elicit that. Ask: If its more than one thing, what do we
say? and elicit those. Chorally drill the two questions. Direct
students to the task. Do a few sentences with the class, then
put students into pairs to make more sentences. Monitor to
check there arent any problems.
Students own answers.

To finish
Ask students to give you one or two things each. (Make sure
they know the words for these things in English.) Put them all
on your table. Lift up one thing at a time and ask: Whose . . .
is this? The first student to guess correctly each time and say,
for example, Thats Julies ruler. gets one point.
Homework
Workbook pages 45
MyEnglishLab

Students own answers.

3 Check that students understand the difference between


this and these and that they can use is and are correctly for
singular and plural. Take a few books, pens and pencils from
some students, then lift them up one by one and ask: Is this
. . .s pen? Are these . . .s pencils? Elicit the short answers Yes,
it is./No, it isnt. and Yes, they are./No, they arent. Then lift
one pen up, ask: Whats the question? to elicit Is this . . .s pen?
Drill this chorally. Lift up a few pencils and elicit the question
Are these . . .s pencils? Again, drill this chorally. Refer
students to the task. Do a few examples together before
asking them to work in pairs to practise the questions and
answers. Monitor and provide encouragement.
Students own answers.

Gold
EXPERIENCE

A1
Pre-Key for Schools

Teachers
Book

Penelope Campbell

01

My space

Unit objectives
Reading:
Grammar:
Vocabulary:
Listening:
Speaking:
Writing:

matching paragraphs with photos


there is/are; have got
things in a room; the home
identifying multiple-choice photos
making a phone call
a poster; capital letters

Vocabulary

(SB page 10)

To start
Colours anagram game. On the board, write: dre, nrege,
leub, granoe, lewoly. Ask students: Are these English words?
(no) Point to the first word, cross out the r and write r in
a different place on the board. Then cross out e and write
e next to r. Ask students: What colour is this? Cross out the
d and write d next to re to make red. Put the students into
pairs and tell them to do the same with the other words to
make four more colours (green, blue, orange and yellow).
They should write them down to practise the spelling. Drill
the colours chorally, paying attention especially to the correct
pronunciation of orange (/rnd/).

Power up
1 Check students understand the word bedroom. Direct them
to the instructions for this task. Ask: Do you have a chair/
desk/computer/some curtains in your bedroom? Drill the
words, checking students say curtains correctly (/ktnz/).
Ask: What colour is your chair/desk?, etc. Put students into
pairs and tell them to ask their partners: What do you have in
your bedroom? What colour is it? Encourage them to include
other items.
Students own answers.

Things in a room
2 Tell students to cover the words in the box. Point to the
pictures and try to elicit them, chorally drilling them as you
go. Note the pronunciation of cupboard: /kbd/. Then
students match the pictures with the words, writing them
down in their notebooks so they have a written record.
Monitor closely for any spelling mistakes. Put students into
pairs and ask them to check their answers with their partner
when they finish. Tell them to check their partners writing
for any spelling mistakes.
A bin B clock C comics D cupboard
E cushion F electric guitar G light(s)
H mobile phone I music player J noticeboard
K poster L shelf

3 Play Track 1.1 once for students to check their answers


to Exercise 2. Then play Track 1.2, pausing for students to
repeat the words.

A
B
C
D
E
F
G
H
I
J
K
L

Tracks 1.12
a bin
a clock
comics
a cupboard
a cushion
an electric guitar
lights
a mobile phone
a music player
a noticeboard
a poster
a shelf

4 To introduce this activity, say, e.g. Its small and black. What is
it? Indicate that it is something in the classroom. Elicit pen.
Direct students to the instructions. Read the example
sentence and check they have understood and can find the
clock in the picture. Do Question 2 with them. Students
work in pairs to complete the exercise, then check with their
partner before you conduct class feedback.
2 Its a cupboard. 3 Theyre lights.
4 Theyre comics. 5 Its a bin. 6 Its a poster.

10

Gold Experience

Where is it?
5 First, review the prepositions. Then put a pen on the table
and ask: Wheres the pen? Elicit Its on the table. Chorally
drill on and Its on the table. Then use the pen and other
classroom objects to elicit and drill the other prepositions:
next to, near, above, in, in front of, under, behind and between.
Direct students to the pictures in Exercise 5, and tell them to
copy the prepositions into their notebooks.
Do the example with students, then tell them to continue in
pairs, asking and answering questions about the things they
can see in the picture in Exercise 2.
Students own answers.

Game on
Demonstrate the game. On the board, very quickly and
roughly draw a clock under a cushion. Ask: Whats in my
picture? and try to elicit possible answers. Insist on students
using the structure Is it a . . . on/under/ . . . a . . . ? After a
student guesses correctly Is it a clock under a cushion?, draw
another (a light in a bin). Again, invite suggestions.
Refer students to the instructions. Then tell them to work
in pairs and take turns to draw a very quick picture for their
partner to guess Is it a . . . on/ under/ . . . a . . . ?
Monitor closely to check students are staying on topic. Allow
two or three minutes for this, depending on how focused
they are.
Homework
Workbook pages 67
MyEnglishLab

Reading

(SB page 11)

1 Check students know what a poster is by using a poster in


the classroom. Direct them to the instructions. Focus their
attention on the four photos to answer the question.
Room A

2 Refer students to the instructions. Ask: How many photos are


there? How many descriptions are there? Read the introduction
aloud, then read number 1, Diegos description, to them.
Elicit the correct answer (D). Students work in pairs, reading
the other descriptions and deciding which photo matches
each one. Ask them to compare answers with their partner.
Conduct class feedback.
1D

2C

3B 4A

3 Ask students: How many people sleep in Diegos room? Elicit


two. Ask questions to check how they found the answer:
Where does it say that in the text? Who is the other person?
Direct them to the instructions and then number 1 to make
sure they understand why the answer is No. Then tell them
to look carefully at the texts again to see if sentences 24
are true or false. Monitor to check they arent just guessing
the answers but are actually looking to find them.
Conduct class feedback for each answer by asking: Where did
you find the answer?
2 Yes 3 Yes 4 No

Sum up
4 This is a writing task. Elicit the colour of the walls in Diegos
room and tell students to complete the sentence. Then ask
them to write three more sentences one for each of the
other rooms. Monitor for correct spelling of the colours,
and also for the correct use of the possessive s. Feed back
by eliciting the answers and writing them on the board.
In Diegos room the walls are white.
In Elif s room the walls are red and pink.
In Janas room the walls are blue.
In Maxs room the walls are orange (and white).

Speak up
5 Direct students to the instructions. Tell them: My favourite
room is Diegos room because I love bunk beds and I love
sleeping next to the window. Ask one student: Which is your
favourite room? Why? Tell students to work in pairs and tell
their partner which is their favourite room, and why. Finally,
direct students to This weeks extra prize at the bottom
of the text. Which room is it? Elicit the answer C and get
students to point out the map in the photo.
Students own answers.
Homework
MyEnglishLab

11

Grammar

(SB page 12)

Grammar XP
Direct students to the sentences.
Ask: When do we use theres . . .? (for singular things)
When do we use there are . . .? (for plural things). Highlight
pronunciation of theres a . . .
On the board, write:
There __ __ teacher. There __ __ students. There __ __ football.
There __ __ beds.
Elicit correct sentences about the classroom. (Theres a
teacher. There are some students. There isnt a football. There
arent any beds.) Write the correct words in the spaces on
the board. Ask: How many teachers are there? (one) Point out
that we say Theres a . . . or There isnt a . . . . Ask: Is there
one student or more? (more) So what do we say when there is
more than one? (There are some . . . or There arent any . . .)
Then rub out teacher, students, football and beds. Ask students
to give a different word for each gap, again to describe their
classroom.
Then on the board, write:
__ there __ teacher? Yes, there__ . __ there __ students? Yes,
there __ .
Elicit correct questions and answers from the class. Is there
a teacher? (Yes, there is.) Are there any students? (Yes, there
are.) Then rub out teacher and students, and elicit other items
in the classroom to write in the spaces.
Finally, write: __ there __ guitar? No, there __ . __ there __
cushions? No, there __ .
Elicit the correct questions and answers from the class.
1 Play Track 1.3 for students to listen to the correct
pronunciation, then play Track 1.4 so they can repeat the
sentences.
Tracks 1.34
Theres a poster on the wall.
There are some books on the shelf.
Theres a bag near the door.
There are some cushions on the chair.
Theres a guitar under the bed.
There are some comics in the bin.
Students own answers.

2 Focus students attention on Question 1. Ask: Why is it


Theres a not There are a . . . ? (because theres just one
desk) Answer Question 2 with students. Again, check that
they understand that the answer is There isnt . . . because
we are talking about one bin only. Put students into pairs
and ask them to finish the rest of the exercise using the
Grammar XP box above to help them.
Monitor closely. If a few students are making mistakes, stop
the class and write on the board:
There is/isnt = 1
There are/arent = 2+
Ask students to check their answers with their partner
before you conduct whole class feedback.
2 isnt

3 There are

4 isnt

3 To introduce this task, check that students understand the


difference between Is there a . . . ? (for one thing) and Are
there any . . .? (for more than one thing). Write the structure
of the questions on the board: Is there a/Are there any . . .
on/under/above/next to/in front of/ behind/near/in . . .
the . . . ?
Direct students to the example questions. For each example,
ask: Is the question about picture A or picture B? Organise
them into pairs. One of each pair will write three questions
about picture A, and one will write three questions about
picture B. Monitor to make sure they are using the question
structure on the board.
Students own answers.

4 Before this activity, focus again on the natural short answers.


Ask the following questions to elicit and practise the short
answers: Is there a teacher in the class? (Yes, there is.) Is there
a bed in this class? (No, there isnt.) Are there any students in
this class? (Yes, there are.) Are there any animals in this class?
(No, there arent.)
Refer students to the instructions. Nominate one student
to be B so you can demonstrate the questions and answers
with him or her.
Instruct students to ask and answer their questions with their
partner. Make sure their partner cannot read the questions,
so they have to listen. Monitor to check students are staying
on task.
Students own answers.

5 Do the example as a class, then ask for another difference


between the two pictures. Tell students to work in pairs
again for two or three minutes to see how many other
differences they can find. Feed back by asking a few students
to tell you one difference each (CDs on the shelf/on the
floor, a cat on the shelf above the window/three cats on the
chair, a box of popcorn on the table/popcorn on the floor,
etc.).
Students own answers.

12

Gold Experience

5 arent 6 There are

Write on
6 Direct students to the instructions. Then demonstrate the
activity by asking a few students some questions, e.g. Is there
a TV in your bedroom? Are there any books in your bedroom?
Insist on the correct short answers. Tell students to write
two questions about their partners bedroom. Monitor for
accuracy. Then tell students to ask their questions.
Students own answers.

To finish
Picture dictation. Draw a simple picture on a piece of paper.
Tell students to draw what you say: Theres a big table. On the
table theres a TV. Next to the TV theres a book. On the book
there are two pens. Under the table theres a cat. Next to the
table theres a dog. Behind the dog theres a chair. In front of the
dog theres a bag. In the bag theres a clock. Tell students to
compare their pictures in pairs. Then ask them to describe
the picture back to you so you can draw it on the board.
Homework
Workbook pages 89
MyEnglishLab

Vocabulary

(SB page 13)

To start
On the board, write: b . . . s . . . c . . . p . . . Get students to
guess the things in your bedroom based on the first letters
of each word on the board (bed, shelves, clock, poster) and
write them up. Next, tell them to write the first letter of four
things in their bedroom. Then they work in pairs and guess
their partners four things. Monitor, especially for spelling.

The home
1 Focus students attention on the picture of Marcos
apartment. Ask: Is this a house or an apartment? How many
rooms are there? Do you like it? Direct students to the
instructions.
Play Track 1.5 and tell students to look at the pictures and
repeat what Marco says. Then tell them to cover the words
and ask: What number is the living room? What number is the
garage?, etc. Then ask: What is number 1? What is number
2?, etc. Finally, ask students to work in pairs and test each
other to see if they can remember the words, asking: What
is number . . . ?
Track 1.5
Marco: Welcome to my home. Thats the lift . . . and these are the
stairs. Come upstairs. This is the living room. This is the kitchen.
Heres the dining room. And heres the bedroom. Thats the
bathroom. This is the balcony. Thats the garden. And thats the
garage. Come downstairs to the garden.
Students own answers.

2 Direct students to the instructions. Play Track 1.6, then stop


it to give students time to check they understand what the
sounds are and to say: 1 Hes in the bedroom. Then play the
rest and tell students to write their answers down. Conduct
class feedback to check answers.
Track 1.6
1 sound effects: snoring, alarm clock ringing
2 sound effects: opening of fridge, pouring of drink, clink of ice cubes,
closing of fridge
3 sound effects: door opening, scrape of dining chairs, clatter of knives
on plates
4 sound effects: teeth cleaning/brushing, water running in basin
5 sound effects: lift arriving with a ping, doors opening, doors closing,
swoosh of lift
6 sound effects: footsteps outside on gravel, up-and-over door
opening noise, car door slamming, engine starting and revving
2 Hes in the kitchen. 3 Hes in the dining room.
4 Hes in the bathroom. 5 Hes in the lift.
6 Hes in the garage.

13

3 Direct students to the picture and ask: What is it? (a lighthouse)


Does someone live here? (yes) Whats her name? (Nancy) Do you
like it? Demonstrate the speaking activity by asking the class
the example question and answer in the speech bubble first: Is
there a lift in the lighthouse? (No, there isnt.) Then ask another
example question: Is there a living room in the lighthouse? (Yes,
there is.) Insist on the full short answer, not just yes/no. Then
put students into pairs and tell them to take turns and ask their
partner questions about all the other information.
Students own answers.

Word XP
First, ask students: How many stairs are there in the lighthouse?
Ten? Twenty? Elicit There are 150 stairs. Refer students to the
question and ask them to repeat it chorally. Make sure they
pronounce many correctly (/meni/).
4 Before students fill the spaces in Nancys description, tell
them to put their pens down and read the text. Check they
understand round. Then do the first gap together, eliciting
the answer. Tell students to complete the text individually.
Monitor for any problems. When they have finished, tell
them to compare their answers in pairs before you conduct
class feedback.
1 living room 2 dining room 3 bathroom
4 bedrooms 5 garden 6 balcony 7 stairs

Game on
Students enjoy the challenge of a memory game and of
testing their classmates. If you have a large class, divide
students into four teams, not two. Give them one minute
to memorise the information about the lighthouse, then tell
them to close their books. Tell students all their questions will
be: How many . . . are there?
The teams take turns to direct a question to the opposing
team. Encourage the quieter students to ask questions too,
so the more confident students dont ask all of the questions.

Speak up
5 Check that students understand the four types of home in
the list. Ask a stronger student: What is your perfect house?
Tell him or her to describe it to the class. Then put students
into pairs and tell them to describe their perfect house to
their partner. Monitor to check they stay on track. If you
hear a lot of mistakes in language that they have already
studied, write down a few incorrect sentences that you hear.
Also write a couple of correct sentences using the same
target language (theres a . . ./there are some . . .). Write all
the sentences on the board and after students have finished
speaking to their partner, ask them to find the mistakes in
the sentences and to find the correct ones.
Students own answers.
Homework
MyEnglishLab

14

Gold Experience

Listening

(SB page 14)

Power up
1 Demonstrate the exercise by describing your home. For
example: Its an apartment. There are three bedrooms. There
isnt a balcony. Then put students into pairs and direct them
to describe their home to their partner. To feed back, ask a
couple of students to describe their partners home to the
class.
Students own answers.

Listen up
2 To familiarise students with the photos, ask: Which home is
in Greece? (3C) Which photo is in Brazil? (1C) If necessary,
drill names of all twelve countries in the photos to ensure
correct pronunciation and check students know where they
are. Then ask: Is A a house or an apartment? Is B a house or an
apartment? Tell students to continue in pairs with the other
photos. Conduct feedback by asking individuals: A is a . . . ?
B is a . . . ?, etc.
Houses: 1C, 2A, 3A, 3B, 3C, 4A, 4C
Apartments: 1A, 1B, 2B, 2C, 4B

3 First, check that students remember the meaning of the


words wall, balcony, garden and roof. Direct them to the
instructions. Tell students to work in pairs and take turns
to describe the photos. If they are likely to have problems
making sentences, write three possible structures on the
board:
Theres a small/big house/apartment in photo A/B/C.
Its yellow/blue . . . .
The door is grey/green.
Then do another example with the class using these
structures and slotting the appropriate words in. Feed back
by asking just two or three students to describe a picture
each.
Students own answers.

4 Direct students to the Exam advice. Explain that they are


going to listen to a quiz about the photos in Exercise 2. Play
Track 1.7, then pause to make sure everyone understands
the task and has the right answer. Play the rest of the
recording, pausing only if necessary between speakers.
Tracks 1.78
1
Presenter: Hi! And welcome to our quiz, Homes around the world!
Our first photo is from Nina. Tell us about your home, Nina.
Nina: My homes next to my friends. Her homes got yellow walls.
My homes got orange walls.
George: Is it photo A?
Nina: No. It isnt a house. Weve got a big apartment. Its got a
green balcony. Its photo . . .

2
Presenter: Photo number two is from Luke. These homes are a
nice colour, Luke!
Luke: Yeah, yellows my favourite colour. And my homes got yellow
walls.
Daisy: OK. Have you got a garden?
Luke: Yes, we have. Weve got a big garden.
Daisy: I know! Is it photo . . . ?
3
Presenter: Photo number three is from Daisy. And your home,
Daisy?
Daisy: My homes white. Its a small apartment and it hasnt got a
garden.
George: Has your home got stairs outside?
Daisy: Yes, it has.
George: The answer is photo . . .
4
Presenter: And photo number four is from George. Tell us about
your home, George.
George: Our home hasnt got a balcony. Its a house . . .
Nina: Is it photo C?
George: No. Weve got a garden. And a green roof. Its a grass
roof! Its photo . . .

5 Check the answers, eliciting them from the class, and write
them on the board. Then play Track 1.8 so students can
check their answers themselves.
1B 2A

3C

4A

Grammar XP
Ask your class: Has this classroom got a whiteboard? How many
windows has this classroom got? Tell them they are going to
look at has/have got.
On the board, write It and We in a column, as shown in the
table below. Elicit has got, and have got for it and we and write
them in the table. Next, elicit how to make the contractions
(its got, weve got), and write the contracted forms on the
board as shown below.
Then elicit the questions and short answers and write them
on the board in another table. Practise the sentences.
Tell students to copy these grids once you are sure they
understand them.
It
We

has got / s got


have got /ve got

Has it got . . . ?
Have we got . . . ?

hasnt got
havent got

a computer

Yes, it has.
No, it hasnt.
Yes, we have.
No, we havent.

6 Direct students to the instructions. Familiarise them with


the table by asking questions such as Has Adams house got a
garden? Has Evas apartment got big windows? Give them two
minutes to decide which photo is Adams house and which
is Evas apartment, then check their answers with the whole
class.
Adams house: 3B

Evas apartment: 4B

Focus students attention on the two sentences written


under the table. Read the first one, then elicit the end of
the second one and write it on the board. Tell students to
continue the exercise, writing a sentence for each piece of
information. Monitor closely, paying particular attention to
the apostrophe being written in the correct place.
Ask students to compare their answers in pairs, then elicit
and write them on the board.
Adams house hasnt got big windows. Its got white walls. It hasnt got
a red balcony.
Evas apartment hasnt got a garden. Its got big windows. It hasnt got
white walls. Its got a red balcony.

7 Demonstrate the exercise first. On a small piece of paper,


write the country of one of the photos (e.g. Turkey), then
fold the piece of paper up. Tell the students they need
to find out which photo it is by asking you questions that
start Has it got . . . ? Encourage the quieter students to ask
questions as well as the more confident ones.
Once they have guessed correctly, put students into pairs
and give each student a piece of paper and ask them to
choose another home from the photos. Get them to write
down its country and fold the piece of paper up. Next,
they need to write questions to guess their partners photo.
Monitor to make sure all students have some questions.
Students own answers.

8 Tell students to ask their partner their questions and work


out which is their photo. Elicit the short answer they will
use (Yes, it has./No, it hasnt.). If any pairs finish early, tell
them to choose another photo and ask questions about that
without writing them down.
Students own answers.

To finish
Dream homes. Make sure the students understand that dream
here means something they would like in the future. Tell them
to ask you questions to find out about your dream home,
such as How many bedrooms has your dream home got? Elicit
that your dream home has got six bedrooms, two big living
rooms and a red balcony for every room. Tell students to
write five things their dream home has got, but to keep them
secret from their partner. In pairs, students ask: Has it
got . . . ? to find out the five things.
Homework
MyEnglishLab

15

Speaking

(SB page 15)

To start
Find out if all the students have a mobile phone. Ask: What
can you do on a mobile phone? Elicit text message and phone
call by miming these. Drill the words mobile phone, text
message, phone call. On the board, write 2day. Ask students
what this is. Show them your mobile phone as a clue and try
to elicit that this is today in text language. Then ask what c u
means (see you). Ask students to work in pairs and to think
of any other words they can shorten in English text messages.
You can write these on the board, for example: 4 = for; y =
why; txt = text; msg = message; b = be; no = know; u = you;
gr8 = great.

Track 1.9
1
Sofia: Hi, Mum! Where are my trainers?
2
Mum: Theyre in the kitchen.
3
Sofia: Oh yes, here they are. Is my bag in the living room?
4
Mum: Yes, it is. Its under the table. Have you got your homework?
5
Sofia: Ive got my maths, but I cant find my English homework.
6
Mum: Is it in your bag?
7
Sofia: No, it isnt. Oh! Yes, it is. Thanks! Bye, Mum.

Power up
1 Ask students: What can you see in the picture? Then direct
them to the question In love with your mobile phone? and
generate some responses before asking them to answer the
two multiple-choice questions below.
Students own answers.

2 Ask students to look at the two questions again and


memorise them with closed books. Elicit both questions and
drill them chorally. Tell students to stand up and mill around
the class. Give them three minutes to find someone who
makes the same number of phone calls and who sends the
same number of text messages as themselves every day. Use
the board to show that 15 is said one to five. Monitor for
accuracy and also to check students are talking to everyone
in the class.
Feed back once everyone has sat down by asking two or
three students to say: How many text messages a day? and
Who is the other student?
Students own answers.

3 Focus students attention on the photo. Ask: Whats


happening in the photo? Then direct them to the conversation
below it. Ask a couple of concept-checking questions:
Who are the two people? Which sentence is number 1? Then
elicit where line 2 is before students read and write the
conversation in order. Tell them to check their answers in
pairs.
4 Play Track 1.9 for students to check the order and get them
to practise the conversation in pairs.

1 Sofia:
2 Mum:
3 Sofia:
4 Mum:
5 Sofia:
6 Mum:
7 Sofia:

Hi, Mum! Where are my trainers?


Theyre in the kitchen.
Oh yes, here they are. Is my bag in the living room?
Yes, it is. Its under the table. Have you got your homework?
Ive got my maths, but I cant find my English homework.
Is it in your bag?
No, it isnt. Oh! Yes, it is. Thanks! Bye, Mum.

Speak up
5 Go through the words in the box and check students
understand the formal and informal registers. Ask: Which
words do we use with family and friends? (hi, bye, thanks) and
Which words do we use for other people we dont know very
well? (hello, good bye, thank you).
Direct students to the instructions and the conversation.
Ask: How many people are there in the conversation? What are
their names? Drill the names chorally for pronunciation and
stress on the first syllable: Mrs Reeves, Rosy, Jacob. Check
that they understand that they dont need two of the words
in the box. Play Track 1.10 and give students time to write
their answers. Elicit the answers and write them on the
board.
2 Hi

3 Thanks

4 Bye

Track 1.10
Mrs Reeves: Hello?
Jacob: Oh, hello, Mrs Reeves. Its Jacob here. Is Rosy there, please?
Mrs Reeves: Yes, of course. Just a minute.
Rosy: Hi, Jacob.
Jacob: Hi, Rosy! Have you got my maths homework?
Rosy: Your maths homework? Im not sure . . . Oh yes. Its in my bag!
Jacob: Oh good. Thanks, Rosy.
Rosy: Thats OK. Bye!

6 Divide the class into groups of three so they can practise the
conversation. Monitor closely to check that they are on task.
Correct any pronunciation problems on the spot with the
groups.
Students own answers.

16

Gold Experience

Language XP
Tell your students that these are things we often say on the
phone. Run through the phrases with the class, drilling them
chorally.
7 Direct students to the instructions. Elicit what the words in
bold are: (Jacob, Rosy, Jacob, Rosy, maths homework). Choose
two stronger students to model a conversation with you,
changing the words in bold, for example comics or mobile
phone instead of maths homework. Then put students back
into their groups of three to practise the conversations
again.
Focus students attention on the Skill advice and remind
them that we use different words for formal and informal
situations. Ask: What do I say to my friends mother? What do I
say to my friend? to elicit the correct forms of the words.
Students own answers.

There is additional speaking practice on page 100 of the SB.


Homework
MyEnglishLab

Writing

(SB page 16)

Power up
1 Direct students to the new words. If you can, bring in the
real objects, e.g. a birthday card, a cinema ticket. Check they
understand the words and chorally drill them. Tell students
to write the words down and check their spelling. Then put
them into pairs to test each other.
Students own answers.

Tell students: Ive got books, CDs and photos in my room. Then
ask a few students what theyve got, and insist on the full
sentence for their answers. Pair the students so they can tell
their partner what theyve got in their room. Monitor for
problems. Feed back by asking a couple of students: What
has your partner got in his/her room?
2 Look at the noticeboard and do Question 1 as a class so
students understand the task and can guess who Rafael is
in the photo. Do Question 2 together, then tell them to
continue in pairs. Monitor for problems. Have students
check with their partner before you conduct class feedback.
2 The Avengers 3 07977 405 637
4 Australia 5 twelve 6 Luisa

3 Write the words about, of, from on the board. Tell students
they can use these words in the next exercise. Direct them
to the instructions, and do Question 1 together, showing
the sentence in the text that includes from (above the koala
photo: from Uncle Ray in Australia). Do Question 2 together,
asking: Which picture is the answer in? (below the photo of
Rafael and his brother: of me and my brother). Students do
the rest in pairs. Elicit answers with the whole class, asking:
Wheres the answer? each time to locate the information on
the noticeboard.
2 of

3 about 4 about

5 about 6 from

4 Direct students to the pictures. Generate some interest


by asking: What can you see? What is the sport? What team
is it?, etc. Refer them to the words in the box and check
understanding. Give an example of favourite: I like tennis
and I like volleyball, but football is my favourite sport. Give an
example of fantastic: Geography is good, science is good, but
English is fantastic!
Do numbers 1 and 2 with the class. Make sure they
understand that they dont need two of the words; then tell
them to continue alone.
Tell students to check their answers in pairs, then conduct
class feedback on the board.
2 fantastic 3 red 4 favourite

5 from

17

Plan on

Switch on

(SB page 17)

Language XP

My home

Put a few things of yours or from the classroom on your desk


or a table so that everyone can see. Say: This is a (book), and
hold it up. Then point to something else on the table and say:
Thats a (ticket). Then say: These are my (things). My favourite
(thing) is (this photo). Direct students to the Language XP box,
then tell them to find a few things in their bags/pencil cases/
pockets and put them on the table. Nominate one stronger
student to demonstrate by using these sentences to describe
his or her things. Put students into threes and tell them to
practise the sentences together.

1 Direct students to the photo. Ask: What can you see? What
is the girl doing? Focus their attention on the first question.
Encourage everyone to guess the answer before they watch
the video. Play the video and conduct class feedback.

5 Tell students they are going to make a poster like Rafaels.


They will need four or five things in their poster. Elicit the
things they might use (birthday card, ticket, postcard, etc.).
Tell them they have two minutes to think of things from
home they can use for their poster, and write them down.
Then demonstrate the speaking activity by looking at a few
students lists and asking them questions from Exercise 5.
Put students in pairs and tell them to do the same with their
partners list.

1 a pet dog 2 a brother 3 a guitar

2 Read through the sentences with the class. Put students into
pairs. Ask if the sentences are true or false. If necessary, play
the video again for them to check. Conduct class feedback,
and encourage quieter students to give some answers, too.
1F 2T

3F 4F

5T

3 Direct students to the task. Elicit a few ideas and then put
them into pairs so they can talk about any similarities or
differences. Encourage them to use language theyve used
in the unit: Its got posters. It hasnt got a noticeboard, etc.
Remind them to use the words learnt in the vocabulary
sections. To feed back, ask a few students to tell the class
some similarities and differences.

Students own answers.

Students own answers.

Write on

Project

6 Tell students to find their four or five things to make a


poster with. If they cant use the real items, they can draw
them. They need to write sentences using the Language XP
expressions. However, they should write their sentences in
their notebooks before adding them to their poster.
Direct students to the Skill advice. Look at the caption under
the photo of Rafael and his brother. Ask: How many capital
letters are there? (four) Why does Photo have a capital letter?
(It is the start of a sentence.) Why has Nico got a capital
letter? (It is the name of a person.) Why has Barcelona got a
capital letter? (It is the name of a place.) Why has Fantastic
got a capital letter? (It is the start of a sentence.) Tell students
to look at the note about Uncle Rays postcards and work
in pairs to answer the question: How many capital letters are
there and why? (five: postcards is at the start of the sentence;
Uncle Ray is a name of a person; Australia is the name of a
place; Koalas is the start of a sentence.)

4 Direct students to the instructions and the first set of


questions (number 1). Demonstrate the exercise by saying
your video script is about your living room and your
bedroom. Explain you are in your bedroom and your friend
is in your living room. Tell students to write down two
rooms for their script and put one person in each room.
Direct students to the questions in number 2. On the board,
write six things in your bedroom: bed, books, CDs, chair,
music player and posters. Tell students that the CD player
is your favourite thing; its on a chair next to your bed. The
CDs are next to it. The books are on a shelf and the posters
are on your walls. Tell students to write down six things in
their bedroom, then discuss Question 2 in pairs. Provide
encouragement and assistance.
Direct students to number 3. They should write the script in
a clear way in their notebooks with the name of the person
who is speaking at the top of each part of the script. Model
the exercise orally.
Tell students to write their scripts individually. Monitor to
check they all have ideas and use the phrases in number
4. When they have finished, ask a stronger student to act
out his or her script. Then tell students to work in pairs to
act theirs out, using props or making up a set out of the
classroom furniture.

Students own answers.

To finish
Word snake. Write letteReaDescribElephanTakE on the board.
Elicit another word that starts with e (the last letter of take)
and add it. Elicit another word that starts with the last letter
of the new word. Tell students to work in pairs and start with
the word window. They take turns to write another word to
make their own word snake.
There is additional speaking practice on page 100 of the SB.
Homework
MyEnglishLab

18

Gold Experience

Students own answers.

02

My week

Unit objectives
Reading:
Vocabulary:
Grammar:
Listening:
Speaking:
Writing:

identifying right/wrong sentences


days of the week; daily and free time
activities; months
present simple
completing notes
talking about habits and routines
a quiz; punctuation

Vocabulary

(SB page 18)

To start
Ask students: How many days are there in a week? Which days
are the weekend and which are school days? Ask an individual
student: What day is it today? and throw a scrunched-up piece
of paper or a soft ball to him or her. Then ask the student to
throw it to someone else and ask What day is next? Indicate
that students should continue throwing the object round the
class until all days have been practised a few times. If they get
a bit excited or miss students out, have them throw it back to
you each time. If you need to challenge students more, ask
them to go backwards (Monday, Sunday, Saturday . . .).
Correct on the spot any pronunciation problems. In particular,
students may confuse Tuesday (/tjuzde/) and Thursday
(/zde/) and struggle with Wednesday (/wenzde/).

Power up
1 Ask students: What is the first day of the week? What letter
does it start with? Elicit Monday and M. Then students
continue with the writing task. Monitor closely for spelling
mistakes, and check they are using a capital letter at the
beginning of each day.
Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday

2 Write two sentences on the board about the school day,


one of which is true for your school:
Our school day is 8.304.00.
Our school day is 9.004.00.
Ask students which sentence is correct for your school, and
put a tick next to it. Then point to the other sentence and
elicit from students: Our school day isnt . . . Our school day
is . . .
Tell students to copy the sentences from the board into
their notebooks. Ask them to do the same with the other
sentences either tick them if they are right, or correct
them if they are wrong.
When you check their answers, elicit the corrections and
write them on the board. Focus on the correct form of the
verb to be.
Students own answers.

My day
3 Ask students to cover the sentences and to look at the
pictures. Try to elicit what I do in each picture; for example,
I get up. Model the full sentence each time one is given
and drill it chorally, checking for accuracy in pronunciation.
Then ask students to write the correct sentences in their
notebooks.

Word XP
Draw students attention to the vocabulary. Elicit that have
is the first word in each phrase. Check that they understand
the meaning of the phrases, then drill them chorally. Tell
students to write the phrases down. Encourage them to learn
the collocations (words that often go together) rather than
individual words. Give them one minute to try and remember
all nine of the phrases. Then put them into pairs and ask
them to close their books and tell their partner as many as
possible.
4 Play Track 2.1 for students to check their answers. If they
have any problems, stop the track and give them time to
find the correct answer. Then play Track 2.2 for students to
repeat the sentences.
Tracks 2.12
I get up.
I have a shower.
I get dressed.
I have breakfast.
I talk to my friends.
I go to the shops.
I do my homework.
I watch TV.
I play computer games.
I meet my friends.
A I get up. B I have a shower. C I get dressed.
D I have breakfast. E I talk to my friends.
F I go to the shops. G I do my homework.
H I watch TV. I I play computer games.
J I meet my friends.

5 Tell students to draw a similar table in their notebooks with


enough lines so they can fill it in about themselves. You can
ask stronger students to cover their coursebooks so they
have to remember the activities. Let them check afterwards
for spelling.
Students own answers.

19

Game on
Demonstrate the game yourself first. Tell students two things
you do in the morning, e.g. I eat breakfast, I watch TV. Then
ask one of the stronger students to close their book and tell
you two things he or she does in the morning. Then direct
students to the instructions in their books and give them two
minutes to complete this activity in pairs.
Homework
Workbook pages 1011
MyEnglishLab

Reading

(SB page 19)

1 Ask students: What is the title of the article? What can you
see in the photos? Where do you think it is? Have a discussion
about kung fu to check students know what it is. Ask: Do you
do kung fu? Do you know any kung fu films or kung fu stars?
Direct students to the instructions and let them predict what
the numbers refer to in the text. Point out that we say forty
thousand, and the comma separates groups of three digits in
English. Also point out that 5.00 is five oclock, and 9.30 is
said as nine thirty, and that we always use a point between
the hour and the minutes (5.00, 9.30).
Tell students to try and match the numbers with the
sentences, again without reading the text yet. Ask a few
students for their suggested answers before they read the
text.
Students own answers.

2 Ask students to read the first paragraph of the article very


quickly and tell you the first number they find (16). Tell
students they have one minute to look at the text and circle
any numbers they find. Then feed back, writing the numbers
on the board. Ask students to look again at the text and see
if their answers to Question 1 were correct. Ask students
which two sentences they didnt use.
16: how old Tian Tian is (6)
40,000: number of students at the school (5)
5.00: school starts (2)
9.30: school ends (3)
3: how old some students are (7)

3 Refer students to the Skill advice and ask: How many times
have you read the text? (one) What do you need to do now?
(read the questions) Then what will you do? (read again to find
the answers).
Read the instructions. Do Question 1 and ask: Where is the
answer in the text? (at the end of the paragraph headed My
school day). Tell them to look at Question 2, and look for
the answer. Check that everyone can see the answer in the
text and that they understand why Question 2 is wrong. Tell
them to do the rest of the questions.
Ask students to check their answers in pairs, then feed back
to the whole class. If there are a lot of problems, read the
text, then find the answers together as a class.
2B 3A

4B 5A

6A

Sum up
4 Students cover the text and complete the sentences. Give
them time to check before going through the answers with
the class.
Students own answers.

20

Gold Experience

Speak up
5 This task is designed to get students speaking for a few
minutes in pairs. Ask them to close their books. On the
board, write three prompts (key words from the text): starts,
free day, parents. Then elicit three more important words
from the text from students. Ask the class for sentences
about the text using these words. Then change the she to I
and clearly rub off the final s from starts. Ask students to tell
their partner two things about their school that are similar
and two things that are different using these prompts.
Students own answers.

To finish
Divide the class into two teams. One student from each team
comes to the front, where you whisper one of the activities
to them (e.g. get up). They both mime the activity at the
same time for their team to guess the answer. The first team
to guess correctly gets a point. Students take turns to come
up and mime. Demonstrate one mime yourself first. Note:
students may say getting up/having a shower as it is happening
now. Insist on the infinitive here: get up/have a shower, etc.
Homework
MyEnglishLab

Grammar

(SB page 20)

To start
Play Hot seat. Demonstrate the game first. On four pieces of
paper write the words parents, Sunday, student, lesson. Ask
one student to come to the front of the class and choose a
piece of paper without you seeing it. Stand facing the class
so you cant see the board and tell the student to write up
the word. Ask the class to describe this word in English to
you without saying the word itself. For example, parents =
your mum and dad. Encourage them to use English and not to
worry about mistakes. When you guess the word correctly,
give yourself a point.
Divide the class into small teams of three or four. One
person in each team is in a hot seat with their back to the
board. Write another word from the last lesson on the board
for the other team members to describe to their student
in the hot seat. The first person to guess the word for
their team gets a point. You could use the following words:
morning, school, students, a party, lessons, Sunday, TV.
1 On the board, write two sentences: Tian Tian sleeps at
school. I sleep at home. Elicit and highlight the difference:
the third person s. Then write Tian Tian sleeps at home. I
sleep at school. Ask students if thats true and when they
say no, change the sentences to the negative forms: Tian
Tian doesnt sleep at home. I dont sleep at school. Focus
students attention on the Grammar XP box and check
they understand how to form the present simple positive
and negative. Then focus on the pronunciation of the third
person singular s. On the board, write talks, plays and
finishes. Say the words and elicit the different sounds the s
makes /s/, /z/ and /z/); then drill them chorally.
To check students understand the meaning of the present
simple, ask a few concept check questions: Is this every day?
(yes) Is this a special day? (no) Is this now? (no)
Play Track 2.3 so that students can listen to the
pronunciation of the third person singular. Play Track 2.4,
pausing after each sentence for students to repeat and focus
on /s/, /z/ and /z/.
Tracks 2.34
Tian Tian sleeps at school.
She goes to a kung fu school.
She watches TV on Sunday.
School finishes at 9.30.
Students own answers.

21

2 This task gives practice of the subject pronouns with the


present simple. To introduce the activity, write I, you, he,
she, it, we, they in a column on the board. Then ask how you
could talk about various things Tian Tian (she), the school
(it), students in this class (we) the table (it), my parents (they),
the cars outside (they), etc. Make it clear that they refers to
both people and objects, and that you can be singular or
plural.
2 They play games on Sunday.
3 It doesnt end at 3.30 on Friday.
4 We look after the young students.
5 He is very happy.

3 To introduce the exercise, ask: What time does Tian Tian


start school? (5.00). Then say the example sentence to the
class (Tian Tians school day starts at 8.00.), and ask if thats
correct. Refer them to the Grammar XP box to see how to
make the sentence negative, and write it on the board. Then
students do the task with the help of the article on page 19
and the Grammar XP box.
2 It doesnt finish in the afternoon. It finishes in the evening.
3 She doesnt go home after school. She stays/sleeps at school.
4 They dont see her every Sunday. They see her three or four times
a year.
5 She doesnt want to be a teacher. She wants to be a kung fu actor/
an actor.

4 Put students into pairs and give them a few minutes to think
of two false sentences and write them down before telling
them to their partner. They correct each others sentences.
Students own answers.

Write on
5 Direct students to the two example sentences, then elicit
another positive and negative sentence from the class using
the prompts. Tell students to write one sentence (positive
or negative) for each of the phrases. Monitor closely for
spelling problems. Fast finishers can then write two more
sentences using other verbs on the page.
Students own answers.

To finish
Read the text out slowly to students, with lots of mistakes in
it (e.g. My day starts at 4.00 in the morning and ends at 8.30
at night.) Every time students think they hear a mistake, they
stand up and put their hand up. The first student to stand up
gets a point and the chance to win another point if they can
correct your sentence.
Homework
Workbook pages 1213
MyEnglishLab

22

Gold Experience

Vocabulary

(SB page 21)

To start
Write Free time activities on the board and elicit one example.
Students work in pairs to remember what Tian Tian does in
her free time. (She talks to friends, plays games and watches
TV.) Then a quick hands up game students try to be the
first person to put their hand up and tell you one sport, one
extra lesson and one instrument.

Free time activities


1 Ask students to look at the pictures and cover the words.
Can they name any of the activities without looking at the
words? Teach the activities one by one, drilling each one
chorally with the words still covered. Then ask students to
do the matching task to prepare them for the collocations
next.
2 computer games: A, card games: B
3 swimming lessons: B, singing lessons: A
4 the drums: B, the guitar: A
5 a party: A, fun: B
6 to the beach: B, to the cinema: A

2 Ask students: Do we play/go/have volleyball? Do we play/


go/have football? Elicit all of the collocations of the verbs
and nouns in Exercise 1 in this way from the class. Drill
all the collocations chorally, then ask students to do the
exercise, grouping the activities according to the verb they
take. Monitor closely for spelling mistakes as well as correct
answers. Tell any students who finish early to cover the
pictures and see if they can remember the phrases.
After all students have finished, get them to repeat the
whole phrases for correct pronunciation and to help them
learn the collocations. In pairs, students cover the words and
practise the phrases: one of the students points to a picture,
then the other one has to use the correct verb with the
name of the activity.
Students tell the class which activities they do or dont do.
For example, I play the drums. I dont have singing lessons.
1 play volleyball/football
2 play computer games/card games
3 have swimming lessons/singing lessons
4 play the drums/the guitar
5 have a party/fun
6 go to the beach/to the cinema

3 Focus students attention on their lists of collocations.


Ask: Which two activities have a ball? (play football and play
volleyball) Which two activities have an instrument? (play the
drums and play the guitar) Which two verbs have to? (go to the
beach and go to the cinema)

Focus students attention on the photo of Stefan. Generate


some interest in him by asking: How old is he? Where is he
from? Then direct students to the instructions and questions
in Exercise 3. Elicit some suggestions.
Play Track 2.5 for students to check if they were right, and
ask them to tick the activities they wrote down if they hear
them. Feed back to the class. Then focus their attention on
the picture of Stefans diary. Tell students they are going to
listen again and fill in the diary. Repeat Track 2.5 for them to
write the activities in the right places.
Tuesday: have swimming lessons
Wednesday: play computer games
Thursday: play football
Friday: go to the beach
Saturday: play the drums
Sunday: go to the cinema
Track 2.5
In my free time I do a lot of different things. On Tuesday, after
school, I have swimming lessons. I like swimming. On Thursday
afternoon I play football. Im in a team. On Friday evening I
sometimes go to the beach. Um . . . Saturday morning . . . I play the
drums. I love my drums! I go to the cinema with my friends or my
family on Sunday. On the other days I play computer games or . . .

Months
4 Start by eliciting and drilling the months one by one, and just
write the first letter of each month on the board as you go.
As you do this, keep pointing to the other months on the
board to check if students can remember them. Speed it up
to make it fun. When they can remember and pronounce
them accurately, direct students to the ordering activity in
Exercise 4. Monitor closely to check they spell the words
accurately, and that they start each month with a capital
letter.
5 Play Track 2.6 for students to check their answers. If they
have any problems, stop the track and give them time to
find the correct answer. Then play Track 2.7 for students to
repeat the months.
Tracks 2.67
January
February
March
April
May
June
July
August
September
October
November
December

Word XP
On the board, draw three columns and head them in, on and
at. Ask students which column 6 oclock should go in, then
7.30, Monday and July. Direct them to the Word XP box,
then do a few more examples on the board with the class.
For example, Thursday (on), 9.15 (at), January (in), 8.45 (at),
Wednesday (on), June (in).
6 Ask students: What is a blog? Do you have one? What do
people write in them? Direct them to Exercise 6. Tell them to
put their pens down first and tell them they just have one
minute to read the blog to find the answer to the question:
How many holidays in total does Stefan have? (5) Then they
read it again and fill the spaces with in, on or at. Explain that
this is a good technique, especially for exams, as they will
be able to fill the spaces more easily if they have read the
whole text first. To check this activity, elicit the answers
from students and write them on the board. If there are any
problems, direct them to the Word XP box again.
2 at 3 in

4 in

5 In

6 on

Game on
Put students into pairs and tell them to write down six
activities first with the correct verbs (play, have or go), and to
keep them secret from their partner. Demonstrate the game.
Say: football and elicit play football. Then say: English and elicit
have English. Students work in pairs and test their partner.
Monitor closely to check they have written the collocations
down correctly.

Speak up
7 Do this as a whole-class activity. Try to encourage as many
students as possible to say a sentence or two. Stop after a
couple of minutes or if the pace of the lesson starts to slow
down.
Students own answers.

To finish
Demonstrate this activity. On a big piece of paper, write the
following sentence: On Saturday mornings I play the drums.
Then tear up the sentence into individual words and ask
the students to rearrange them to make the sentence again.
Give each student one strip of paper. Ask them to copy
any sentence from Unit 1 or the first part of Unit 2 in the
coursebook. Then organise them into pairs and tell them to
tear the sentence into individual words and give the pieces of
paper to their partner, who must put the words in order.

January, February, March, April, May, June, July, August, September,


October, November, December

23

Listening

(SB page 22)

To start
Elicit one subject that students study. Then pair them and
allow one minute to brainstorm as many subjects as they can.
Ask the pair with the most answers to feed them back to
you. Use this activity to check which subjects students already
know in English. Teach all the subjects that come up in the
next exercise and drill them chorally.

Power up
1 To prepare students for the listening, encourage them to
think about their own school day. Check students know
which is their left and right hand. Say some sentences (e.g.
I like science. I love maths. I hate geography.). If they agree,
they raise their left hand; if they disagree, they raise their
right hand. Then students do Exercise 1, ordering the school
subjects. To feed back, ask questions such as Whose favourite
subject is history? Who put English last?
Students own answers.

2 If you need to move students around for any reason, this


would be a good opportunity. Have them order themselves
in a row, from the student who lives closest to school to the
one who lives furthest away. Then ask students to circle the
option that is correct for them.
Students own answers.

Listen up
3 Before doing the listening exercise, direct students to the
photo of Angelo and the other children. Generate some
interest by asking: What can you see in the photo? Where do
you think Angelo lives? Where do you think he is going? How old
is he?, etc. Pre-teach canoe (/knu/). Then give students
time to read the questions to themselves before listening.
Play Track 2.8. Students make a note of the questions they
hear.
1 Do you walk to school?
2 What time do you go to school?
3 Do you and your friends like school?

Tracks 2.89
Tania: Hi, Angelo. My names Tania. Can I ask about your journey to
school?
Angelo: Sure.
Tania: OK. Do you walk to school?
Angelo: No, I dont. I go to school in the school canoe.
Tania: Wow! So what time do you go to school?
Angelo: The canoe comes at half past seven in the morning. Here
it is now.
Tania: Do you meet your friends on the canoe?
Angelo: Yes, I do. There are thirty children on it! Heres my friend
Maria. And this is my brother, Mateo.
Tania: Mateo. Thats a nice name. Can you spell that for me?
Angelo: Yes. Its M-A-T-E-O.
Tania: Do you like your journey to school, Angelo?
Angelo: Yes, I do. Our journey is forty-five minutes, but we talk to
our friends . . . and we do our homework!
Tania: And do you and your friends like school?
Angelo: Yes. Well, I love geography. Its my favourite subject! Bye!

4 Direct students to Tanias notes and give them one minute to


read them. Play Track 2.9 for them to complete the notes.
For further practice, refer students back to Exercise 3, put
them into pairs and ask them to take turns in being Tania and
Angelo, asking and answering the questions.
1 (half past) seven (in the morning) 2 thirty 3 Mateo
4 forty-five (minutes) 5 geography

Focus students attention on the Exam advice. In the Key for


schools exam, spelling of numbers may be tested. To revise
numbers, you can: dictate some numbers for students to
spell; or play bingo with numbers 120 and also the tens
(30, 40, 50, etc.). This will help with the recognition of the
spoken form of numbers and the difference between the
word stress in the teens (13, 14) and 30, 40, etc.

Grammar XP
Start by asking students some yes/no questions in the present
simple (Do you walk to school? Do you have lunch at school?
Does your brother walk to school? Does your mother get up
before you?) and elicit and then practise the short answer (Yes,
I do./No, I dont. Yes, he/she does./No, he/she doesnt.). Then
go through the Grammar XP box with students, checking for
any problems with the question forms.
5 Play Track 2.10 and ask how do you . . . is pronounced. Try
to elicit the natural pronunciation: /dju:/. While they might
not use it all the time, it is important that students hear it
and recognise it. Play Track 2.11, asking students to repeat
the questions with the correct pronunciation.
Tracks 2.1011
Do you walk to school?
Do you meet your friends?
Do you like your journey?
Students own answers.

24

Gold Experience

6 Demonstrate the exercise by writing the first jumbled


question on the board. Ask students which word should
come first, second, etc. and elicit the correct question. Then
ask students to do the rest of the questions individually.
Monitor for correct use of capitals at the beginning and a
question mark at the end of each question. Check answers
with the whole class.
2 Do you walk to school with your friends?
3 Does your teacher go to school with you?
4 When do you do your homework?
5 Do you like school?

7 Ask one student the first question from Exercise 6 that you
had written on the board and write up their answer (Yes,
I do. or No, I dont.). Then ask students to write their own
answers next to the questions. If you have time, put students
into pairs and tell them to ask each other the questions.
This will give more practice of question forms and of the
pronunciation.
Students own answers.

To finish
Happy face. Start with the word afternoon. Draw a happy
face on the board and _ _ _ _ _ _ _ _ _ . Tell students that
the lines make up a word. Invite students to suggest letters
for the word. If a correct letter is guessed, write it in. Every
time they guess a wrong letter, erase one part of the face and
write the letter in its place. Once the word has been guessed,
choose another from this unit. This game might work better
if students are put into small groups, so they all get a chance
to take part.
Homework
MyEnglishLab

Speaking

(SB page 23)

To start
Mouthing words activity. Ask students to write down three
things they do every school day, but tell them they mustnt
show what theyve written to anyone. Demonstrate the
activity by mouthing silently I have breakfast without actually
saying the words. Students try to work out what you are
saying. Then put students into small groups and ask them to
take turns to mouth their sentences for their team mates to
guess.

Power up
1 Start by drawing four simple clocks on the board that show
the times 2.00, 2.15, 2.30 and 2.45. Elicit these times and
drill them chorally. Then move the small hand to a couple of
different hours to allow more practice of saying the times.
In this section, students will practise saying the times using
the format three fifteen/three thirty/three forty-five (not
quarter past/half past/quarter to). If a student does try to
say the other format, praise them, but tell them theyre just
practising this one for now.
Check students understand the meaning of the phrases in
Exercise 1, then drill them chorally. Tell them: I go to school at
. . . oclock. Ask a few students the questions and make sure
they use at with the time they do things. This will prepare
them for the next activity.
Students own answers.

Language XP
Direct students to the Language XP box and the two ways
to write the time, either in numbers or words. Focus their
attention on the question form (What time) and the word
we always use with time (at). Remind them about the
pronunciation of do you (/dju:/) in the question.

Speak up
2 Elicit from students some of the things they do every day
and write them on the board. Then use this to ask a couple
of students What time do you . . . ? to model the pairwork
exercise. Students work in pairs and use these prompts
to ask and answer three more questions about their day.
Then ask a few students to feed back one sentence to the
whole class about their partner. In the feedback, check that
students are using the third person s.
Students own answers.

3 Focus students attention on the photo of Jenna and her


timetable. Ask: What time does she start school? What time
does she finish school? How many subjects does she have each
day? How many days can you see? Then put students into
pairs to work together to complete the sentences.

25

1 My school starts at eight oclock. We have a break at ten oclock in


the morning.
2 I have maths on Monday and Tuesday.
3 I dont have art on Tuesday.
4 My history lesson starts at 11.15.
5 My history lesson ends at 12.15.

4 Students work with the same partner and practise the


conversation. Faster students could be Jenna and try and
answer the questions without looking at the text, just the
timetable.
Students own answers.

5 Students work individually and write the questions down in


their notebooks first before asking their partner. Go round
the class checking their accuracy. Faster students might enjoy
trying to remember the answers without looking at Jennas
timetable, then making up another question to ask their
partner.
Students own answers.

6 Focus students attention on the Exam advice. Explain a little


about the speaking exam and the types of question that
might be asked and the length of the reply expected in Part
1. This will include getting to know you questions and the
student talking about things such as their daily life, interests
and likes.
Brainstorm topics that the examiner might ask students
about and write key words on the board. Elicit some
questions the examiner might ask with these words.
Students take turns to be the examiner and ask their partner
questions. Monitor closely for pronunciation problems. If
several students have the same problem, practise the difficult
words/sentences with the whole class; otherwise just give
on-the-spot correction with individual students.
Students own answers.

7 Put students into pairs, A and B, and tell them to turn to the
page indicated. Give them one minute to look at the task
before asking them to ask and note their partners answers.
Students should be able to feed back by checking with their
partner for the correct answers.
Students own answers.

To finish
Draw a blank timetable on the board similar to Jennas, but
just for one day. Tell students that its your ideal timetable.
They need to ask you questions to fill it in, such as What time
do you have maths? and Do you have English . . . ? Then tell
them to draw their own ideal timetable and fill it with the
subjects they would love to have all day. They then all draw
a separate blank timetable. Both partners ask and answer
questions to complete the blank timetable, e.g. What time do
you have art? and Do you have English?
Homework
MyEnglishLab

26

Gold Experience

Writing

(SB page 24)

To start
Categories. Draw the following grid on the board:
Time
Place
Job/Hobby/Activity
t
10 oclock
Tokyo
teacher
m Monday
Mexico
music
Explain that Time can include days, times, months; Place can
include countries and other places. Demonstrate the activity
by writing the letter t in the first column, then elicit one time,
one place, and one job/hobby that start with t and write
them on the board. Do the same for m. Then put students
into pairs and ask them to copy the grid in their notebooks.
Give them all a new letter. The first pair to write down three
words beginning with that letter wins the point. Continue the
activity with a few other letters.

Power up
1 Elicit and drill the days of the week again before leading a
class discussion. Invite stronger students to speak first, but
then encourage quieter and weaker students to speak as
well, helping them if they struggle.
Students own answers.

2 Direct students attention to the two photos. Ask what they


can see in them and what they think Mel and Joseph do
every day. Elicit or teach the words llama (/lm/) and
unusual. Then tell students they have just one minute to read
text A and find out which is Mels favourite day, and why.
Ask them to do the same with text B; give them another
fifteen seconds to read it quickly to find out which is Josephs
favourite day, and why. Be really strict with the timing, but
reassure students they will have time to read the texts again
after. Then instruct students to do Exercise 2, making sure
they underline the new expressions in A.
1 on school days

2 at the weekend

3 Ask students for one example of each of the things from


questions 15, to make sure they understand the words
and to give them an idea of what they will be looking for in
the task. Then set Exercise 3. Tell students to check their
answers with their partner; then conduct class feedback.
Some students may find number 5 difficult if they dont
know Wales. Point out that it starts with a capital letter, so it
must be the name of something.
2 eighteen 3 thirty, fifteen
5 Britain, Wales

4 Saturday, Monday

Plan on
4 Direct students to the instructions. Check they understand
the task by asking How many questions are there? (5) How
many answers are there? (8) Ask students to check with their
partner before conducting whole-class feedback.
2 maths 3 12.30

4 9.15 5 Yes, they do.

5 Start by asking for examples, not from the quiz, of a number,


a time, a subject and a day. Do the first one with students,
then ask them to work individually to find the rest of the
answers. Then conduct whole-class feedback.
1 230, 995
4 Monday

2 9.15, 12.30

3 maths, science

Language XP
Draw students attention to the two possible types of
question they will be using in the next exercise. Ask students
why do not does is used here.

Switch on

(SB page 25)

Kung fu school
1 Direct students to the photo. Ask: What can you see?
What are the people doing? Focus them on the exercise and
predicting what they are going to learn from the video.
Do Question 1 together, then tell them to do Question 2
individually. Get them to check their predictions with their
partner. Play the video. Take class feedback from their
predictions. Ask: Did you learn anything surprising? Give them
an opportunity to express opinions and discuss what they
have seen.

Write on

1 B 2 maths, science, geography

6 Explain that students are going to write a quiz for their


classmates. Refer them to the Skill advice to highlight
punctuation considerations. Elicit some ideas of topics for
their questions, and put any key words on the board. Set
a time limit of seven minutes for students to devise their
questions and answers. Monitor closely for correct question
formation. If there are problems, give students some
prompts on the board. Students who finish early can make
two more questions.

2 Direct students to the task and tell them to read through


the questions. Do Question 1 together, then see if they can
remember the answers to the rest of the questions. Play the
video again so they can check their answers.

Students own answers.

7 Tell students to swap their questions with their partner and


try to match the correct answers.

1 Yes, she has. 2 No, she doesnt.


3 Yes, she does. 4 B

3 Try to generate a class discussion here about the school.


Find out if anyone likes doing martial arts and what they
think about a school dedicated to one activity like this. If
the quieter students are reluctant to speak, get everyone to
work in pairs.
Students own answers.

Students own answers.

To finish
Ask students to work in pairs and, covering the text, try to
tell their partner anything they can remember about it (e.g.
Mel gets up at seven oclock on school days.). Encourage them
to say the sentences accurately, with the correct preposition.
The partner checks in the text. This activity helps students
to remember chunks of language together in this case,
prepositions with the time expression.
Homework
MyEnglishLab

Project
4 This project can be done individually or in pairs. Elicit some
of the information students can include, such as times,
subjects, days, friends, teachers. Model it on the board as
a spidergram and get students to copy it and fill it in fully in
pairs. When they have done all the preparation, tell them to
write their script, which should include all the words they are
going to say. There need only be a few lines to accompany
each image, not a long paragraph. Encourage students to
take photos or videos that they can describe. Get students
to show their films to the rest of the class.
Students own answers.

27

Revision
1
2A

3B

4A 5A

(SB pages 2627)

6C

2
2 garden 3 garage 4 poster
6 desk 7 Tuesday 8 party
3
2 a bedroom
4
2 history
6 book

3 a kitchen

3 beach

5 cupboard

4 a garage

4 Wednesday

5 a balcony

5 November

5
have: dinner, a shower, swimming lessons
go: to the beach, to the cinema
play: basketball, computer games, the guitar
6
2 have 3 get 4 go 5 do
8 play 9 to 10 to

6 have 7 watch

7
2 I havent got a brother.
3 Its got a blue door.
4 I watch TV in my room.
5 Is there a desk in your room?
6 My best friend lives in Spain.
7 Have you got a big house?
8 Do you go to school on Saturday?
8
2 This is
8 arent

3 of

9
2A

3B 4C

10
2A

3A

28

4 about

5 go

5A

6C

4B 5B

6B

7A

6 plays

8A

Gold Experience

7 Do

03

Wild animals

Unit objectives
Reading:
Vocabulary:
Grammar:
Listening:
Speaking:
Writing:

identifying true/false sentences


animals; the world around us; animal
movement
adverbs of frequency; present simple; whquestions
answering comprehension questions
expressing and justifying opinions
a description of an animal; linking words

Vocabulary

(SB page 28)

To start
Write animals on the board and tell students they are going
to learn about some animals over the next few lessons. Elicit
one example of an animal. Put them into pairs and give them
two minutes to think of five animals in English. The first pair
to think of five animals wins.

Power up
1 Teach the words wild animal. Say that some animals live
in the house, some live on a farm and some live in places
where there are not a lot of people (in the wild). Examples
are elephant (mime it) and snake (mime it). Try and elicit wild
animals and drill it chorally with the class. Then ask students
to look at the photos. Are they all wild animals? (yes)
Direct students to Exercise 1 and discuss it as a class.
Tell students to look at the photos of different animals.
Teach the names of the animals by pointing to the photos
one by one, trying to elicit the names and chorally drilling
them. Keep checking back as you do this to see if they can
remember the ones that came before. Tell students to copy
the words down. Monitor for spelling mistakes. Ask: Have
you seen these animals? Do they live in your country? Elicit
responses around the class.
Students own answers.

2 Direct students to Question 1. Then do Question 2 together


as a class before telling them to work individually on the rest
of the questions. Ask students to check with their partner
before you conduct whole-class feedback.
2H 3E 4D 5F
11 K 12 L

6G

7I 8J

9A

A
B
C
D
E
F
G
H
I
J
K
L

Tracks 3.12
Its a spider.
Its a scorpion.
Its a meerkat.
Its a bat.
Its a bear.
Its a dolphin.
Its a kangaroo.
Its a panda.
Its a shark.
Its a whale.
Its a camel.
Its a goat.

4 Check students understand the activity. Play number 1 of


Track 3.3 and pause to check students have the correct
answer. Then play the rest of the track, stopping only
if there are problems or students need more time. Tell
students to check with their partner before you conduct
class feedback. If there are any problems, play the track
again for students to check answers.
Track 3.3
1 Is it A: a dolphin? B: a whale? C: a bat?
sound effects: dolphin clicking
2 Is it A: a scorpion? B: a snake? C: a shark?
sound effects: snake hissing
3 Is it A: a meerkat? B: a kangaroo? C: a goat?
sound effects: goat bleating
4 Is it A: a parrot? B: a bear? C: a bat?
sound effects: bear growling
5 Is it A: a kangaroo? B: a goat? C: a camel?
sound effects: camel moaning
1A

2B 3C

4B 5C

5 Direct students to the instructions and the quiz True or false


statements. Do Question 1 with your students to check they
understand the task. Ask: What do you think? Tell them that
the answers are not on the page. Tell students to work alone
and guess the answers. Then tell them to check with their
partner before you conduct class feedback.
2T

3F 4F 5T

6T

10 B

3 First, play Track 3.1 for students to check their answers, then
play Track 3.2 so they can repeat for correct pronunciation.

29

Game on

Sum up

Direct students to the instructions, then demonstrate the


activity. Say: Its a goat. Ask students for a sentence that
starts: Goats live in . . . Then give another example. Say: Its a
bear. Ask students for a sentence that starts: Bears eat . . . Tell
students to work in pairs. If any struggle, write some verbs on
the board: live, eat, drink, have got. Tell students to use these
to make sentences. Monitor for accuracy.

Students own answers.

Homework
Workbook pages 1617
MyEnglishLab

Reading

Speak up
(SB page 29)

1 Focus students attention on the title of the article, Meerkat


Manor. Elicit whether they know anything about meerkats.
Direct them to Exercise 1 and give them time to look at the
photos and answer the question How many meerkats can you
see? Have students count the number in each photo.
There are nineteen meerkats in the photos (from top to bottom: six,
one, five, seven).

2 Check students understand the following words, and preteach if necessary by using the photos or miming: ground,
entrance, hide, hide-and-seek (a game where one person hides
and the others try to find him or her), beetle, plant, grown-up,
loud noise. Chorally drill them, then write them on the board
for students to copy.
Read the instructions for Exercise 2 together, then clearly set
two minutes for this task, telling students they need to skim
read very quickly. The information they need is all in the
first two sections, so if they dont finish reading, it doesnt
matter. Tell them to check with their partner before you
conduct class feedback.
Direct students to the Skill advice and ask: What can you see in
the first photo? In the second photo?, etc. How do the photos help
you read the text? (You can see their home in photo 1, their
food in photo 2, babies in photo 3 and adults in photo 4.)
Students own answers.

3 Check students understand the activity. Do Question 1


together with them and ask where the answer is (in the
paragraph called Their day). Do Question 2 with them and
ask where the answer is (in Their day). As students do the
rest of the task individually, monitor for difficulties and help
anyone who needs it to locate the answers.
2F

30

3F

4 Do this as a whole class with books closed. Demonstrate the


task by saying: Meerkats live under the ground. Meerkats eat
eggs. Meerkats hide when they see a big animal. Give students
one minute to think of three things they remember, then ask
anyone who can to tell the class. Encourage weaker students
to tell you one fact.

4T 5T

Gold Experience

5 Direct students to the instructions for this exercise. Elicit


another comparison from the class before putting them into
pairs. Encourage them to work without their books, but let
weaker students use the book if they need to. Monitor, and
if students struggle, write the following words on the board
as prompts: rooms, spiders, birds, eggs, fruit, games, fun, stand,
loud noise.
Students own answers.
Homework
MyEnglishLab

Grammar

(SB page 30)

Grammar XP
To teach the adverbs, first draw a table on the board:
I...
M
T
W
Th
F
drink water
x
x
x
x
x
eat meat
x
x
x
x
watch TV
x
x
x
walk
x
x
run
Check students understand that M, T, W, Th, F are the days
of the week. Say: I dont run on Monday, Tuesday, Wednesday,
Thursday or Friday. Try to elicit I never run. Drill it chorally.
Then elicit the other adverbs in the same way and chorally
drill them all in sentences, pointing out how the adverb goes
before the verb. Get students to write them down. To show
the different word order with the verb to be, rub out drink
water and write am happy. Try and elicit I am always happy.
Write two sentences on the board to show the different
word order: I never run and I am always happy. Underline the
adverbs to highlight the word order in each.
Finally, to show the negative constructions, write I usually eat
meat on the board and elicit from students how to make it
negative (I dont usually eat meat). Highlight that the adverb
is between the dont and the verb. Direct students to the
Grammar XP box and check for understanding.
1 Students copy the scale 0100% and write the adverbs in the
correct place. Tell them to check with their partner before
you conduct class feedback.
25%: sometimes 70%: often

85%: usually

2 Check students understand the task and do Question 1 with


them. Then tell them to read the Fact file and do the rest in
pairs. When you feed back, make it more fun by creating a
competition and awarding points.
2 sometimes, 25% 3 usually, 85%
4 always, 100% 5 never, 0%

3 Do Question 1 with students (you could demonstrate by


making a loud noise) and, if they need it, Question 2 as
well. Then tell them to write the sentences individually.
Monitor for difficulties, especially with word order in the
negative sentences and the to be sentences. Tell students to
check their answers in pairs, then conduct class feedback.
If students have had difficulty with placing the adverb in the
correct place, use the class feedback to highlight the correct
word order on the board.
2 Kangaroos never walk on three legs.
3 Scorpions are sometimes dangerous.
4 Snakes dont usually eat in the winter.
5 Pandas arent always black and white.

4 Direct students to the photo and tell them to cover the text.
Ask questions about the sloth: What is it? Where does it live?
What does it eat? Where does it sleep? Focus their attention
on the title and ask: Why is it lazy? Give them just one
minute to read the text quickly and decide why it is lazy. Tell
them to check their ideas in pairs. Then discuss it as a class.
Note the pronunciation of sloth: /sl/. Direct students
to the instructions and to the answers below the text. Do
Question 1 together, then tell students to work individually.
Get them to check their answers with their partner before
they feed back to you. Encourage them to tell you why each
answer is correct.
2A

3A 4A

5B

5 Tell students to close their books. Ask: Why are sloths lazy?
What can you remember about sloths? Are you like a sloth?
Try and elicit some ways they are like a sloth, but make it
humorous so they are not offended at being called lazy. Tell
them to open their books again and look at Exercise 5. Do
Question 1 together; then tell students to work in pairs and
record their partners answers. Feed back by asking: Whos a
sloth? Whos sometimes a sloth? Whos not a sloth?
Students own answers.

Write on
6 On the board, draw a long line. Write 0% at one end and
100% at the other. Try to elicit the five adverbs of frequency
again. Then elicit what percentage goes with each one, and
write it on the board. Direct students to Exercise 6. Give
some examples: My brother always plays football on Sundays.
My mother never watches TV in the morning. Write them on
the board. Tell students to write one sentence for each
adverb about their family and friends. Monitor closely for
word order. If there are any problems, refer them back to
your examples on the board and show the order of person
adverb verb time. Tell faster students to write more
sentences about themselves.
Students own answers.

To finish
Apple tree. Draw a tree with ten apples on the board. Then
draw _ _ _ _ _ _ _ and elicit letters to make the name of
an animal (meerkat). Every time students guess a wrong
letter, rub one apple off the tree, and every time they guess
correctly, write the letter on the right line. Do the same with
camel, panda, spider.
Homework
Workbook pages 1819
MyEnglishLab

31

Vocabulary

(SB page 31)

To start
Word counting dictation. Ask: How many words? and say the
following sentence to students at a normal pace: One meerkat
always looks after the babies. Elicit seven words. Do the
same with other sentences from the text on page 29 of the
coursebook.

The world around us


1 First, teach the vocabulary. Direct students to the picture
and try to elicit the words for different places. Ask: What is
A? Chorally drill. Then ask, What is B? Check if they can still
remember what A is before trying to elicit C. Teach all the
words in this way, then see if they can remember them all by
asking What is (A/D/F)? Make sure they pronounce mountain
correctly (/mantn/). After teaching all the words, refer
students to the title and elicit. What does the world around us
mean?
Direct students to Exercise 1. Run through the words again
with students. Do cave with them as a demonstration, then
tell them to match up the places with the words. Feed back
by asking, What is A? What is B?, etc. and use this to check
for any pronunciation issues. Ask students to write them
down, checking spelling is correct.
A sea B desert C jungle D river
F lake G mountain H cave

E forest

2 Check that students understand the meaning of Land. Ask


them where to write lake (next to Water), then tell them to
put the rest of the words into the correct group. Monitor
for spelling mistakes when theyre copying the words. Feed
back to the board so they can check their answers.
Land: desert, forest, jungle, mountains
Water: lake, river, sea

Ask students: How many moons are there in the sky at night?
(one) How many suns are there in the sky during the day? (one)
Tell them that we say the moon and the sun because theres
only one. Direct them to the Word XP box. Ask: Do we say
The kangaroos live in Australia? (no, because theres more
than one kangaroo) Why do we say the world? (because
theres only one world)
3 Ask students: Where do sloths live? and elicit in a tree.
Direct them to the instructions and do Questions 1 and 2
together. Highlight that the first letter is given. Tell them to
work individually to complete the task. Monitor for correct
spelling. Get them to check with their partner before feeding
back to the class. Get students to spell words aloud when
they give you the answers, both to give them practice saying
the alphabet and also to focus on the importance of spelling.

32

4 First, teach the verbs by miming them and eliciting them


from the class. Drill each one chorally. Direct students to
their books so they can see the written form of the verbs. If
you have time, tell students to work in pairs and say a verb.
Their partner has to mime it on the spot. Demonstrate this
yourself first.
Ask students: Which animal is it? Its got two legs and two
arms. It walks and it runs. It eats meat and vegetables. It studies
English. Elicit student or people. Then direct students to the
instructions for Exercise 4. Do Question 1 together, then
tell students to work individually to do the rest. Monitor for
problems, and refer any struggling students to the photos of
animals on page 28 to help them. Tell students to check with
their partner before you check the answers with the whole
class.
1 a kangaroo
4 a goat

2 a whale/a dolphin 3 a parrot

Game on
Direct students to the instructions in the Game on box. Elicit
the adverbs and write them on the board: always, usually,
often, sometimes, never. Demonstrate the activity by giving a
couple of descriptions: It always lives in trees. (a sloth) It often
lives in the mountains. (a goat) Students continue in pairs.
Monitor, and if any students are having problems let them
look at their books for ideas.

Speak up
5 Direct the class to the instructions. On the board, write:
There are some . . . here. They . . . Then say: There are some
spiders here. They live in houses and trees and they eat small
animals. They walk and they run. Elicit one more example
from the class, then tell students to work with their partner
and describe other animals in their country.
Students own answers.

Word XP

2 the sea 3 a desert


6 a river 7 a cave

Animal movement

4 a mountain

Gold Experience

5 a jungle

Homework
MyEnglishLab

Listening

(SB page 32)

Power up
1 Direct students to the photos. Do they know the names
of the animals? Chorally drill the words, paying attention
to the word stress: arma/dillo, /dingo, /lion, gi/raffe. Do the
matching exercise as a class.
A lion

B giraffe

C dingo

D armadillo

2 Do Question 1A with the class. Make sure students know


the names of the continents; you could get them to point
them out on a map. Elicit suggestions. Put students into pairs
and tell them to work with their partner to write down the
answers to the other questions. Make sure they understand
that more than one answer is possible. Monitor, and if they
dont know the answers, encourage them to guess and tell
them they will hear the answers in a minute.

Listen up
3 Direct students to the instructions for Exercise 3. Ask: What
is a safari park? Has anyone been to a safari park? Make sure
they are looking at their answers to the previous task as they
listen. Play Track 3.4 once, then tell students to check their
answers with their partner. If there are any problems, play
the recording again, stopping for students to change their
answers.
Track 3.4
Mark: . . . and here are the lions.
Lucy and Sam: Wow!
Mark: Where do lions usually live? Do you know?
Sam: They live in India, I think.
Lucy: No, they dont. They live in Africa.
Mark: Well, youre both right. Lions live in India and in Africa.
What else do you know about them?
Sam: Um . . . I know that lions eat other animals, but what animals
do they eat?
Mark: Yeah, they often eat very big animals.
Lucy: Do they eat elephants?
Mark: Yes, they do! They also eat giraffes!
Lucy: Look! Giraffes! Theyre beautiful!
Mark: Yes, they are. Do you know where they live?
Sam: Easy. They live in Africa.
Mark: Youre right, Sam.
Sam: What do giraffes eat?
Mark: Well, they dont eat animals! They eat plants. They eat grass
and fruit, but their favourite food is leaves.
Mark: Do you know the name of this animal?
Sam: Is it a kind of dog?
Mark: It is. But its got another name.
Lucy: I know! Its a dingo!
Mark: Yes, thats right. Do you know where dingoes live?
Lucy: Dingoes? Um . . . do they live in South America?
Sam: I think they live in Australia.
Mark: Yes, they do, Sam.
Sam: Do dingoes eat animals?
Mark: Yes, they do.
Sam: Do they eat giraffes?
Mark: No, because giraffes dont live in Australia!

Sam: Oh, yeah . . .


Lucy: What are they?!
Mark: Theyre armadillos.
Sam: Armadillos?!
Mark: Yes.
Lucy: They look funny . . . Do they live in Australia, too?
Mark: No.
Sam: In Africa?
Mark: No, they live in South America.
Lucy and Sam: Oh.
Sam: Do they eat plants?
Mark: No. Armadillos eat animals usually small animals like
spiders but they sometimes eat snakes, too.
1
Lions and giraffes live in Africa.
Armadillos live in South America.
Lions live in India.
Dingoes live in Australia.
2
Giraffes eat plants.
Lions, dingoes and armadillos eat other animals.
Giraffes eat fruit.

4 Ask students: What do lions eat? How do they catch them?


Elicit the word hunt and drill it chorally. To check they
understand the meaning, ask: What other animals hunt?
Direct them to Exercise 4. Ask: What do you think? Do
Question 1 with them as a class and tell them to guess the
other answers individually.
Direct students to the Exam advice. Point out that they have
just read the questions, so now what do they do? (listen)
And after listening, what do they do? (write the answers)
Students own answers.

5 Direct students to the instructions. Ask them what they


think the answers are to the questions. Play the audio so
they can check their answers. If they find it difficult to hear
the answers, play it a second time. Tell them to compare
with their partner. Conduct a class feedback.
1 They hunt with other lions.
2 They usually hunt alone, but they sometimes hunt with other
dingoes.
3 No, they dont. They hunt when they are hungry.
4 No, they dont.

33

Track 3.5
Lucy: Mark, how do lions and dingoes get their food?
Mark: They hunt other animals.
Lucy: When do they hunt? Do they hunt every day?
Mark: No, they dont. Sometimes they dont eat for two or three
days. They hunt when they want to eat.
Sam: Do they hunt alone?
Mark: Lions live with other lions and they hunt with other lions.
Dingoes usually hunt alone, but they sometimes hunt together with
other dingoes.
Sam: What about the lions and dingoes in the safari park? Do they
hunt for their food or do you feed them?
Mark: They never hunt for their food in the park. We feed them
because . . .

Grammar XP
On the board, write what. Try to elicit any other question
words that start with wh-. In a column, write them up: when,
where, who, why. Also write up how. Check that students all
understand what these words mean. Ask the class what word
usually comes next (do). Write they, then elicit other verbs
relating to animals lives, e.g. live, eat, drink, hunt, sleep, etc.
Write these on the board next to the correct question word.
what
eat, drink
when
sleep
where live, hunt
who
hunt with
why
live in trees
how
get food
Tell students to copy this down and write their own complete
sentences.

6 Tell students they are going to listen to some questions. Play


Track 3.6, then elicit how we say do you (/dju:/). Play Track
3.7, this time getting students to repeat the questions. On
the board, write you next to they, and tell students to copy it
down.
Tracks 3.67
How do you spell your name?
Where do you live?
What do you do at the weekend?
When do you do your homework?

7 Do Question 1 with the class, and make sure everyone


understands the task that they are just choosing the
correct word, not answering the questions. Tell them to
check their answers with their partner, then conduct class
feedback.
2 Where

3 What

Gold Experience

5 When 6 Why

8 Demonstrate the exercise by asking the questions randomly


around the class. Then tell students to ask and answer
the questions with their partner. Monitor and encourage
them to say do you as /dju:/, but dont worry if they dont;
understanding it when they hear it is more important than
producing it at this stage. If you have time, get students to
work with another partner and practise the questions again.
Students own answers.

To finish
Animal game. Write the word spider on a Post-it or other
small piece of paper. Ask for a volunteer and stick the paper
onto his or her back. Tell students not to tell him or her
which animal it is. Invite students to describe the animal for
the volunteer student to guess. Once he or she has guessed
the animal, give all students a Post-it or small piece of paper
and tell them to write the name of an animal on it. They must
keep it secret. Put students into groups of three or four and
tell them to stick their word onto another students back.
They then work in their groups, describing the animals and
guessing them.
Homework
MyEnglishLab

34

4 Who

Speaking

(SB page 33)

To start
Jumbled letters. On the board, write: refifga. Cross out g and
write g below. Ask: What animal is this? Cross out i and write
i next to g. Elicit giraffe. Then write up: krsah (shark), hlsot
(sloth) and oonrsipc (scorpion) for students to unscramble.

Power up
1 Direct students to the instructions. Ask for two volunteers
to be A and B and read the example to the rest of the class.
Write lion on a piece of paper and turn the paper upside
down so students cant see it. Tell them to ask you questions
to guess the animal, but before they do, elicit the possible
questions and write them on the board: Where does it . . . ?
What does it . . . ? When does it . . . ? Has it got . . . ? Is it
a . . . ? Invite questions from the class until they guess
correctly. Then tell students to write down the name of
an animal without letting their partner see, and to use the
prompts to ask questions to guess their partners animal.
If students stay on task and finish quickly, tell them to
choose another animal and try guessing again. Monitor
to make sure they are staying on task and not struggling.
If any students find it difficult, add verbs on the board
(eat/drink/sleep/hunt/live) next to the questions.

Language XP
Read through the Language XP box as a class. Then take a
scrunched-up piece of paper or a soft ball and say: I think its
the giraffe because its very tall. What do you think? and throw
the paper/ball to a student. He or she should repeat the
same structure but with his/her own ideas, giving a reason
with because before asking: What do you think? and throwing
the paper/ball to another student in the class. Make sure they
can answer the question Why? when they give their answers.
4 Direct students to the instructions and check they
understand the task. Do Question 1 with them and ask why
B is wrong. Tell them to complete the task individually. Get
them to check their answers quickly in pairs once they finish;
then conduct class feedback.
1A

2B 3B

5 Write these prompts on the board: A: Which is different?


B: The . . . because . . . What do you think? A: I think its the . . .
because it . . . B: Thats true. But the . . . The other two animals
...
Tell students to close their books and look at the board.
Can they remember the conversation in Exercise 2 (Track
3.8)? Try and elicit it, but dont write it up. Tell them to work
again in pairs and practise the same conversation from these
prompts. Play Track 3.8 again if necessary.

Students own answers.

Students own answers.

Speak up

6 Focus students attention on the Skill advice. On the board,


write: shark, kangaroo, goat. Say: I think the kangaroo is
the odd one out because its dangerous. Try to elicit some
disagreement. Teach: I dont think thats right. Drill it chorally.
Then say: I think the goat is the odd one out because it lives in
the mountains. Again, try to elicit I dont think thats right. Tell
students that in exams it is a good thing to say if you dont
agree with your partner.
Now focus students attention on the photos and direct
them to the instructions for Exercise 6. Say: I think the
dolphin is the odd one out. Try to elicit reasons based on the
four prompts given. Tell them to think of their own answers
first, then to check their ideas in pairs.

2 Direct students to the instructions and read the questions to


them. Check understanding of choose by showing a student
some pens and asking him or her to choose one. Organise
students into pairs. Play Track 3.8, then ask them to check
if they have the same answers as their partner. If there are
many differences, play the recording again. Conduct class
feedback.
Track 3.8
A: Which is different?
B: The scorpion because its got eight legs and its small. What do
you think?
A: I think its the kangaroo because it hops. Or maybe its the giraffe
because it doesnt live in Australia.
B: Thats true, but the scorpions small. The other two animals are
big.
1 The scorpion because its got eight legs and its small.
2 The kangaroo because it hops. The giraffe because it doesnt live in
Australia.

Students own answers.

7 Nominate an A and a B in each pair. Tell all the A students


to stay where they are and all the B students to move to
another A. The new pairs discuss their ideas. Ask a couple
of students to feed back their ideas to the class.
Students own answers.

3 Direct students to the three photos. Ask: What are the


animals? Where do they live? What do they eat? On the board,
write: scorpion giraffe kangaroo. Direct students to the
instructions. Introduce the expression odd one out as another
way to say the one thats different. Drill it chorally before
writing it on the board. Invite students to give their opinions.
Students own answers.

35

Writing

(SB page 34)

Power up
1 Direct students to the photos and try to elicit some
information by asking: What colour are they? Where do they
live?, etc.
Students own answers.

2 Pre-teach nest by saying: People live in houses; meerkats make


homes underground; where do birds live? Direct students to the
photo of a bird looking up out of its nest. Elicit/teach nest
and chorally drill it. Direct students to the instructions and
check they understand what information they are looking for
in the text. Set just two minutes for them to skim read. Then
tell them to compare answers with their partner before you
conduct class feedback.
Fairy penguins are different from other penguins because theyre very
small only 33 centimetres tall. They dont live in cold places. They
live in Australia.

3 Check that students understand the task. Give them a


couple of minutes to locate the three words, then ask: How
many times is the word and in the article? (two) and How
many times is the word but in the article? (one) and How
many times is the word when in the article? (one) Read the
sentences containing these words out for students to follow.
Other penguins live in very cold places, but not fairy penguins.
The father usually looks after the chicks when theyre young.
The mother goes out and finds food. She swims all day and
sometimes for two days.

4 Direct students to the instructions. Do Question 1 with


them, eliciting the correct answer. Get students to check
their answers in pairs before they feed back to you.
1 but 2 when

3 and

Language XP
On the board, write: I eat fish. I eat vegetables. Ask students
how to join the two sentences. Elicit and. Cross out the full
stop and I eat and write and. Then write: I like fish. My mum
likes meat. Ask how to join these two sentences and elicit but.
Again cross out the first full stop and combine the sentences
with but. Finally, write: My mum watches TV at 9 oclock. I go
to bed at 9 oclock. Elicit when and cross out the times and
the middle full stop. Refer students to the examples in the
Language XP box.

Plan on
5 Tell students to close their books. Elicit as much as they
can remember about fairy penguins. Then direct them to
Exercise 5. Tell them to use the article to complete the table.
Monitor closely for problems, and direct any students who
have difficulties to the relevant sections of the text to find
the answers. Get students to check their answers with their
partner, then conduct whole-class feedback.
Where do they live? Australia
What do you know about them? They dont live in cold places. The
father looks after the chicks. The mother goes out and finds food.

Read through the Skill advice with the class. Tell students
they are going to do a piece of writing so they need to think
about these areas of information.
6 Direct students to the instructions, then tell them to cover
the table so they can just see the questions. Ask: Can you
answer any of the questions about lions? Then let them check
their ideas with the information in the table. Do the same
with the information about whales. Then give them one
minute to think of an animal they know something about.
Let them use a dictionary or choose one from the photos in
the unit.
Tell students to fill in the last column in the table with
information about their chosen animals, in note form not full
sentences. If they dont have enough information, set this as
a homework task.
Students own answers.

Write on
7 Check that students understand the task. Tell them that
they dont need to write a lot, but to include all the
information in their table and try to use and, but and when.
Use the information on blue whales as an example. Read
out an example of what to write about blue whales in full
sentences: Blue whales live in the sea, but they arent fish. They
are blue and when they are adult, they are very big, usually
twenty-five to thirty-two metres long. They sometimes live alone,
but they often live with other whales. They usually live for eighty
to ninety years. Get students to write their own descriptions
and encourage them to create an attractive piece of work
for the classroom wall.
Students own answers.

To finish
Animal Pictionary. Start drawing a meerkat on the board and
encourage students to tell you what it is. Put the class into
groups. One person from each group comes to the front of
the room. Whisper lion to them they all draw it as fast as
possible for their group to guess. Award points for the first
group to guess each time. Students take turns to draw on the
board. Other words to use: scorpion, elephant, spider, goat,
snake, penguin.
Homework
MyEnglishLab

36

Gold Experience

Switch on

(SB page 35)

Meerkat Manor
1 Focus students on the photo. What can they see? Ask: What
can you remember about meerkats from the Meerkat Manor
article? Elicit any other facts about their appearance, habitat
and behaviour. Direct them to the exercise. Ask: What is
this meerkats name? (Flower) Do Question 1 together, then
tell students to guess the rest of the answers individually.
When they have finished, tell them to check their answers in
pairs to see if they have the same predictions. Play the video
for them to check their answers. Tell them to check again
with their partner, then conduct class feedback. Encourage
students to say what they think about the meerkats: do they
like them, think they are cute or ugly?, etc.
1 a girl

2 big 3 A

2 Read sentences 15 with students. Do Question 1 together,


then tell them to answer the others individually. Play the
video again so they can check their answers. Tell them to
compare their answers in pairs, then conduct class feedback.
1T 2T 3F

4T

5F

Project
3 Direct students to the task. Elicit from them any animals that
live in their country/town/village and write them on the
board. Get students to each choose an animal from the list
to write about. Get them to tell their partner about their
animal what it is, where it lives, what it eats, how big it is,
etc. Then tell them to write their video script in the form
of sentences about their animal. They should write clearly;
remind them that a video script is going to be spoken, so
they can use contractions. You could ask students to work
in pairs and read and correct each others work, if you
wish. Tell them to research on the Internet or at home and,
if possible, find a photo of the animal. If they cant find a
photo, they can draw it.
Get students to show their posters to each other around the
class. You could make a display; if they are able to make a
film, make sure they get the chance to show it in class.
Students own answers.

37

04

Around town

Unit objectives
Reading:
Vocabulary:
Grammar:
Listening:
Speaking:
Writing:

matching sentence halves


places in town; vehicles
imperatives; subject and object pronouns;
can for ability and permission
answering multiple-choice questions;
identifying speakers
asking for and giving directions
a message

Vocabulary

(SB page 36)

To start
Word association. Have a ball or a scrunched-up piece of
paper ready. Tell students: If I say house, what do you think
of ? Elicit any word from a student and throw the ball/paper
to him or her. Say: If (student X) says . . . , what do you think
of ? and direct (student X) to throw the ball to whoever says
a word.
Direct the student with the ball to throw it to anyone; this
person has to say any word they think of that is connected
to the previous word. Continue the game around the class,
making sure it doesnt slow down too much.

Power up
1 Pre-teach some vocabulary. Ask students: What is London?
Is it a small place? and elicit city. Ask, What is New York? Do
you live in a city? to check they all understand. Chorally drill
city. Then ask what is smaller than a city elicit, then chorally
drill town. Ask what is smaller than a town to elicit village.
Chorally drill it. Note the pronunciation (/vld/). Ask: Do
we live in a village? Do Exercise 1 with students and tell them
to write the three words down in order.
city, town, village

2 Focus students on the photos of different places, check


comprehension and drill the places chorally. Then have
a class discussion. Try to encourage quieter students to
contribute.
Students own answers.

38

Gold Experience

Places in town
3 First, check that students know the meaning of these words.
For each word, ask a question to elicit it, then chorally drill
it. Suggested questions to elicit the words: Where do you go
to get money? (a bank) Where do you go when you are very
ill? (a hospital) What is it when you have four roads like this?
(Demonstrate a square with your hands.) (a square)
Where do you go to buy meat, vegetables, lots of things?; its
often cheap? (a market) Where do you go, a big shop, to buy
food? (a supermarket) Where do all the buses stop? (a bus
station) Where can you see old things and interesting things?
(a museum) Where can you go to swim? (a swimming pool)
Where can you watch a film? (a cinema) Where can you play
sport? (a sports centre) Where can you see a play with actors
or music? (a theatre)
Focus students attention on the two maps. Do Questions 1
and 2 with students before telling them to complete the rest
of the task individually. Get students to check their answers
in pairs.
2 C 3 3 B 2, E 2 4 F 3 5 E 2 6 A 3 7 A 1
8 B 2 9 B 3 10 A 2 11 B 3 12 C 2

4 Play Track 4.1 to check answers, pausing if there are any


problems.
Track 4.1
bank: B1
hospital: C3
square: B2 and E2
bridge: F3
market: E2
supermarket: A3
bus station: A1
museum: B2
swimming pool: B3
cinema: A2
sports centre: B3
theatre: C2

5 Direct students to the instructions. Look at the example


and ask where the cinema is (in square A2). Play the first
statement on Track 4.2 and pause the recording to check
students understand. Then play the rest of the statements,
pausing after each one to elicit the answer T or F. Students
can refer to the maps to point to the places mentioned.
2T 3T 4F

5T

6F

7T

8F

Track 4.2
1 Theres a cinema in Hilldon town centre.
2 Theres a sports centre between the supermarket and the
hospital.
3 Theres a museum in Hilldon.
4 There isnt a hospital in Hilldon.
5 Theres a bridge in River Village.
6 Theres a bus station in River Village.
7 Theres a caf in River Village.
8 There are some apartments next to the farm in River Village.

6 Teach the prepositions by holding your pen between your


hands, in your hand, near your hand and next to your hand.
Each time ask: Where is the pen? and elicit and chorally drill
the prepositions. Write them on the board for students to
copy. Then tell them to work in pairs and, using a pen, ask
their partner: Where is the pen?
Direct students to the instructions for Exercise 6.
Demonstrate the activity with a student. Ask: Where is the
bus station in River Village? and elicit an answer. Then pair
students up to work together. Monitor, and if they struggle,
focus them on the list of places given in Exercise 3.
Students own answers.

Reading

1 Before starting this page, tell students to close their books.


On the board, write: NODLNO. Tell them this is a city and
try to elicit London. Ask: What is in London? and try to elicit
any famous London landmarks.
Focus students on the title and the pictures. Elicit and drill
treasure hunt. Direct students to the instructions. Do you
read the text first or the questions? (questions) Where do you
find the answers? (the title and the rules) Do Question 1 with
the class, then ask students to continue individually with
Questions 2 and 3 and check their answers in pairs. Then
conduct class feedback.
1 Woodstock Language School

2 London 3 five

2 Read the rules through with the whole class so they get the
idea of where the text comes from (a school worksheet).
Do clues 1 and 2 together. Have students follow the map
and find the starting point at Bankside. Make sure even the
weakest ones follow. Then tell them to work individually
to complete the treasure hunt. Get students to check their
answers in pairs. If any students finish much earlier than
others, tell them to make up another question (e.g. How
much are the apples?) while you wait for the others to finish.
1 Shakespeare 2 brown 3 six
4 over 100 years old 5 10.45

Direct students to the Skill advice. Tell them to look at the


questions in the treasure hunt. Which ones begin with How
many (Q3), How much (Q5) and How old? (Q4)
3 Check students understand the instructions and do Question
1 with them. Tell students to work individually; then conduct
class feedback.

Game on

2d 3a

Demonstrate the game. Give students one minute to look


at and remember the Hilldon map. Point out the squares
with numbers going up and letters across, and make sure
they understand how to identify the squares. Tell them to
close their books and ask them: Is the museum in C3? Elicit
an answer, then let them check. Tell students to decide with
their partner to choose either Hilldon or River Village. Give
them one minute to look at the map and memorise the
places. Then students work in pairs to test each other.

Sum up

Homework
Workbook pages 2021
MyEnglishLab

(SB page 37)

4e 5c

4 Direct students to the instructions and check they


understand the exercise. Read treasure hunt Question 1 with
them, to show you start with the theatre. Then tell students
to read Question 2 and elicit that the ship is next. Tell them
to read Question 3. Is the market one of the places in the list?
(no) Tell them to continue the task. Students should check
answers in pairs before you conduct class feedback.
2 a ship

3 a market

4 a bridge 5 a tower

Speak up
5 Generate a group discussion. For each of the students,
what is their capital city called? Do they live there? Do they
go there? Do they like it? What is there for tourists? Put
students into pairs and tell them to talk together to describe
places for tourists in their capital city.
Students own answers.
Homework
MyEnglishLab

39

Grammar

(SB page 38)

Grammar XP
Give students some instructions as imperatives: Close your
books. Open your books. Please close your books. Stand up. Sit
down. Stand up, please. Jump. Hop. Fly. Sit down. Open your
books, please. Refer students to the Grammar XP box. Point
out that please is more polite, and that we dont use you in
imperatives.
1 Focus on the signs and elicit suggestions for where you can
see them. Look back to the photo of the Tower of London
on page 37 and point out the crowns in the signs on page 38.
Direct students to the instructions for Exercise 1 and check
understanding by asking: How many signs are there? (7) How
many imperatives are there? (4) Do Question 1 together, then
ask students to work individually on the rest. Tell them to
check their answers in pairs; then conduct class feedback.
Elicit other places you see these sentences: 1 in a library,
2 in a station, 3 in a zoo, 4 in a museum. Ask: What are the
imperatives for the three extra pictures? Elicit C Wait here, D
Walk this way, E Buy souvenirs here.
1A 2F

3G 4B

Grammar XP
Elicit the subject pronouns from students and write them on
the board in a column: I, you, he, she, it, we, they. Then to the
right of this column, write a verb: like(s) and see(s). Write me
on a level with I, then try to elicit the other object pronouns
(you, him, her, it, us, them) by saying I like . . . Write them in a
column to the right of the subject pronouns and verbs.
Highlight that before the verb we use the subject pronouns,
and after it we use the object pronouns. To check
understanding, dictate a few more examples: John likes cats. The
lion sees the meerkats. Sam and Jane like London. Give students
a couple of minutes to try them. When you conduct class
feedback, clearly show how the sentences fit into the structure
on the board. (He likes them. It sees them. They like it.)
2 Direct students to the instructions. Check they understand
that they are only going to write object pronouns, not
subject pronouns. Do Question 1 with the class before
telling them to work individually. Refer students to the lists in
the book if they struggle. Tell them to check answers in pairs
before you conduct class feedback.
2 us

3 him

4 it 5 me

6 them

3 Before doing this task, elicit the possessive adjectives and


write them on the board. Write them in a column to the
right of the object pronouns (my, your, his, her, its, our, their).
Do this by showing students your pen and eliciting Its your/
his/her pen. Then direct them to Exercise 3, and do the first
question together. Tell students to continue individually.
Monitor and use the lists on the board to help with any
problems. When they finish, get them to check their answers
in pairs before you conduct class feedback.
1B 2C

40

3B 4A

Gold Experience

Write on
4 Refer students to the instructions. On the board, write the
two topics. Elicit types of information to include. (School trip
suggested information: start and finish time, clothes, money,
lunch, notebook. Classroom suggested information: time to
arrive and leave, clothes, mobile phone, English, homework, sit
down, listen). Tell students to write a list of rules. Monitor
closely and encourage them to think of other rules. Then
tell them to compare the rules in pairs how many rules are
the same as their partners? Ask students to feed back any
interesting ones to the class. This activity can be useful for
establishing class rules, so it is useful to display them on the
walls of the classroom for future reference.
Students own answers.

To finish
Simon says. Tell students that your friends name is Simon.
If he says do something, you must do it. But if he doesnt
say, you mustnt do it. Do a practice run, and say: Simon says
stand up. Students should stand up. Say: Simon says hop.
Students should do it. Say: Jump. If any students jump, tell
them that Simon didnt say, so they mustnt do it. Give other
directions: sit down, walk, run, open your book, close your book,
look up, look down sometimes with Simon says, sometimes
not. If a student gets it wrong, they should sit down. The
winner is the last person standing.
Homework
Workbook pages 2223
MyEnglishLab

Vocabulary

(SB page 39)

4 Focus students on the photo and the question. Take


suggestions from the class.

To start

bus, taxi, van, bike, car

Draw a simple picture of a car on the board. Elicit and


chorally drill car. Then do the same with bicycle. Elicit/teach
the word vehicle (/vikl/), then give students two minutes
to work in groups of three to brainstorm a list of as many
other vehicles as they can. Ask: How many vehicles do you
have? The group with the most vehicles reads them out.
Dont worry about spelling yet.

5 Direct students to the instructions and run through the


questions and answers. On the board, write the question
structures: How many . . . are there? Wheres the . . . ? What
colour is/are the . . . ? Pair up students into As and Bs. Tell
A students to close their books. B students can ask any
questions to test A students, using the structures on the
board or others. After two minutes, change so that B
students close their books and A students ask questions.
Monitor closely to check that they stay on task, but also that
the weaker students are managing the task (if not, they can
write the questions) and the stronger students are asking a
wider range of questions.

Vehicles
1 Direct students to the signs. Can they see any of their
vehicles there? Do Question 1 with them, then tell them
to try the rest but not to worry if they dont know all of
the words, as they will learn them in a minute. Monitor to
see how many they know already. Tell them to check their
answers in pairs after they finish.
1 A lorry, B car, C plane
2 A train, B boat, C helicopter
3 A bike, B bus, C taxi
4 A van, B tram, C motorbike

2 Play Track 4.3 for students to check their answers. Only stop
it if they are having problems. Then play Track 4.4 so they
can repeat the words.

1
2
3
4

Track 4.3
A: lorry, B: car, C: plane
A: train, B: boat, C: helicopter
A: bike, B: bus, C: taxi
A: van, B: tram, C: motorbike

3 Pre-teach the words wheels and air. Point to the wheels on


the picture of the bicycle on the board and elicit and chorally
drill wheels. Then draw a quick picture of a plane in the sky
and elicit and chorally drill air. Do Question 1 with students,
then tell them to complete the activity individually. Get them
to check their answers in pairs before you conduct class
feedback.
4B 5A

Word XP
Ask students: How do you usually go to school? Try to elicit I
go to school by . . ./I cycle/I walk to school. Drill the sentences
chorally, then refer students to the Word XP box.
6 Conduct a quick recap by eliciting the personal pronouns
and writing them on the board in a list. Then elicit the form
of walk that each pronoun takes and write it next to the
pronoun. Stress that he/she/it always has s on the verb.
Direct students to the instructions. Do Questions 1 and 2
together with the class, then tell them to work individually.
After they finish, tell them to check their answers in pairs
before you conduct class feedback.
2 cycle

3 goes by

4 walk

5 go by

Speak up

Track 4.4
lorry
car
plane
train
boat
helicopter
bike
bus
taxi
van
tram
motorbike

2A 3C

Students own answers.

6B

7 Direct students to the questions. Ask a few students the


questions and insist on full sentences for the answers. Then
drill the questions chorally. Tell students to think of other
questions about members of their family as well and answer
using other adverbs. Give some examples: How does your
mum go to work? Does your mum drive to work? How does your
dad usually go to the station? Elicit responses in reply to the
questions: My mum never drives to work. My dad usually walks
to the station.
Put students into groups of four or five if possible, and give
them a scrunched-up piece of paper. Direct them to ask/
answer questions around their group, throwing the paper
ball from one student to another so they all get a chance
to ask and answer their own questions. Otherwise, if small
groups are not possible, do it as a whole class and throw a
paper ball around from student to student. If students get a
bit excited, tell them to throw it back to you each time, but
make sure students are asking the questions, not just you.
Students own answers.
Homework
MyEnglishLab

41

Listening

(SB page 40)

Power up
1 To start, you can write up some anagrams of school subjects
on the board and get students to solve them. Pre-teach
inside and outside. Where are they now? (in the school)
Indicate outside the window and elicit outside. Chorally drill
it. Then elicit inside by eliciting that now they arent outside,
they are . . . (inside). Again, chorally drill. Direct students to
Exercise 1, and lead a class discussion. You could write some
sentences on the board for them to copy down, such as: We
usually do sport outside. We sometimes do geography outside.
Students own answers.

Listen up
2 Teach compass and team. Focus students on the pictures
and ask what each one is. Elicit the words and drill them
chorally. Note the pronunciation of compass: /kmps/.
To check understanding of team, ask students to tell you
other teams they know, such as football teams. You can ask
more questions, e.g. How many people are there in a football
team? To check their understanding of compass, find out if
anyone has a compass on their mobile phone. Why do people
use a compass? (to find directions). Focus students attention
on the photo and ask: What do you think they are doing? Elicit
suggestions (a geography trip, a treasure hunt, walking, etc.).
A map

B compass

C team

3 Direct students to the Exam advice. Tell them that they will
always hear a recording twice in an exam. The first time,
they should just try to understand what it is about, and the
second time they can answer the questions.
Make sure students understand the instructions for Exercise
3 by asking: How many people are talking? (two a teacher
and a student) What is the lesson about? (one of three things:
an outdoor activity, a computer game or a sport) Do you
need to understand everything? (no) Play Track 4.5, then tell
students to check their answers in pairs before you conduct
class feedback. If there are problems, play it again so
students can hear the answer. The second time they listen,
elicit more information by asking: Where are they going?
(outside) Where are they? (in the town)
Track 4.5
Teacher: Good morning, Class 7B. OK. Now, what is
orienteering? Can you remember?
Student: Er . . . is it a computer game, Miss?
Teacher: Good guess, Andy, but the answer is no. Orienteering
is an outdoor geography game. So, todays lesson is about street
orienteering. You can do this activity in a town. Here are your maps.
Now lets go outside. Come on.
A

42

Gold Experience

4 Direct students to the instructions. Explain they are going to


hear more from the teacher and students about the activity.
Ask: Who do you think asks each question? Play the beginning
of Track 4.6 and pause after Can you hear me? to check
students understand that thats the teacher. Then play the
rest of the recording. Tell students to check their answers
in pairs, then feed back to the board. Again, if there are
many problems, play the recording again, stopping after each
question to check who asked it.
Tracks 4.67
Teacher: OK, Class 7B. Can you hear me?
Student 1: Yes, we can.
Teacher: Now, can you see the start on the map?
Student 1: I can see the start. Its here, in the square.
Teacher: Good. And wheres the finish? Lucy?
Student 2: I cant see the finish on my map! Oh, is it in Main Street,
Miss? Next to the park?
Teacher: Thats right. And Mr Brown is at the finish. So, work in
teams of four or five people. Stay with your group. Find your way
from the start to the finish, but you can choose different roads. Be
careful. Dont run across the road. Now, take one compass for each
team. Can you use the compass? Jenny?
Student 3: Yes, I can. We put the compass on the map. Then we
can find North.
Teacher: Thats right. Now, have you got any questions?
Student 3: Miss, can we run, please?
Teacher: Yes, you can run or walk. But you cant go straight to
the finish. Go to the three check points on your map weve got one
parent at each check point.
Student 4: Miss? Ive got a question. Can we get the bus?
Teacher: No, you cant, Chris! Now, are you ready? Off you go!
2S 3T

4S

5 Give students a couple of minutes to read all the questions.


Play Track 4.7 until And Mr Brown is at the finish. Pause and
check that everyone has heard the answer to Question 1.
Play the rest without pausing. Tell students to check their
answers in pairs before checking as a class.
1C

2B 3C

Grammar XP
To teach can for ability, stand in front of the class on one
foot and lose your balance. Ask: Can I stand on one foot? Is
it possible for me? Elicit no. On the board, write (badly) with
your left hand if you are right-handed, or with your right hand
if you are left-handed. Ask: Can I write with my left hand? Is
it possible for me? Elicit no. Then demonstrate standing on
two legs. Ask: Can I stand on two feet? Elicit yes. Write with
the hand you use normally. Ask: Can I write with my left/right
hand? (yes) Elicit You can write/stand . . . You cant write/stand .
. . Can you write/stand . . . ? Yes, I can./No, I cant.
Refer students to the first part of the Grammar XP box and
the heading for ability. Read through the examples given in
Track 4.6 in the previous exercise. Then tell them to practise
with their own questions and answers. Ask a few students:
Can you (play tennis/football/swim)? Give them two minutes
to work with their partner and ask/answer Can you questions
about sports. Monitor closely.
To teach can for permission, tell students to look at the
second part of the Grammar XP box and read the sentences
from Track 4.6. Does can mean the same here? (no) What
does it mean? (permission, or that it is or isnt OK to do
something) Elicit a few things they can/cant do in class, e.g.
We cant use our mobile phones.

8 Direct students to the question and the prompts. Give an


example on the board: I cant speak Chinese. Tell students
to write three can sentences and three cant sentences.
Monitor and tell slower students just to write two of each,
and the faster students to write more without using the
prompts. Tell students to check in pairs to see if they have
any sentences the same.
Students own answers.

To finish
Change places if . . . Depending on your classroom, sit all
students in one big circle or two or three smaller ones, with
no tables in the middle. You should stand in the middle of
the circle. Say: Change places if you can run. Students change
places. Say: Change places if you cant drive again students
move, and this time you sit in the free seat. Chorally drill the
sentences: Change places if you can/cant . . . (suggest further
verbs: sing, swim, etc.) The student in the middle now says:
Change places if you can/cant . . .
Homework
MyEnglishLab

6 Tell students they are going to listen to some sentences. If


the speaker says can, they need to put their thumbs up. If
the speaker says cant, they must put their thumbs down.
Demonstrate. Say: I can swim and make sure everyone puts
their thumbs up. Say: I cant drive a bus and make sure all
thumbs are down. Play Track 4.8, checking as they listen that
they hear correctly.
Play Track 4.9, making sure students repeat the sentences
with the correct pronunciation of can and the correct
intonation.
Tracks 4.89
A: I can see the start.
B: I cant see the finish.
A: I can use the compass.
B: I cant hear you.
A: You can run or walk.
B: You cant get the bus.

7 Direct students to the instructions. Ask them what they


should do before filling the spaces in the conversation (read
the whole text first). Do the first question with them, then
tell them to complete the task individually. Monitor and if
there are any problems, get them to read the text before
and after the spaces. Tell them to check their answers in
pairs, then conduct class feedback. If students finish early, get
them to practise the conversation with their partner.
2 can

3 Can

4 can

5 cant

6 can

43

Speaking

(SB page 41)

To start
Elicit the alphabet and write on the board quickly. Then write
city/country on the board. Point to A and say: A country or city
beginning with A Argentina. Throw a scrunched-up piece of
paper or a soft ball randomly to students to elicit a country
or city for each letter of the alphabet.

Power up
1 Give students two minutes to look at the pictures and
read the advert. Ask: Which city is it? Elicit the answer and
ask: Has anyone been to New York? Read through the list of
things to do in New York and ask students to underline all
the places mentioned (Madame Tussauds Museum, Times
Square, Planet Hollywood, Grand Central Station, Statue of
Liberty, Empire State Building, Broadway, Central Park). Ask:
What are Friends and Ugly Betty? (TV shows) Feed back to
the class and check any other cultural information they may
not understand.
New York

2 Direct students to the instructions. Say to a student: I want


to see places from Friends in New York. What about you? Elicit
I want to . . . Put students into pairs and tell them to ask
and answer with their partner. Note the pronunciation of
Tussauds. Monitor to check they use the different places in
the text and stay on task.
Students own answers.

Speak up
First, check left and right. On the board, draw a large cross.
This will be a crossroads. To the left write cinema, at the top
write park, and so on.
Draw a stick person underneath. Explain: Shes new in town
and wants to go to the park. What does she ask you? Elicit
Excuse me, wheres the park, please? Chorally drill it. Indicate
go straight ahead on your map to try and elicit it. Chorally
drill it. Then indicate on the map turn left to the cinema. Elicit
this and chorally drill. Then indicate from the map its on your
right. Chorally drill this. To check understanding, now start
from the park and do the journey in reverse, again eliciting
the directions. This time elicit Can you help me, please? at the
beginning. Direct students to the Language XP box and check
there are no problems.
3 Direct students to the instructions. Tell them to read the
whole of conversation 1 before deciding which words to
put in the space. Check as a class, then tell them to finish
conversations 2 and 3 individually. Get them to check
answers in pairs.

44

2 help me

Track 4.10
1
A: Excuse me. Wheres the Empire State Building, please?
B: Er . . . go straight on. Its on your right.
A: Great! Thank you.
2
C: Hi. Can you help me, please?
D: Of course.
C: Can we go by bus to Grand Central Station?
D: There arent any buses here. But you can go by taxi.
3
E: Excuse me. Wheres Central Park, please?
F: Er . . . turn left, then go straight on.
E: OK. Thanks very much.

5 Demonstrate this task with a different student for


each conversation. Then tell students to practise the
conversations in pairs. Monitor for pronunciation problems.
When students start to finish, get them to swap roles.
Students own answers.

6 Focus students on the map. Ask: Where is it? (New York)


What can they see there? Direct them to the instructions
and the list of places. Demonstrate one conversation with a
student. Check they understand where they start each time.
Tell them to practise the conversations in pairs. Monitor. If
you hear problems, refer students to the Skill advice at the
bottom of the page.
Students own answers.

Language XP

1 straight on

4 Play Track 4.10 for students to check their answers to


Exercise 3.

3 turn left

Gold Experience

Homework
MyEnglishLab

Writing

(SB page 42)

Power up
1 Get students to work in pairs and brainstorm all the types
of writing that people do (e.g. letters, postcards, emails,
shopping lists, stories, school exercises). Feed back and elicit
which pair has the most in their list. If these havent been
mentioned, elicit and chorally drill: short notes, texts, letters,
emails, posts on websites. Ask: Which websites do you write
posts on? Generate a class discussion about Question 1, and
encourage quieter students to say what they write and who
to.
Students own answers.

2 Direct students to the instructions. Do A with them, asking:


What is it? Elicit Its a text message. Ask: Do you use a pen
to write it? Make it clear that there are different answers for
each message. Tell students to continue this speaking activity
with their partner and discuss BD. Monitor to check they
stay on task, then feed back to the class.
A never

B sometimes C sometimes

D never

3 Direct students to the instructions. Ask: How many messages


are there? (4) How many types of message are there in Exercise
1? (5) Do Question 1 with students. Tell them to complete
the exercise individually. When they finish, ask them to check
their answers in pairs. Conduct class feedback.
1 an email 2 a post (on a website)
3 a text (message) 4 a short note

4 Look at message 1 with students. Ask: Who is it from? (Elena)


Who is it to? (Mike) Do you think Mike is a friend or family?
Why? Tell students to work in pairs to decide about the
other messages. Then get them to feed back to the whole
class.
1 friend

2 friend

3 friend or family

4 family

5 Direct students to the instructions. Look at Question 1.


Which messages talk about a place to meet? (all four do)
What word do they use? (at) Look at Question 2. Which
message talks about a road or street? (1) Which word is used?
(in) Tell students to find the answers to Questions 3 and 4
individually. Monitor to check they can find the information.
Get them to check answers in pairs when they finish, then
conduct class feedback.
2 in

3 at 4 in

Plan on

6 On the board, write: day, country, time, place, age, name.


Elicit one example of day, then tell students to work in pairs
and think of and write down one example of each thing. The
first pair to finish wins.
Direct students to the instructions for Exercise 6. Discuss it
as a class.
day, time, place

7 On the board, write: day. Elicit a day for meeting a friend


and write it up. Tell students to copy this and write the other
information (time, place, name) for the meeting. Monitor to
check they have sensible ideas. When they finish, tell them
to check their answers in pairs.
Students own answers.

Write on
8 Refer students to the instructions and to the Skill advice. On
the board, write an example of a message:
Hi Jamie,
Im at work. Please buy some milk.
See you later,
Dad
Ask: What kind of message is this? Elicit short note. What
information is in it? Elicit names and place. Give a piece of
paper to each student in the class. Tell them to write their
name on the paper. Now collect the pieces of paper in again.
Give them all to different students, so no one knows who
has got their paper. Tell students to write a message to the
student whose name is on their piece of paper. Monitor
closely for any spelling problems and to make sure the
messages are all short and clear. When they have finished,
collect the messages in again. Give them to the student they
are addressed to. Can they guess who the writer is?
Students own answers.

To finish
On the board, write:
_ _ _ _ _ _ _ _ _ _ _ _ _, _ _ _ _ _ _?
1
2 3
4
5
6
(Can I go home now, please?) Put students into groups of four.
They take turns to guess a letter in a word. For example,
Is there a b in word 1? They get one point for every letter
guessed correctly.
Homework
MyEnglishLab

Language XP
Ask students: How do you start a message to friends? Elicit
Hi!, and write it on the board. How do you finish a message
to friends? Elicit See you later/soon, and write it on the board.
Refer students to the Language XP box and get them to
repeat the expressions. Highlight the simple sentences with at
for the place and the time. Tell students to copy this down.

45

Switch on

(SB page 43)

Treasure hunt
1 Focus students on the photo. What can they see? Ask:
Where is the boy? What do you think hes doing? Direct them
to the exercise and encourage them to predict the answer.
Play the video, then conduct class feedback.
2 a birthday party

2 Direct students to the instructions and elicit suggestions for


the first place the children find. Then tell them to work in
pairs to put the other places in the correct order. Conduct
class feedback, encouraging quieter students to give their
answers.
1 a cinema

2 a shop

3 a gate

4 a restaurant

3 Read through the instructions with students. Elicit some


ideas from the class, then tell students to talk with their
partner about any more similarities and differences between
their town and the places they saw in the video. Give them
a chance to look back at the unit vocabulary and grammar
so they have the language for their conversation. Monitor to
check they are on task and to provide encouragement and
ideas. Feed back some of their suggestions.
Students own answers.

Project
4 Direct students to the instructions and to the language in
Question 2. Demonstrate the task yourself by choosing a
place they all know and describing how to get there from the
school. Can they tell you where your end place is? After they
have guessed, elicit your starting point, your end point and
the places between the start and finish and write them on
the board.
Tell students to work individually and write four more
treasure hunt routes for different places they know. They
can choose a famous place in the town, a special place they
know or a treasure hunt within an area such as a park they
know well. Make sure they have starting points, finishing
points and three places in between them. Monitor to check
they are on track.
When students have four ideas, refer them to Question
2 for the language to use. Tell them to write down their
treasure hunts. Monitor and provide assistance where
needed. After they have finished, get some students to give
their instructions to the class. Then have them work in pairs
to tell their partner their routes.
Students own answers.

46

Gold Experience

To finish
If there is time, get students to draw a map with their
treasure hunt on it and write their clues or questions for each
other to follow. Tell students to give each other their treasure
hunt instructions and see if they can do them as homework.
Suggest they could take photos of the treasure when they
get to their destination. Ask students to share their pictures
or stories in the next lesson.

Revision
1
2 bus

3 town

2
2 whale

4 train

3 scorpion

(SB pages 4445)


5 sports

4 snake

5 bat

6 penguin

3
Places in a town: hospital, market, museum, theatre
The world around us: desert, forest, jungle, river, sea
4
2 motorbike
6 talk

3 parrot

5
2 in

3 right

6
2A

3D

4 dolphin

4 but 5 when

5 mountains

6 by

4C

7
2 I never do my homework on Friday.
3 Dont run in the street.
4 He often cycles to his friends house.
5 We dont usually go by bus.
6 Where do you live?
7 She is sometimes at the sports centre.
8 Do meerkats always eat in the morning?
8
2A 3E
9
2f

3c

4H

4e

5D

5a 6d

7b

10
2 her 3 we 4 she 5 her
8 My 9 us 10 them

8g

6 They

7 We

47

05

Media magic

Unit objectives
Reading:
Vocabulary:
Grammar:
Listening:
Speaking:
Writing:

answering comprehension questions;


identifying true/false sentences
jobs; the weather; seasons
present continuous
answering multiple-choice questions
describing pictures; asking and answering
about pictures
completing an application form

Vocabulary

(SB page 46)

To start
On the board, write the letters: rfoivatue imlf. Ask: Are these
words? (no) Cross out the first f and write it underneath. Tell
students they have two minutes to find the two words. The
answer is favourite film.

Power up
1 Tell students the name of your favourite film before asking
them for theirs, or make one up if it is unsuitable for the age
group. If they are interested, give them a couple of minutes
to discuss their favourite films.
Students own answers.

2 Tell students the main actors in your favourite film, then ask
which actors are in their favourite films. Again, if they are
interested, make this into a class discussion for a couple of
minutes.
Students own answers.

Jobs
3 Direct students to the pictures. Ask a couple of general
questions: Where can you see this kind of text? (Its from a
film website.). Do you know any of the films or actors? What
do the stars mean next to the word Rating? Explain that
people can say what they think of the film; for example,
one star is bad and five stars is very good. Then tell them to
close their books. Describe or mime each job in the list in
order to elicit them from students. Chorally drill each one
as you elicit it, and note the pronunciation of photographer
(/ftrf(r)/).
Tell students to open their books again and read the
instructions. Tell them to discuss the pictures with their
partner. Monitor and stop them before they run out of
things to say. Ask: How many jobs are there? (eight) How many
films are there? (five) Do film A with students, then tell them
to work individually. Monitor to check they can all manage
the task. If some students finish early, tell them to close their
books and try to remember the eight jobs and write them
down correctly.
When students all finish, tell them to check their answers in
pairs; then conduct class feedback.
A dancer, teacher B film-maker
C police officer D zoo-keeper
E basketball player

4 Ask students: What am I? I have a teacher, I study all


day. Elicitstudent. Refer them to the instructions and
do Sentence1 together before asking them to continue
individually. Monitor, and refer any struggling students to
the list of jobs. Get them to check their answers with their
partner before you check their answers as a class.
2 film-maker
5 taxi driver

3 photographer

4 dancer

Game on
Direct students to the instructions. Demonstrate the
game yourself by trying to remember all eight jobs. Pair up
students so they can try it. If you hear a lot of problems with
pronunciation, stop them and chorally drill the jobs again.
5 Students discuss the films in pairs before you conduct class
feedback.
Students own answers.
Homework
Workbook pages 2627
MyEnglishLab

48

Gold Experience

Reading

(SB page 47)

1 On the board, write: For sale computer, 500 and Needed:


Dance teacher please call 07900 100000. Ask: What are
these? Elicit and chorally drill advert. Direct students to the
instructions. Elicit/teach and chorally drill the word article.
Ask: What is the advert for? (a film-making competition) What
is the rest of the text about? (information about film courses)
Do Question 1 together; then students do Question 2
individually. Conduct class feedback. (Note: in Britain,
people usually say film and in America they say movie.)
1 film

Speak up
5 Ask students to work in pairs and discuss which of the two
films they want to see. Point out the example pattern I want
to see . . . because . . . and have them practise it. Students
compare their answers in pairs; then conduct class feedback.
Take a vote on which film they prefer.
Students own answers.
Homework
MyEnglishLab

2 Yes, Im under fourteen.

2 Focus students on the website article. How many months


are described? (four) What can they see in each picture?
Give students a couple of minutes to read the questions
before they try to answer them. Do Question 1 together,
making sure they can all find the answer in the text. Tell
them to work individually. Monitor to make sure they all
find the information in the text and use key words from the
questions to help them. Tell students to check answers in
pairs before you conduct class feedback.
1 two minutes long 2 a penguin
3 Its a (funny) news programme.

4 over 750

Exam
3 Tell students that in their exam they might have true/
false sentences. Show them that Exercise 3 is a true/false
exercise. Go through the Exam advice together. Then tell
them to cover their books and tell their partner the four
instructions about true/false sentences.
Direct students to the instructions for Exercise 3. What
do they have to do? Elicit the four stages above again. Give
students a few minutes to read the sentences, then do
Question 1 together. Tell students to complete the rest of
the task individually. Monitor to check students arent just
guessing the answers but finding them in the article. Get
them to compare their answers in pairs; then conduct class
feedback.
1T

2F

3T 4F

Sum up
4 Direct students to the instructions for Exercise 4. Do
Question 1 together, making sure they see where the
information is and that they need to write a time of year
next to Its . . . Tell students to finish the task individually.
Monitor and help anyone who is struggling to find the
answers. Tell them to check their answers in pairs; then
check them as a class.
2 penguin, August 3 films, September
4 four, October

49

Grammar

(SB page 48)

Grammar XP
On the board, draw a stick man driving a taxi. Underneath,
write: MonSat 11 p.m. to 7 a.m. On the other side of the
board, draw a stick man lying in bed. Draw a clock and elicit
from students the time now. Draw it on the clock. Write the
name John under the picture. Then ask: Whats Johns job?
(taxi driver) What days does John work? (Monday to Saturday)
What time does John work every day? Elicit John works from 11
oclock at night to 7 oclock in the morning. Write the sentence
on the board and underline works. Now point to the other
picture. Elicit the time now. Ask: Is John driving a taxi now?
(no) Ask: What is he doing? and try to elicit He is sleeping now.
Chorally drill this and write it on the board, underlining is
and ing. Ask students: Whats the difference between the two
sentences? Try to elicit that the first one happens every day
and the second one is happening now. Write the title The
present continuous, then the personal pronouns and elicit am/
is/are (not) . . . -ing.
I
am
You
are
eating
He/She/It is
(not)
making
We
are
sleeping
They
are
Ask what happens to make when you add -ing. (You take the
e off.) Tell students to copy the table. Monitor for accuracy.
Ask a few students: What are you doing now? and try to elicit I
am studying or I am talking or I am sitting.
Direct students to the Grammar XP. Read it through with
them and check they understand the two uses of the present
continuous.
1 Direct students to the instructions and the five verbs in
the box. Look at the first picture and do Question 1 as a
class; then tell them to continue individually with the rest
of the pictures. Monitor for accuracy and make sure they
understand the two ways of representing the time, with a
digital clock and with an analogue clock. Ask students to
check their answers in pairs before you check them and
write the correct ones on the board.
2 eight, is having, is reading
4 five, are watching

3 three, is eating

Grammar XP
Focus students attention back on the picture of the man
sleeping in Exercise 1. Ask: Is he working now? and elicit No,
he isnt. Ask: Is he sleeping now? and elicit Yes, he is. Write the
pronouns on the board again in a list. Elicit the rest:
Am
I
Are
you
eating?
Is
he/she/it
making?
Are
we
sleeping?
Are
they
Yes, . . . am/is/are.
No, . . . m not/isnt/arent.
Tell students to copy this down.
2 Play Track 5.1 for students to hear the pronunciation, then
Track 5.2 so they can repeat the questions. Ask a few
students: Are you writing? Are you speaking? Are you watching
TV? and elicit Yes, I am./No, Im not.
Tracks 5.12
Are you making a film?
Are you dancing?
Are you having breakfast?

3 Direct students to the instructions. Elicit who the two


people are (the interviewer and Lauren). Tell them all the
answers are in the present continuous. Do Questions 1 and
2 as a class, before they try the others individually. Monitor
closely to ensure they are forming the present continuous
correctly. If there are many problems, focus students
attention back on the board and the word order. Tell them
to check their answers in pairs; then conduct class feedback.
2 I am 3 Is your sister acting in the film?
4 she is 5 Are your parents helping you?
6 they arent 7 Are you enjoying it? 8 I am

4 Start by miming eating an apple. Ask: What am I doing? Elicit


Are you eating an apple? Say: Yes, I am. Direct students to the
instructions. Check they understand all the actions given in
the box. In pairs, they take turns to mime and guess what
their partner is doing. Monitor to check they are using the
questions and answers correctly.
Students own answers.

Write on
5 Demonstrate the task orally. Tell students: I think my mum is
working on the computer now. I think my dad is drinking coffee
now. I think my sister is talking to her friend now. Tell students
to write three sentences about different people in their
family. Monitor for accuracy. If anyone finishes quickly, ask
them to write another sentence about a friend. Tell students
to compare their sentences in pairs. Are any of them the
same? Feed back on any similarities.
Students own answers.

50

Gold Experience

To finish
Elicit as many verbs as you can from students. Give every
student a small piece of paper and tell them to write a verb
on it. Collect the pieces of paper. Put students into two
teams. One student from each team comes to the front and
takes a piece of paper. They both mime their verb for their
team to guess. Then the next student comes up, takes a piece
of paper and mimes. The first team to finish wins.
Homework
Workbook pages 2829
MyEnglishLab

Vocabulary

(SB page 49)

To start
Use a scrunched-up piece of paper or a soft ball, say January
and throw it to a student. Elicit February, then indicate they
should continue throwing the ball around the class and saying
the names of the months. If there are any pronunciation
problems, correct them on the spot and drill chorally. After
you are sure all students can remember the months, start
with December and get them to go backwards.

The weather
1 Focus students on the photos and try to elicit the vocabulary
from them: cloudy, windy, foggy, snowy, sunny, rainy. Drill each
word chorally. Then ask students what all of these words
describe. Elicit weather, and drill it chorally. Refer them to
the title at the top of the page. Look at the photos again and
elicit that 35 degrees is very hot, but a minus number is very
cold.
Do A together, then tell students to complete the
rest individually, writing the adjectives down with the
corresponding letter. Monitor for accuracy in spelling.
Conduct class feedback.
A cloudy

B windy

C foggy

D rainy

E sunny

F snowy

2 On the board, draw a line vertically. At the bottom, write


cold. Ask students what word goes at the top, and elicit hot.
Point to just above cold, and ask for the word that means
a little cold. Elicit and chorally drill cool. Then point to just
below hot and ask for the word that means a little hot. Elicit
and chorally drill warm. Refer students to Exercise 2. Tell
them to write the correct words in the spaces from blue to
orange. Feed back to the board.
cool, warm, hot

Word XP
Ask a student: Whats the weather like today? and point to the
window. Elicit Its . . . Refer students to the Word XP box and
read through it with them.
3 Direct students to the instructions and the task. Go through
Question 1 with them, then focus them on the J in Question
2, and elicit a few examples of countries (e.g. Jamaica, Japan,
Jordan). Take suggestions for weather in these countries. Do
the same with 3 and 4, eliciting countries beginning with A
and S (e.g. Austria, Australia, Afghanistan; Spain, Switzerland,
South Africa). Tell students to do the task individually.
Monitor students and give them ideas if they struggle. Get
them to check their answers with their partner before
feeding some back to the class.
2 Its cold and foggy in Japan.
3 Its hot and cloudy in Australia.
4 Its warm and rainy in Spain.
5 Its hot/warm and sunny in Mexico.
6 Its cold and snowy in Canada.

51

Seasons
4 Quickly recap the months with students. Next, teach the
names of the seasons. Depending on where you are, this
may be different. Ask: Which are the cold months in Britain?
(December, January, February) Teach the word winter. Then
ask what comes after February (March, April and May). Elicit
and chorally drill spring. What comes after May? (June, July,
August) Teach summer. Then ask what comes after August.
(September, October, November) Teach autumn (/tm/).
Check if students can remember these words by saying: After
winter is . . . ? After spring is . . . ?, etc. Ask: What is the name
for these? and elicit and chorally drill the seasons. Ask: How
many seasons are there? (four) Write the new words on the
board and ask students to copy them down.
Refer students to Exercise 4. Do they know any songs about
the seasons? Can they fill any in? Teach leaves if they dont
know it. Tell them to check their answers in pairs. Feed back
to the class. Who are the singers? Are they new songs or old
songs?
1 Winter

2 Autumn

3 Summer

4 Spring

5 Direct students to the question. Get them to talk about this


in pairs; then feed back to the class.
Students own answers.

6 Tell students they are going to listen to a Skype call. Get


them to predict who Josh and Anna might be (friends,
brother and sister, cousins). Play Track 5.3 for students to
hear who and where they are. After they listen, tell them to
check their answers in pairs; then conduct class feedback.
Tracks 5.34
Josh: Hi, Anna!
Anna: Josh! Hi! I can see you. Can you see me?
Josh: Yes, I can.
Anna: How are you?
Josh: Im well. Hows everyone there?
Anna: Were all fine. Where are you at the moment? Are you still
in London?
Josh: No, Im in Madrid, in Spain. Im sitting in a caf. Im having
breakfast. Its a beautiful sunny day.
Anna: Is it hot?
Josh: Very! Its over thirty degrees today.
Anna: Oh, that is hot!
Josh: Whats the weather like in Australia? Is it cold?
Anna: Yes, it is. Its about fourteen degrees outside.
Josh: Is it sunny?
Anna: No, it isnt! Its raining at the moment!
Josh: Oh. Where are Mum and Dad?
Anna: Theyre cooking dinner. Hang on. Mum, Dad, come and talk
to Josh.
Mattie: Hello!
Josh: Hi, Mattie!
Josh and Anna are brother and sister. Josh is in Spain and Anna is in
Australia.

52

Gold Experience

7 Direct students to the instructions, then focus them on the


table and the information they are going to listen for. Play
Track 5.4 for them to fill in the table. If they need it, play the
recording a second time. Tell them to check their answers in
pairs before they feed back to the board.
Josh: Spain, sunny and hot, 30
Anna: Australia, cold and rainy/raining, 14

Write on
8 Direct students to the instructions. Start the task with them
on the board. Ask: Which is your favourite season? Elicit an
answer from one student and write it on the board. Read
the example sentence. Then elicit the first sentence about
the chosen season. (For example: In summer, its hot and
sunny in my country.) Get students to copy this, then continue
the task, writing about the weather in their country for each
season. Monitor to check for accuracy and to encourage
them. When they finish, tell them to swap notebooks in
pairs and see if their partner has the same information.
Students own answers.
Homework
MyEnglishLab

Listening

(SB page 50)

To start
On the board, write festival. Ask: What is a festival? What
kinds of festival are there? (music, religious, art, theatre, film,
etc.). Ask students to work in pairs and see if they know any
famous festivals in English-speaking countries (e.g. Christmas,
Halloween, 4 July).

Power up
1 Direct students to the photo. Ask: What can you see? Where
are the people? What festival is it? (Rio Carnival) When is it?
(February)
Students own answers.

2 Elicit one festival in each students country, then give


students one or two minutes to brainstorm other festivals in
pairs. Conduct class feedback on their answers.
Students own answers.

Listen up
3 Focus students on the map. Ask: What is this a map of ? and
point out the logo in the corner (the Starlight Festival). Draw
their attention to the pictures and labels. Ask: Is it outside
or inside? What type of festival is it? Check they understand
comedy arena, film arena and camping. Focus on the other
pictures and elicit what other type of activities they think
there are (e.g. dancing, music, singing) and feed back
predictions with the class.
A dance arena B music arena
D childrens arena

C theatre arena

4 Direct students to the instructions. Start playing Track 5.5


until Love those colours. Pause and check that students have
heard the first place (the sheep). Then play the rest of the
recording without stopping. Tell students to check their
answers in pairs. If they have missed many places, play the
recording again for them, pausing after each place. Then
conduct class feedback, eliciting the answers and writing
them on the board.
dance arena, music arena, theatre arena, comedy arena
Tracks 5.56
Frank: Hi! Here we are at the Starlight Festival. Im Frank Coski and
Im doing the talking. This is my sister, Kate. Shes taking photos. And
my brother, Jake, is making this film.
Kate and Jake: Hello!
Frank: This year, the festivals great! As you can see, it isnt raining
today! Its a beautiful, sunny day and there are a lot of people here.
Theyre all enjoying themselves. Even the animals are having fun!
Can you see the sheep behind me? Love those colours! So, what can
you see at the festival this year? Well, you can see dancers, actors,
singers, musicians, photographers, writers and theyre all doing
their jobs. You too can learn to do these things here! The Starlight
Festival is a great place to be . . .
Frank: Here we are outside the dance arena. You can see dancers,
. . . well . . . , dancing! There are also a lot of people learning to
dance! Lets talk to some of them. Are you enjoying the day?

Girls 1 and 2: Yeah!


Girl 1: Were having a lot of fun!
Frank: What are you doing here?
Girl 2: Were learning to dance hip hop dancing.
Frank: Great!
Frank: This is the music arena. People are listening to music and
playing music. Lets talk to one of the musicians. Hi. What are you
doing?
Boy 1: This is my band. Were practising.
Frank: What are you practising for?
Boy 2: Well, because were in the show.
Frank: Wow! What time?
Boy 2: At 12.30!
Frank: Good luck!
Boy 1: Thanks!
Frank: This is the theatre. Here you can see and meet actors. Lets
talk to one of them. Hello.
Woman: Hi!
Frank: Can you tell us about the theatre?
Woman: Yes, um . . . were doing a lot of things here. There are
acting workshops you can learn about acting and there are a lot
of shows.
Frank: Shows? Where are they happening?
Woman: Lots of places! Here, in the forest, beside the lake . . .
Frank: Can you guess where we are now? Yes, were outside the
comedy arena! Can you hear people laughing? Were stopping here
now because my show starts at two! Wish me luck!

5 First, read through the Skill advice with students and check
they understand by asking: What do you do first? (read the
questions) Then what do you do? (ask the teacher if there
are any new words). Direct students to the instructions for
Exercise 5. Ask: Do you read the questions first or listen first?
(read the questions first) Explain the meaning of any new
words. Then play Track 5.6 and check that students are
choosing the correct answers as they listen. Tell them to
compare their answers in pairs; then conduct class feedback.
1C

2A

3C 4B

5A

Grammar XP
On the board, write: What. Elicit other wh- question words
(Where, Why) and write them in a column under What. Ask a
few students: What are you doing? Where are you sitting? and
elicit sentences with the pattern I am . . . -ing. (I am studying/I
am listening/I am sitting in class, etc.) Direct students to the
Grammar XP box and check there arent any problems in
how to make wh- questions with the present continuous.
6 Direct students to this task. Do the first question with them
word by word, pointing to the word order on the board. Tell
students to complete the task individually. Monitor to check
word order, and refer any students who make mistakes to
the board. Conduct class feedback to the board.
1 Where are you sitting? 2 What are you doing?
3 Why are you doing this exercise?
Homework
MyEnglishLab

53

Speaking

(SB page 51)

Power up
1 First, generate interest in the topic of films. Ask: What are
your favourite films? Who are your favourite actors? Then direct
students to the question in Exercise 1 and continue the class
discussion using the speech bubble as an example. Elicit the
adverbs of frequency always, usually, often, sometimes, never
and encourage students to use them in their sentences.
Tell them that we use these words with the present simple.
As they have just been studying the present continuous, they
may try and use it here. If they do, point out that they arent
watching a film now, so they need the present simple.
Students own answers.

Speak up
2 Direct students to the instructions and photo. Elicit the
names of the actors from the class, if possible, then put
students into pairs to discuss the photo in more detail:
Where are they? What are they doing? (at a ceremony, talking
to photographers) Monitor to check they stay on task, but
dont worry about errors. Feed their answers back to the
class, encouraging quieter students to speak.
actors Antonio Banderas and Selma Hayek

3 Refer students to the Exam advice and ask: Why do we use


the present continuous to talk about photos, pictures and films?
(because you can see it happening now) Tell students that in
the exam they will have a picture to talk about.
Next, focus students attention on Exercise 3 and on the four
options. Encourage them to predict the answers from the
photo. Play Track 5.7, then tell them to discuss their answers
in pairs. Conduct class feedback and play the recording again
if there are any problems.
Track 5.7
Girl: Who are the people in that photo?
Boy: I know! Theyre actors.
Girl: Oh yes. I think theyre outside a cinema.
Boy: Yeah, thats why theyre smiling and waving.
Girl: Maybe theyre coming to see their new film.
Boy: Mm, and I think there are photographers there, too. Theyre
taking photos.
Girl: The actors are having fun!
Boy: Yes, they are.
the people, the place, whats happening

Language XP
Refer students to the Language XP box. Drill the questions
chorally. Then tell students to cover their books. Can they
remember the four questions?
4 Direct students to the instructions. Ask the first question to
one student, then tell students to work in pairs and ask and
answer all the questions from the Language XP box. Both
partners should practise asking and answering the questions.
Monitor to check they are using the present continuous in
their answers where possible.
Students own answers.

5 Direct students to the task and the questions. Do the first


question with them, then tell them to continue in pairs.
Monitor to check they are on task and using the correct tense.
If they go off task because of working in pairs, tell them to
write the sentences down instead. Conduct class feedback.
Students own answers.

6 Put students into groups of five. Give students their roles


so they dont waste time deciding whos who. Give them
a few minutes to prepare, and monitor closely to provide
encouragement and keep them on task. Then get the groups
to take turns acting out their stories to the class.
Students own answers.

7 Put students into pairs, A and B, and tell them to turn to the
page indicated. Make sure they sit facing each other, not side
by side. Elicit the question stems (Who are . . . ? Where
are . . . ? What are . . . ? Whats . . . ?) from both A and B
students before telling them to work together and talk about
their photos. Monitor closely to check they dont look at
their partners picture and that they are asking and answering
questions. Make a note of some inaccurate questions and
answers you hear, and also of some good sentences.
To feed back, tell students to look at each others picture
and see if the answers to their questions were right. Then
write the inaccurate and accurate questions and sentences
on the board. Tell students to work with their partner and
decide which are right and which are wrong, and to correct
the wrong ones. Feed back to the class.
Students own answers.

To finish
Disappearing snowman. On the board, write: _ _ _ _ _ _ _
(spaces for raining) and draw a snowman with a face. Elicit
the word snowman and check students recognise what it is.
Ask for a letter; if it is any letter in the word raining, write it
in the correct space. If not, delete an eye from the snowman
and write the letter in its place. Continue this until either the
snowman has disappeared or until students guess the word.
Repeat the activity with other words from the unit (sunny,
cloudy, autumn, spring, etc.).
Homework
MyEnglishLab

54

Gold Experience

Writing

(SB page 52)

To start
Put students into pairs. Give them two minutes to think up
as many free time activities as they can. Take feedback from
the pair with the most activities, but dont write them on the
board just discuss their suggestions orally.

Power up
1 On the board, write: holidays. Elicit from the class all of their
holidays (Christmas, Easter, summer, etc.). How long are the
holidays? What do they do in the holidays? Focus students
on the photos, then on the task. Check that they understand
paint and draw. Do any students do courses in their holidays?
If yes, get them to tell the class.
Students own answers.

2 Encourage students to look at the photo on the website and


predict the answer before they read the advert. Tell them to
read the information and see if they were right. They should
then check their answers in pairs before you conduct class
feedback. Ask students to tell you more information about
the course. Elicit questions and answers: When . . . ? How
long . . . ? Who . . . ?
C

3 Ask students: If you want to go on a course, what do you have


to do first? Try and elicit application form, if necessary by
writing on the board:
Name:
Address:
Telephone number:
Chorally drill application form. Ask: What other information
do you write on an application form?, then direct them to
the Young Film Academy form. Does it have the same
information they predicted? Focus students on the questions.
Do Question 1 with the class; then tell them to work
individually to complete the task. Monitor and help any
struggling students locate the information. When they finish,
tell them to check their answers in pairs. Conduct class
feedback.
1 Julia Kelly 2 London 3 jkelly@yazoo.com.uk
4 12 5 Four-day film school
6 Shes in year 8 at school. Her favourite subject is English. She loves
films. She goes to the cinema every Saturday. She wants to make films.

Language XP
Read the Language XP box with students to highlight possible
instructions in application forms.

4 Look at the application form in Exercise 3 again as a class


in conjunction with the first question in the Language XP
box. Has the form been completed correctly? Check that
all students can find the answer. Then tell them to work
individually and look at the other instructions to check if the
form is correct. Get students to check their answers in pairs,
then conduct class feedback.
Yes

5 Direct students to the instructions. To familiarise them with


the information about Frank, ask questions: Whats his name?
What year is he in? What school does he go to? What are his
favourite films? What does he want to do on the summer course?
Refer students back to Julias application form. Where does
she write about herself? (in the last section) Start students
off with the writing task. On the board, write: My names . . .
and elicit Frank. Then write: Im in year . . . at . . . and elicit 6
and Bedford Primary School. Then tell students to copy it and
continue, using Julias piece of writing to help them. Monitor,
and if anyone struggles, encourage them to write exactly the
same as Julias description, but using Franks information.
Students own answers.
Model answer:
Franks in year 6 at Bedford Primary School. He loves films. His
favourite films are comedies and cartoons. He wants to make
cartoons.

Plan on
6 Direct students to the table, and do the first two parts
together, just writing notes rather than full sentences.
Then tell students to complete the table with their own
information in note form. Monitor and help with any spelling
problems. Tell students to compare their tables in pairs.
Students own answers.

Write on
7 Make sure students have a clean piece of paper to write
their application form on. Tell them they are going to fill in
the application form for the summer course and to copy
it out (but not Julias information). When they have all
done that, tell them to use their notes from Exercise 6 to
help them fill it in. Check they understand by asking a few
questions: Whose form is it? Do you write in block capitals?
Where? How many words do you write about yourself ? Refer
them also to the Skill advice. Monitor as they complete the
form to check their accuracy and provide encouragement
to keep them on task. If any students finish early, sit them
together and tell them to ask and answer questions about
each others forms (Whats your last name? Whats your first
name?, etc.).
Students own answers.

55

To finish
Famous people. On a piece of paper, write the name of a
famous actor/singer that everyone in your class will know.
Show them the piece of paper and pretend you dont know
the name that is written on it. Tell students to give you any
information about the person they can so you can guess who
he/she is. Then put students into pairs and tell them to write
the name of a famous person on a piece of paper, but keep it
secret from their partner. They then need to give information
about this person for the partner to guess who it is.
Homework
MyEnglishLab

Switch on

(SB page 53)

Me and my movie
1 Focus students attention on the photo. What can they
see? What is he doing? Where is he? Direct students to the
instructions and encourage them to guess the answers. Play
the video, then get students to check their predictions in
pairs. Conduct class feedback, encouraging quieter students
to give their answers.
1 four 2 eight

2 Read through the questions with students and do Question


1 together. Then tell them to work in pairs to try and answer
the rest. Monitor, and if they are having difficulties, stop the
activity and play the video again sooner rather than later.
After playing it, get students to check with their partners
before conducting class feedback.
1 a ii, b iii, c iv, d i
2 Verns Vacation and The Penguins Protest
3 N.O. News
4 the group of young film-makers
5 Lauren

3 Ask the question of the whole class and give students a few
minutes to discuss their answers in small groups. Say which
film you like best, and why. Then encourage students from
each group to give their opinion.
Students own answers.

Project
4 Direct students to the instructions. Check that they
understand that it is a two-minute film only. Give them
time to plan their films using the prompts in Question 1.
Monitor closely to help with ideas if needed. When they
have finished planning, get them to write their scripts. Again,
monitor closely both for accuracy and also to provide
encouragement. Remind them of how to set out the script
with the name of the person speaking at the top. Go around
and monitor and give suggestions and help where necessary.
When they have finished, set out two chairs at the front of
the class and invite two students to read their script out.
Encourage them to act it out if they wish. Then get the rest
of the students to act out their scripts in small groups.
Students own answers.

56

Gold Experience

06

Fantastic food

Unit objectives
Reading:
Vocabulary:
Grammar:
Listening:
Speaking:
Writing:

completing a multiple-choice cloze


food and drink; health problems
countable and uncountable nouns;
quantifiers; have to/dont have to
completing notes; matching sentence halves
making offers and requests
a short article

Vocabulary

(SB page 54)

To start
Play Rooms anagrams. On the board, write: drobome. Tell
students it is a room and they have to put the letters in the
correct order. Write b on the board and elicit the spelling
of bedroom. Write: govomlriin on the board and try to elicit
the correct spelling of living room. Put students into pairs and
tell them to write two more room anagrams and see if their
partner can work out the words.

Power up
1 Direct students to the question, then lead a class discussion
about where they have lunch. Encourage some of the
weaker students to contribute to the discussion, too.
Students own answers.

Food and drink


2 Focus students on the photos. If there are any words they
dont know, teach them, chorally drilling each one. Note:
you may need to point out the difference between crisps and
chips. (Crisps in British English are chips in American English.)
Check their pronunciation of yoghurt (/jt/), vegetable
(/vedtbl/) and orange (/rnd/). Tell them to work in
pairs and discuss the food they like. Monitor to check they
are on task. Ask some students to tell the class the food they
like.

4 Direct students to the instructions. Play Track 6.1, pausing


after the first conversation to check the answer. Then
play the rest without stopping, unless there are problems.
Students check answers in pairs, then conduct class
feedback.
1C

2D

3A 4B

Track 6.1
1
Boy 1: Whats that bread in your lunch box?
Girl 1: Its chicken sandwiches. Ive got banana milk, too. Its my
favourite!
Boy 1: Can I have one of your crisps?
Girl 1: OK. Here you are.
2
Girl 2: Hurray! Its lunch time! Im hungry!
Boy 2: What have you got?
Girl 2: Ive got lots of things. Theres some rice and beans. Theres
a green salad and some bread . . .
Boy 2: Is that orange juice?
Girl 2: Yes, I love it!
3
Girl 1: What have you got for lunch?
Boy 2: Ive got some rice with some vegetables.
Girl 1: Is it nice?
Boy 2: Yes, its good, but I dont want the milk. Do you want it?
4
Girl 2: Whats in that bread?
Boy 1: Its got cheese in it. Its yummy.
Girl 2: Is that milk?
Boy 1: No, its a yoghurt drink. Try it.

5 On the board, write: burger and . . . Elicit what goes with it


(chips or fries). Explain that fries is usually used in American
English, but is often used in fast food restaurants in Britain
as well. Direct students to Exercise 5, and see if they can
think of any more pairs. This will depend on their country.
Tell them to compare answers in pairs, then conduct class
feedback.
Students own answers.

Students own answers.

3 Check that students understand the meaning of fruit. Direct


them to the instructions and the first example, an orange.
Tell them to find three more types of fruit in the menus.
Get them to compare answers in pairs, then conduct class
feedback. Elicit any other fruit in English.
grapes, apple, banana

57

Game on
On the board, draw two columns. Ask students: Is salad
good for you? (yes) and elicit Its healthy. Chorally drill it.
Then ask: Is cola good for you? (no) and elicit Its unhealthy.
Write healthy and unhealthy at the top of the columns on the
board, and write salad and cola in the correct columns. Check
students understanding by asking: Where do I write grapes?
and Where do I write burger? Put students into pairs and tell
one person in each pair to copy the columns. Tell them it is a
class competition and give them two minutes to brainstorm
healthy/unhealthy food. Get the pair with the most words to
read their lists out to the rest of the class.
Homework
Workbook pages 3031
MyEnglishLab

Reading

(SB page 55)

Fabio is from California in the USA. His blog is about food.

2 Direct students to the instructions. Ask: Do you need to


read every word and understand everything? (no) Quickly
demonstrate scanning the text for vegetables/fruit by putting
your finger on the text and moving it along each line quickly
until you come to bananas. Tell students to continue looking
individually for three vegetables and three fruits in the
blog. Monitor and provide encouragement and help where
necessary. Tell students to check their findings in pairs.
2 banana, orange, apple

3 Direct students to the instructions. Read the first paragraph


of the blog with the class and do Question 1 with them,
then focus on the Skill advice. To check they understand,
ask: Which words do you need to read before you fill in a space?
(the ones before and after the space) Do Question 2 with
students, then tell them to read the rest of the blog again
and work individually to answer the remaining questions.
When they finish, tell them to compare answers in pairs.
Check everyone understands why each answer is right.
2A

58

3C

4B 5A

2 No

3 Yes 4 Yes 5 Yes

Sum up
5 Read through the instructions and AE together, then elicit
which type of information comes first. Tell students to
work individually to complete the task. Monitor to provide
assistance to anyone who needs it. When they have finished,
get them to check their answers in pairs, then conduct
whole-class feedback.
A, E, D, B, C

1 Pre-teach any words students dont know from the text by


eliciting and chorally drilling them. Ask: What are the little
brown things inside an apple? (seeds) What is the thing inside
your head you use to think? (brain) What does food give you
so you can study, walk, run? (energy) What are inside an MP3
player to make it work? (batteries) What is long and thin, made
of metal and used outside to tie things together? (wire) Focus
students on Fabios blog. Give them two minutes to find the
answers to the questions in Exercise 1 (where Fabio is from
and what his blog is about). Tell them to check answers in
pairs, then conduct class feedback.

1 carrots, onion

4 Direct students to the instructions, then tell them to cover


their texts so they can predict the answers. Go through
Question 1 together, then tell them to work in pairs on the
rest of the questions. When they have finished, tell them to
look at the text and see if they were right and remembered
correctly. Conduct class feedback to check the answers.

6A

7B

8C

Gold Experience

Speak up
6 Start this exercise as a whole class to generate ideas, then
put students into pairs to decide what they think about the
menus. Encourage them to use I think its A/B/C/D because
. . . I agree/dont agree because . . . Monitor to provide
encouragement and ideas. Take a class vote at the end to see
what most people think.
Students own answers.
Homework
MyEnglishLab

Grammar

(SB page 56)

1 First, check that students understand all the food items here.
Teach any that they dont know.
On the board, draw three columns. Head them Uncountable,
Countable singular, Countable plural. Ask students: Can you
count sandwiches? Can you say one sandwich, two sandwiches?
(yes) Tell them that sandwiches is countable. Ask: Is the word
sandwiches singular or plural? (plural) Ask which column
to write it in. (Countable plural) Ask the same questions
for egg, then for orange and elicit that they should go in the
Countable singular column. Then do the same with cheese
and elicit that in English you cant count cheese, so it is
uncountable. Can they count cheese in their language? Tell
students to copy the table from the board and write the
other food items in it. Monitor for difficulties and conduct
class feedback to the board.
an egg: countable, singular
an orange: countable, singular
cheese: uncountable
crisps: countable, plural
milk: uncountable
pasta: uncountable
rice: uncountable
sweets: countable, plural
tomatoes: countable, plural

2 Direct students to this task, then elicit one more word for
each column before they complete it individually. Monitor,
and refer students to language and pictures on the previous
pages if they cant think of other food items. If they are not
sure whether the words are countable or uncountable, keep
asking Can you say 1, 2, 3 . . ? Get students to compare their
lists in pairs, then ask several students, including quieter
ones, to feed some of their answers back to you. Write
them on the board.

Grammar XP
Tell students you want to make a potato omelette. Elicit the
ingredients you need, and write them on the board: eggs,
milk, butter, potatoes, salt. Elicit whether each ingredient is
countable or uncountable and write C or U next to it. Elicit
the sentences: You need some eggs, You need some butter,
etc. Underline some and write: You need some eggs, You need
some milk on the board. Then write on the board: cheese,
rice, tomatoes. Elicit if it is C or U. Ask: Do you need these for a
potato omelette? Elicit and write on the board You dont need
any cheese. You dont need any tomatoes, etc. Highlight and
underline any in these negative sentences. Finally, introduce
students to the question form. Write on the board: Do you
need . . . eggs? Do you need . . . cheese? and elicit any for both
questions. Direct students to the Grammar XP box and read
it through with them. Ask: When do we use some and any?
and elicit that it is for plural countable words and uncountable
words.

3 Play Track 6.2 for students to hear the correct


pronunciation. Then play Track 6.3 for students to repeat
the sentences to practise the correct pronunciation
themselves.
Tracks 6.23
Bento boxes usually have some rice.
Theres always some fresh fruit.
Ive got some vegetables and chicken.

4 Focus students on the first photo and give them thirty


seconds to try to remember everything in it. Tell them to
close their books. Elicit one thing they can remember, then
put them into pairs. Ask them to tell their partner everything
they can remember (just words, not sentences). Tell them
to open their books and look at the photos again to check.
Now direct students to the task. Elicit again when you use
a/an (for singular countable things) and when you use some
and any (for plurals and uncountable things). Read Question
1 with them, then elicit the answer to Question 2. Tell them
to continue individually. Monitor, and if anyone struggles, get
them to think about whether the food item is countable/
uncountable and singular/plural, then refer them to the
Grammar XP box to find the answer. If anyone finishes early,
tell them to write another sentence about the pictures.
When they all finish, tell them to check their answers with
their partner. Conduct class feedback.
2 some 3 any 4 any
6 a 7 an 8 any

5 some

Grammar XP
On the board, write: much, many, a lot of. Ask: Do we say:
How much money? or How many money? Elicit that money
is uncountable so we say How much. Ask: Do we say: How
much eggs? or How many eggs? Elicit that we say How many
because eggs are countable. Write the two questions on the
board. Next to them, write: Weve got . . . money. Weve got
. . . eggs. Try and elicit a lot of and write it in the spaces. Then
ask students what the negative answers would be. Elicit We
havent got a lot of money and We havent got a lot of eggs.
Write these answers on the board. Direct students to the
Grammar XP box and read through it with them, showing
them that we can also use the words much and many in these
answers.
5 Direct students to the task. Tell them they have one
minute to read the conversation first just to see how many
food items are mentioned (six). Then do number 1 with
them. Tell them to complete the task individually. Monitor
and provide encouragement and guidance to the weaker
students. When they finish, tell them to check their answers
in pairs. Conduct class feedback.
1 any

2 much 3 many

4 a lot of

5 a lot of

Students own answers.

59

6 Can students remember what was in the vending machine at


Fabios school? How many things are mentioned in the task?
(7) Drill the different items in the box. Tell students they can
underline the stressed syllable, e.g. tomatoes, to make sure
they can say the words clearly. Check they know which of
the two questions they need to ask for each type of food. (Is
there any . . . ? for the uncountable foods and Are there any
. . . ? for the countable ones.) Put them into pairs to practise
together. Monitor to check they are using the two questions
and answering them correctly.
Students own answers.

Write on
7 Check students understand the meaning of lunch tray. Tell
them to close their eyes. What would they like to have on
their lunch tray? After they have imagined what they would
like to have, tell them Ive got a big cheese sandwich. Ive got a
lot of grapes. I havent got much orange juice. Elicit a few ideas
from them using Ive got a lot of/I havent got much/I havent
got many . . . Next, tell them to write what they really have
on their lunch tray, using the same structures. Monitor they
are on task and not making major mistakes.
Students own answers.

To finish
Kims game. Find ten to fifteen objects that students know
in English. Put them on your desk. Tell students to come
and look at them for thirty seconds. Then cover them up
with a piece of paper or material, and ask students to sit
down again. Put them into pairs and tell them they have
three minutes to write the names of all the objects they can
remember. They must write sentences using there are and
theres. Stop them at three minutes and tell them to swap
notebooks with another pair. Uncover the objects and let
them check each others lists. The pair with the most wins.
Homework
Workbook pages 3233
MyEnglishLab

Vocabulary

(SB page 57)

To start
Tell students to stand up. Touch your head and indicate that
students should touch their heads too. Elicit head. Do the
same for other parts of the body. Then play Simon says.
Explain that in this game, they can only do what Simon says. If
Simon doesnt say do something, they cant do it. Say: Simon
says touch your arm, and demonstrate that they should all
touch their arm, too. Say: Simon says touch your nose and
indicate that they should touch their nose. Say: Touch your
mouth. If anyone touches their mouth, tell them that Simon
didnt say it, so they cant do it. Every time students do the
action correctly, they get a point. The student with the most
points at the end wins.

Health problems
1 Focus students attention on the pictures. Do the children
look well? (no) What part of the body isnt well in each
picture? Elicit the word throat for picture 5, and chorally
drill it. Play Track 6.4 for students to hear and practise the
correct pronunciation, e.g. stomach (/stmk/). Tell them
to write the words down. To help them remember the
words, tell them to cover them and look at the pictures.
Then put students into pairs and tell them to ask each other:
What is 5? What is 3?, etc.

1
2
3
4
5
6
7
8

Track 6.4
a stomachache
a headache
a toothache
an earache
a sore throat
a cold
a cough
a temperature

2 Direct students to the instructions. Check they understand


that sometimes more than one answer is possible. Do
Question 1 together with them, making sure they read all
the answers before choosing the correct one. Then tell them
to work individually to finish the task. Monitor to provide
encouragement and assistance. When they finish, get them
to check their answers in pairs. Conduct class feedback,
encouraging discussion.
1 a, b 2 c

3a

4f

5d

6e

3 Play the first conversation on Track 6.5, then stop it to check


everyone has the right answer. Play the second conversation
and again stop it, to check that everyone has heard and ends
up with a sentence with has got. Then play the rest, stopping
only if anyone needs more time to write their answer down.
Tell students to check their answers in pairs. Conduct class
feedback, eliciting the answers and writing them on the
board.

60

Gold Experience

Track 6.5
1
Teacher: Hi, Nadia. How are you today?
Nadia:
Not great. Ive got a headache and a toothache.
2
Tania:
Hey, Ricky. Whats the matter? Why cant you talk?
Ricky:
Ive got a sore throat.
3
Teacher: Whats the matter, Lidia? You look ill.
Lidia:
Yeah, I feel ill. I think Ive got a temperature.
4
Luis:
Ah . . . ah . . .
Ricky:
Whats the matter, Luis?
Luis:
Ive got a . . . a . . . a cold.
5
Teacher: Are you OK, Tania?
Tania:
No, Im not very well. Ive got a cough. Its really bad!
1 a headache and a toothache
2 a sore throat
3 a temperature
4 a cold
5 a cough

Word XP
Put your hands to your head as if youre in pain, and elicit
Youve got a headache. Chorally drill it. Then elicit and chorally
drill Youve got a toothache and Youve got a stomachache. Refer
students to the Word XP box.
4 Ask: Whats wrong with the girl in the photo? Elicit that she has a
temperature and you can tell because she has a thermometer
(a thing for measuring how hot you are) in her mouth. Direct
students to the conversation. Ask for a volunteer ideally
choose a strong student and ask him or her to be B. Read
the conversation with the student. Mime the health problems
again, one by one, for students to recall. Put students into pairs
so they can practise the conversation using different health
problems. Encourage them to act out their problem each
time and tell them they can mime if they want to! Monitor for
difficulties with pronunciation and to check they stay on task.
Write the prompts on the board. Once students have practised
the conversation a couple of times, tell them to close their
books and look at the board. Try to elicit the conversation
from the prompts. Then tell them to practise it one more time,
just from the prompts. Monitor, and if weaker students have
difficulties, let them use their books.
Students own answers.

Game on

Listening

(SB page 58)

To start
On the board, draw a bottle marked 1l and a packet marked
1kg. Ask what the abbreviations mean and what they
measure (liquids and solid weight). Elicit what smaller unit
is in a litre (millilitre) and a kilogram (gram). Ask how many
millilitres there are in a litre and grams in a kilogram (1,000).

Power up
1 On the board, draw the two column headings: Kilos and
Litres. Direct students to Exercise 1, and elicit which words
go into each column. Tell students to copy them down.
Kilos: cheese, rice
Litres: lemonade, cola

2 Elicit one more word for each column before getting


students to add two more words in each. Monitor for
spelling mistakes, and to assist with ideas if needed. When
they have finished, get students to compare their answers in
pairs, then conduct class feedback to the board.
Students own answers.

Listen up
3 Focus students attention on the photos. What can they see?
Elicit the vocabulary: volcano, baking soda, vinegar, red food
colour, experiment. Chorally drill each word once students
have understood the meaning. Ask: Does anyone know this
experiment? What do you think happens? Read the letter with
students. Tell them they are going to listen to the recording
and ask: What do you have to write in the spaces? (numbers)
Play Track 6.6, stopping after red food colour to check all
students have heard the number and written it down.
Play the rest of the recording, then ask students to check
their answers in pairs. If there are problems, play it again,
otherwise conduct class feedback to the board.
Track 6.6
A: Heres a letter from the Science Club. Its about the volcano
experiment. We have to bring some things to school for the
experiment.
B: Oh. What do they need?
A: A lot of things! We have to bring twenty litres of red food colour!
B: Thats a lot of food colour! What else?
A: Er . . . about 230 litres of vinegar!
B: Wow!
A: And theres one more thing: forty-five kilos of baking soda!
1 20

2 230 3 45

Direct students to the game Word Bingo. Demonstrate the


task by writing four health problems on a piece of paper and
asking students to guess which they are. As they say your
problems, cross them out. Shout: Bingo! when you have
crossed them all out. Then tell them to write four health
problems. Play the game with them.
Homework
MyEnglishLab

61

4 Focus students attention on the instructions. Check they


understand the task and that there are two extra activities
they dont need. Give students a couple of minutes to read
the sentence beginnings and endings. Direct students to the
Exam advice. Ask: Were the questions in the same order as the
recording? Is it easier if they are in the same order?
Play the first section of Track 6.7, then guide students
through the answer. Play the rest of the recording, only
pausing if students need more time. Tell them to check their
answers in pairs. If you hear a lot of disagreement, play
Track 6.7 again so they can check their answers. Conduct
class feedback to the board.
Track 6.7
1
Oliver: Wow! The volcanos great! I love Science Day!
Georgia: Me too. Its fun! There are a lot of people here. Do we
have to stand here?
Oliver: Yes, all students have to stand ten metres from the
volcano, behind the yellow line.
2
Georgia: Look the science teachers are here now.
Oliver: Do they have to wear their white coats?
Georgia: No, but they have to climb into the volcano.
Oliver: Im glad students dont have to do the experiment!
Georgia: The teachers are ready. Theyre climbing in now!
3
Oliver: Hey, I can see Zach. Hes near the volcano. Whats he
doing there?
Georgia: Hes taking photos for the school magazine.
Oliver: Oh, look theres Mr Green. Whats that on his arm? Is
it blood?
Georgia: No, thats the red food dye!
4
Georgia: Here comes Kate. Whats she doing?
Oliver: I think shes writing a report for the school magazine.
Georgia: Mr Greens got a cough now. I think its because of the
vinegar.
Oliver: Oh, look Mr Green has to put the baking soda into the
vinegar. Hes doing it now. The volcanos starting!
Georgia: Wow! Cool!
1e

62

2a

3c 4f

Gold Experience

Grammar XP
Ask students: What time do you start school? Why? Elicit that it
is a rule, so they have to start then. Ask a few more similar
questions: What time do you get up in the morning? Do you
want to get up at that time? Elicit that they have to get up
then to go to school. To elicit that dont have to means not
necessary to, ask: Do you have to get up early on non-school
days? If anyone says no, elicit I dont have to get up early.
Refer students to the Grammar XP box. To check
understanding, ask after reading each sentence: Is it necessary?
Then ask students to tell you other things they have to do or
dont have to do. Give an example first: I have to switch my
phone off in class. I dont have to wear a school uniform.
5 Direct students to the task. What should they do before
writing in the spaces? (read the whole sentence) Give them
a couple of minutes to read through it all first. Go over
number 1 and drill the complete question. Do number 2
with them, then tell them to finish the exercise individually.
Monitor, and if there are many problems with conjugating
have in the positive, negative or question forms, stop the
class and do a recap, eliciting all the forms and writing them
on the board:
I/you/we/they have to . . . /dont have to . . .
He/she/it
has to . . . /doesnt have to . . .
Do I/you/we/they have to . . . ?
Does he/she/it have to . . . ?
Tell students to check their answers with their partner, then
conduct class feedback, eliciting the answers and writing
them on the board.
2 dont

3 have to

Homework
MyEnglishLab

4 Does it have to

5 have to

Speaking

(SB page 59)

Power up
1 Focus students on the photo. Try to include as many
students as possible, including quieter ones, in describing
what they can see. Encourage them to use the present
continuous when describing it and guessing what is
happening. Make sure they understand the word sweet.
(They may know the American word candy.)
Students own answers.

2 First, see if students can remember when we use some,


much, many and a lot of. On the board, draw two columns
headed C and U. Revise What do C and U mean? (countable
and uncountable). Elicit that we can put some in both
columns. Tell students to copy the columns and work in pairs
to decide which words go in which column.
C
U
some
some
many (? and -)
much (? and -)
a lot of
a lot of
Direct students to the task. Read the first part of the
conversation and do Questions 1 and 2 with them. Tell them
to continue individually. Monitor and assist any students who
are struggling. Make sure they read before and after all the
spaces to provide clues to the answers.
2 some 3 some

4 much

5 many

6 a lot of

3 Play Track 6.8 for students to check their answers. If there


are any problems, pause the recording and elicit why the
answer is correct. Elicit the answers on the board afterwards
to check everyone has them right.
Track 6.8
A: Hi, Andy. Would you like a sweet?
B: Thanks. What are you doing?
A: This is my science experiment. I dont need many things. Just
some cola and some Mentos sweets.
B: Id love a drink Im thirsty. Can I have some cola, please?
A: No, sorry. I havent got much. Anyway, you cant drink cola with
Mentos. They give you a stomachache! Have another sweet. I dont
need many.
B: What do you have to do now?
A: I have to put five or six sweets in the cola bottle. Now we have to
stand back.
B: Why? Oh!
A: Because a lot of cola comes out of the bottle!

4 Put students into pairs to practise the conversation together.


Monitor and help with any pronunciation problems. When
they have practised it once, tell them to swap and practise
the other part.

Speak up
5 Put students into pairs and give them one minute to
brainstorm different sorts of drinks. To feed back, ask the
pair with the most to read out their list. To elicit recipe,
describe a drink you like (for example, iced tea) and how
you make it. Refer students to the three pictures and
recipes. Pre-teach/check some vocabulary by using the
pictures, miming or describing: pineapple, coconut, mix (verb),
fill (verb), juice, ice. Direct students to the instructions, and
tell them to read the recipes to see which drink they like
best. If any students finish reading quickly, put them together
to create a new drink. Feed back by taking a vote on which is
the class favourite.
Students own answers.

Language XP
On the board, draw an apple. Offer it to a few students one
by one, just saying Apple? Ask: Whats the question? and try to
elicit Would you like an apple? Chorally drill it. Offer the apple
to a student and elicit Yes, please. and No, thank you. Draw
a few grapes on the board, this time to elicit Would you like
some grapes? Next, ask a few students: What would you like?
Elicit Id like a . . ./ some . . . and Can I have a . . ./some
. . . ? Refer students to the Language XP box and tell them to
practise offering and asking with their partner, using the fruit
on the board (or toy or real fruit you bring to class). Monitor
to check they are using the expressions correctly.
6 Direct students to the instructions. Where can they find the
information? (in the Language XP box and the recipes) Do
the first two together, then tell students to complete the
task individually. Monitor to provide help if needed. When
students finish, tell them to compare answers in pairs. Feed
back by asking a few students for their answers, but make it
clear that while the questions should be the same, different
answers are possible.
Refer students to the Exam advice, and chorally drill the
sentences before telling them to practise their conversations
from Exercise 6 with their partner. Monitor and provide
encouragement.
Students own answers.

To finish
Word beginnings/endings. Say the word apple to the class.
What is the last letter? (e) Can they think of a word beginning
with e? What is the last letter of this word? Can they think
of a word beginning with this letter? Put students into groups
of three or four and tell them to continue in their groups.
Monitor to provide assistance where necessary.
Homework
MyEnglishLab

Students own answers.

63

Writing

(SB page 60)

To start
Food and drink brainstorm. Ask for a few examples of food
and drink from students. Put them into pairs and tell them
they have three minutes to remember as many food and
drink items as they can. The pair with the most reads out
their list.

Power up
1 Refer students to the pictures and check they know the
food items. Direct them to the instructions. Do the first one
together, then tell students to finish the others individually.
Check the answers as a class and allow for any discussion.
1 B fish and chips
2 C strawberries and cream
3 A bread and jam

2 Elicit a couple of examples of food that goes together in


the students countries, then pair students so they can list
any more combinations. Monitor to check they stay on task,
and help with any vocabulary they need. Feed back one idea
from each pair.

Plan on
4 Focus students attention on the photos. What are they?
Do they look nice? Direct them to the title and ask: What
sandwiches do you like? Tell them to look quickly at the text
to find where the two sandwiches come from. Elicit USA and
Mallorca. Next, direct students to the instructions. Check the
meaning of opinion (what you think of something and if you
like it or not). Give students a few minutes to read the text
to find the answers. Monitor, and if anyone struggles, point
out they are looking for a positive and a negative word.
Conduct class feedback and make sure students write the
words down.
yuck, delicious

Language XP
Direct students to the information in the box. Ask: How many
times is for example in the Which foods go together? text?
(two) Check they can spot the comma (,) after it.
5 Tell students to copy the table. Complete the information
about the USA with them, then tell them to write about
the other food Pau talks about on the next line. Monitor to
check they can find the information. Get them to check their
answers with their partner. Conduct class feedback.

Students own answers.

3 Focus students attention on the title and the photos first.


Tell them to read the text quickly to see how many countries
are in it (eight). After two minutes, tell them to close
their books and check their answers as a class. Can they
remember the countries? (UK, Turkey, Poland, Philippines,
Mexico, Vietnam, Italy and China)
Direct students to Exercise 3. Do Question 1 with them,
giving them time to find the answers to complete the
phrases. Elicit how they say them in their language(s).
Before getting students to do Question 2, encourage them
to predict the answers. Then do the first one (a China)
together before telling them to complete the exercise
individually. Monitor and help students find the information
if they struggle. When they finish, get them to check their
answers in pairs. Conduct class feedback. Which food
combinations do they like best and least?
1 a for b of
2
a sugar on tomatoes
b lemon on chips
c banana sauce on chips
d strawberries with vinegar
e chips with tomato ketchup

64

Gold Experience

USA
Spain

bread
bread

jelly/jam, peanut butter


chocolate

6 Direct students to the task. What do they write in the first


column? (their own country). Tell them to work individually
and write their ideas. Conduct class feedback and share
ideas.
Students own answers.

Write on

Switch on

7 Ask students to look at the first sentence in the articles on


pages 60 and 61. Elicit that they are both questions. Refer
them to the Skill advice.
Now direct students to the task in Exercise 7. Suggest they
write about the food in their table from Exercise 5. How
can they start the article? (with a question) What words can
they use to show their opinion? (the words from Exercise
4) Encourage students to make their article look attractive,
with a photo on it so that you can put it on the wall.

Food experiments

Students own answers.

To finish
First, see if students can remember the health problems and
advice from page 57. Mime them to try to elicit the problems
(for example, Ive got a headache). Tell everyone to choose
one. Put students into pairs and tell them to mime their
problem for their partner to guess.
Homework
MyEnglishLab

(SB page 61)

1 Focus students on the photo. What can they see? What are
they doing? Direct students to the first question. Encourage
them to predict the answer. Play the video, then conduct
class feedback.
1 in the kitchen

2 Direct students to the rest of the exercise. Do the first one


together, then tell them to continue individually. Get them to
check their answers in pairs. Play the video again for them to
check if they were right. Conduct class feedback.
1 Max

2 Emma 3 Max

4 Max 5 Emma

6 Emma

3 Tell students which is your favourite experiment, and why.


Then encourage some students to say which one they like
best, and why.
Students own answers.

Project
4 Stage this carefully. Read through the instructions with
students, then get them all to write down the name
of the experiment they want to write about. Elicit one
question for each experiment from students and write
them on the board. Tell them to write four more questions
individually. Monitor to check for accuracy and to provide
encouragement. Next, run through the answers in number
3 with the whole class. Elicit the answers for the three
questions already on the board, then tell students to write
the answers for their questions. Finally, put students into
pairs to practise each others conversations.
Students own answers.

65

Revision
1
2 zoo-keeper 3 police
6 water 7 crisps
2
2d

3e

4b 5f

(SB pages 6263)


4 sweets

6a

3
2 photographer 3 water 4 cold
6 orange 7 foggy
4
2C 3A 4B
5
2B 3C

5 warm

5 milk

5C 6B

4A 5C

6
2 We 3 isnt 4 he
8 swimming

6B

5 re

6 are

7 is

7
2 Is Jacks dad looking at the video camera?
3 Are the penguins eating some chicken?
4 Are Jacks brothers playing next to the pool?
5 Whats Luke doing?
8
2 No, he isnt. 3 No, they arent. 4 Yes, they are.
5 Hes swimming with the penguins.
9
2A

3A

4B 5C

6A

10
2 The students dont have to wear a school uniform.
3 The students have to listen to the teacher.
4 The teacher doesnt have to test the students every week.
5 The teacher has to speak English to the students.
6 The teacher has to give the students homework.

66

Gold Experience

07

Life in the past

Unit objectives
Reading:
Vocabulary:
Grammar:
Listening:
Speaking:
Writing:

matching paragraphs with questions


dates; common verbs
past simple: be, regular verbs
identifying multiple-choice pictures
checking information and responding
a story; speech marks

Vocabulary

(SB page 64)

To start
Tell students to work in pairs and find something they own
that is the same age as a similar possession of their partners.
Demonstrate by holding up your pen and asking a student:
How old is your pen? When the student answers, say thats
not the same age as your pen. Hold up your mobile and ask
a student: How old is your mobile? Again, when the student
answers, say thats not the same age as yours. Ask about
another item (watch, bag, etc.), then say: Yes, thats the same
age. Elicit the question How old is your . . . ? and chorally drill
it. Tell students to try and find one more thing that is the
same age as their partners.

Power up
1 Direct students to the instructions. Look at the pictures
and discuss how old mobiles, iPods and the Internet are.
Conduct class feedback. Ask: Which thing do you like best?
Why? Encourage quieter students to give their opinions, too.
mobile phones: C over 30 years old
iPods: A 1020 years old
the Internet: B 2030 years old

Past times, dates and


years
2 Focus students attention on the photos, and tell them to
cover the information in sentences 16 on the left. Get them
to identify the objects. Do the first two with the class, then
put them into pairs to discuss the rest. When they have
finished, tell them to look at the task. Ask students to match
the pictures with the dates individually, then check their
answers in pairs.
2D

3C 4E

5F

Track 7.1
One B. The first TV programmes for many homes: the second of
November 1936.
Two D. The first clocks for the home: about 1600.
Three C. The first telephone call: the tenth of March 1876.
Four E. Indoor toilets and bathrooms: about 1840.
Five F. The first home computer games: 1975.
Six
A. The first radio programme: the twenty-fourth of
December 1906.

4 Focus students attention on the page from a calendar. Ask:


What month is it? How many days are in May? Do we say
the one May, the two May? Do a, b and c with students,
then tell them to work individually. Monitor to provide
encouragement and assistance if needed. After they finish,
tell them to compare their answers in pairs. Then conduct
class feedback.
a1 b2 c6
i 10 j 13

d3

e 31 f 17

g 30

h 26

5 Play Track 7.2 for students to check their answers. Pause it


between dates only if they have any problems. Then play
Track 7.3 so they can repeat the correct pronunciation of
the dates. To provide more practice of saying the dates,
throw a soft ball or a scrunched-up piece of paper to a
student and say first. Indicate that they should say second.
Direct them to throw it to another student to say third,
and so on. If they get too excited, indicate that they should
throw the ball back to you each time. Then get students to
practise saying all the dates in pairs, taking turns to say one
each. Monitor to check they stay on task and to help with
any problems.

a
b
c
d
e
f
g
h
i
j

Track 7.2
one: the first of May
two: the second of May
six: the sixth of May
three: the third of May
thirty-one: the thirty-first of May
seventeen: the seventeenth of May
thirty: the thirtieth of May
twenty-six: the twenty-sixth of May
ten: the tenth of May
thirteen: the thirteenth of May

6A

3 Play Track 7.1 for students to check their answers. Monitor


while they are listening and if they have any problems, play
the recording again.

67

Track 7.3
the first of May
the second of May
the sixth of May
the third of May
the thirty-first of May
the seventeenth of May
the thirtieth of May
the twenty-sixth of May
the tenth of May
the thirteenth of May

6 Direct students to the timeline. Ask: How many years are on


it? (seven) Play Track 7.4 for students to repeat the correct
pronunciation of the years. Then tell them to practise saying
them in their pairs. Monitor for pronunciation. When they
finish, tell them to write the year of their birthday on the
timeline, then tell their partner the year.
Track 7.4
1600
1840
1876
1906
1975
2001
2014

Game on
On the board, write: 8 June 1980. Tell students that this is an
important date because it is your sisters birthday. Ask: What
are some important dates for you? Elicit their birthdays, friends
and families birthdays, national holidays, etc.
Direct students to the Game on box. Give each student a
small piece of paper to write an important date on. Collect
them in when students have all finished. Put students into
teams of four or five, and get them to take turns to choose a
paper and read out the date.
Homework
Workbook pages 3637
MyEnglishLab

Reading

(SB page 65)

1 Focus students on the title of the reading. Ask: What are


time travellers? (people who travel back to the past) Preteach some vocabulary: skateboard, mountain (/mantn/),
field, river, woods. After clarifying the meaning of each word,
chorally drill it, then get students to write all the words
down.
Direct students to Exercise 1. Ask: Where can you find the
information? (in the photos and profiles) Do the first two
childrens names and ages with students, then tell them to
work individually to find the rest of the information. Monitor
and help them locate any information they cant find. When
they have finished, tell them to compare their answers in
pairs. Conduct class feedback.
1 Erinn Patton: 12 years old, Logan Patton: 8 years old,
Justin Clune: 11 years old, Aine Clune: 15 years old
2 Erinn: basketball and football, Logan: burgers, Justin: his skateboard,
Aine: shopping
3 the USA, 1883

2 On the board, write:


Is there a . . . ?
Her name is . . .
What is her name?
She lives in . . .
Where does she live?
Yes, there is.
Elicit which answer goes with each question. How did
students know? Elicit and circle the key words that match in
the question and answer. Refer students to the Skill advice.
Next, direct students to the instructions and tell them to
read the article. Match Questions 1 and 2 with the answers
as a whole class, then tell them to work individually. Monitor
and, if anyone struggles, direct him or her to the matching
words in the questions and answers. When they have
finished, tell them to check their answers in pairs. Conduct
class feedback, and elicit the matching words for each
answer. For example, Question 1 asks Who so the answer
is a name; Question 2 asks How many so the answer is a
number, etc.
2C

3D

4B 5E

3 Direct students to the instructions and make sure they


read the questions before they read the article again. Do
Questions 1 and 2 together with students, then tell them to
complete the task individually. Monitor, and direct anyone
who is struggling to the part of the text they need for their
answer. When students have finished, tell them to check
their answers in pairs. Conduct class feedback, checking that
everyone can find the answers in the article.
1 Logan 2 one small room
3 card games and guitars 4 (wild) bears

68

Gold Experience

Sum up
4 Direct students to the instructions. Elicit a few ideas from
students, for example: The Frontier Programme is about life
in America in 1883. In the programme, six children were in a
house. There wasnt a TV or radio. There was a toilet outside.
Erinn was busy with the cows.
Tell students to write their ideas down, and use the
two sentence beginnings given. Monitor and provide
encouragement. Dont correct any mistakes with the
past simple at this point unless students make mistakes in
sentences copied from the article that use was or were. If
anyone finishes early, tell him or her to find two things they
like about the Frontier House programme and two things they
dont like.
Students own answers.

Speak up
5 Give students a couple of minutes to think about the
question before asking for their ideas. If anyone struggles,
use the example or give him or her prompts, such as
skateboard, burgers and chips, TV.
Students own answers.
Homework
MyEnglishLab

Grammar

(SB page 66)

Grammar XP
On the board, write: Now I . . . in class. At 4.00 this morning
I . . . in bed. Elicit am for the first space. Ask: Is that now? (yes)
Try to elicit was for the second space. Ask: Is that now? (no)
When is it? (in the past) Ask students to look back at the
article and find an example of was. What is the negative form
of was? (wasnt) Can they find an example? On the board,
change I to we and rub out is and was. Elicit are and were.
Again, tell students to find an example of were in the text.
What is the negative? (werent) Can they find an example?
Elicit the pronouns and write them on the board in a column,
then elicit the past simple of be and write it next to them:
I
was
wasnt
You
were
werent
He
was
wasnt
She
was
wasnt
It
was
wasnt
We
were
werent
They
were
werent
Direct students to the Grammar XP box and check that there
arent any problems.
1 Play Track 7.5 without pausing, for students to hear the
pronunciation of was and were. Then play Track 7.6 so they
can repeat the sentences and focus on the pronunciation.
Tracks 7.56
Erinn was busy.
Every day was the same.
There was a school.
The houses were small.
There were fields and mountains.
There were a lot of animals.

2 Focus students on the instructions and the first sentence. Do


Question 2 with them and write it on the board. Then tell
them to work individually. Monitor and encourage students
to use the information on the board to help them. If anyone
finishes early, ask him or her to write another sentence
about houses big/small. When they have finished, tell them
to check their answers in pairs. Conduct class feedback,
eliciting the sentences and writing them on the board.
2 The houses werent in a village. They were in a field.
3 The toilet wasnt in the house. It was outside the house.
4 The eggs werent from a shop. They were from their chickens.
5 The milk wasnt from a bottle. It was from their cows.

69

3 Elicit the structure of the past simple questions and write it


on the board:
Was I, he, she, it . . . ?
Were you, we, they . . . ?
Direct students to the exercise. Read through Question 1
with them, then do Question 2 together. Tell students to
work individually. Monitor for problems with word order,
and use the information on the board to help. When
students have finished, tell them to check their answers in
pairs. Conduct class feedback.
2 Was your teacher nice?
3 Were the lessons good?
4 Was your favourite lesson about animals?
5 Were the bears near your house?
6 Were they big?

4 Direct students to the instructions. Remind them about


looking for matching words. What are the matching words
in Answer a? (lessons and good) Do Answer b together,
then tell students to finish the task individually. Monitor and
provide encouragement. Tell students to check their answers
in pairs when they finish. Conduct class feedback, again
eliciting the matching words that students used. Tell students
to ask and answer the questions in their pairs.
b5

c4

d6 e1

f2

5 Focus students attention on the pictures. Ask: What can


you see in each one? Direct students to the instructions.
What words can they use? (There was/wasnt or there were/
werent) Do Questions 2 and 3 together, then tell students to
continue individually. Monitor and, if there are problems, get
students to think if the things are countable or uncountable,
and if the sentences are positive, negative or questions.
When they have finished, tell them to check their answers in
pairs. Conduct class feedback.
2 there werent 3 there wasnt 4 There were
5 Was there 6 there was 7 There werent
8 there werent 9 there were

Write on
6 Demonstrate by asking the class a question: Were there
any bears near Frontier House? Elicit the answer, Yes, there
were. Focus students on the task and give them a couple
of minutes to write a question. If you have the space, get
everyone to stand up and walk around the class to ask and
answer each others questions. If you dont have the space,
run the activity with everyone just asking one other student
their question. Make sure everyone is included.
Students own answers.

70

Gold Experience

To finish
Dates ordering game. On the board, write the date: 5 August
2011. Ask: What is the date? Elicit how we say it. Give each
student a small piece of paper. Tell them to write any date on
it, but keep it secret. Demonstrate the task. Tell one student
to read out their date. Then tell another student to read out
his or her date. Which date comes first? Tell the student with
the oldest date to stand left of the other student. Tell everyone
to stand up at the front of the room and without looking at
each others dates, say their dates and put themselves in order
of first to last. Monitor, and encourage students to help each
other say the dates correctly. When they have put themselves
into a line, check they are all standing in the right place by
getting them all to read out their dates.
Homework
Workbook pages 3839
MyEnglishLab

Vocabulary

(SB page 67)

To start
On the board, write the title: Things we do. Elicit one thing
that we do, such as a regular activity. Put students into pairs
and give them two minutes to brainstorm things we do. The
pair with the most ideas reads them out.

Things we do
1 Focus students on the pictures first: Who are the people?
Where are they? Tell students to read number 1 to see if they
were correct. (Note: students may have heard granny or
grandmother before. Some people also say gran.) Now direct
students to the instructions. How many verbs in bold are
there? (twelve) Encourage students to guess the meaning of
the verbs as they read. If they cant guess them, let them use
a dictionary. Monitor while they are reading and provide help
if students are struggling. After they finish, tell them to check
the meaning of the words in pairs. Conduct class feedback
to check they understand all the verbs.
Students own answers.

2 Play Track 7.7 for students to repeat the correct


pronunciation of the verbs.
Track 7.7
visit
stay
travel
arrive
text
help
tidy
walk
talk
wash
clean
change

3 Direct students to the instructions. Do Question 1 with


them, highlighting that they need to use matching words to
help them (water and shampoo in Question 1 match with hair
in Answer b). Do Question 2 with them. See how quickly
they can find the matching words. For example, car and bus
in Question 2 match with to school in Answer a. Tell them to
do the rest individually. Monitor and provide help if anyone
struggles. When they finish, get them to check their answers
in pairs. Conduct class feedback, eliciting the answers and
writing them on the board.
2 a travel

3 e clean

4 d change 5 c talk

Word XP
Focus students attention on the Word XP box and
information showing the order of subject, verb, object. Ask:
Is your language the same? Tell them to translate the sentences
into their language. Write them on the board, then write
the English sentences underneath to compare them and the
order we put words in.
4 Recap the adverbs of frequency by drawing a line across the
board and writing 0% at one end and 100% at the other end.
Write always next to 100% and try to elicit never, sometimes
and often, and write them in the appropriate places along
the line. To check students remember the position of the
adverbs in sentences, write: I do my homework on the board.
Tell students to put always in that sentence. Elicit I always
do my homework, and write it on the board, highlighting the
position of always. Direct students to Exercise 4. Do the first
two sentences together with them, then tell them to work
with their partner to put the words in the correct order
and add their own endings. Monitor to check they stay on
task and provide assistance if they struggle. Conduct class
feedback to check word order and to hear a few sentence
endings.
2 I sometimes wash my hair.
3 My friends and I often walk to school.
4 I sometimes help my parents.
5 My family and I often stay near the sea.
6 I sometimes tidy my room.

Game on
Direct students to the Game on box. Then demonstrate the
game by trying to remember a few of the sentences students
told you in the feedback from the last task. Tell students to
work in pairs. Monitor to check they stay on task and to
provide encouragement.
Homework
MyEnglishLab

Listening

(SB page 68)

Power up
1 On the board, draw a simple picture of a castle. Elicit the
word castle and chorally drill it. Do Exercise 1 as a class
discussion, encouraging as many students as possible to
speak. Point out the photo of a castle in Exercise 2 and tell
students its a typical English castle.
Students own answers.

Listen up
2 Direct students to the task and check they know the words
in the box. Tell students to read about the programme, then
write their three words down. Get them to compare with
their partner and see if they have the same words. Why do
they think those words are in the programme? Feed back
some ideas to the class.
Students own answers.

3 Play Track 7.8 for students to check their predictions. If


anyone doesnt hear their words, play it again. Conduct class
feedback of the words that were on the recording.
Tracks 7.89
1
A: This evenings Time Travellers programme comes from
Featherstone Castle in the north of England. Last year a group of
teenagers stayed here for one week. This is the story of their life in
the 1840s.
The teenagers arrived on the eighth of August. It was about half past
two in the afternoon. First, they changed into their 1840s clothes.
2
A: Next, they texted their families goodbye. They didnt use their
phones for a week because there werent any phones in the 1840s.
3
A: So, on the first evening there were fifty teenagers in the castle.
It was dinner time, but there wasnt any dinner on the table. The
teenagers cooked their dinner in the big castle kitchen. After dinner,
they washed the dishes and tidied the kitchen, too!
4
A: In the evening, they didnt watch TV and they didnt play
computer games, of course! They played card games or talked to
their new friends.
5
A: Later, at about midnight, there were strange noises. Was it a
ghost? Josh and Molly listened, but the noise stopped. Then it started
again. They looked out of the window. There was a white thing
outside. The ghost was a sheep!
Any three of: clothes, cooking, games, ghosts, music

71

4 Refer students to the question in the Exam advice. In the last


activity did they listen for verbs, numbers or things? Elicit the
answer: things.
After students read the instructions, look at Question 1
together and get them to decide if they are listening for a
verb, number or thing. Explain that it is a number (time) as
the pictures are of clocks and a time follows the word at,
although it could be a place as place names also follow at.
Do the same with Question 2, then tell them to work in
pairs and do the same for the other questions (answers: 1,
number; 2, verb; 3, number; 4, thing; 5, thing).
Play the first part of Track 7.9 and check students have
heard the first answer. Then play the rest of it without
stopping. Get students to check their answers in pairs and
then conduct class feedback.
1B

2A

3C

4B

5B

Grammar XP
Ask: What time did the teenagers arrive? and elicit: They arrived
at 2.30. Write the sentence on the board, underlining the ed
in arrived. What did they do in the evening? Elicit: They talked
and they played. Write this on the board, again underlining the
ed in both verbs. Ask students: When did this happen now
or before? Elicit that it is in the past. How do we usually make
the past simple in English? (Add -ed to the verb.) Dont get
students to practise the pronunciation at this stage. Ask: Did
the teenagers use mobile phones? (no) On the board, write:
They . . . computer games. Try to elicit didnt play and write it
in the space. Highlight that there is no -ed on the verb in the
negative. Write: They . . . mobile phones. Elicit didnt use and
again highlight that there is no -d on the verb.
5 On the board, draw three columns headed A: /d/, B: /t/,
C: /id/. Tell students these are just the sounds of -ed, not
the spelling. In the first column, write played. In the second,
write stopped and in the third write visited. Play the first part
of Track 7.10 so students can hear the three sounds of -ed.
Play the rest of the recording, getting students to call out
A, B or C depending on the ending they hear. Point to the
column they choose each time.
Track 7.10
Narrator: Listen to the endings of these verbs.
A played
B stopped
C visited
Narrator: Here are some more verbs. Do they end in A: /d/, B:
/t/ or C /id/?
A looked
texted
washed
stayed
changed
started

72

Gold Experience

Play Track 7.11 for students to repeat the correct


pronunciation of the verbs.
Play the recording, getting students to repeat each verb after
they hear it and tell you which column to write it in. After they
finish, tell them to practise saying the verbs to their partner.
Monitor closely to listen for any problems.
Track 7.11
played
stopped
visited
looked
texted
washed
stayed
changed
started

6 Direct students to the task. Read through the first one with
students, then do the second one with them. Tell them to
continue individually. Monitor and help any students who are
struggling. Refer them to the Grammar XP box if necessary.
If anyone finishes early, tell them to make up another
sentence. When they have all finished, compare in pairs.
Conduct class feedback and write the answers on the board.
2 Jack washed his hair, but Freya didnt wash her hair.
3 Jack phoned Uncle Tom, but Freya didnt phone Uncle Tom.
4 Freya texted Billy, but Jack didnt text Billy.
Homework
MyEnglishLab

Speaking

(SB page 69)

Power up
1 Read the first sentence out to the class. Say: I washed my hair
on Friday. Check students remember how we say 2008 and
2013 (two thousand and eight and twenty thirteen). Tell them
to work in pairs. Monitor and provide encouragement. Also
listen out for the correct pronunciation of the verbs. If you
hear a lot of mistakes, stop the class and chorally drill them.
Students own answers.

2 Demonstrate the task. Say: I watched a DVD yesterday. What


about you? and ask one student. Elicit either I watched a DVD
yesterday too, or I didnt watch a DVD yesterday. If the student
didnt watch a DVD, ask another student. Make it clear you
are looking for someone who watched a DVD yesterday.
Chorally drill the answers. Tell students to choose one of
the things on the list that they did yesterday. They need
to find another student who did the same thing. If there is
space, tell students to stand up and walk around the class
asking each other. If there isnt space, put them into small
groups to ask each other. Monitor to check they stay on
task. When they find someone who did the same thing, tell
them to choose another one.

Track 7.12
Teacher: Are you all listening? Good. Lets check the answers to
yesterdays history quiz. Question one: People washed their hair
with the first shampoo in about 1930. True or False?
Boy 1: Its true, sir.
Teacher: Good. Thats right. Question two: People cooked the
first pizza in ancient Egypt. Thats false. Whats the right answer,
Gemma?
Girl 1: Im not sure. Is it Italy?
Teacher: Italy is right, yes. What about question three? People
didnt travel by car before 1950. The correct answer is False. The
first cars were on the roads in about 1900. Now, question four:
People listened to the first CD in 1982. True or False? Alfie, what
do you think?
Boy 2: Um . . . I think its true.
Teacher: Yes, well done! Question five: People watched the first
DVD in 1997. Is that really true?
Girl 2: Yes, sir. Its true.
Teacher: Excellent, Tania! Now, question six: People played the
first home computer games in 1992. Jimmy, do you know the
answer?
Boy 3: Its false, sir. I think the answer is 1972.
Teacher: Correct! Well done, all of you.

Students own answers.


1T

Language XP
On the board, write: 12 x 14 = 168. Ask students: What do
you think? Is that right? Elicit: Yes, I think so and Im not sure.
Chorally drill the questions and answers. Direct students to
the Language XP box, then write on the board: 156 / 12 =
13. Tell students to practise the questions and answers for
this sum in pairs.

Speak up
3 Direct students to the instructions and the quiz. Refer them
to the mini-conversation at the end. Demonstrate by saying
to one student: I think number 1 is true. Is that right? Elicit
either Yes, I think so or Im not sure. Allow for class discussion
if they have different ideas. Tell them to do the quiz
individually. Then they should work in pairs using questions
and answers from the Language XP box. Monitor to give
encouragement.

2F 3F 4T

5T

6F

5 Direct students to the instructions. Check they understand


by asking: What year is it in the picture? Elicit that there are
things wrong in the picture. Demonstrate the question and
answer with one student, asking: What do you think? Is the
bicycle wrong? and eliciting Yes, I think so.
Tell students that they will ask and answer questions with
their partner in their speaking exam. Ask what they do if
they dont know the answer. Direct them to the Exam advice
and read through it.
Put students into pairs and tell one person in each pair to
close their book and share their partners book. Monitor to
check they are working together and practising the questions
and answers.

Students own answers.

There are eight anachronisms:


bicycle; food vendor serving a burger; a person wearing a wrist
watch; car parked in a side street; small biplane in the far distance;
building down the street with CINEMA sign over door; boy wearing
jeans; woman wearing long dress with trainers

4 Play Track 7.12 for students to check their answers. If they


dont hear all the answers, play it again, stopping after each
piece of information.

6 Direct students to the task and sample sentences. Encourage


as many students as possible to give other sentences.
Monitor and make suggestions if anyone is struggling.
Students own answers.

73

To finish
Tell students three sentences: 1 I texted a friend yesterday;
2 I watched a DVD yesterday; 3 I travelled by train yesterday.
Tell students that two of the sentences are correct and one
sentence is wrong, and you didn't do it. Which one do they
think is wrong? Now tell students to write three sentences;
two sentences are what they did and one sentence is wrong.
Then, tell them to work in pairs and tell their partner their
three sentences. Their partner should guess which is wrong.
Homework
MyEnglishLab

Writing

(SB page 70)

4 Direct students to the task and the headings. Ask: Does a


heading go at the beginning, middle or end? (beginning) How
many paragraphs are there? How many headings are there? Do
paragraph 1 together, then tell them to continue individually. Tell
them to check their answers in pairs. Conduct class feedback.
Paragraph 1: morning
Paragraph 2: afternoon
Paragraph 3: evening

5 Direct students to the instructions. Tell them to find for in


the story. Does it match with sentence 1, 2 or 3? Get them
to find the other two phrases and match them with the
sentences. Monitor, and help any students who struggle to
find the phrases in the story. When students finish, tell them
to check their answers in pairs and feed back to the class.

To start

1 it was time for

Say to students: First; what comes next? Elicit second. Then


elicit third. Take a soft ball or scrunched-up piece of paper
and throw it to a student. Elicit fourth and indicate that the
student should throw the ball to another student to continue.
Try to keep the pace fast. If students find this easy, change it.
Start with thirtieth and ask what comes before. Elicit twentyninth, then indicate that students should go backwards.

Plan on

Power up
1 Direct students attention to the calendar page with the
date Friday the 13th. Write the date on the board as well.
Does it mean anything to students? Elicit the words lucky and
unlucky and chorally drill them. Direct them to Question 1.
Generate any ideas from the class, trying to include as many
students as possible.
Students own answers.

2 Direct students to the pictures and elicit some ideas. Are the
three things lucky or unlucky? Ask: Do you believe this? Give
students a couple of minutes to think of other things that are
lucky and unlucky. Monitor and give suggestions if anyone
struggles. Conduct class feedback to hear students ideas.
Encourage class discussion.
Students own answers.

3 Focus students attention on the photo. What is it? (a castle)


Where is it? (in Spain) What happened in it? Direct them to
the instructions. Tell them to read the first paragraph of the
text, then do the first one together with them. Tell them to
read the rest of the text and put the right time phrases in the
spaces. Monitor to help with any problems. When they have
finished, get them to check their answers in pairs. Conduct
class feedback.
1 last year

74

2 after lunch

3 that evening

Gold Experience

2 for (two hours)

3 last (year)

6 Direct students attention to the instructions. Do the task as


a whole class, and try to generate new sentences using the
verbs in the box.
a asked, answered

b opened c listened

7 Tell the class to look at the sentences in Exercise 6 again.


Ask: Are these sentences in the right order? (no) Tell them
to decide which sentence is first, second and third. After
students have read the instructions, put them into pairs to
complete the exercise and order the sentences. Conduct
class feedback and check everyone understands which words
help to give you the answer.
1a

2c

3b

Language XP
Direct students to the Language XP box. Do the two time
phrases come at the beginning of some of the sentences in
Exercises 6 and 7? (yes)

Write on

Switch on

8 First, tell students to work with their partner and retell the
story, using Exercises 3, 6 and 7. Monitor for any difficulties
and to provide encouragement. Then direct students to
Exercise 8. Read through the possible endings with them,
then tell them to work individually to write their ending.
Remind them to use the past simple.
Focus students attention on the Skill advice to help them. Do
they do the same in their language? If not, what do they do? Get
them to find examples of speaking in the story in Exercise 3.

Frontier house

Students own answers.

To finish
Counting dictation. Tell students you are going to read them a
sentence. Ask them to count how many words there are in
the sentence. Read, at a natural pace: They were in a big room
with lots of windows. Ask: How many words? Elicit that you said
ten words. Do the same with other sentences from the text
on page 70.
Homework
MyEnglishLab

(SB page 71)

1 Focus students attention on the photo. Ask them to


describe it to you. Direct them to the exercise and
encourage them to predict what they think the answers will
be. Play the video and conduct class feedback. Were they
right?
the children inside their frontier houses, a wild bear

2 Direct students to the instructions. Do sentence 1 together,


then tell them to complete the task individually. Monitor, and
if you see they are struggling, reassure them that they will
watch the video again to check their answers. Play it again
and get students to check their answers with their partner.
Conduct class feedback.
1T

2F 3T

4F 5T

3 Have a class discussion, and try to encourage quieter


students to contribute, too.
Students own answers.

Project
4 Direct students to the exercise. Generate a class discussion
about what there was and what there is now in their town.
Make sure they use the structures There was/were . . ./
Theres a/There are . . . , which are given in the prompts.
Write students ideas on the board.
Give them the option of writing a video script or making a
poster about the changes to their town. If you set the task
as homework, encourage them to ask their parents for ideas
and to find old photos of their town.
When they write a video script, encourage them to write
down a description of what the camera sees, using the
language they have learnt. For example, going round the
town and filming places that arent the same as in the past,
the commentary could include: There was a bank here, but
now its a restaurant.
Students can present their work to the rest of the class and
vote on the most interesting video script or poster.
Students own answers.

75

08

Young people,
big ideas!

Unit objectives
Reading:
Vocabulary:
Grammar:
Listening:
Speaking:
Writing:

choosing a title; completing sentences


common verbs; adjectives
past simple: irregular verbs
answering multiple-choice questions
asking and answering questions about
the past
a short text about a famous person

Vocabulary

(SB page 72)

To start
On the board, draw three columns. Head them: /d/, /t/,
/id/. Ask students: What are these? Elicit that they are the
sounds of -ed in the past simple. Put students into pairs and
tell one person in each pair to copy it. Demonstrate the
game by saying: lived: which column? Elicit and write it under
/d/. Then read out more verbs in the past simple. Students
decide the column for each verb with their partner. Use the
following verbs: stayed (d), loved (d), liked (t), started (id),
walked (t), answered (d), asked (t), travelled (d), texted (id),
watched (t), listened (d). To feed back, elicit the verbs and
write them on the board in the correct columns.

Power up
1 On the board, write: Famous people. Check that students
understand famous by asking: Am I famous? (no) If youre
famous, do lots of people know you? (yes) Direct students to
the task. Do category 1 with them, then put them into pairs
and make it into a competition. The first pair to finish feeds
their answers back to the class.
Students own answers.

2 Do this as a whole-class activity. Suggest that books are one


way to find out about famous people, then elicit any other
ways that students can think of, e.g. magazines, TV, Internet,
newspapers, radio, films, TV guide
Students own answers.

Word XP
Ask students: What do most verbs end in, in the past simple?
(-ed) Does anyone know any verbs that dont end in -ed in
the past simple? Direct students to the Word XP box at the
bottom of the page, and tell them that they are going to start
learning some verbs that dont end in -ed, and that these are
called irregular verbs.

76

Gold Experience

Things we do
3 First, check that students understand all the verbs in the box
and make a list of them in their notebooks. Direct them to
the instructions and tell them they need to read the TV guide
to match the present and past forms. Ask some general
questions about the guide before they start: What type of
programme is it? (a talent show for children) When is it on
TV? (8 p.m.) Which child is a singer? (Hala Al-Turk) Ask: Do
you like talent shows? Why? Why not? and elicit students ideas
around the class.
Do one or two of the verbs with the whole class to make
sure they understand the task. Monitor while they find the
past forms, and help anyone who struggles. When they
finish, get them to check with their partner. Conduct class
feedback, writing the past forms on the board next to the
infinitives. Which verbs are regular? (play and learn because
they have -ed on the end) Chorally drill them all.
Present: buy, find, give, learn, make, play, sing, see, win, write
Past: became, bought, found, gave, learned, made, played, sang, saw,
won, wrote

Game on
Rub the past verb forms off the board. Demonstrate the
game by pointing to find and asking: Whats the past simple?
Then ask: How do you spell it? Do the same with buy. Focus
students attention on the Game on box, then put them into
teams of three or four facing another team of three or four.
Tell them to take turns saying verbs so that the other team
can spell the past simple.
Homework
Workbook pages 4041
MyEnglishLab

Reading

(SB page 73)

1 Pre-teach the following words: wood (point to some wood


and ask: Whats this in English?, elicit wood and chorally drill
it); light bulb (point to one and ask: Whats this in English?,
elicit light bulb and chorally drill it); dark (say: In the daytime
the sun shines and we can see, so its light. At night time we
cant see because its . . . and elicit dark and chorally drill it);
windmill (show them picture C in Exercise 1, elicit windmill
and chorally drill it). Then direct students to the photos.
What can they see? Elicit a few ideas, then tell students to
work in pairs and describe the boy and the place to their
partner. Monitor to check they stay on task and to provide
encouragement.
Students own answers.

2 Direct students to the task and the three possible titles.


Which one do they think it is? Focus students on the
paragraph headings. Does that help them decide? Tell
them that they have just three minutes to read the story
quickly to find out. Tell them that they dont have to
understand everything, and that if they dont finish, it doesnt
matter as they can read it again after. Monitor to provide
encouragement.
Tell students to stop reading after three minutes and discuss
the title in pairs. Get them to feed back their answers to the
class and tell them the correct answer.
Focus students attention on the Skill advice. Ask: What did
you do before you read the story? and elicit that they guessed
what the story was about.
The windmill boy

3 Direct students to the task. Ask: How many words do you


write in each space? (one, two or three) Read Question 1,
then do Question 2 together, showing how it is important
to read the whole sentence before trying to find the answer.
Tell them to complete the exercise individually. Monitor and,
if any students are struggling, help them find the answer in
the text. If anyone finishes early, tell him or her to write
one more sentence with spaces for missing words. When
students have finished, tell them to check their answers
in pairs. Conduct class feedback, eliciting the answers and
writing them on the board.

Sum up
4 First, put students into pairs for a short speaking activity.
Ask: What is the first paragraph question? and elicit Who is
William Kamkwamba? Elicit answers to the question. Tell
students to work in pairs, take turns to ask the paragraph
questions and try to remember any information to answer
them. Monitor to provide encouragement. Direct students
to the sentences in Exercise 4. Do the first one together. Tell
them to write it down, then write down the other sentences
in the correct order. When they finish, tell them to check
with their partner, then conduct class feedback.
1 William studied in the library in the evening.
2 William read a book about windmills.
3 William made a windmill.
4 Williams village had electricity for the first time.

Speak up
5 Run this as a whole-class activity, and encourage everyone to
say something. Try to get students to use the structure: I use
water/electricity for . . .ing.
Encourage them to think of as many uses as possible and
try and make sure quieter students speak. Alternatively,
go around the class and ask each student to make up a
sentence, for example: I use electricity for cooking pasta. I use
electricity for watching TV. I use electricity for listening to the
radio. I use water for washing.
Students own answers.
Homework
MyEnglishLab

2 (any) clean water 3 the library


4 (some) pictures 5 a bike/an old bike
6 (the) electricity 7 Williams village/the village
8 listened to 9 famous 10 other countries

77

Grammar

(SB page 74)

Grammar XP
On the board, write: yesterday. Mime a few things you did
yesterday, and elicit the activities: You washed your hair. You
cleaned your teeth. You walked. You studied. You played. You
texted. Ask: When did all that happen? (yesterday) What are
the last two letters of these verbs in the past? (ed) Can anyone
remember the name of these verbs? Elicit Regular verbs. Write
it on the board. Write +ed below. Ask: Are all verbs regular?
(no) See if students know any verbs that arent regular. Tell
them that we call these verbs Irregular, and write irregular
verbs on the board.
Direct students to the Grammar XP box, and go through the
irregular verbs with them. Then say to one student: I washed
my hair yesterday. Did you wash your hair yesterday? Elicit Yes,
I did or No, I didnt. Write the question and answers on the
board, under +ed, and highlight that there is no -ed in the
question. Say to a student: I went to the shop yesterday. Did
you go to the shop yesterday? Elicit Yes, I did or No, I didnt.
Write the question and answers below Irregular verbs.
Highlight that the verb isnt in the past form in the question.
Regular verbs
Irregular verbs
+ed
I washed
I went
Did you wash?
Did you go?
Yes, I did./No, I didnt.
Direct students back to the Grammar XP box to read about
questions and answers.
1 Play Track 8.1 for students to hear the questions and
answers. Then play Track 8.2 for students to practise the
pronunciation of the questions and answers for themselves.
Tracks 8.12
A: Did William live in Mexico?
B: No, he didnt.
A: Did the windmill make electricity?
B: Yes, it did.
A: Did Williams parents make a windmill?
B: No, they didnt.
A: Did William become famous?
B: Yes, he did.

2 Direct students to the instructions. Do Question 1 with


them. Can they remember when we use was (with I, he, she,
it) and when we use were (with you, we, they)? Do Question
2 together, clearly looking for the verb in the text. Make
sure they understand all the other verbs just have one form,
not two like was/were. Tell them to continue individually.
Monitor, and give encouragement and help if needed. When
they have finished, tell them to check their answers in pairs
and decide which verbs are regular. Conduct class feedback,
eliciting the answers and writing them on the board. Elicit the
regular verbs and highlight them on the board. Go through
the list and get students to chorally drill the infinitive and
past form of each.
2 lived 3 had 4 left 5 got 6 went 7 studied
8 saw 9 started 10 turned 11 listened

Game on
Focus students on the game. Do a couple of verb pairs with
them first. Say: see and give them time to find saw. Say: go
and give them time to find went. Put students into pairs and
tell them to take turns to test each other. Monitor, and if any
students are starting to find it very easy, tell them to close
their book so they have to remember the past forms without
seeing them.
3 Focus students attention on the photo of Selena Gomez.
Ask: Who is she? Where does she live? What does she do?
Direct students to the text and tell them they just have two
minutes to read it quickly to find the answers to these three
questions. Conduct feedback, then focus students on the
instructions. Do verbs 1 and 2 with them, clearly showing
that they need to read the whole sentence each time
before choosing the verb. Tell them to continue individually.
Monitor, and if there are any problems, ask: Is it in the past?
Tell students to check their answers in pairs. Conduct class
feedback and write answers on the board. Ask students to
read the text to their partners.
2 moved 3 was 4 went 5 became 6 left
7 studied 8 did 9 wrote

4 Say: Last weekend I watched a DVD. Did you watch a DVD


last weekend? Elicit a couple of answers from students.
Then write the question on the board so they can see the
structure. Direct them to the task. Do Questions 1 and 2
with students, then tell them to work individually. Monitor to
check they follow the correct word order. Refer them to the
board if they get confused. When they finish, tell them to
check their answers in pairs. Conduct class feedback.
2 Did your parents take any photos?
3 Did you write any messages online?
4 Did you go to the library?
5 Did you and your friends watch any videos?
6 Did you meet a famous person?

5 Ask Question 1 from Exercise 4 to several students and elicit


Yes, I did./No, I didnt. Tell students to complete the exercise
about them, then ask and answer the questions in pairs.
Students own answers.

78

Gold Experience

6 Write sentence 1 on the board, and see if students can


correct it. Cross out to the shops and elicit the correction,
highlighting didnt go. Do sentence 2 with the class so they
can see the structure again. Refer them to the irregular verbs
in Exercise 2 for help. Tell them to complete the exercise
individually. Monitor to provide help and encouragement.
When they finish, students check their answers in pairs.
Conduct class feedback, eliciting answers and writing them
on the board.
2 He didnt leave school when he was twelve. He left school when he
was fourteen.
3 He didnt see a book on the Internet. He saw a book in the library.
4 He didnt make a bike. He made a windmill.
5 They didnt become famous. William became famous.

Write on
7 Demonstrate the task. On the board, write: Did you . . . last
weekend/last week/last month/last year? Ask a few students:
Did you go to the shops last weekend? Did you have a party last
month? Elicit Yes, I did./No, I didnt. Put students into pairs
and tell them to write three questions for their partner. If
anyone finishes early, tell them to write one more question.
When everyone has finished, tell them to ask and answer
their questions in pairs and write the answers down. To
finish, tell a few students to ask one of their questions to a
different student across the class.
Students own answers.

To finish
I went to the shops. Elicit the past simple of buy (bought) and
say: I went to the shops and I bought three bananas. Choose
a strong student to go next. Tell him or her to repeat your
sentence and add another item on the end. For example, I
went to the shops and I bought three bananas and a book. Then
get another student to continue by repeating this sentence
and adding a new item on the end. Put students into groups
of four or five to continue building the sentence.
Homework
Workbook pages 4243
MyEnglishLab

Vocabulary

(SB page 75)

To start
Spelling prediction. On the board, write: a . . . Ask: Whats this
word? Add n. Can students predict the word now? Add i and
keep adding letters slowly until a student guesses correctly
(animal). Tell students to write down the letters you say and
guess the words. Dictate, in the same way, letter by letter, the
following words: meerkat, shopping, windmill, library, became,
village.

Describe it!
1 Through mime and gestures, elicit all the adjectives one by
one, then get students to chorally drill them. For dirty, lift
up your foot and show that under your shoe its dirty. Show
clean to be the opposite by saying: I washed my hair this
morning, so it is . . . ? For easy, write: 2 + 2 = on the board,
then 987 x 43 = to show difficult. Once you have elicited
and drilled all of them, direct students to the exercise. Do
the first one with them, then put students into pairs to work
together and finish it. Monitor to check they are copying the
words down correctly.
clean, dirty loud, quiet happy, sad
easy, difficult fast, slow old, young

2 Play Track 8.3 for students to check the answers, then Track
8.4 so that they can repeat the adjectives.
Tracks 8.34
A: a tall flower; short grass
B: clean shoes; dirty boots
A: loud music; quiet music
B: happy girls; sad children
A: easy maths; difficult maths
B: fast bike; slow bike
A: an old woman; a young boy

3 Play the first sound effect on Track 8.5 and pause the
recording to elicit the answer. Then play the rest, and elicit
the adjectives after each sound.

1
2
3
4
5
6

Track 8.5
sound effects: a horses hooves slowly clip-clopping
sound effects: a person whispering, someone saying Shhh!
sound effects: loud rock music
sound effects: a child crying
sound effects: sound of feet running fast
sound effects: people in an audience laughing and/or cheering

1 slow

2 quiet 3 loud 4 sad

5 fast 6 happy

79

4 Focus students attention on the pictures. What can they


see? What is the adjective in each picture? Do Question 1
together, then tell them to complete the task individually. Tell
them to check their answers in pairs when they finish, then
conduct class feedback and write the answers on the board.
1A 2C

3B 4C

Word XP
On the board, write: dirty/has/shoes/She. Elicit the right word
order (She has dirty shoes.). Where is the adjective? (before
the noun) Ask: Is that the same in your language? On the board,
write: is/tall/very/He. Elicit the right word order (He is very
tall.). Where is the adjective? (after the verb be) Is that the
same in their language? Direct students to the Word XP box.
5 Direct students to the instructions for this task. Do
Questions 1 and 2 with them, then tell them to work
individually to complete the task. Monitor and check the
word order. If necessary, point out that the word with
the capital letter is the first word in the sentence. When
students have finished, tell them to compare their answers
in pairs. Conduct class feedback, eliciting the sentences and
writing them on the board.
2 My sister isnt tall.
3 We watched a sad film.
4 Was the science lesson easy?
5 Their dog is dirty.
6 Are these grapes clean?

Game on
Give each student a small piece of paper. Direct them to the
instructions. What do they have to do? Elicit the instructions
from students. Tell students to write one adjective on their
piece of paper. Collect in the pieces of paper. Put students
into teams of three or four, and demonstrate the game by
choosing two pieces of paper and showing them to the class.
Are they the same? Give an equal number of pieces of paper
to each team. Tell them to take turns and choose two of
them and see if the adjectives are the same. They keep them
if they are a pair, and put them back if they arent. Monitor to
check they stay on task.

Speak up
6 Do Question 1 with the whole class. Say: I like happy films
because I feel happy and if I watch a sad film, I cry. Ask one
student: Do you like happy films or sad films? Why/Why not?
Tell students to talk in pairs about the four things. Monitor to
check they stay on task and to provide encouragement and
suggest ideas if necessary. Feed back a few ideas after they
finish and see how many students have the same ideas.
Students own answers.
Homework
MyEnglishLab

80

Gold Experience

Listening

(SB page 76)

Power up
1 Hold a class discussion and elicit the name of one famous
person. How did he or she become famous? Elicit the name
of another famous person. How did that person become
famous? Direct students to Exercise 1. Can they think of any
other ways that people become famous? (presidents, kings,
queens, religious leaders, etc.)
Students own answers.

2 Focus students attention on the photo, and generate a


discussion about what it is. Encourage the quieter students
to speak as well. Elicit the word go-kart and drill it chorally.
Tell students they are going to listen to a girl called Tina
talking about her go-kart. Ask: What do you think she says?
a go-kart/model car

3 Direct students to the instructions and the questions. What


do they think the answers might be? Tell them to talk in
pairs and guess the answers before they listen. Then play
Track 8.6 so they can hear the answers. If they dont hear
the answers first time, play it again. Tell them to check
their answers with their partner before you conduct class
feedback.
Ask students: What did you do before you listened to Tina? and
elicit that they read the questions first. Focus attention on
the Skill advice at the top of the page.
2 twelve years old 3 No, it isnt. Its slow. 4 blue
5 for about three months 6 Yes, they did.

4 Direct students to the instructions. What should they do


before they listen again? Elicit that they should read the
questions first. Give them time to read the questions before
playing Track 8.7. Pause it after the answer to Question 1, to
check there are no problems. Play the whole recording, then
tell students to check their answers in pairs. If necessary,
play the recording again. Conduct class feedback.
1B 2B

3B 4A

5B

Tracks 8.67
Interviewer: Today Im talking to Tina Shaw. Tina and her friend
Kim made a go-kart for a school project and theyre only twelve
years old. Tina, tell us about your go-kart.
Tina: Well, we made it for a school project. The project was called
Crazy racers.
Interviewer: Crazy racers? What is that?
Tina: Well, its a young engineers project, but everyone in our class
at school made something for it. My friend Kim and I designed and
made a go-kart.
Interviewer: Does the go-kart move?
Tina: Yes, it does. It isnt very fast, but it moves and one person can
sit in it and drive it.
Interviewer: Thats great. When did you make it?
Tina: We made it in the autumn and the winter.
Interviewer: I can see the go-kart in the picture. It looks very nice.
Why did you paint it blue?
Tina: Because blues our favourite colour!
Interviewer: I see. Did you work on it for a long time?
Tina: About three months.
Interviewer: Thats fast work! Did anyone help you?
Tina: No, Kim and I did it alone. It wasnt easy, but we didnt want
any help.
Interviewer: Im sure it was very difficult. Did you put it in a
competition?
Tina: Yes, we did. The Crazy racers competition.
Interviewer: Where was the competition? Was it in your town?
Tina: No, it wasnt. It was in London.
Interviewer: Did you win it?
Tina: No, we didnt. We came second. Another team came first.
Interviewer: Well, second is very good!
Tina: Yes, it is. Were very happy. We enjoyed it a lot.
Interviewer: So, wheres the go-kart now?
Tina: Umm . . . its at the school so students and teachers can see it.
Interviewer: Well, Tina, well done to you and Kim! You did a very
good job!
Tina: Thank you!

Grammar XP
On the board, write, in a column:
Wh . . . ?
Wh . . . ?
Wh . . . ?
Wh . . . ?
Wh . . . ?
H . . . w?
Elicit the question words from students, and write them on
the board. (When? What? Where? Who? Why? How?) Then
try to elicit the two structures of the past simple questions
(wh- word + did + person + infinitive, or wh- word + was/
were + person). Write them on the board. Focus students
on the Grammar XP box and highlight the structure of the
questions.
5 Direct students to the instructions. Before putting them
into pairs, elicit a few suggestions for the questions. (Refer
to the answer key below.) Monitor to check there arent
any problems forming the questions. If anyone struggles,
refer him or her to the questions in Exercise 3. Feed back by
getting students to ask each other the questions across the
class.
Students own answers.

6 Direct students to the instructions, then elicit the whquestion words again from the class. Demonstrate by asking
a few students: When did you start school? What did you do
yesterday evening? Where did you go on holiday last year? Then
put students into pairs and tell them to write two questions
in the past simple for their partner. Monitor for accuracy and
to give suggestions if needed. When they finish, tell them to
ask their partner their questions, and write their partners
answers down. Monitor to provide help and encouragement.
Students own answers.

To finish
Miming game. Write the adjectives from page 75 onto small
pieces of paper. Put them into two equal piles on the front
table. Demonstrate by picking one up and miming the word.
Divide the class into two teams and ask one student from each
team to come to the front, take a piece of paper each and
mime it for their team to guess the adjective. As soon as their
team guesses correctly, the next student comes up, takes a
piece of paper and mimes. The first team to finish wins.
Homework
MyEnglishLab

81

Speaking

(SB page 77)

To start
Categories. On the board, draw four columns:
Letter
Animal
Food/drink Adjective
Put the letter S in the first column, then as a class try to find a
word for each category beginning with that letter (e.g. snake,
sandwich, short). Then say the letter C. The first student to
find something for all three categories wins. Do the same
with the letters T and L.

Power up
1 Focus students on the photo and see if they know who it is
of (the Wright brothers). Direct students to the question
and to the three possible answers. Tell them to discuss the
answers in pairs. Conduct class feedback, asking: Who thinks
answer one is correct? Who thinks answer two is correct?
They made the first plane.

2 First, direct students to the instructions. What can they see


in the photos? Encourage weaker students to speak. Do
Question 1 with the whole class, making it clear that you
are guessing the answer. Tell students to continue. Monitor
and provide assistance and encouragement if needed. When
students have finished guessing, tell them to compare their
answers in pairs.
3 Play Track 8.8 for students to check their answers. If any of
them are struggling, play it twice.
Track 8.8
Last year I went to an aeroplane museum with my school. We went
there by bus. The museum was fun! We saw a lot of different planes.
My favourite thing was a Spitfire plane. It was a very old plane! Some
students made model planes, but I didnt. I climbed inside a plane.
It was an old plane from 1938! I sat in the pilots seat and saw the
controls. It was great!
1A

2B

3A 4B

5B

Language XP
Tell students to look at pages 76 and 77. How many
questions in the past simple can they find? Give them three
minutes to find as many questions as they can. Monitor, and
help them to find questions if they need it. Take feedback
from as many students as possible and write the first two
words of each question on the board. Direct students to the
Language XP box. Ask: What is the next word in the first two
questions? Elicit that the next word is a verb. Ask: Is the next
word in the last question a verb? Elicit that it isnt. Tell them that
these are normal ways to make questions in the past.
4 Direct students to the instructions. To check they
understand the task, ask: What words can you use? Elicit that
they can use did, was or were. Read through Question 1 with
students, then do Question 2 together. Tell students to finish
the exercise individually. Monitor and check they are using a
capital letter at the beginning of the questions and a question
mark at the end, and putting the correct word in each
question. When students have finished, tell them to check
with their partner. Conduct class feedback and make sure
they understand why Question 4 is different.
2 How did you go there?
3 What did you see?
4 What was your favourite thing?
5 What did you do?
6 Where did you sit?

5 Stand with your back to your students and ask: Is this a good
way to talk to you? Elicit that it isn't. Stand next to a student,
but don't look at him or her. Ask: Is this a good way to talk to
you? Elicit that it isn't. Stand next to a student and face him
or her. Ask: Is this a good way to talk to you? Elicit that it is.
Ask why. Elicit that it is friendly and natural. Focus students
on the Skill advice.
Direct students to the instructions for Exercise 5.
Demonstrate the task by asking a student the first question.
Try to elicit the full answer. Put students into pairs and, if
possible, move them to face their partners. Tell them to
take turns asking and answering the questions in their pairs.
Monitor and encourage them to use natural intonation by
modelling it to them.
Students own answers.

82

Gold Experience

Speak up

Writing

6 Direct students to the instructions. Are they going to write


sentences about their trip? (no, notes) Demonstrate the
task. On the board, write: 1, the zoo; 2, family; 3, bus;
4, zebras, lions, meerkats; 5, took photos, ate sandwiches,
bought postcards. Ask students: Are these sentences? (no) Tell
students to do the same for a trip they went on. Monitor
closely, first to check they can all think of a trip, then to
check they have ideas for notes.

Power up

Students own answers.

7 Demonstrate the task first. Nominate various students to


ask you the questions about your trip to the zoo. Answer
their questions with full answers from the notes on the
board. Put students into pairs and make sure they are
looking at their partner. Tell them to take turns to ask and
answer their questions about their trip. Monitor and, if you
hear lots of mistakes, write them down on a piece of paper,
then write them on the board. After students have finished
asking and answering their questions, tell them to look at the
incorrect sentences on the board and try to correct them.
Students own answers.

8 Put students into pairs, A and B, and tell them to turn to


the page indicated. Direct them to the instructions. Make
sure students are facing their partner so they can't see
their partners work. Tell them to read through the whole
text first and look at the spaces they need to fill, then
ask questions to their partner using the prompts When?
How old?, etc. They take it in turns to ask and answer and
complete the text.

(SB page 78)

1 Direct students to the instructions. Tell them your favourite


famous person and his or her nationality and a little bit of
information about him or her. Put students into pairs so they
can tell their partner about their favourite famous person.
Monitor to check they stay on task. Feed back to the class.
Students own answers.

2 Focus students attention on the photo of the boy, Felipe.


Who is his favourite famous person? Tell students to read
this sentence to find the answer.
Shakira

3 First, ask students if they know anything about Shakira and


her life. Do they like Shakira? Why/Why not? Direct them
to the instructions. How many things about Shakiras life
do they have to find? (five) Monitor students and provide
assistance and encouragement. If anyone finishes early, tell
them to find one more thing about her life. When everyone
has finished, tell them to compare their information with
their partner. Feed back by asking a few students to say one
thing about Shakiras life.
Shes from Colombia.
She was born in 1977.
She grew up in Barranquilla.
She does a lot of good work.
She started an organisation called Barefoot Foundation.

Students own answers.

Language XP

Homework
MyEnglishLab

Focus students on the Language XP box and ways to give


information about people. On the board, write: Colombia,
1977, Barranquilla. Elicit three full sentences about Shakira.
4 Tell students to find the three phrases and write them down.
Conduct quick class feedback. Then get students to cover
their sentences and the text about Shakira, and practise
saying the sentences in pairs using just the prompts on the
board.
Students own answers.

5 Direct students to the task. Tell them about you. (I am


from . . . , I was born in . . . , I grew up in . . .) Tell students to
write three sentences about themselves. To feed back, ask a
couple of students to read out their sentences.
Students own answers.

83

Plan on

Switch on

6 Focus students attention on the instructions and the table.


Read the first question and answer with students, then do
the second one together. Tell them to complete the table
individually. When students have finished, tell them to
compare their answers with their partner.
Focus students on this exam advice. Tell them to look at
their partners table. Can they read their partner's writing? Is
it clear and tidy?

Windmill boy

Where is she from?


When was she born?
Where did she grow up?
What is her job?
Why does Felipe like her?

Shes from Colombia.


She was born in 1977.
She grew up in Barranquilla.
Shes a singer and a
songwriter.
He loves her music.

7 Direct students to the task. Tell students to complete the


table about their favourite famous person. Monitor, and
encourage them to ask each other questions in English
if they dont know some information. When they have
finished, get them to ask and answer the questions in pairs.
Students own answers.

Write on
8 Encourage students to create an attractive display about
their favourite famous person with photographs, like
Felipes, and using their notes from Exercise 7. This can be a
homework task.
Students own answers.

To finish
Sentence cloze. On the board, write: _ _ _ _ _ _ _ _ _(1)
_(2) _ _ _ _(3) _ _(4) _ _ _(5) _ _ _ _ _(6) _ _ _ _(7) _ _(8)
_ _ _ _ _ _(9). Tell students this is a sentence and they need
to guess letters to find out what it is. Put students into teams
of four or five. They can take turns to ask: Is there a d in
word 7? If there is, write the letter in the correct place. That
team then has another go. If the letter is not in the word, its
the next teams turn. (The sentence is: Yesterday I went to the
party with my friend.)
Homework
MyEnglishLab

84

Gold Experience

(SB page 79)

1 Direct students to the photo. What can they see? Where


is it? Focus them on the exercise and encourage them to
predict the answers. This should generate some discussion.
Play the video for them to check their answers. Were they
right?
charge a mobile phone, read a book in the evening

2 Do number 1 together with students, then tell them to do


the rest individually. If they struggle, reassure them that they
will watch the video again in a minute. Get them to check
their answers in pairs, then play the video again. Conduct
class feedback.
1 one (William) 2 Yes, they did.
3 Yes, he did (in the USA). 4 B schools

3 Have a class discussion, or as pairwork if some students are


reluctant to speak out on their own.
Students own answers.

Project
4 Read through the instructions with students. Encourage
them all to think of a famous person and write his or her
name down. Then get them to write questions for him or
her. If they can answer the questions, encourage them to.
If not, tell them to find the information for their homework
and write up the scripts. Put them into pairs to practise the
interviews. If you have time, make this into a game by telling
the pairs to keep the names of their famous people secret.
They should then act out the interviews in front of the class,
for the others to guess who the famous people are.
Students own answers.

Revision
1
2d

3b 4g

2
2C 3A

5a 6f

4C

5A

3
2 get 3 help 4 wrote
7 filmed 8 come
4
2 lesson 3 shop
7 clothes
5
2 difficult

(SB pages 8081)

3 dirty

7e

6A

5 meet 6 walked

4 mobile

5 hotel 6 train

4 loud

6
2 was 3 Was 4 was
7 was 8 were

5 Were 6 werent

7
2 didnt cook, cooked 3 didnt wash, cleaned
4 didnt play, studied 5 didnt arrive, arrived
8
2 left

3 sang 4 saw 5 did

6 had

9
2 What time did she leave the school?
3 Did the students sing songs on the bus?
4 What did Eva see in the exhibition?
5 Did the students do some experiments?
6 Did Eva have fun at the museum?
10
2 She left the school early in the morning.
3 Yes, they did.
4 She saw lots of robots.
5 Yes, they did.
6 Yes, she did.

85

09

Head to toe

Unit objectives
Reading:
Vocabulary:
Grammar:
Listening:
Speaking:
Writing:

identifying true/false sentences


adjectives to describe hair; parts of the
body
comparative adjectives; superlative
adjectives
matching; completing notes
guessing, agreeing and disagreeing
a blog

Vocabulary

(SB page 82)

To start
Family members brainstorm. In the middle of the board, write:
family. Draw a circle around the word and lines coming
out of the circle to make a spidergram. Elicit names of two
members of the family and write them on the board (e.g.
mum, dad), then put students into pairs. Tell one person in
each pair to draw the structure of the spidergram. Give them
two minutes to write as many names of members of the
family as they know. Monitor to provide encouragement and
help with spelling problems. Conduct class feedback, writing
the answers on the board.

Power up
1 Direct students to the questions. Generate a class discussion
and try to involve the quieter students as well.
Students own answers.

2 Ask a couple of students when they take photos, then put


students into pairs to discuss the different situations in which
they take photos and how often they take them. Feed back
by asking: Who takes the most photos?
Students own answers.

Hair
3 First, pre-teach the vocabulary. Point to the photos one by
one and chorally drill each word. Demonstrate the task by
describing your hair, saying I've got . . . hair and by using this
vocabulary. Then tell students to work in pairs and describe
their hair to their partner, using the same structure. Monitor
to give assistance and check for pronunciation problems.
Students own answers.

86

4 Tell students to look at the photos. Ask: What kind of hair


has B got? Elicit He's got spiky hair, He's got brown hair or
He's got straight hair. Tell students to work in pairs and
describe the hair in each picture using He's got . . . or She's
got . . . Monitor to check for problems and to provide
encouragement. On the board, write: 1, 2, 3, 4, 5 in a
column. Tell students to copy this. Direct students to the
instructions and play the first description on Track 9.1. Pause
the recording to check they have the right answer, then play
the rest of the recording without stopping unless students
need more time to write their answers. Tell students to
check their answers in pairs. If there are many problems,
play the recording again. Conduct class feedback, writing the
answers on the board.

Gold Experience

1
2
3
4
5
1A

Track 9.1
Ive got long dark hair.
Carols got short straight hair.
Louies got wavy fair hair.
Josh has got spiky brown hair.
Melanies got curly red hair.
2C

3E

4B 5D

5 First, check that students understand the words size and


shape. With your arms illustrate big and small, long and short.
Elicit the word size. Chorally drill it. On the board, draw a
circle, a square and a triangle and elicit the word shape. Copy
the three groups onto the board.
Direct students to the instructions for Exercise 5. Elicit one
more adjective for size (long). Tell students to copy the
columns and complete the task. Monitor to check they are
copying accurately. When they have finished, tell students
to check their answers in pairs. Conduct class feedback,
writing the answers on the board. Tell students that when
we describe, we write adjectives in the following order: size,
shape, colour. Check students understand this by saying:
John's got fair straight short hair. Is this correct? (no) What do
we say? (Johns got short straight fair hair.).
Size: long
Shape: curly, wavy, spiky
Colour: dark

6 Direct students to the instructions and the example


sentence. Tell them to write about two of their friends in the
same way. Monitor closely to check for accuracy in spelling.
Students own answers.

7 Focus students attention on the two photos. Who are the


people? (Justin Bieber and Kristen Stewart) What do they
do? (He is a singer, she is an actress.) Ask: Do you like his
music/her films? Direct students to the instructions and do
the exercise with them. Generate class discussion about
their opinions and try to include everyone.
1A 2B

Reading

(SB page 83)

1 Pre-teach the word twin. Say: If I was born on the same day
as my sister, what are we? Elicit and chorally drill twin. Ask:
Is anyone in the class a twin? Has anyone got parents who are
twins? Direct students to do Question 1 and tell their partner
what they think. Conduct class feedback.
2, 3

Game on
Focus students attention on the instructions, then give a
demonstration. Say: He's got short wavy fair hair. Elicit that you
are talking about E. Tell students to work in pairs and take
turns to describe someone from the photos for their partner
to guess. Monitor to provide encouragement.
Homework
Workbook pages 4647
MyEnglishLab

2 First, tell students to look at the photos. What can they


see? Who are the people? Elicit that they are twins. Direct
students to the instructions. Check they understand the
task by asking: What are you looking for? (two names) and
What do names always start with in English? (capital letters)
Tell students to look at the text to find the answer. Conduct
class feedback.
Valentina and Valeria (Perez)
Larry and Laurent (Bourgeois)

Focus students attention on the Skill advice. Did they do


this? Was it quick? Tell students that they dont always need
to read all of the text to answer the question.
3 Direct students to the instructions and give them a couple
of minutes to read the sentences. Tell them to look at
Question 1. Can they find the information in the text? Tell
them to read Question 2 and continue reading the text to
find the correct information to decide whether it is true or
false before continuing with the rest of the task. Monitor to
provide encouragement and, if necessary, to help students
locate the answers. When they have finished, get them to
check their answers in pairs. Conduct class feedback, making
sure all students can locate the information in the text.
2F 3T

4F

5T 6T

Sum up
4 After students have read the instructions, tell them to close
their books. Elicit one piece of information about each pair
of twins from the class. Tell them to work in pairs and tell
their partner two more things about each pair of twins.
Monitor and provide prompts if necessary. Don't worry too
much about their accuracy here. Feed back by asking a few
students to tell you some of the things they remember.
Students own answers.

Speak up
5 On the board, write: mum, dad, sister, gran, cousin. Tell
students that these are five people in your family. Tell
students to write down five people in their family. If they
have problems remembering the vocabulary, recap members
of the family. Point to sister on the board and say My sisters
got brown eyes and long black hair. Shes tall. Then point to
cousin. Say: My cousins got short curly hair. Shes very tall.
Tell students to describe the people in their family in pairs.
Monitor to check they are staying on task and to provide
assistance if needed.
Students own answers.

87

Grammar

(SB page 84)

Grammar XP
On the board, write Valentina and older in one column and
Valeria and taller in a second column. Try to elicit more
differences between Valentina and Valeria and write them on
the board. Ask: What are the last two letters of the adjective?
(er) What does this mean? Elicit more. Refer students to the
Grammar XP box. Read through the first section together.
Focus students attention on the spelling rules. Ask: What
happens to words that end in e? (We add the letter r.) What
happens to words that end in y? (We change the y to ier.)
Teach students the cvc rule. Ask: How many letters are there
in the alphabet? (26) Write the word vowels on the board.
Elicit a, e, i, o, u and write them on the board. Write the
word consonants on the board and elicit b, c, d, f, g. Now
write big on the board. Elicit that the last three letters are
consonant vowel consonant (cvc), so we write bigger with
double g. Write the word hot on the board. Again, elicit that
the last three letters are cvc, so we double the t and write
hotter. Finally, write the word short on the board. Are the
last letters cvc? (no) Do we double the t? (no) Write shorter
on the board. Ask students if they know any adjectives that
dont take -er at the end. Ask: Do we say good, gooder? Do we
say bad, badder? Try to elicit better and worse.
Direct students back to the Grammar XP box to finish
reading it. Next, tell them to close their books. On the board,
in a column, write: tall, strong, long, nice, dark, funny, hot, good,
bad and ask students to copy them. Elicit the comparative
form of tall (taller) and write it on the board. Tell students
to try to remember the other comparative forms and
write them down. Tell them to check their answers in pairs.
Conduct class feedback, writing the answers on the board.
1 Play Track 9.2 for students to listen to the pronunciation.
Then play Track 9.3 so they can practise the correct
pronunciation themselves. Note the weak pronunciation of
-er.
Tracks 9.23
My sisters taller than me.
Im older than my brother.
My eyes are bigger than her eyes.

2 Direct students to the instructions and read Question


1 with them. Do Question 2 together, then tell them to
continue individually. Monitor to provide help if anyone
needs it. When students have finished, tell them to check
their answers in pairs. Conduct class feedback, writing the
comparative forms on the board.
2 taller

88

3 longer

4 bigger

5 funnier

Gold Experience

6 better

3 Focus students attention on the pictures. What can they


see? Where is Carla? Who are the other people? Direct
students to the instructions. Ask: How many sentences do
you need to write? Focus them on sentence 1, then elicit a
sentence using curly. Tell students to complete the exercise
individually. Monitor to check for accuracy. If a lot of
students are having problems, write the first two or three
words of each sentence on the board as prompts. After they
have finished, tell students to compare their sentences in
pairs. Conduct class feedback, eliciting whole sentences and
writing them on the board.
2 Jessies taller than Carla.
3 Roberts got darker hair than Dad.
4 Dad is shorter than Robert/him.
5 Mums taller than Grandma.
6 Grandmas older than Mum.

Write on
4 Direct students to the instructions and the two example
sentences. Then put them into pairs and ask them to
write statements comparing two of their friends or family
members. Monitor for accuracy. Conduct class feedback and
discuss any similarities in the sentences.
Students own answers.

To finish
Adjectives snap. On the board, write the words bigger, shorter,
worse, fairer, colder in a column. Elicit the opposites from
students and write them in a column on the right: smaller,
longer, better, darker, hotter. Then put students into pairs, A
and B. Give each student five small pieces of paper. Tell all
the A students to write the words in the left column on their
pieces of paper and tell all the B students to write the words
in the right column on their pieces of paper. After they have
finished, tell A and B students to mix their pieces of paper
together. Demonstrate the game with one student. Pick up
one piece of paper from his or her pile and indicate that
he or she should pick up one piece of paper, too. Turn the
pieces of paper over at the same time. If they are opposites,
shout Snap! The first person to shout Snap! wins the pair.
Homework
Workbook pages 4849
MyEnglishLab

Vocabulary

(SB page 85)

To start
First, recap the parts of the body covered in Unit 6. One
by one, point to your stomach, head, tooth, ear and throat
and elicit and chorally drill the words. Then mime I've got a
stomachache/headache/toothache/earache/sore throat. Elicit
these phrases and chorally drill them. Tell students to work in
pairs and mime a health problem for their partner to guess.
Monitor to provide assistance and encouragement.

Word XP
Say to students: One knee, two . . . ? Elicit knees. Say: One
shoulder, two . . . ? Elicit shoulders. Then say: One tooth,
two . . . ? and elicit teeth. Say: One foot, two . . . ? and elicit feet.
Direct students to the Word XP box to see the spelling of
these plurals.
4 Say to students: Put up your left arm. Check that everyone
puts up the correct arm. Say: Put up your right arm. Check
they all put up the correct arm. Direct students to Exercise
4. Tell them to discuss it in pairs. Conduct class feedback.

Parts of the body

Evas left leg is above her head. Her right leg is in the air above her.

1 Teach/check that students know the words for the parts of


the body in Exercise 1.Get students to stand up. Touch your
arm, and indicate that students should touch their arm. Say
and chorally drill arm. Do the same with the other words in
Exercise 1. Ask students to work in pairs to find the parts
of the body. Monitor to check they stay on task. Conduct
feedback by telling students to show you where each part of
the body is on the photo or to identify it on themselves.

5 Recap the prepositions of place: in, under, on, beside, behind,


in front of, above. Do this by asking: Where is my hand? and
putting it on your head, under your arm, behind your back,
etc. Elicit each preposition and chorally drill it. Tell students
to look at Exercise 5. Do Question 1 with them, then tell
them to continue individually. Monitor to check there are no
problems. When students have finished, tell them to check
their answers in pairs. Conduct class feedback.

Students own answers.

2d 3c

2 Teach/check the items of vocabulary in Exercise 2, again


by pointing to your own body and eliciting the words. If
students have problems saying the th sound in mouth and
teeth, tell them to put their finger vertically over their lips,
open their mouth a little and touch their finger with their
tongue, then breathe out through their mouth. Direct
students attention to Exercise 2 and do the first matching
with them. Tell them to complete the exercise individually.
Monitor for accuracy in spelling. Conduct class feedback.
1a 2c

3a 4b

5a

6d

3 Tell students to stand up and touch the part of their body


they hear. Play Track 9.4, then play Track 9.5 so that
students can repeat the words for the correct pronunciation.
Tracks 9.45
face
back
neck
shoulder
arm
hand
leg
foot
mouth
nose
teeth
toes
fingers
knee

4a

5f

6b

Game on
Put students into pairs and tell each pair to sit opposite
another pair. Demonstrate the game with one pair. Say: hand.
Indicate that the other team should say a different body part.
Then say: foot. Again, indicate that the other pair should say
a different body part. Say: Challenge! Spell that word! Tell the
other member of the pair that he or she has to spell the part
of the body they have just said. Chorally drill Challenge! Spell
that word!, then tell students to start the game in their teams.
Monitor in case there are any problems. Give a time limit so
the game moves quickly and is fun.

Speak up
6 Direct students to the instructions. Nominate two students
to be A and B and read the example conversation. Do one
more example for students. Put them into pairs and tell
them to take turns and describe the people in the photos.
Monitor and write down any mistakes you hear. Write these
mistakes on the board and when students have finished
speaking, direct them to the board. Can they find the
mistakes?
Students own answers.
Homework
MyEnglishLab

89

Listening

(SB page 86)

Power up
1 On the board, draw a large circle. Ask: What is it? Elicit
different ideas. Start drawing countries in the circle and elicit
the word world. Chorally drill it. Focus students attention
on the photo of Usain Bolt. Who is he? Where is he from?
What did he do? (He is an athlete from Jamaica, who was an
Olympic gold medal winner at London 2012.) Tell students
to read Exercise 1. Elicit other things that people can get a
world record for. Do students know anyone else who has
got a world record?
Students own answers.

2 Direct students to the instructions and tell them to talk with


their partner to guess each world record. Conduct class
feedback to hear a few ideas, but tell students that they are
going to listen to a recording with the answers in a minute.
Photo A: Danny Wainwright
Photo B: Jessica Watson
Photo C: Bronwyn Taylor

Listen up
3 Direct students to the instructions and tell them they will
listen to the recording twice. The first time they simply need
to check their answers to Exercise 2. Play Track 9.6 and tell
students to look at the names (15) and the records (ae).
Play the recording again so students can match the person
with the record. Pause it after the first person to check
students have the answer. Play the rest of the recording, then
tell students to check their answers in pairs. Conduct class
feedback, eliciting the answers and writing them on the board.
Focus students on the Exam advice. Did they do this? (yes)
Why is it a good idea? (so you know what youre listening for)
1c

2d 3b

4e

5a

4 Direct students to the task. Give them three minutes to


read the text and answer the question. Monitor and provide
encouragement, helping weaker students by pointing out
the word after every space (years old, kilos, seconds, metres).
Conduct class feedback.
numbers

90

Gold Experience

5 Play Track 9.7 for students to write the numbers in the


spaces. If they don't hear all the numbers, play it again. Tell
them to compare their answers in pairs, then conduct class
feedback, eliciting the numbers and writing them on the
board.
1 16

2 11 3 16

4 57

5 16 6 41

7 113

8 13 9 6

Tracks 9.67
Our radio programme tonight is about our favourite record
breakers. The first person is Jessica Watson. When she was only
sixteen, she sailed around the world alone. She was the youngest
person in the world to do this . . .
Nicholas Ortiz and Bronwyn Taylor are famous because they are
very strong. Nicholas was only eleven years old when he lifted his
friend for two minutes. His friend weighed fifty-seven kilos! Bronwyn
Taylor was sixteen when she pulled her fathers van! At that time
they were two of the strongest young people in the world. Amazing!
For Ang Chuang Yang, texting is easier than writing. When he was
sixteen, he was the fastest person on a mobile phone! He typed the
Guinness text in just over forty-one seconds!
Danny Wainwright is another record breaker. Hes one of the best
skateboarders in the world. A few years ago he got the world record
for the highest jump on a skateboard. He jumped 113 centimetres!
Yes, thats right. 113 centimetres!
Xie Qiuping has got the longest hair in the world. She started
growing her hair when she was only thirteen years old. After some
years, her hair was nearly six metres long! Now its probably longer
than that . . .

Grammar XP
On the board, draw three stick men, the first one short, the
second taller and the third taller still. Under the first one,
draw one $, under the second draw two $s and under the
third draw three $s.
The first stick man should have a sad face, the second should
be nearly smiling and the third should have a big smile on his
face. Elicit a name for each stick man from students and write
them above the pictures, e.g. Tom, Rick and Harry.
Ask students: Which man is short? (Tom) Then ask: What is
Rick? and elicit that he is taller than Tom. Ask: What is Harry?
Elicit that Harry is the tallest. Chorally drill the tallest. Do the
same with happy, happier, the happiest; rich, richer, the richest;
sad, sadder, the saddest and short, shorter, the shortest.
Direct students to the Grammar XP box and read it through
with them, checking there aren't any problems at this stage.
To check understanding, ask: What word do we always use
with superlative adjectives? (the) When do we use superlative
adjectives? (when we are comparing three or more things or
people)

6 Direct students to the questions. Do Question 1 with


them, and write it on the board. Tell them to write the rest
of the questions down. Monitor and check they are using
the superlatives correctly and writing a capital letter at the
beginning of each question and a question mark at the end.
When they have finished, conduct quick class feedback on
the correct questions, then tell students to ask and answer
the questions in pairs. Monitor and provide assistance if
necessary.
2 Who is the tallest person in your family?
3 Who is the best student in your class?
4 Which is the easiest subject for you?

7 Direct students to the instructions and the example


sentence. Start with a stronger student and ask him or her
to give one sentence about his or her partner. Then get all
students to say one sentence about their partner.

Speaking

(SB page 87)

Power up
1 Focus students on the photos and generate discussion about
them. Direct them to the instructions and tell them to work
in pairs to guess the world records. Invite students to give
their ideas to the class, and allow for more discussion.
A the tallest dog B the biggest rabbit
C the longest cat

Speak up
2 Direct students to the instructions. Play Track 9.8, then tell
students to check their answers with their partner. Conduct
class feedback.
They are talking about the cat and the dog photos.

Students own answers.


Homework
MyEnglishLab

Tracks 9.89
A: Look at this. Is it the biggest cat in the world?
B: Yes, maybe it is. Or is it the longest cat?
A: I think youre right. It is very long!
B: What about this? Maybe its the biggest dog in
the world.
A: No, I dont think it is. I think its the tallest dog.

Language XP
Direct students to the Language XP box. Ask: What does
guess mean? (when you say an answer that you think is right,
but youre not sure) Drill the phrases chorally and individually.
3 Focus students on the task and tell them to read Question
1A, B and C. Play the first part of Track 9.9, then pause it
to check students have the correct answer. Give students
time to read Questions 2 and 3, then play the rest of the
recording. Tell students to check their answers with their
partner. Conduct class feedback.
1A

2C

3C

91

Writing

Animal records
4 Tell students to close their books. On the board, write up
the title: Animal records. Give an example by asking: What
is the fastest animal in the world? Try to elicit some animal
records. Focus students attention on the pictures. What
animals can they see? Direct them to the instructions. Read
the example sentences with them. Do Question 1 with
students, using phrases from the Language XP box. Tell them
to work in pairs to answer the questions using the phrases.
Monitor to check they are using these phrases.
1 a peregrine falcon (Its much faster than a cheetah.)
3 a worm 4 a giraffe
5 a chimpanzee on land and a dolphin in water

2 a blue whale

To finish
Animal guessing game. Give everyone three small pieces of
paper and tell them to write an animal on each one and keep
them secret. Demonstrate the game: try to guess an animal
by asking questions such as Is it big? How many legs has it got?
What does it eat? Where does it live? Is it bigger than a cat? Is
it faster than a horse? Encourage the other students to ask
questions, too. When they have guessed the animal correctly,
put students into pairs and tell them to take turns asking
questions to guess their partner's animals.
Homework
MyEnglishLab

(SB page 88)

To start
On the board, write: urotepmc. Ask: Is this a word? (no) Below
it, write: c, and cross out the c in the anagram. Give students
one minute to try and find the word. Assist any who struggle
by suggesting the next letter. Check that everyone has the
word computer and write it on the board. Elicit one thing that
students do on the computer. Then, give them one minute to
brainstorm everything else they do on the computer. Check
who has the most activities, then ask a few students to feed
back some of the things. If anyone says that they write blogs,
check that everyone understands what this means. If no one
mentions blogs, try to elicit the word, then check they all
understand it. How many people in the class write blogs?

Power up
1 Direct students to the task. Discuss the first suggestion
together, then tell students to work in pairs to discuss the
other suggestions. Monitor to provide ideas. Conduct class
feedback, allowing for discussion.
all of them

2 Direct students to the instructions and ask: What two things


do you need to find? (who the writer is and what the blog
is about) Focus students attention on the photos. What
do they think the blog is about? Who are the photos of?
Tell students to read the title. Is Tia Green a writer? Tell
them to read the blog to answer the second question.
Monitor and provide encouragement. When students have
finished reading, tell them to compare their answers in pairs.
Conduct class feedback.
The writer is Tia Green. The blog is about her photos.

3 Stand by the window and look outside. Ask: What am I


doing? Elicit that you are looking. Direct students to Exercise
3. Do Question 1 with them, then tell them to find the other
two answers. Conduct class feedback, eliciting the answers
and writing them on the board. Then rub out avatar in
sentence 1, somebody from a cartoon in sentence 2 and happy
in sentence 3. Elicit from students other words they could
write in the spaces.
1 looks 2 like

3 happy

4 Read number 1 with students. Take suggestions for number


2, then tell students to finish the task individually. Monitor
and provide suggestions. When students have finished, tell
them to compare their answers with their partner. Conduct
feedback by asking for a few suggestions for each one.
Students own answers.

92

Gold Experience

5 Focus students on the instructions. What does full form


mean? Do the first one with students, then tell them to
complete the exercise individually. Conduct class feedback
of their answers.
Direct students to the Skill advice. On the board, write: I
am happy./I'm happy. Try to elicit the difference between
the sentences. When do we use I am and when do we use
Im? Elicit that we use the short form when we are writing
informally, such as when we write to our friends. Ask
students: What other short forms do you know? Elicit the verbs
be and have got. On the board, write: She's tall. She's got long
hair. Elicit that s in the first sentence means is, but in the
second sentence means has.
1 The head is bigger.
2 Here is a photo.
3 Sam has got longer hair than Gina.

6 Focus students attention on the instructions and do


Question 1 together. Tell them to finish the exercise
individually. Monitor to check there arent any difficulties. If
they put the apostrophe in the wrong place, focus them on
the board and clearly show how when we remove a letter,
we put the apostrophe in its place. When they have finished,
tell students to check their answers in pairs. Conduct class
feedback, writing the short forms on the board.
1 Its fantastic!
2 Theyre having fun.
3 Thats me on the right.
4 My brothers got a new bike.
5 Im sitting at the table.

Plan on
7 Direct students to the task. Answer the questions together
with the class, making sure all students can find the
information.
1 Welcome to my blog!
2 We can click on a link in her blog for more photos.

8 Direct students to the table. Fill in the information about


photo 1 with students. Tell them to continue and do the
same for the other two photos. Monitor and provide help
where necessary. Tell students to compare their answers
with their partner when they finish. Conduct class feedback,
eliciting the answers and writing them on the board.

Write on
9 If students all have photos on their mobile phones, get them
to choose two or three of them. If not, tell them to find two
or three photos at home and bring them to their next class.
Students own answers.

10 Bring a photo in to demonstrate the task. Direct students to


the three questions. Write: 1, 2, 3 on the board and write
short notes to answer the three questions. Tell students
to ask and answer the questions about their photos with
their partner. Then tell them to write notes to answer the
questions. Monitor to check they are writing short notes, not
long sentences.
Students own answers.

Language XP
Focus students on the Language XP box and the phrases they
can use to describe a photo. Elicit a description of your photo
from students using these phrases.
11 Direct students to the task. Focus their attention on Tias
blog. How does she start it? Do students have an avatar?
What three questions are they answering about each photo?
Tell students to write their blog and, if possible, get them to
stick their photos on it to make an attractive display poster.
If they can't stick their photos onto their blog, tell them to
make a quick drawing of their photos next to their writing.
Monitor to provide encouragement and help if needed.
Students own answers.

To finish
Write the following on the board:
riahnworbtogsahdneirftsebyM. Can students read this sentence?
Tell them it starts with the capital M. Put them into pairs
to try to work out the sentence. Conduct feedback. (This
sentence is: My best friend has got brown hair.) Tell students to
write one sentence backwards with no spaces between the
words. Then tell them to see if their partner can read their
sentence.
Homework
MyEnglishLab

Whats in the photo?


Photo 1: Tia
Photo 2: Tias two best friends, Sam and Gina
Photo 3: Tias sister and dad
Why does Tia like the photo?
Photo 1: she looks like a person from a cartoon
Photo 2: it was taken when she went swimming at the beach with her
two best friends
Photo 3: it was taken on holiday and her sister and dad look very
happy.

93

Switch on

(SB page 89)

Our schools got talent!


1 Focus students attention on the photo and on the title.
What can they see? What are the boys doing? Whats the
video about? Direct them to the task. Encourage them to
predict the answer, then tell their partner what they think.
Play the video, then conduct class feedback.
1 at a dance hall

2 Direct students to the instructions and do the first question


together. Tell them to continue individually. Monitor, and if
they struggle, reassure them that they will watch the video
again. Get them to compare their answers in pairs. Play the
video again, then conduct class feedback.
1F

2T 3T 4F

5T

6F

3 Try to generate a class discussion here and encourage


quieter students to join in.
Students own answers.

Project
4 Read through the instructions and Question 1 with
students. Give them some time to decide what kind of
talent show it is and who decides the winner. They should
also decide when it is taking place and who is going to
present the acts that are going to appear. Tell students to
work in pairs and write notes for each point. Monitor and
provide encouragement. Get them to compare their ideas
in pairs before asking them to write their script. Monitor
for accuracy when they write it, and to provide ideas. Tell
students to practise their scripts with their partner. Put
chairs and props out at the front of the classroom and
encourage students to act their scripts out in front of the
class. If you have time, or at the end of term, you could hold
a class talent show.
Students own answers.

94

Gold Experience

10

Summers here

Unit objectives
Reading:
Vocabulary:
Grammar:
Listening:
Speaking:
Writing:

identifying true/false sentences


sports; clothes
going to; want to + infinitive; like/love + -ing
matching speakers with pictures
making and responding to suggestions
a postcard

Vocabulary

(SB page 90)

To start
Elicit the four seasons from students: summer, autumn, winter
and spring. In the middle of the board, write: winter. Draw
a spidergram around it and elicit any words students can
think of about winter, e.g. cold, snow, dark. Put students into
four groups. Give each group a piece of paper with one of
the seasons written on it. Tell them they have one minute
to write any words they can think of. After one minute,
move the pieces of paper around the room so each group
has a different one. Give them one minute to write more
words about that season on their new piece of paper. They
shouldnt write words that are already there. Continue the
activity until all groups have written words about all four
seasons. This activity needs to be quick and snappy to keep
energy levels up.

Power up
1 Ask: What season is it now? What is your favourite season?
Why? Generate a class discussion and try to include the
quieter students. Tell students to open their books. Ask:
Which season is this unit about? What do you do in the
summer? Look at Exercise 1 together, and see who agrees
with statement 1. Tell students to read the other sentences
and decide which is true for them. After they have finished,
tell them to compare their answers in pairs. Conduct class
feedback to see who agrees with each sentence.

Sport and fun


2 Focus students attention on the photos. Can they name
each activity? Teach any that they dont know, chorally
drilling them. Ask if any students do these activities. Tell
them to match the activities with the photos, and write
down any activities that don't have a photo. When they have
finished, tell them to check their answers with their partner.
A skiing B rollerblading C baseball D cycling
E skateboarding F camping
The activities not in the photos are: basketball, beach volleyball,
dancing, rock climbing, shopping, surfing, swimming, tennis.

3 Play Track 10.1 for students to check their answers. Then


play Track 10.2 (without letters) so that they can repeat the
correct pronunciation.

A
B
C
D
E
F

Tracks 10.12
skiing
rollerblading
baseball
cycling
skateboarding
camping

4 Direct students to the instructions. Tell them to look at


Question 1, then play the first part of Track 10.3. Check
their answers, then play the rest of the recording. Tell
students to check their answers in pairs. Conduct class
feedback by eliciting the answers from students. If there are
any disagreements, play the recording again.

1
2
3
4
1C

Track 10.3
sound effects: people swimming
sound effects: playing tennis
sound effects: skateboarding
sound effects: hip hop music
2A

3B 4A

Students own answers.

95

5 Ask students: Do we say I play football or I go football? (play)


Do we say I play swimming or I go swimming? (go) What do
we need to play football? (a ball) Ask the same questions for
basketball and shopping. Elicit that if we use a ball for the
activity, we say play, and if we don't use a ball, we say go -ing.
Direct students to the task and tell them to work in pairs
to complete it. Conduct class feedback by drawing the two
balls on the board and eliciting the activities for each.
play: basketball, beach volleyball, tennis
go: cycling, dancing, rock climbing, rollerblading, shopping,
skateboarding, skiing, surfing, swimming

6 Direct students to the instructions. Why does it say the


correct form of go or play? (because they may need to write
goes or plays or maybe went or played) Look at Question 1
with the whole class, then tell them to complete the exercise
individually. Monitor to check there aren't any problems,
then conduct class feedback, writing the correct verbs on the
board.
2 go

3 play

4 go 5 goes

Game on
Focus students attention on the game instructions. Write the
four letters: S, R, C, B on the board and tell students to close
their books. Elicit one activity for each letter. Tell one team to
start and say an activity beginning with S. They get one point
for each word. Ask the next team to say an activity beginning
with R, and give them a point if they get it. Keep going around
the class until they can't think of any more activities. The
team with the most points wins.
Homework
Workbook pages 5051
MyEnglishLab

Reading

(SB page 91)

1 Pre-teach the words exciting, adventure and challenge. Say:


Who is your favourite singer? Is it boring if you meet your
favourite singer? Elicit exciting. Chorally drill it. Say: Its your
birthday and theres a big present for you to open. How do
you feel? What other things are exciting? To elicit adventure,
say: What do we call it when you do something exciting? Elicit
adventure and chorally drill it. To check they understand the
meaning, ask: Have you had any adventures? Do you know
any adventure films or books? To elicit the word challenge,
say: I want to cycle 1,000 km. Is that easy or difficult? I want
to study maths at university, but I'm not very good at maths.
Is that easy for me? Elicit Its a challenge and chorally drill it.
To check students understand, ask for any more examples
of challenges. Direct students to Exercise 1 and options A,
B and C. Tell students they have two minutes to read the
advert and decide what it is about. After they have finished,
tell them to check their answer in pairs. Conduct class
feedback. What do students think about the programme?
Would they like to watch it? Would they like to take part in a
programme like this?
B a TV show on an island

2 Direct students to the instructions and ask: How many texts


are there? (three) Who are the writers in the first text and what
type of text is it? (online messages between Emma, Lou and
Jay) Who is the second text from and to, and what is it? (an
email from Emma to Katia) Who is the third text from and to?
(from Emma to her mum and dad)
Focus students attention on the Skill advice, checking that
they understand the meaning of aloud (the opposite of
silently). Elicit ideas about why it helps. Put students into
pairs and tell them to take turns to read the texts aloud to
each other. Monitor to check they stay on task.
Next, focus their attention on the question and tell them
to read the three texts to see who is planning to take part
in Escape to Scorpion Island. When students have finished
reading, tell them to check their answers in their pairs.
Conduct class feedback, checking that everyone can find the
information to answer the question.
Emma

3 Direct students to the task. Do Question 1 with them, then


tell them to complete the task individually. Monitor to check
students can find the information. When they have finished,
tell them to check their answers in pairs. Conduct class
feedback, eliciting where they found each answer.
1T

96

Gold Experience

2F 3F

4T 5F

Sum up
4 Work together with students to help them find where
Emma is planning to go this summer. Tell students to work
with their partner to find Lous and Jays plans. Monitor to
provide help and encouragement. Feed back their ideas. On
the board, write: Emma is . . . Try to elicit the full sentence:
Emma is going to take part in a TV show. Tell students to
copy this, then to write about Lous and Jays plans for the
summer.
Emma is planning to go to Scorpion Island. Lou is planning to go to
Paris. Jay is planning to go to a summer camp.

Speak up
5 Direct students to the instructions and the example
sentence. Give an example. Say: I like Lous plans because
hes going to visit Disneyland and Paris. I'd like to go to Paris to
see the Eiffel Tower and go shopping, and I really want to go to
Disneyland because I know there are some really exciting rides
there. Tell students to discuss what they think in pairs.
Students own answers.
Homework
MyEnglishLab

Grammar

(SB page 92)

Grammar XP
On the board, draw a stick man. Write the name Lou and today's
date. Draw a building and write school above it. Ask students:
Where is Lou now? Elicit at school. On the right of the picture, write:
summer holidays. Elicit the dates of the summer holidays and write
them on the board. Ask: What is Lou going to do in the summer
holidays? Elicit and write: Visit Paris, go to Disneyland. Try to elicit
other possible activities (go shopping, see the Eiffel Tower, eat French
food). Write them on the board. Tell students these are Lou's
plans for the summer. Is that in the future? (yes) Try to elicit the
target language: He's going to go shopping. He's going to see the Eiffel
Tower. He's going to eat French food. Chorally drill these sentences.
Elicit the subject pronouns and write them in a column on the
board: I, you, he, she, it, we, they. Ask students: What comes next?
Elicit the following and write it on the board:
I/You/He/She/It
am/are/is
going to
eat/go/see
Get students to guess the negative forms, and add them to
the table. See if they can guess the question forms. On the
board, write: Am I going to go to Paris? Tell them to work in
pairs and write the same question for you, he, she, it, we, they.
Conduct class feedback and write the answers on the board
in table form. Direct students to the Grammar XP box and
drill the sentences, checking they understand.
1 Play Track 10.4 for students to hear the correct intonation
of the positive, negative and question forms. Then play
Track 10.5 so they can practise the intonation.
Tracks 10.45
Were going to fly to Paris.
We arent going to go on holiday this year.
Are you going to come with me?

2 Ask students: Do you go on a summer camp? What do children do


on summer camps? Elicit activities that children do (swimming,
climbing, tennis, etc.). Direct students to the task and to the chart
next to the photo of Jay and Alicia. How many activities is Jay
going to do? How many activities is Alicia going to do?
Focus students attention on the example sentences, then tell
them to write six more. Monitor to check for accuracy. After they
have finished, tell them to compare their sentences in pairs. Feed
back by asking for a few sentences around the class.
Students own answers.

3 Ask students a few questions: Is Jay going to play football? Is Alicia


going to go rock climbing? and elicit the short answer: Yes, he/she
is. or No, he/she isnt. Direct students to the instructions and
tell them to work in pairs to ask and answer questions about
Jay and Alicia. Monitor closely to check they are forming the
questions and answers correctly. If there are many problems,
direct them to the board and show them the structure of the
question again. If any students find it very easy, make it more
fun by telling one person in the pair to close his or her book and
answer their partners questions from memory.
Students own answers.

97

4 Direct students to the instructions. Elicit the first question


and chorally drill it. Elicit: Yes, I am./No, I'm not. as the
answer. Do the same with the second question, then tell
students to work in pairs and ask and answer the questions.
Tell them to make a note of their partner's answers.
Students own answers.

5 Depending on the size of the class, elicit one piece of


information from each student about their partners plans
for the summer.
Students own answers.

Write on

Vocabulary

(SB page 93)

To start
Three things in common with your partner. Put students into
pairs and tell them they need to find three things both they
and their partner are going to do this evening. Demonstrate
the task first. Ask one student questions such as: Are you
going to go shopping this evening? Are you going to go to see
your cousins this evening? Are you going to take some photos this
evening? and keep asking the questions until you find three
things that you are both going to do. Tell students to work in
pairs and do the same. Monitor to check they are using the
structure Are you going to . . . ?

6 Tell students a few things you are going to do this summer.


For example: I'm going to go camping, and my friends and I
are going to go swimming in the sea. Direct students to the
instructions. Give each pair a piece of paper and tell them
to write a few sentences about their plans for the summer
(but without putting their name on the paper). Monitor and
provide help if necessary, then collect the pieces of paper.
If possible, stick them on the walls or put them around the
room. Tell students to walk around in pairs and guess who
wrote each one. Feed back by reading out the pieces of
writing and eliciting the writers names.

Clothes

Students own answers.

2 Play Track 10.6 for students to check their answers. Check


that they have heard them all, then play Track 10.7 (without
the letters) for students to repeat the words. Tell them to
cover the words again. Test them, asking: What is C/A/F?
Then tell them to test each other in pairs by asking What is
D/A/K?, etc.

To finish
Give each student a small piece of paper and tell them to
write: I am going to + an action on it. For example, I am going
to eat a banana. Make sure they keep their actions secret.
Collect all the pieces of paper in and put students into groups
of four or five. Give each student one of the pieces of paper.
Demonstrate the task. Mime: I am going to drink some water
by pretending to turn the tap on and holding a glass under it,
then lifting the glass and stopping before you drink. Elicit the
sentence Youre going to drink some water, then tell students
to take turns to mime their sentence to their group. Monitor
and check they dont actually mime the action, as that would
be I am . . . -ing now.
Homework
Workbook pages 5253
MyEnglishLab

1 Focus students attention on the pictures. Tell them to cover


the writing on the left and tell their partner the words for
any of the clothes they know. Then tell them to uncover the
writing and to match as many of the pictures and words as
they can.
A jeans B trainers C sunglasses D T-shirt
E skirt F sandals G hat H sweatshirt
I shorts J shirt K tights L boots

A
B
C
D
E
F
G
H
I
J
K
L

Tracks 10.67
jeans
trainers
sunglasses
T-shirt
skirt
sandals
hat
sweatshirt
shorts
shirt
tights
boots

3 Direct students to the instructions and ask them: What is a


fashion show? Play the first description on Track 10.8, then
pause the recording to check students understand the task
before playing the rest of the recording. Tell students to
check their answers in pairs. If there are many problems,
play the recording again. Conduct class feedback by eliciting
the answers and encouraging students to describe what
those people are wearing.
1 Sandy

98

Gold Experience

2 Jack

3 Emma

4 Sam

4 Focus students on the instructions. Can they remember the


winner and the order? Play Track 10.9, then tell students to
check their answers in pairs. Conduct class feedback. Does
everyone agree with this order? Why/Why not?
1 Sandy

2 Jack

3 Emma 4 Sam

Tracks 10.89
1
A: And now here are the winners of this years fashion show! First,
Sandy. Shes wearing one of her long skirts. Shes also wearing a
T-shirt, sunglasses and shoes. No, not shoes, sandals. Very nice.
2
A: Second is Jack. Hes wearing a sweatshirt, trainers and, of course,
shorts. He loves shorts. Oh, and hes wearing a hat. We like the hat!
3
A: In third place, Emma! Shes wearing a black dress with a shirt.
Shes also wearing red and white tights and red boots. Great tights!
4
A: And fourth, Sam! Hes wearing a T-shirt with a lot of colours.
Love the colours! Hes also wearing jeans, trainers and a jacket. Well
done to all . . .

5 Tell students to draw the two bags. Elicit one or two more
things for each bag, then tell students to work in pairs and
write all of the clothes from Exercise 1 in the bags. Monitor
to provide encouragement and to check they are copying
the words accurately. Conduct feedback by drawing the two
bags on the board and eliciting which clothes go in each bag.
A hot summer on Scorpion Island: hat, sandals, skirt, sunglasses,
swimsuit, T-shirt
Winter at school: boots, jeans, shirt, tights, hat, trainers

Track 10.10
Dad: Are you ready, Emma?
Emma: No, Dad, Im not. I cant decide about my clothes!
Dad: Well, are you going to take some jeans?
Emma: Mmm . . . yes. And some T-shirts.
Dad: What about your swimsuit?
Emma: Yes, Ive got it here. Ive got a pair of trainers and . . .
Dad: Take your boots, too.
Emma: Good idea! And Im going to take my shorts.
Dad: What about this skirt?
Emma: No, Im not going to need a skirt. And Im not going to take
this jacket. Its hot on the island, so Im going to . . .

Game on
Tell students to close their books. What does a pair of mean?
(two things that are the same) Elicit an example of a pair
of . . .s, then put students into pairs to think of other words
you can use with a pair of. Tell students that the first pair of
students to find seven words wins.

Speak up
7 Demonstrate the activity by saying: I like wearing jeans and
T-shirts because I feel relaxed when I wear them. I don't like
wearing hats because they are very hot. Get students to work
in pairs and describe what they like/dont like wearing, and
why. Monitor and give suggestions if needed.
Students own answers.
Homework
MyEnglishLab

Word XP
Tell students to look at the words in Exercise 1. Which ones
are plural? Ask: Is that the same in your language? Direct
students to the Word XP box and show them how we can
say some or a pair of with these words.
6 Focus students on the instructions and get them to predict
the answer. Give an example: I think shes going to take
some shorts. Elicit some other predictions and write them
on the board. Play Track 10.10 and tell students to write a
list of the clothes Emma is going to take to Scorpion Island.
Tell students to compare their lists in pairs. Conduct class
feedback, ticking or crossing out the words on the board and
adding any others that students didn't say.
jeans, T-shirts, swimsuit, trainers, boots, shorts

99

Listening

(SB page 94)

Power up
1 On the board, draw a stick person and the name Sophie.
Then write maths: 10; history: 3; swimming: excellent; running:
poor. Elicit the sentences Sophies good at maths. She isnt good
at running, etc. Tell students to look at Exercise 1 and talk in
pairs about what they are good at and what they arent good
at. Demonstrate the next part of the activity. Say: Im good at
. . . , but Im not good at . . . Choose a stronger student and
tell him or her to do the same either about himself/herself
or about his or her partner. Tell the other students to listen
and try to work out who the student is talking about. Invite
more students to give descriptions for the others to guess.
Students own answers.

2 Ask students: Do you know what you want to do in the future?


Do you want to go to university? Do you want to live in this
country? What job do you want to do? Elicit a couple of ideas,
then tell students to look at Exercise 2 and read the examples.
Get them to discuss their dreams in pairs. Monitor to provide
encouragement and ideas. Don't worry about accuracy here.
Ask a few students to feed back their dreams to the class.
Students own answers.

Listen up
3 Direct students to the instructions and focus their attention
on the pictures. What are their dreams? Does anyone in the
class have the same dreams? Play Track 10.11 for students to
match the teenagers with the dreams. Pause after the first one
to check students have the correct answer. Play the rest of the
recording, then tell students to check their answers in pairs.
Conduct class feedback. Which are the two extra dreams?
1A 2B

3D

4C

Track 10.11
1
A: Last year I started swimming lessons. I go three times a week. My
teacher says Im good. Whats my dream? To go to the Olympics. I
want to win a medal for my country. Thats my dream.
2
B: I like learning new things. Languages are my favourite subject.
I also love travelling. Thats why my dream is to travel around the
world. I want to visit every country and learn five languages!
3
C: I love dancing, but I like acting, too. I dont want to be a dancer
because its not easy and you have to train a lot. I think Id like to be
an actor. Its exciting and you can travel. You can also meet a lot of
famous people.
4
D: I like playing sports, but it isnt easy in my village. You see, we
havent got a sports centre or any good places for sports. My dream
is to open a sports centre a big one! In my sports centre, Im going
to have all kinds of sports and fun activities basketball, tennis,
baseball, even hip hop dancing!

100

Gold Experience

Focus students attention on the Exam advice. Ask students:


Did you do this?

Grammar XP
On the board, write: I want to . . . I like . . . I love . . . Elicit
possible endings and write them on the board, clearly
showing that it is always I want + infinitive (e.g. I want to eat),
and I like and I love + -ing (e.g. I like/love playing tennis). Direct
students to the Grammar XP box and check that there arent
any problems.
4 Tell students they are going to practise the grammar they
have just looked at in the Grammar XP box. Start the task by
reading the beginning of the conversation and doing the first
two with the whole class. Make sure they read the words
before and after each space before they choose the verb
form. Tell them to continue individually and compare their
answers in pairs.
5 Play Track 10.12 for students to check their answers.
Conduct class feedback, eliciting the answers and writing
them on the board. Then tell students to practise the
conversation in pairs. Monitor to provide encouragement.
2 acting 3 to be 4 to do 5 to be 6 doing
7 playing 8 watching
Track 10.12
Darren: Do you know what job you want to do?
Rosa:
No, not really.
Darren: Well, youre a good actor. What about becoming an actor?
Rosa:
I like acting, but I dont really want to be an actor. I dont
know what I want to do. What about you? Do you know?
Darren: Yes, I do. I want to be a sports reporter. Then I can do
what I love doing: watching lots of football and tennis matches!
Rosa:
But you love playing sport, too.
Darren: Yes, thats true. But I like watching it more!

6 On the board, write: I want . . . , I love . . . , I don't like . . .


Tell students to try and guess three sentences about you.
Try to elicit them, and write them on the board, again clearly
showing the verb patterns. Direct students to the exercise
and tell them to write three sentences about themselves.
Monitor to provide encouragement and to check for
accuracy. After they have finished, tell them to compare their
sentences in pairs.
Students own answers.
Homework
MyEnglishLab

Speaking

(SB page 95)

Power up
1 Elicit a few ideas from students, then tell them to discuss this
with their partner. Monitor students to check they are on
task and using the correct structures with I want/I like/I love.
When they finish, elicit a few ideas from students.
Students own answers.

Speak up
2 First, direct students to the photos in the adverts. What can
they see? Do students like doing these things? Why/Why
not? Focus students on the instructions. Give them a few
minutes to look at the two adverts. What is the first advert
for? What is the second advert for? Play Track 10.13 to hear
whether the speakers choose one of these holidays. After
students have listened to the recording, get them to discuss
in pairs what they think. Conduct class feedback.
No, they dont. They decide to look for a different holiday. They want
to go camping by the sea.
Track 10.13
A: This holiday looks great! I love camping! Lets choose this one.
B: Mmm . . . Im not sure. What about going to the beach? I love the
sea!
A: Maybe youre right. We always have fun at the sea.
B: I know! Lets look for a different holiday. What about camping by
the sea?
A: Yeah! Good idea!

3 Demonstrate the speaking task by saying I like the beach


holiday best because I love swimming in the sea and I don't like
rock climbing. Direct students to the instructions and the
phrases to use. Tell them to talk in pairs about the holiday
they like best. Monitor to check they are on task. If you hear
a lot of mistakes in the structures, make a note of them and
write them on the board. After students have finished talking
together, focus them on the board and try to elicit the
corrections.
Students own answers.

4 Direct students to the instructions and to the table. Tell


them to copy the table in their notebooks and add three
more activities they want to do for their holiday weekend.
Monitor and provide suggestions if needed. After they have
finished, tell them to compare their answers in pairs. Are
their answers the same as their partners?
Students own answers.

5 First, teach the two ways to make suggestions. Ask students:


What do you want to do on Saturday morning? Elicit some
activities and write them on the board. Then point to one
of the activities and say: Lets . . . (e.g. Let's go shopping.)
Chorally drill the sentence with students, then point to the
other activities and elicit suggestions from them starting
with Lets . . . Next, point to one activity and say: What
about . . .-ing? (e.g. What about going shopping?) Chorally drill

this sentence, then point to the other activities and elicit


suggestions with the structure. Write the two structures on
the board:
Lets go/eat/play.
How about going/eating/playing?
Direct students to the instructions and the example
sentences. Tell them to talk in pairs to decide the best plan
for the weekend. Monitor to provide encouragement and to
check they are using the two structures.
Ask students: Is it OK to say No, I don't want to do that? (no)
Tell them to look at the Skill advice and find what we can say
instead of no. What can we say when we agree? Tell them to
find the answer in the Skill advice.
Students own answers.

Language XP
Focus students attention on the Language XP box and check
there aren't any difficulties.
6 Invite a few students to describe their plans for the
weekend. Are anyone's plans the same? Try to include some
quieter students in this.
Students own answers.

7 If you can move students, this is a good opportunity to get


them to work with a different partner. Nominate A and B
in each pair and tell them to turn to the page indicated. Tell
students to sit facing their partner and only look at their
own page. Tell them to work with their partner and follow
the instructions to make plans for tomorrow. Monitor to
check students aren't having any difficulties and to provide
encouragement.
Students own answers.

To finish
Chinese whispers. Tell students that in this game they can only
whisper (demonstrate by speaking very quietly and drill the
word chorally). Whisper a sentence in one students ear:
Tomorrow Im going to meet my friends for a coffee. Tell the
student to whisper the same sentence to the person next to
him or her, and get them to continue whispering the sentence
to their neighbour until everyone has heard and repeated it.
Make sure they only whisper it once the next person must
guess what the sentence is. Ask the last student to tell the
class the sentence they heard. Is it the same as the sentence
you whispered to the first student? If the class is very big,
have two or three sentences going around the class, starting
from different ends of the classroom. Suggested sentences:
Lets go to the zoo next Friday. How about eating pizza and
salad after the cinema?
Homework
MyEnglishLab

101

Writing

(SB page 96)

To start
Brainstorm types of holiday. Elicit one example, then put
students into pairs and give them one minute to think of any
different types of holiday. Feed back by asking the pair with
the most ideas to tell them to the class.

Power up
1 Direct students to the map. What country is it? Have they
been there? Do they want to go there? Direct them to
Exercise 1 and discuss together.
a sightseeing holiday

2 Look at the question with students and say: I sometimes send


my friends text messages. I always send postcards because I
like writing to them. I never send them an email. Put students
into pairs so they can tell their partner how they contact
their friends when they are on holiday. Don't worry about
accuracy here. Feed a few ideas back to the class.
Students own answers.

3 Direct students to the postcard and elicit Who is it from?


(Lou in Paris) Focus students on the instructions. Tell them
that they only have two minutes to read the postcard and
answer the questions. After two minutes, stop them and tell
them to compare their answers. Conduct class feedback,
checking everyone has the answers.
Hes writing to his grandfather. Hes having a sightseeing holiday in
Paris.

4 Direct students to the instructions. Look with them to


find the answer to Question 1, then tell them to find the
answers to Questions 2 and 3 individually. Monitor to help
students find the information if needed. When they have
finished, tell them to check their answers in pairs. Conduct
class feedback, eliciting the answers and writing them on the
board.
1 Were having a great time . . .
2 Were seeing . . .
3 I cant wait!

5 Tell students to use the same phrases to complete the


postcard. Do the first one with the whole class, then tell
them to continue individually. Conduct class feedback to
check answers.
1 having

2 seeing/doing

3 cant

Language XP
Focus students attention on the phrases used in a postcard.
Get them to complete the sentences with possible endings
orally.
6 Focus students attention on the postcard. Who is it from/
to? Read the first sentence with the class to demonstrate
that they need to read the words before and after the
spaces. Elicit the correct answer for this space. Tell students
to continue individually and to think if each sentence is in
the past, present or the future. After they have finished,
tell them to compare their answers in pairs. Conduct class
feedback, eliciting the answers and writing them on the
board.
2 great 3 went

4 playing

Gold Experience

7 See 8 Love

Plan on
7 Focus students on the questions in Exercise 7. Do Question
1 together, then tell them to work in pairs to answer the
other questions. Conduct class feedback, checking everyone
has found the information they need.
1 on the right
2 on the right, above the address
3 on the left, at the bottom
4 on the right, at the top

8 Direct students to the instructions and the three sentences.


Ask: Which comes first? Tell them to start reading the
postcard to find out. Conduct class feedback.
1b

2a 3c

Write on
9 First, tell students to imagine their dream holiday. What are
they doing? Where are they staying? Tell them to talk in pairs
about their dream holiday. Get them to read the instructions
and fill in the table, then compare their table with their
partners.
Students own answers.

10 Direct students to the instructions. Ask: What information


do you need to include in a postcard? Elicit: name and address,
the date, what you did yesterday, what you are doing today and
what you are going to do tomorrow. Either bring photos into
class for students to choose one, or get students to find a
photo for homework and bring it to class so they can make a
postcard.
Before getting students to read the Skill advice, ask: What
should you do after you write your postcard? Elicit ideas. Tell
students to read the Skill advice. Were they right?
Students own answers.

102

5 go 6 wait

To finish
Backs to the board. Write the word cinema on the board.
Turn your back so you cant see the word. Ask the class for
clues without saying the word. Pretend to guess the word
when they give you enough clues. Put students into teams
of four or five. One student in each team should have his
or her back to the board and face his or her team. On the
board, write: postcard. Tell students who can see the board
to describe the word to the team members who cant. The
team that guesses the word first gets a point. Other words
could be: outdoor, rock climbing, sunglasses, skateboarding.
Homework
MyEnglishLab

Switch on

(SB page 97)

Escape from Scorpion


Island
1 Focus students attention on the photo. What can they see?
Where is the person in the photo? What is he or she doing?
Direct them to the exercise. Encourage them to predict the
answers. Play the video, then tell students to check their
answers in pairs. Conduct class feedback.
1C

2A

2 Direct students to the instructions. Do Question 1 together,


then tell them to complete the task individually. Get students
to check their answers in pairs, then play the video again.
Conduct class feedback and write the answers on the board.
1B 2A

3A

4B 5B

3 Try to encourage a class discussion here with as many


students as possible contributing.
Students own answers.

Project
4 Direct students to the instructions. Describe your summer
holidays. (In my summer holidays I always go with my family
to the beach. We all love swimming in the sea and eating
in restaurants. We sometimes meet friends there and go
sightseeing with them . . .) On the board, write: Where?
How? What? Who? How long? Tell students to describe their
summer holidays in pairs using the prompts on the board.
Monitor and, if students struggle, refer them to the prompts
again. If possible, get them to find photos of their holidays
or pictures of the places they go to. Get them to write
about their holidays either for homework or in class using
the prompts on the board and in their books. This makes an
attractive classroom display.
Students own answers.

103

Revision

(SB pages 9899)

1
2 pretty 3 toes 4 fair 5 cycling
7 sweatshirt 8 beach volleyball

6 skirt

2
2 Annas got big green eyes.
3 Lous got long straight hair.
4 Ive got two hands and ten fingers.
5 Jays legs are longer than my legs.
3
2 long

3 face

4
2B 3A

4C

5
2 sunglasses

4 knee

5 foot, foot

5B 6C

3 swimsuit

7A

4 jacket

6 neck

8A

5 tights

6
2 shorter than 3 the longest 4 taller than
5 bigger than 6 stronger than 7 the fastest, slower than
8 the youngest
7
2 Do you like playing tennis?
3 Do you want to go to Scorpion Island?
4 Theyre going to see their friends on Saturday.
5 I dont like playing basketball.
6 Is she the tallest student in her class?
8
Students own answers.
9
2F

3B 4D

5A

6C

10
2A 3C

4A 5C

104

Gold Experience

6C 7B

8B