Gold experience b1plus teachers resource book

2ND EDITION B1+ Pre-First for Schools • Extensive test package including: - Language and skills unit tests with A/B versions - Review tests every three units with A/B versions Preparing students for the Cambridge English Qualifications across eight levels: A1 A2 A2+ B1 B1+ B2 B2+ C1 Pre-Key for Schools Key for Schools Pre-Preliminary for Schools Preliminary for Schools Pre-First for Schools First for Schools Pre-Advanced Advanced - End of year test with A/B versions • Full audioscripts and answer keys for all tests • Three photocopiable activities per unit, giving extra practice of grammar, vocabulary and exam skills • Full teaching notes and answer keys for photocopiable activities Download all Teacher’s Resource Book material, including test audio, editable versions of the tests, and versions for students with dyslexia, from the Teacher’s online resource materials at english.com/login You can access this site using the code inside the Teacher’s Book front cover B1+ TEACHER’S RESOURCE BOOK 2ND EDITION Pre-First for Schools TEACHER’S RESOURCE BOOK - Diagnostic start-of-course test with A/B versions B1+ Pre-First for Schools The B1+ level, improved and updated for the second edition, works towards an upperintermediate level of English, and starts students on their journey towards the B2 First for Schools exam 2ND EDITION Engage and motivate students to build the language and skills they need in the classroom, exams and their lives beyond school Educate students about the world around, and allow them to bring their own experience into learning English Other components • Student’s Book: thorough language skills and exam preparation, presented through fun and thought-provoking contexts • Student’s App: access to audio and video, plus extra vocabulary practice • Workbook: practice of grammar, vocabulary and all skills, plus vocabulary extension work • Online Practice: Workbook and Resources, with instant feedback and automatic grading to help students and teachers monitor progress • Teacher’s Book: teacher’s notes with an access code to all of the online resource materials Experience • Engage • Excel pearsonELT.com/goldexperience www.frenglish.ru GXP_B1P_TRB_CVR.indd 05/03/2019 14:33 2ND EDITION B1+ TEACHER’S RESOURCE BOOK Pre-First for Schools www.frenglish.ru GXP_B1P_TRB_TTL.indd 27/06/2018 16:21 CONTENTS 2ND EDITION B1+ Introduction4 Overview of the assessment package Test format Tests7 Diagnostic Test Unit Tests 17 Review Tests 107 End of Year Test 132 Tests answer key 152 Speaking and Writing: mark schemes 171 Tests audioscripts 173 Photocopiable activities Photocopiable activities: Teacher’s notes 180 207 www.frenglish.ru F01 Gold Exp B1+ 94745.indd 02/11/2018 13:19 INTRODUCTION 2ND EDITION B1+ OVERVIEW OF THE ASSESSMENT PACKAGE The Gold Experience Assessment Package provides a wide range of tests which can be used at different points in the course Each level has: Assessment for dyslexic students • A and B Diagnostic Test One of the most effective ways of checking classroom work and the teaching programme is through testing Tests can show which learning materials work best for individual students, so teachers need to be able to select the most appropriate tests for their students The two most important aspects of a test concern a) validity: whether or not the test measures what it is supposed to measure and b) reliability: whether it would produce similar results when used with a similar group under the same conditions at a different time • x A and B Unit Tests • x A and B Review Tests • A and B End of Year Test Assessment of learning or Assessment for learning? Any test can be used either as assessment for learning or assessment of learning Assessment of learning usually takes place after the learning has happened and provides information about what the student is achieving The student is usually given a mark or a grade You can also use the tests as assessment for learning by using the tests to provide information on how well students have understood new language or skills, and then providing them with specific feedback and suggestions for improvement as part of the continual learning process A combination of both types of assessment can provide powerful tools for helping your students’ progress Teacher’s Resources site In addition to the tests in this Teacher’s Resource Book, the tests are also provided on the Teacher’s Resources site in both PDF and Word format We recommend using them in the PDF version, as they are However, if you need to edit the tests, this should be possible in the Word version The audio files accompanying the listening exercises in the Skills and End of Year tests can also be found on the Teacher’s Resources site The access code for the Teacher’s Resources site is in the front of your Teacher’s Book Versions of tests Most tests have two versions: A and B Versions A and B are designed to be at exactly the same level of difficulty and feature the same task types, however, the test items in each are different For listening tests, the tasks are different but the audio is the same in both A and B versions, making it easy to administer You can use the A/B tests in two ways: • give half of the class A versions and half of the class B versions - this helps to deter cheating • give all students the A test and then use the B test either for students who missed the test or as a re-test or remedial work for students whose score shows they need a little more work on the unit objectives When we consider validity, it is evident that tests written to measure reading comprehension, vocabulary, grammar or communication, will fail to obtain valid test results for dyslexic students The type of reading difficulties dyslexic students experience in processing print affects all language skills and consequently will not provide valid information about their actual knowledge or skills The same problem affects the reliability of a test Obviously, if the same written test is used with dyslexic students and non-dyslexic students from the same class, the results will be significantly different for the two groups The Gold Experience Assessment Package offers alternative versions of tests for dyslexic learners While the language content and linguistic level of the material tested is the same as in the main tests, a number of changes make it easier for dyslexic students to process For example, these tests have a larger point size with increased spacing between the lines, and tasks which require multi-tasking have been reduced in complexity See the introduction to the adapted tests for more detail Exam preparation As your students are going to be working towards a final highstakes exam, the tests also provide regular opportunities for them to try exam-style tasks in a low-stakes test environment, which should help them feel more confident going into the final exam We would recommend using past papers or practice papers in addition as you get close to the date of the exam There is one full practice test in Unit 10 of the Workbook, and two further complete practice exams are available in the Exam Practice booklet Expected outcomes We would expect all students who have completed the instructional material to score at least 50%, and the best students to score 90-100% on any given test We have deliberately included more challenging questions in each test so as to help you identify students performing above the level On the Teacher’s Resources site, there is also a version of the tests adapted for students with special educational needs See the next section for more information www.frenglish.ru F01 Gold Exp B1+ 94745.indd 01/11/2018 13:38 INTRODUCTION 2ND EDITION B1+ TEST FORMAT The Unit, Review and End of Year tests have several parts to them This helps makes them flexible, and allows you to assign only the parts you want to or have time to administer and mark In addition to the tests in this Teacher’s Resource Book, the tests are also provided on the Teacher’s Resources site in both PDF and Word format We recommend using them in the PDF version, as they are However, if you need to edit the tests, this should be possible in the Word version Assessment type Quantity Total marks Timing Diagnostic Test (A/B) (at start of course) 100 45 mins Language: Grammar, Vocabulary and Use of English (A/B) (after each main unit) 50 25–30 mins Skills: Listening and Reading (A/B) (after each main unit) 50 20–30 mins Grammar, Vocabulary and Use of English (A/B) (after every three units) 50 30 mins Writing (after every three units) 25 30 mins Speaking (A/B/Teacher) (after every three units) 25 10–15 mins per pair Listening, Reading and Use of English (A/B) (at end of course) 50 45 mins Writing (at end of course) 25 45 mins Speaking (A/B/Teacher) (at end of course) 25 10–15 mins per pair Unit Tests Review Tests End of year Test For practice Cambridge exams, please see Unit 10 of the Workbook and the separate Exam Practice booklets Diagnostic Test Unit Tests The main purpose of the Diagnostic Test is to help you identify any general areas of strength or weakness across the class This will help you tailor your lessons to your class and maximise your time with your students The Diagnostic Test will also help to place students at the right level of the Gold Experience series The test contains 100 multiple-choice questions and is designed to last for 45 minutes There are nine Unit Tests, which test the learning objectives from each main unit (after Unit 10, students would take the End of Year test) These should be administered after each respective unit check To help score and analyse the Diagnostic Test, groups of questions are labelled by language topic in the answer key Mark your students’ test papers, and use the following guide to help you decide what to next: • If students get fewer than 10 of the answers right, they may not have the basic language knowledge required for this level Consider starting with the level below • If students get 10–49 correct, assess their answers to check where remediation or extra help is required Focus extra help on topics from questions 1–25 • If students score 50–74, assess their scores and, if they score at the upper end of this, consider an additional oral interview to decide whether this is the most appropriate level for them, or whether they would gain more from the next level (perhaps with some additional help) Each Unit Test has two parts: Language (Grammar, Vocabulary and Use of English); and Skills (Listening and Reading) Both parts have A and B versions There is also a version of the A tests for students with dyslexia You can assign both or neither of these, depending on the time available If you are including the listening test, it is best to run the listening audio first, and then students can the other sections in their own time The tests will take approximately: – Language: Grammar, Vocabulary and Use of English: 25–30 minutes – Skills: Listening and Reading: 20–30 minutes The Unit Test as a whole is out of 100 marks The parts of the test are split as follows: – Language: Grammar, Vocabulary and Use of English: 50 marks – Skills: Listening and Reading: 50 marks • If they get more than 75 of the answers right, consider starting them at the level above www.frenglish.ru F01 Gold Exp B1+ 94745.indd 01/11/2018 13:38 INTRODUCTION 2ND EDITION Review Tests End of Year Test There are three Review Tests (one every three units) These are cumulative achievement tests, and so test the learning objectives from all units so far in the course, but with a heavier focus on the most recent units: The End of Year Test provides a skills-based test covering learning objectives from the whole course • Review Test 1: Units 1–3 • Review Test 2: Units 4–6 • Review Test 3: Units 7–9 Depending on your school year, you may wish to all of these or just some of them Each test has three parts: Grammar, Vocabulary and Use of English; Writing; Speaking Grammar, Vocabulary and Use of English papers have A and B versions, as well as a version of the A tests for students with dyslexia There is only one version of the Writing task Students the Speaking tasks in pairs, and there are separate materials for students A and B, as well as a version for the teacher with questions As with the Unit Tests, you can assign all or none of the parts of the test, depending on the time available The tests will take approximately: – Grammar, Vocabulary and Use of English: 30 minutes – Speaking: 10–15 minutes per pair of students The Review Tests as a whole are out of 100 marks The parts of the test are split as follows: – Grammar, Vocabulary and Use of English: 50 marks – Speaking: 25 marks The test has three parts: Listening, Reading and Use of English; Writing; Speaking Grammar, Vocabulary and Use of English papers have A and B versions, as well as a version of the A tests for students with dyslexia There is only one version of the Writing task Students the Speaking tasks in pairs, and there are separate materials for students A and B, as well as a version for the teacher with questions You can assign all or none of the parts of the test, depending on the time available The tests will take approximately: – Listening, Reading and Use of English: 45 mins – Writing: 45 minutes – Speaking: 10–15 minutes per pair of students The End of Year Test as a whole is out of 100 marks The parts of the test are split as follows: – Listening, Reading and Use of English: 50 marks – Writing: 25 marks – Speaking: 25 marks – Writing: 30 minutes – Writing: 25 marks B1+ Marking the tests The Language test answer keys include references to specific Student’s Book pages for revision Writing and Speaking tests have detailed mark schemes out of 25 (see pages 171–172), similar to the Cambridge mark schemes, to help you mark consistently, and to help you give students meaningful feedback If you prefer to use the actual mark scheme for the exam your students will ultimately take, these are available online Whichever mark scheme you use, it can be very useful to go through it with your students before they take the test so they know what they are going to be marked against You can then refer back to these marking criteria and bands in your feedback www.frenglish.ru F01 Gold Exp B1+ 94745.indd 01/11/2018 13:38 B1+ 2ND EDITION Name: Class: Pre-First for Schools DIAGNOSTIC TEST A Choose the correct answer (A, B, C or D) to complete the sentences three or four hours a day playing video games They A are spending B is spending C spends D spend Why out the washing now? It looks like it’s going to rain A does she put B doesn’t she putting C is she putting D isn’t she putting Somebody took her purse while she for directions A asked B was asking C ask D is asking I’ve got a great app on my phone which helps me from Spanish to English A explain B pronounce C translate D understand the right university can be complicated for school-leavers Choose C To choose D Chosen A Choosing B We make a vegetable curry because we haven’t got the right ingredients ’re going to C not going to D aren’t going to A going to B Do you know where the is? I want to change the channel on the TV A coffee maker B dishwasher C remote control D smart TV about going to the cinema this evening? I fancy watching a film A How B Why C Shall D Let’s I Fiona since she was a little girl and we’re still best friends A known B knew C have known D know 10 We the other team by five points so we’re in the next round of the tournament A beat B hit C scored D won 11 I’ve seen Holly in the supermarket She was helping her mum with the shopping A ever B just C never D yet 12 When you this button, the machine starts working pressed C will start D would start A press B 13 If I connect my guitar to my computer, I can my songs straight onto my hard drive A book B entertain C record D review 14 If I more free time, I would learn to play the guitar A had B have C will have D would have 15 English by millions of school children all around the world A learn B learns C is learnt D are learnt 16 My auntie’s house is on the top of a high cliff C sea D waves A beach B 17 My parents had a new dining table by a local carpenter A made B make C making D makes 18 I’d like to find someone knows how to fix my computer A which B who C why D what 19 My dad’s away on a business at the moment He’ll be back tomorrow A journey B travel C trip D tour 20 We pay a ten percent deposit when we booked the hotel A have to B had to C must D must have  Photocopiable © Pearson Education Limited 2018 www.frenglish.ru M01 Gold Exp B1+ 94745.indd 01/11/2018 13:31 2ND EDITION B1+ Name: Class: Pre-First for Schools DIAGNOSTIC TEST A 21 I’m not really playing video games I prefer doing something more energetic A about B into 22 They said they D with abroad last summer, but I think they stayed at home in the end A will go B go 23 Do you know how much A she did pay 24 C of C would go D are going C paid she D she paid for her new bicycle? B did she pay to spend much time playing outside when you were younger? A Did you use B Did you used 25 It’s normal to feel C Used you before an exam, but you should try to relax A annoyed B calm 26 We carried out a C confident B charity 27 Julian is always C volunteer D survey C makes D made fun of me I really don’t like it A make B making 28 Harry looks really when he’s wearing a tie He should wear one more often! A casual B outfit 29 The show wasn’t very A enjoyable C pale B fashionable A ’ve been working C responsible B awesome 32 By the time we got home the programme A had finished B finished 33 My neighbourhood A had been C have worked D worked C disgusting D terrifying so we didn’t see any of it C was finished D would finish a small village, but now it’s part of the city B would be C used to be D was being to get on the bus so we had to wait for the next one A too quick B as quick 35 She opened the parcel 36 I D suitable since eight o’clock this morning B were working 31 We had an amazing time on holiday The hotel and the beach were A awful D smart because the acting was terrible 30 I’m sure they’ll finish soon They A badly D nervous to find out how often teenagers play sports A poverty 34 We weren’t D You did use C enough quick D quick enough because she didn’t want to break it B carefully C noisily D suspiciously at school for the rehearsal this evening so I’ll probably be home quite late A won’t stay B will be staying C will have stayed 37 The weather should be much better by the time you A come 38 The debate is A about to 39 I couldn’t A away 40 We need to A chop down B are coming D stay to visit us C will come D will be coming start at seven o’clock so we need to arrive by 6.45 p.m B probably C due to D unlikely to my smartphone I use it for everything B from C with D without this mess before my parents get home or they’ll be very cross B clean up C cut down D kill off Photocopiable © Pearson Education Limited 2018 www.frenglish.ru M01 Gold Exp B1+ 94745.indd 01/11/2018 13:31 B1+ 2ND EDITION Name: Class: Pre-First for Schools DIAGNOSTIC TEST A 41 If you don’t understand the exercise, you A can 42 I to tell the teacher B don’t have C ought D should go skateboarding when I was younger My dad thought it was too dangerous A wasn’t allowed to 43 I’m hopeless B shouldn’t C could D needn’t this game I can never get past the first level A about B at C of 44 If you take this medicine, you A can’t feel better by the weekend B must 45 Your brother is very C should B anxious C confident D creative C whose D that dad is a well-known TV actor A which B who 47 We’d like to live in an area A where there are more parks and outdoors spaces B which C who 48 Mr Bowden is worried because Tim doesn’t seem to be A getting away B giving up 49 You just need to use your common A feeling D why in Geography C working out D keeping up to solve this problem B experience 50 Some students D would He’s always playing sport or doing exercise A active 46 I’ve got a friend D to C meaning D sense to raise money for charity are organising a rock concert A hope B hoping C hopes 51 You shouldn’t throw that old vase away It might be A cost B earn D hoped a lot of money C value D worth 52 My grandmother’s just got a smartphone, but she doesn’t know how A use B to use 53 My dentist encouraged A to clean B sound D clean C taste B explore 56 I tried on two pairs of jeans, but A both C me to clean They can only see clearly a few metres in front of themselves 55 Some people believe that it is not acceptable to A experiment D used my teeth more often B to clean me 54 Rhinoceroses have very poor A hearing on animals in laboratories C observe B a few 58 When it’s hot in summer, we usually just have B cushions 59 We won’t be able to see the film unless we A sit 60 Keira D research C neither 57 I didn’t have any birthday cake because there was only A carpets D vision of them looked very good on me B all A few it C using B sat D none left C little D a little instead of blankets C rugs D sheets nearer the screen C will sit D would sit to the cinema if she’d known that it was a science fiction film A won’t have gone B won’t go C wouldn’t have gone D wouldn’t go Photocopiable © Pearson Education Limited 2018 www.frenglish.ru M01 Gold Exp B1+ 94745.indd 01/11/2018 13:31 2ND EDITION B1+ Name: Class: Pre-First for Schools DIAGNOSTIC TEST A 61 My jacket got soaked in the rain so I’d better A hang it up 62 If only I to dry B put it up C clear it up a book to read I didn’t realise I’d have to wait so long A took B had taken 63 I’d rather not C would take B to ask C asked 64 There are lots of jobs to on a ship so the A cabins A is announcing C decks A had given C will announce C have given C odd 68 My hair’s really bothering me at the moment I might B shave off it D positive off by my hairdresser C have it shaved 69 I managed to work out the answer, but it was a very difficult A calculate D have been given teenager spends at least two hours a day on social media B even A shave it off D will be announced the wrong meal in the restaurant B had been given 67 According to some reports, the A average D ports on next week’s show B announces 66 We complained because we D asking are usually quite busy B crew 65 The winner of the song contest 70 Michael D would have taken my parents for more money They won’t want to lend it to me A ask B calculator D have shaved it C calculating D calculation us he would be waiting outside the entrance to the theatre A told B said 71 Olivia only mentioned that she A left C explained A bring together C would leave B bring in C join together B culture 74 She asked me A how A harder C to spend D not to spend it gets to stay awake in the evening B hardest C the harder B competition D the hardest enough C competitive D uncompetitive Wherever he goes, he ends up completely lost B direction C freedom 79 If you want people to listen to your message, you have to A get it across D who so much time on the internet B spending 78 Ryan has got absolutely no sense of A achievement D skill C whether 77 The problem with many of our high street shops is that they aren’t A compete I felt about playing the lead role in the school play 75 Brendan’s parents warned him 76 The older you are, D join in C experience B that A spend D was leaving the game because I’m terrible at volleyball 73 The training course wasn’t much fun, but it was a useful learning A art D mentioned her purse at home after they took our order B had left 72 I don’t want to 80 We D tidy it up B give it away D rhythm in a clear and interesting way C put it off D try it out all day so we were pleased to finally get a rest A have walked B have been walking C had been walked 10 D had been walking Photocopiable © Pearson Education Limited 2018 www.frenglish.ru M01 Gold Exp B1+ 94745.indd 10 01/11/2018 13:31 PHOTOCOPIABLE ACTIVITIES: TEACHER’S NOTES 2ND EDITION B1+ WHEN TO USE PREPARATION After Speaking, Exercise 7, page 17 You will need one activity sheet per pair and to draw one score column on the board per pair PREPARATION You will need one worksheet for each group, with the question cards cut out PROCEDURE Organise students into small groups and give each group a pack of cards which should be placed face down on the table Explain that they are going to practise their conversational skills by giving more information in their answers Demonstrate the activity by asking one of the students to pick a card off the top of the pile and ask you the question Reply by giving a one-word answer, ‘No’ or ‘Yes’ Elicit what is wrong with your response (you need to give more information to sound friendly) Demonstrate an answer to the question which gives more information Point out that three of the cards have been left blank Students should use these as prompts to ask their own questions Students should take it in turns to pick a card from the pile and ask a question to the student on their right The student should answer the question, giving additional information Students continue until all the questions have been asked Monitor as students this, offering support where necessary ADAPTATION AND EXTENSION • Adapt this activity for higher ability students by using the questions to prompt a ‘Just a Minute’ style speaking activity, in which students have to give answers of one minute in length, trying not to hesitate, repeat themselves or go off-topic • Fast finishers should choose a topic which interests them (music, art, film, etc.) They should think of three questions they would like to ask another student and write them down They should then work with another fast finisher, taking it in turns to ask and answer questions and making sure that they give extra information rather than ‘Yes/No’ answers PROCEDURE Divide students into pairs and give each a copy of the activity Tell students they are going to play an ‘auction’ style game where they have 30 seconds to look at the sentences and decide if there are errors with the verb forms Elicit or explain the word ‘auction’ if students not know it The aim of the game is for pairs to put forward an amount of points per sentence, depending on how sure they are that there is an error or not This is explained to the students as ‘a bid’ The pair wins or loses the number of points in their bid depending on whether they are right or not about the sentence The winning team is the pair that has the most points at the end of the activity Each pair starts with 500 points This should be written in their column on the board The pairs are given five minutes to look through all of the sentences on the activity sheet, to decide if the sentences are correct and to make any corrections in the space below the sentence They must decide how many of their 500 points they wish to bid on a sentence, depending on how sure they are that there is a mistake in it, or that it is correct If students are sure there is an error, or not, they may bid 50 points on the sentence; less sure students may bid 40, 30, 20 or 10 points Explain that they should write their bids in the space on their sheet Once time is up, you will need to go through the sentences as a whole class, taking note of each pair’s response and bid If they are right, they win that amount of points in their column on the board If they are wrong, they not win any points Once points are awarded after each sentence, students should tell you what errors are in the sentence to ensure understanding of the use and form of the past tenses If a pair is able to give you the corrected sentence, they should be awarded 10 bonus points The winning pair is the team with the most points at the end of the activity ANSWER KEY To practise the correct use of past tenses and to recognise common errors Incorrect – used to + infinitive- ‘used to play’; Correct; 3 Incorrect – ‘Had you ever been’- past participle; Incorrect – modal verb without to; Incorrect – ‘visited’- would is for past actions, not states; Correct; Incorrect – ‘I had ever tasted’ 8 Correct; Incorrect – ‘Used to have’; 10 Incorrect – ‘I had never travelled’ ACTIVITY TYPE ADAPTATION AND EXTENSION 2A Grammar auction AIM A game where students bid on the sentences they think have mistakes in the verb form and try to correct them for points CLASSROOM DYNAMICS • To focus more closely on the grammar of the past forms, ask students to identify which tense is being used and why Pairwork and whole class • To extend the activity, students could try to write sentences for their classmates to guess and bid on TIME TAKEN • To reduce the activity time, put students into larger groups to produce fewer bids 15 minutes WHEN TO USE After Grammar: Past tenses, Exercise 6, page 26 • Fast finishers can complete this as an activity sheet, finding the correct or incorrect sentences and amending them where necessary 208 Photocopiable © Pearson Education Limited 2018 www.frenglish.ru M03 Gold Exp B1+ 94745.indd 208 01/11/2018 13:33 PHOTOCOPIABLE ACTIVITIES: TEACHER’S NOTES 2ND EDITION 2B What’s happening? 2C Linking opinions AIM AIM B1+ To practise the meaning and use of adverbs of manner and frequency • To use vocabulary from the unit related to comparisons and differences ACTIVITY TYPE • To practise vocabulary and skills for Speaking Part A group activity where students either describe or act out an action to illustrate an adverb for the rest of the group to guess what the adverb is CLASSROOM DYNAMICS EXAM LINK Speaking Part 2: Long turn ACTIVITY TYPE A speaking activity where students compare aspects of or express their opinions on a given topic for 30 seconds using given linking phrases or words Small groups TIME TAKEN 10 minutes CLASSROOM DYNAMICS WHEN TO USE Pairwork After Use of English 2, Exercise 6, page 30 TIME TAKEN PREPARATION 10–12 minutes You will need one copy of the activity, cut up into a set of cards, for each small group WHEN TO USE PROCEDURE PREPARATION Divide students into small groups and give each group a set of cards Explain that the cards contain adverbs that describe an action Each student should choose a card in turn and they should then describe the adverb in the context of the action given on the card to the rest of their group, without using any words related to the given adverb For example, they must not use the adjective form of the adverb You could give the following example to illustrate: ‘I’m learning a new language and it’s not hard at all; I’m learning it…’ Elicit the answer: ‘easily’ Students take it in turns to describe their adverb, while the rest of the group have 30 seconds to guess what it could be If they are unable to guess, the card is put to the side After all of the students in the group have had one turn at describing, the next round should be acted out The third round should be described, until all of the adverbs have been guessed Tell students that if it is not their turn, anyone in the group can guess to win points The student who has correctly guessed the most adverbs when the cards have run out is the winner ADAPTATION AND EXTENSION • You can extend the activity in terms of difficulty by asking the students to describe or act out both the adverbs and the actions for other students to guess An example should be given by acting: ‘I am, you are, he is, she is … Oh this isn’t difficult!’ Ask the students what you are doing, (learning a language) and for an adverb to describe how you are doing it (easily) • The activity can be extended by asking students to think of four or five of their own adverbs and actions that they must describe or act out (or draw) for their teammates After Speaking, Exercise 5, page 31 You will need one activity sheet per pair, cut up into cards PROCEDURE Divide students into pairs and give each pair a set of cards Explain to students that in this activity they are going to practise the skills required for Speaking Part Remind them that in the exam they will be given two photos to compare, but for this exercise they will compare and give their opinions on two situations instead Explain that Student A should pick up a card and show it to Student B, who will have 30 seconds to compare the situations using his or her own opinion Tell students that they must include the word or phrase on the card in order to link their ideas and should also aim to include any other linking words and phrases if possible Once Student B has spoken, they should pick a new card and it is then Student A’s turn to speak This should be repeated until all the cards have been used The students may time themselves for this activity Monitor the pairs and provide help with vocabulary or error correction if necessary ADAPTATION AND EXTENSION • This could be adapted to allow students to practise for Speaking Part 3: Collaborative task by discussing the situations together and collaboratively deciding which is best • For a quieter activity and one focused on writing, you could give students a card each and they write their opinion in a short paragraph, using the given linking word or phrase • To extend the activity, pairs could write two or three more common comparisons to give to another pair to discuss Photocopiable © Pearson Education Limited 2018 209 www.frenglish.ru M03 Gold Exp B1+ 94745.indd 209 01/11/2018 13:33 PHOTOCOPIABLE ACTIVITIES: TEACHER’S NOTES 2ND EDITION B1+ 3A In the future … 3B Make and AIM AIM To give students practise in using future tenses To encourage students to use phrases and expressions with make and in everyday conversations ACTIVITY TYPE A personalised activity in which students make predictions about the future CLASSROOM DYNAMICS ACTIVITY TYPE A competitive role-play activity in which students are challenged to use expressions with make and CLASSROOM DYNAMICS Individuals and small groups Pairwork TIME TAKEN TIME TAKEN 10 minutes 10 minutes WHEN TO USE WHEN TO USE After Grammar: Future forms, Exercise 7, page 40 After Vocabulary: Food and transport, Exercise 5, page 41 PREPARATION You will need a copy of the activity for each student PREPARATION You will need one copy of the activity for each pair PROCEDURE Organise students into small groups and give them each a copy of the activity Explain that they are going to make some predictions about the future Ask students to close their Student’s Books Challenge them to remember the eight different future forms that are mentioned in the grammar lesson Collect answers from around the class, encouraging students to provide examples of each form Refer back to the Student’s Book if necessary Focus students’ attention on the activity sheets Demonstrate the activity by using the first two prompts to make predictions which are true for you Tell students that they are going to use the prompts to make predictions which are true for them Explain that their various predictions must contain as many different kinds of future forms as possible Give students about three to four minutes to make their predictions Monitor as students this, offering support where necessary and encouraging the use of a variety of future forms When students have had the chance to complete the sheet, allocate each group a leader The group leader should collect the sheets and read predictions out in a random order Students should listen and guess who the predictions belong to Bring the class together again Nominate a few students to report back on any interesting, surprising or amusing predictions they heard Establish which student managed to use the greatest variety of future forms in their predictions ADAPTATION AND EXTENSION Fast finishers should continue to work in groups and should ask each other questions about the predictions they have made, e.g ‘What kind of business will you have when you’re 30?’ ‘How are you going to travel to Venice next summer?’ PROCEDURE Organise students into pairs and give each pair a copy of the activity Explain that students are going to practise using expressions with make and in short role-plays Focus students’ attention on the role-plays and the expressions Tell students that they are going to perform their role-plays with a partner Allocate each partner the letter ‘A’ or ‘B’: in the first role-play, Student A should play the part of the teacher and B the student; in the fourth role-play Student A should play the part of the parent and B the son/daughter Students must compete to see who can use the most expressions in the box within the role-play Stress that the expressions must be used as naturally as possible, and that you can only use each expression once per sentence and once per conversation Each time a student uses an expression, they win a point Students should record their scores in the column beside the role-play prompts The student with the most points at the end of the activity is the winner Tell students they should allow about a minute for each role-play Alternatively, time each role-play and announce to the class when it is time to move on the next one Circulate as students perform their role-plays, making sure that they are using the expressions naturally and accurately Establish which students achieved the highest scores Nominate a few pairs to perform their role-plays to the rest of the class ADAPTATION AND EXTENSION Higher ability students could be given the vocabulary prompts without the role-play cards and be asked to think about a conversation which would be likely to contain all of the expressions They could then role-play the conversation with a partner, including as much of the target language as possible 210 Photocopiable © Pearson Education Limited 2018 www.frenglish.ru M03 Gold Exp B1+ 94745.indd 210 01/11/2018 13:33 PHOTOCOPIABLE ACTIVITIES: TEACHER’S NOTES 3C Phrasal verbs 2ND EDITION B1+ EXAM LINK Reading and Use of English Part 4: Key word transformations AIM ACTIVITY TYPE To practise using phrasal verbs from the unit ACTIVITY TYPE A speaking gap-fill activity where students must complete sentences using a range of modal verbs A matching activity where students form phrasal verbs by putting verbs together with particles and then make sentences CLASSROOM DYNAMICS CLASSROOM DYNAMICS Pairwork TIME TAKEN Pairwork 10 minutes TIME TAKEN WHEN TO USE 10 minutes After Grammar: Modal verbs 1, Exercise 6, page 54 WHEN TO USE PREPARATION After Use of English 2, Exercise 5, page 44 You will need one copy of the activity for each pair, cut up into Student A and Student B worksheets PREPARATION You will need one copy of the activity for every two pairs of students, cut up into two sets of phrasal verbs, with the verb and particle cards shuffled together in each set PROCEDURE Organise students into pairs and give each pair one set of phrasal verbs with the verb and particle cards well shuffled Explain that students are going to practise using phrasal verbs to talk about environmental problems Give pairs minute to match the verbs with the particles, to form the phrasal verbs they have learned in the lesson They should check their answers in the Explore vocabulary box on page 44 of the Student’s Book Pairs should then take it in turns to make sentences about environmental problems, e.g ‘Lots of plants and animals are dying out’; ‘Trees are being chopped down’; ‘It’s difficult to get the message across because people don’t want to listen’, etc Students should share their sentences with another pair Students should listen to the problems described and try to offer possible solutions Nominate a few students to report back on their discussions, sharing both problems and possible solutions PROCEDURE Divide the students into pairs and designate them as Student A or Student B Distribute the corresponding activity sheet to each student Explain that for this activity they need to listen to their partner’s sentences for a clue that will help them complete their own sentences with the correct form of a modal verb They will need to use a different modal verb to the one they have just heard in the sentence Student A reads sentence number to Student B Student B must listen carefully to identify the correct form of the modal verb they need to complete their own sentence on their sheet Student B must ensure the sentence has the same meaning as Student A’s sentence Student B then reads sentence number to Student A, who completes his/her sentence so that it has the same meaning but uses a different modal verb When the students have read and completed all of the sentences, they can check their answers with their partner Class feedback may be needed to address any errors or questions and to discuss the possible alternatives ANSWER KEY See the activity sheet ADAPTATION AND EXTENSION • Challenge fast finishers to see how many more phrasal verbs they can form using the verbs and particles from the pack of cards Ask them to write example sentences containing each of the phrasal verbs they have found (Additional possibilities: chop up, clean off, clean out, cut out, cut up, die down, die off, get down, get off, get out, get up, throw down, throw out) • To save paper, elicit the phrasal verbs presented in the Student’s Book from the class and write them on the board Then organise students into pairs and follow steps 3–5 above 4A What’s my modal? ADAPTATION AND EXTENSION • If you have a strong group, to extend the activity each pair can create one or two more pairs of sentences to give to another group to try • This activity could be done in a ‘round robin’ style, where Student A reads the first sentence to a Student B, then Student B chooses a different Student A to read to and so on, in order to encourage students to work with others in the class • The sentences could be used to encourage a discussion in pairs, e.g ‘What musical instruments can you play?’ ‘What rules must you follow at school?’ ‘Do you have to jobs at home to help your parents?’ AIM • To practise using modal verbs • To practise the transformation of key words (in this case, modals) in preparation for Reading and Use of English Part Photocopiable © Pearson Education Limited 2018 211 www.frenglish.ru M03 Gold Exp B1+ 94745.indd 211 01/11/2018 13:33 PHOTOCOPIABLE ACTIVITIES: TEACHER’S NOTES 2ND EDITION 4B Prepositions quiz 4C Negative adjectives AIM AIM • To practise adjectives followed by particular prepositions from the unit ACTIVITY TYPE B1+ • To elicit existing knowledge from students as a lead-in activity • To recognise the patterns in forming negative adjectives with prefixes A competitive team game where students must guess the correct preposition missing from the sentences they hear ACTIVITY TYPE CLASSROOM DYNAMICS A competitive activity where students look around the room for the correct prefixes to form negative adjectives Two large groups CLASSROOM DYNAMICS TIME TAKEN Pairwork 15 minutes TIME TAKEN WHEN TO USE After Vocabulary: Relationships, Exercise 5, page 55 PREPARATION You will need one copy of the activity for every two students in the group, cut up into Team A and Team B sheets You will need to draw a score column for each team on the board PROCEDURE Divide the class into two large groups, Team A and Team B Give each member of Team A the grey activity sheet, and Team B the white sheet Explain that this is a competitive quiz-style activity where one student from Team A will read the first sentence on their sheet to Team B, but the preposition will be missing Team B must discuss together and then say what they think the missing preposition is, but they must be careful, as the first answer they give is the one that is taken If they are correct, the team gets a point on the board If they are incorrect, no point is awarded You may need to provide the correct answers if the class is unsure or at a lower level Team B then reads aloud their first sentence to Team A, who will need to give the correct preposition Then Team A reads out their next sentence and so on Ensure a different student has a chance at reading for every turn, to ensure whole group participation Make students aware that in sentence 8, there are two missing prepositions, worth points The activity continues until there are no more sentences The team who has the most points at the end is the winner ANSWER KEY 15 minutes WHEN TO USE After Use of English 2, Exercise 1, page 58 PREPARATION You will need one copy of the adjectives part of the sheet for each pair You will need to cut up one or two sets of the prefix cards and distribute them around the room before the activity starts, stuck onto the wall where possible PROCEDURE Divide students into pairs and distribute a copy of the adjectives to each pair Point out to students that there are prefixes around the room that can join an adjective to make it negative Explain to students that they will have to walk around the room to find the prefix which they think best suits the adjectives on their activity sheet Some prefixes will join with more than one adjective Tell students that this activity will be done as a competition In order for the students to win the activity, they must correctly put together the right prefix with the corresponding adjective(s) and write the answer on their sheet Once they think they have successfully completed the activity, they should pass their sheet to you to check If they have correctly completed the activity, you may declare that pair the winner At the end of the activity, ask for feedback from the pairs Which prefixes go with which adjectives? Can they find any patterns? ANSWER KEY Team A: of; with; about; at; about; to; about; of, on Impossible; Dishonest; Indecisive; Unpleasant; Impatient; Unhelpful; Irregular; Irresponsible; Illogical; 10 Uncomfortable; 11 Unprepared; 12 Disobedient Team B: about; at; with; at; of; of; about; 8 of, about ADAPTATION AND EXTENSION ADAPTATION AND EXTENSION • If you have a strong group, to extend the activity each group could create three to five more sentences to ask the other team • For fast finishers, this can be done as an individual worksheet activity • This can be adapted to a more sedentary activity by individual students or pairs being given both parts of the activity sheet and racing to be the first to correctly complete the negative forms • To extend the activity, ask students to think of two or three more examples of adjectives for each prefix • Alternatively, this activity could be done after Exercise 4, to reinforce what they have just learnt 212 Photocopiable © Pearson Education Limited 2018 www.frenglish.ru M03 Gold Exp B1+ 94745.indd 212 01/11/2018 13:33 PHOTOCOPIABLE ACTIVITIES: TEACHER’S NOTES 5A Relative Pronouns 2ND EDITION B1+ ADAPTATION AND EXTENSION AIM To practise using relative pronouns and defining and nondefining clauses ACTIVITY TYPE A speaking activity in which students use relative clauses to talk about people, places, subjects and activities at school CLASSROOM DYNAMICS Pairwork TIME TAKEN 10 minutes WHEN TO USE After Grammar: Defining/Non-defining relative clauses, Exercise 5, page 68 PREPARATION You will need one sheet per pair with the item cards cut up (the list of relative pronouns at the top should not be cut up; it should be left intact for students to be reminded of the pronouns they can use) Each pair of students will need a coin PROCEDURE Organise students into pairs Explain that they are going to an activity in which they use relative pronouns to talk about their school lives Distribute the list of pronouns and a set of cards to each pair of students Explain that students have to take it in turns to pick a card and provide a sentence giving information about the words on the card using a relative clause Before they pick a card, each student should toss the coin If they get heads, their sentence should include a defining relative clause If they get tails, their sentence should include a non-defining relative clause If necessary, write ‘heads = defining’ and ‘tails = non-defining’ on the board to remind students while they are doing the activity Demonstrate the activity Begin by tossing a coin to determine whether you are going to use a defining or non-defining relative clause Then pick a card If you get heads and ’English lessons‘, for example, you could say, ‘English lessons are something that I really enjoy.’ If you get tails and ’The games hall‘, for example, you could say, ‘The games hall, which is just over there, is my favourite place in the whole school.’ Tell students they should get a point for every correct sentence they manage to make Circulate as students complete the activity, prompting and offering support where necessary At the end of the activity, conduct feedback by nominating a few pairs to share some of their most interesting sentences with the rest of the class Who won the most points? • Fast-finishing pairs should think of five more nouns related to school and learning They should swap their nouns with another pair and compete to see who can write down five sentences (with relative pronouns) in the shortest amount of time • As an alternative activity, organise students into pairs and provide each with the entire sheet (not cut-up) Challenge them to see which pair can be the first to write two sentences for each item connected to school in the grid, one with a defining relative clause and one with a non-defining relative clause • Alternatively, give individual students or pairs a time limit of five minutes and get them to write two sentences, one containing a defining and one containing a nondefining relative clause, for as many items in the grid as they can Students should only be awarded a point for items which they managed to supply both types of clauses for 5B Quiz: What kind of student are you? AIM To practise topic-related vocabulary on the subject of learning skills ACTIVITY TYPE A personality quiz which encourages students to think about their own attitudes towards their studies (while revising topic vocabulary) CLASSROOM DYNAMICS Pairwork TIME TAKEN 15 minutes WHEN TO USE After Vocabulary: Learning skills, Exercise 7, page 69 PREPARATION You will need a copy of the activity for every student PROCEDURE Focus students’ attention on the title of the worksheet: What kind of student are you? Ask the question around the class, asking students to describe themselves in a couple of words Tell students that they are going to complete a quiz and – at the same time – revise some important vocabulary from this unit Organise students into pairs Ask students to read the questions and response options with their partner and note down their partner’s choice of response Allow three to four minutes for this part of the activity Once they have both responded, students add up their partner’s scores and read the verdict aloud to their partner Photocopiable © Pearson Education Limited 2018 213 www.frenglish.ru M03 Gold Exp B1+ 94745.indd 213 01/11/2018 13:33 PHOTOCOPIABLE ACTIVITIES: TEACHER’S NOTES Students should then write a fifth question for their partner Tell them to ensure they use a similar response options structure to the one in questions 1–4 They should try to use vocabulary from pages 68–69 when formulating their questions and options If you think your students might struggle to think of questions to ask, brainstorm some possible questions as a class (getting students to formulate the response options by themselves), e.g ’What’s the best thing about school?’ ‘What is the most important skill that school can teach you?’ ‘What’s your opinion about homework?’ Allow five minutes for this part of the activity Students ask their partner their new question and record their response Conduct class feedback Ask students whether or not they agree with the quiz verdict, and ask for volunteers to read out their question and their partner’s response ADAPTATION AND EXTENSION • Fast-finishers should be asked to provide an alternative response (D) to each question They should share these alternative response options with their partner • Higher level students could complete the D answer options and question (together with answer options) at the outset of the activity, before asking their partner the questions 5C Multiple-choice cloze 2ND EDITION B1+ PROCEDURE Elicit the exam tip from the Student’s Book (when you learn a new word, write it down in the context of a sentence, so you have an idea of what word(s) it usually goes along with) Organise students into pairs, preferably partnering weaker with stronger students, and give them a time limit of four minutes to complete the two cloze activities in Part of the sheet together Check the answers as a class Ask the pairs to work together to write their own multiple-choice cloze activity, using the words in the box Explain that the cloze text should be on the theme of someone starting their own business, similar to those in Part 1, and that the multiple-choice options for each gap should be sourced from the same lexical set on the activity sheet Depending on the ability of your class, you may want to quickly brainstorm common business start-up ideas Circulate as students write their texts, offering support where necessary As you circulate, remind students about the exam tip in the Student’s Book Allow about six to seven minutes for this part of the activity Get students to swap their cloze texts with another pair to check, correct and complete and then return to the original pair If there is time, ask a couple of pairs to read their completed cloze texts to the class ADAPTATION AND EXTENSION AIM • To practise using vocabulary related to money and business from the unit • To provide practice in completing Reading and Use of English Part 1: Multiple-choice cloze texts EXAM LINK Reading and Use of English Part 1: Multiple-choice cloze ACTIVITY TYPE Students complete two short multiple-choice cloze texts and then write their own for their partner to complete CLASSROOM DYNAMICS • This activity can be used for individual fast finishers • If you are doing this as a class activity, fast finishers could compete with a partner to see who can be the first to write sentences using all of the leftover words from the Part multiple-choice options • If you find that the class is struggling, invite stronger pairs to provide examples on the board at the front of the class • For weaker students, provide the first sentence for them and elicit the answer (B) ‘My friend and I wanted to (1) some money, so we decided to start our own business.’ … A cost; B earn; C win; D waste Pairwork • Alternatively, get higher ability fast finishers to write a second multiple-choice cloze activity using unused words which you could photocopy and use in the next lesson TIME TAKEN 15 minutes • Higher ability students can be asked to write their own multiple-choice cloze activity (step 4) WHEN TO USE After Use of English 2, Exercise 6, page 72 ANSWER KEY PREPARATION 1 B; D; A; B You will need a copy of the activity for each student B; C; B; D 214 Photocopiable © Pearson Education Limited 2018 www.frenglish.ru M03 Gold Exp B1+ 94745.indd 214 01/11/2018 13:33 PHOTOCOPIABLE ACTIVITIES: TEACHER’S NOTES 6A To infinitive and beyond AIM • To practise infinitive and -ing forms from the unit ACTIVITY TYPE A group competitive activity where students race to write the correct word or phrase in the appropriate column on the board CLASSROOM DYNAMICS Two large groups TIME TAKEN 15 minutes WHEN TO USE After Grammar: Infinitives and –ing forms, Exercise 5, page 82 PREPARATION You will need one copy of the activity with the cards cut up and divided equally into two sets of 12 cards, one for each team You will also need two different coloured board pens Draw columns on the board with the following headers: ‘to + infinitive’, ‘infinitive without to’, ‘-ing’ PROCEDURE Divide students into two large groups and then organise them into two lines, one student behind another Give the student at the back of each group a different coloured board pen as this will later distinguish which team has written which verb, and a word card from their set Explain that they will be racing to the board one at a time, to write the verb or phrase on their card into the correct column on the board As a team, they can discuss together which column they think the verb belongs to, but they must remain in their lines Once the student at the back has come to the board and written the verb, they then must be given a new word card from their pile to take to the back of the line and to pass to the next person in their group, along with the board pen That student then needs to race to write their verb on the board The steps are repeated until there are no more word cards for either group 2ND EDITION B1+ ADAPTATION AND EXTENSION • Fast finishers can complete this as an activity sheet on their own, categorising each verb • A variation of the activity would be to ask students to work in smaller groups to write a specific number of sentences with a given number of verbs The first group to complete their sentences correctly wins • To add difficulty for higher level classes, the column ‘infinitive OR –ing’ could be added with verbs such as love, prefer, intend, remember • As a quieter alternative, students can work in pairs with the cards in a pile Student A picks up a card to show their partner, who then says if it is followed by an infinitive (with or without to), gerund (-ing), or both Student B then repeats this step, and so on until there are no more cards left They should check Student’s Book page 82 if they are unsure ANSWER KEY to + infinitive: agree, appear, ask (someone), expect, hope, manage, need, plan, promise, seem, want, would like infinitive without to: let (someone/something), make -ing: avoid, capable of, dream of, enjoy, imagine, interested in, involve, look forward to, nervous about, suggest 6B Quiz: Key word transformations AIM • To practise using vocabulary associated with superpowers and science from the unit • To practise key word transformation for Reading and Use of English Part EXAM LINK Reading and Use of English Part 4: Key word transformations ACTIVITY TYPE A quiz-style key word transformation where students complete sentences as a timed competition for points CLASSROOM DYNAMICS Remind students that it is a race so you will be watching for which team completes the task first, but they should also think back to the unit to help with where they are putting each verb or phrase Pairwork or groups of three Once a team’s cards have been completed, the students should sit down to show that their team has finished first There should be one point allocated to this team When checking the verbs with the class after the activity, points should be awarded for putting the verbs into the correct columns You should go through each group’s reasons for where they placed the verbs and error correct where necessary WHEN TO USE TIME TAKEN 10–12 minutes After Use of English 2, Exercise 6, page 86 PREPARATION You will need one copy of the activity per pair or group, with the activity sheet folded on each dotted line so only the example question shows Students will need one or two blank pieces of paper to write their answers Alternatively, to save paper, use mini-whiteboards if available Photocopiable © Pearson Education Limited 2018 215 www.frenglish.ru M03 Gold Exp B1+ 94745.indd 215 01/11/2018 13:33 PHOTOCOPIABLE ACTIVITIES: TEACHER’S NOTES PROCEDURE 2ND EDITION B1+ CLASSROOM DYNAMICS Divide students into pairs or groups of three, depending on the size of the class Explain to students they are going to participate in a quiz-style activity where they will have a set amount of time to complete a second sentence using a given word in bold so that it has the same meaning as the first sentence provided, and to hold up the correct answer If necessary, review the rules of key word transformations and explain that answers must use a minimum of one word and a maximum of five to ensure both sentences have the same meaning They must use the word in bold in the form given Give each pair or group a copy of the folded key word transformations with example question showing and a blank sheet of paper or mini-whiteboard on which they will write their answers Explain that they will be told to unfold the paper so that only the next question is showing and will have 60 seconds to complete the answer on their separate sheet Explain students should keep their answers a secret until you count down for them to hold them up to show you Repeat the steps for all six questions, awarding a point for each pair or group if they get the answer correct Whilst going through the answers after each question, provide error correction and an explanation using Unit vocabulary or grammar if necessary The winners are the pair or team with the most correct answers at the end of the quiz ADAPTATION AND EXTENSION • This activity can be done by individual fast finishers or in pairs without the quiz element • For higher level classes, students can write two or three of their own key word transformation exercises using phrases from the activity and can swap with another pair or small group for them to complete ANSWER KEY had to restart; finding out; little hope I; 4 scientific areas are interesting; capable of smelling; 6 dream of being 6C Two sides to every argument Pairwork or groups of four TIME TAKEN 10–15 minutes WHEN TO USE After Speaking, Exercise 6, page 87 PREPARATION You will need one copy of the activity for each pair or group, cut up into strips Alternatively, to save paper, write statements on the board that you would like your students to debate PROCEDURE Divide the class into pairs or groups of four If in pairs, each student will take one side of the argument If in groups, two students will take each side in the debate Distribute a pile of the debating topics, face down to each pair or group Depending on the time available, you can provide as many or as few statements as you prefer Tell students they are going to have a debate in their pair or group about the statements on the cards Designate one student per pair, or two per group, as being ‘for’ the statements, and one student or pair ‘against’ In their argument, students should try to use phrases to express and give reasons for their opinions At this point, it may be helpful to review some phrases, e.g ’In my opinion …’, ‘I think …’, ‘As far as I know …’, etc (see Student’s Book page 59 as well as page 87) For weaker classes, these could be written on the board You may want to use one of the topics as an example to show how students can include these in the debate Allocate one student in each group or pair to keep time Allow students one minute to prepare their arguments, then allow two minutes for each debate At the end of the activity, ask for feedback from the class What interesting opinions did students hear from their partner or group? What were some of the strongest arguments for or against a statement? Which topic did they feel most strongly about? How did they incorporate their phrases? ADAPTATION AND EXTENSION AIM • To practise giving reasons for opinions • To practise discussion skills related to Speaking Part 4: Discussion EXAM LINK Speaking Part 4: Discussion • This activity can be done in pairs, by small or large groups, or as a class debate on a single subject • This is a flexible activity, so you can ask students to debate a number of statements or allow them to concentrate on one particular topic for the duration of the activity • The activity, focused on one or two topics, could be used as a lead-in or a follow-up class to revise expressing opinion ACTIVITY TYPE Students debate statements using language learnt to express and explain opinion and/or two sides of an argument • The activity could also be used for students to practise using phrases for giving two sides to an argument (see Student’s Book page 87) by seeing both points of view when discussing the statements 216 Photocopiable © Pearson Education Limited 2018 www.frenglish.ru M03 Gold Exp B1+ 94745.indd 216 01/11/2018 13:33 PHOTOCOPIABLE ACTIVITIES: TEACHER’S NOTES 7A If I could live anywhere … AIM To give students practice in using different forms of conditionals ACTIVITY TYPE Students complete and then match two halves of conditional sentences linked to the topic of home 2ND EDITION B1+ • Fast finishers can write five of their own conditional sentence heads (they should aim to include at least one of each type of conditional) and give them to a partner to complete ANSWER KEY Types of conditionals: second; third; third; zero; 5 second; second; second; zero; first; 10 third; 11 first; 12 second 7B: My ideal holiday accommodation CLASSROOM DYNAMICS Individuals and pairwork TIME TAKEN AIM 10 minutes To use topic-related vocabulary to describe an imaginary room WHEN TO USE After Grammar: Conditionals (0–3), Exercise 5, page 96 PREPARATION ACTIVITY TYPE A drawing and speaking activity in which students describe their drawing to a partner who draws what they hear You will need one copy of the activity per student Each student or pair will need scissors CLASSROOM DYNAMICS PROCEDURE TIME TAKEN Organise students into pairs Explain that they are going to an activity in which they practise the four different conditional forms Ask students to work on their own at first They should read the sentence beginnings and make sentences which are true for them Nominate a student to the first one as an example Give a time limit of five minutes to do this Circulate as students complete this part of the activity, checking that they are forming their sentences correctly When students have completed their sentences, they should cut the sentences out of the worksheet and then down the middle, separating the sentence beginnings from the endings They should shuffle the sentence cards and give them to their partner to match the two parts up again Give students a time limit of three minutes to match the sentence halves Bring the class back together again Nominate students to share one or two of their partners’ sentences ADAPTATION AND EXTENSION • To extend this activity, get students to identify what types of conditional sentences they have created during the class feedback session at the end (answers below) • To adapt this activity, get students to complete the sentences (up to step above) You should then organise students into small groups One student in each group should collect in everyone’s worksheet and read the sentences aloud at random: the rest of the group have to guess who wrote each sentence Individuals and pairwork 15 minutes WHEN TO USE After Vocabulary: Living accommodation and furnishings, Exercise 7, page 97 PREPARATION You will need one copy of the activity for each student PROCEDURE Tell students to imagine their ideal holiday Get them to picture what kind of holiday it’d be (relaxing, cultural, adventurous, etc.) and to think about the accommodation they’d like to stay in Encourage them to be creative Focus students’ attention on the worksheet and prompts Tell them that they are going to draw in the first space the room where they would sleep in their ideal holiday accommodation Give them four minutes to this Organise students into pairs Get one student in each pair to describe their picture to their partner, who should listen (without seeing the picture) and draw what they hear in the second space on their sheet Circulate as students complete this activity, offering support where necessary Allow three minutes for this Students then swap roles Again, allow three minutes for Student B to describe their accommodation to Student A At the end of the activity, students should compare their drawing with that of their partner Nominate a few pairs to share their drawings and talk about their ideal holiday accommodation Photocopiable © Pearson Education Limited 2018 217 www.frenglish.ru M03 Gold Exp B1+ 94745.indd 217 01/11/2018 13:33 PHOTOCOPIABLE ACTIVITIES: TEACHER’S NOTES ADAPTATION AND EXTENSION Adapt this activity by getting students to draw an advertisement for holiday accommodation (encourage them to make their drawings as attractive as possible) They should also write a few lines describing the accommodation Display the adverts on the classroom wall, and get students to choose their favourite one, giving reasons for their answer 7C Interview 2ND EDITION B1+ Circulate as students complete the task, making a note of any students who are performing particularly well When time is up or all the cards have been used, bring the class together again and find out which students got the most points Nominate one of the stronger students to answer a question in front of the rest of the class Get other students to listen and comment on what he/she has done well ADAPTATION AND EXTENSION • To adapt and/or extend this activity, get each student to write three of their own questions to use in the activity or to add to the pile of cards AIM To give students practice in giving longer answers EXAM LINK • Challenge stronger students by increasing the time limit to one minute for one point and one minute 30 seconds for two points Speaking Part 1: Interview ACTIVITY TYPE A speaking activity in which students aim to give longer answers to questions CLASSROOM DYNAMICS 8A Passives: true or false? AIM • To practise forming the passive Small groups (max six students per group) ACTIVITY TYPE TIME TAKEN 12–15 minutes A quiz activity where students rearrange words to form passive sentences, and answer true or false questions WHEN TO USE CLASSROOM DYNAMICS After Speaking, Exercise 5, page 101 Pairwork PREPARATION TIME TAKEN You will need one copy of the activity for each group, cut up into cards Groups will need the means to time answers 10–12 minutes PROCEDURE Explain to students that they are going to practise giving longer answers: a very important exam skill They will also be timed and need to aim to speak for at least 30 seconds Demonstrate the activity with a student Get a student to pick a card and ask you the question on it Tell the student to time your response and let you know when you have spoken for over 30 seconds When you answer, take care not to hesitate, repeat yourself or go off the subject Organise the class into groups and give each one a pile of well-shuffled cards which should be placed face down on the desk Tell students that they are going to take it in turns to ask and answer questions If a student manages to talk for over 30 seconds without hesitating, repeating themselves or going off topic they will get a point If they manage to this for a whole minute, they’ll get two points The first student should take a card from the top of the pile and ask the question to the person on their left A third person in the group can time the student who is talking and make a note of points scored When the student has finished talking, he or she should pick the next card from the pile and ask the person on their left, and so on Allow eight to ten minutes WHEN TO USE After Grammar: The passive, be + past participle, Exercise 5, page 110 PREPARATION You will need one copy of the activity sheet per pair PROCEDURE Divide students into pairs and distribute one activity sheet to each Explain to students that they will see six sentences with the words in the wrong order In pairs, they must rearrange the words into the correct order to make passive sentences Tell students the sentences are true or false statements After they have rewritten all the sentences correctly in the passive they must then discuss them in their pairs and decide if they are true or false Explain to students that this is a competitive task One point will be given for the correct order of the words in the passive sentence, and one point will be given for the correct answer to the statement This will be done as class feedback once every pair has completed the task Explain that there is a bonus sentence at the bottom of the sheet for students to try This can be used in the event of a draw, or for students to earn two additional points by completing it correctly 218 Photocopiable © Pearson Education Limited 2018 www.frenglish.ru M03 Gold Exp B1+ 94745.indd 218 01/11/2018 13:33 PHOTOCOPIABLE ACTIVITIES: TEACHER’S NOTES Once the task has finished, each pair should swap their sheet with another group to mark As a class, error correct any mistakes in the passive sentences and discuss the answers to the true/false statements The winning team is the pair with the most points at the end of the feedback ADAPTATION AND EXTENSION • In pairs, students can write two or three more passive sentences which they jumble to challenge other pairs with • For higher level classes, rather than statements, pairs can write quiz-style questions in the passive to challenge other pairs with e.g ‘When was the first Harry Potter book written?’ ANSWER KEY Spanish is spoken in Portugal FALSE – Portuguese Football is played on a court FALSE – Pitch/field The first email had been sent before 1995 TRUE (in 1971) Ice cream was first made in China TRUE 2ND EDITION B1+ Tell students they must work as a group and think of one sentence for each of the six locations and write them in the appropriate space at the bottom of their activity sheet Tell students that this is a competitive activity, where each group must try to think of a sentence that no other group in the class has Explain that if another group has the same or a very similar sentence, they not get any points, while if they write a sentence that no other group has, they receive a point Give students an example: ‘At the dentist, I get my teeth checked.’ is likely to be an idea common among the class, but ‘At the dentist, I get my teeth cleaned.’ is a sentence less likely to have been thought of by others Allow five to six minutes to complete the task, depending on the level of the class Monitor for error correction where necessary Once the time has run out, choose one group to read their first sentence to the class Ask students to raise their hands if they have the same sentence Award a point to each group with a unique sentence Repeat this step until all of the sentences have been read aloud Declare the group with the most points the winning team ADAPTATION AND EXTENSION Planes are not flown by pilots FALSE Mirrors were invented by the ancient Egyptians TRUE The population of the world which speaks English has been estimated to be 1.5 billion TRUE 8B What can you get done? AIM • To practise forming the causative – have/get something done ACTIVITY TYPE A competitive activity where students write sentences about what they have/get done in various locations • To extend the activity, you could ask students to discuss in pairs one thing that they personally get/have done for them in each of these places and one thing they themselves For example, ‘At home I get my food cooked by my mum, but I clean my own room.’ This can be opened up into a whole class discussion • Fast finishers can this task individually as an activity sheet You may need to explain that students need to write one thing that they have/get done in each of the places 8C The writing race AIM CLASSROOM DYNAMICS To explore and practise using unit vocabulary in context Small groups of three or four EXAM LINK TIME TAKEN Writing Part 1: Essay 10–12 minutes ACTIVITY TYPE WHEN TO USE A writing activity with the challenge to use as many given words and phrases as possible After Use of English 1, Exercise 2, page 113 CLASSROOM DYNAMICS PREPARATION You will need one copy of the activity for each group, or, to save paper, write the six locations on the board and have students write in their notebooks PROCEDURE Divide students into small groups of three or four, depending on the size of the class Give each group a copy of the activity sheet Tell students they have six different places listed at the top of their activity sheet In groups, they must decide what you can have/get done at each place You may need to provide an example, e.g ‘At home, I get my laundry done for me by my mum.’ Pairwork or groups of three TIME TAKEN 15 minutes WHEN TO USE After Writing, Exercise 5, page 117 PREPARATION You will need one activity sheet per pair or group Alternatively, to save paper, write the phrases in columns on the board and have students write in their notebooks Photocopiable © Pearson Education Limited 2018 219 www.frenglish.ru M03 Gold Exp B1+ 94745.indd 219 01/11/2018 13:33 PHOTOCOPIABLE ACTIVITIES: TEACHER’S NOTES PROCEDURE Tell students they have six minutes to write a text and to include as many of the given words as possible The pair or group who has included the most words in their text in the correct context by the end of the task is the winner Explain that they will need to write it in the style of the main body of an essay You may need to revise the register required, the purpose of the main body (advantages/disadvantages or arguments for/against) and format of this (as studied in Unit of the Student Book) Tell the students it is up to them to decide on the topic for the piece This can be brainstormed on the board for lower levels, e.g crime, films, etc Give students a couple of minutes before the task begins to look at the words and to decide what their topic will be They should also decide if they are going to write the text together, or if each person in the pair or group will write part of the text to put together at the end Tell students you are going to start the timer, and you will tell them when the six minutes are up Monitor the students but try to let them complete the task autonomously At the end of the six minutes, students should swap their text with another pair or group to count how many of the words or phrases have been correctly used and to correct any mistakes Once the corrected texts have been returned to the original pair/group, conduct class feedback to determine who has used the most words and phrases correctly and to review any queries ADAPTATION AND EXTENSION • To give more concrete feedback on students’ writing, collect in the texts to check, review and mark yourself • Fast finishers can this task individually, using as many words as possible in their piece of writing They can finish it for homework if necessary • For further writing practice or to revise Writing Part 2, this task can be adapted so students complete the task as above for an article, review or report 9A She told me I ought to write a novel AIM 10 minutes WHEN TO USE After Grammar: Reported speech, Exercise 5, page 124 PREPARATION You will need one copy one of the activity for each small group, cut into cards PROCEDURE Explain to students that they are going to practise using reported speech Demonstrate the activity with two students Get one student to pick a card and whisper the line of direct speech to the other Ask the listening student to tell you what his/her partner just said The listening student should tell you using reported speech If the student’s sentence correctly reports what his/her partner said and uses reported speech accurately, then he/she gets to keep the card If not, give the card to another student and try again Point out that some of the cards contain advice, promises, warnings, admissions, information, offers, complaints, etc Remind students that they should use the appropriate reporting verbs in these cases If necessary, and according to the level of the class, elicit and write some verbs on the board to remind students: advise, promise, warn, admit, inform, offer, complain To encourage their use, two points could be awarded if they are used accurately when reporting Organise students into groups Make sure that each group has a pack of cards Students should take it in turns to be the person whispering the line of dialogue, the person reporting back on what has been said, and the student(s) judging whether or not the reported speech has been accurately formed Students who report correctly keep the card; cards that are incorrectly reported are put to one side Circulate as students complete the task, arbitrating where necessary, and making a note of any difficulties students are having and noting down examples from students who are performing well Bring the class together again and elicit which student has the most cards Discuss any issues you have picked up on while circulating and share any good examples of reported speech you have heard ADAPTATION AND EXTENSION To give students practice in using reported speech ACTIVITY TYPE A speaking game in which students take turns to whisper lines of direct speech to a partner who then needs to report it accurately Small groups (four per group would be ideal) B1+ TIME TAKEN Divide students into pairs or groups of three and give each pair or group a copy of the activity CLASSROOM DYNAMICS 2ND EDITION • To adapt this activity, organise students into pairs Ask them to choose one of the cards They should role-play a whole conversation around this line of dialogue in front of another pair of students The listening students should then report back on the conversation they have just heard • The activity could be used for individual fast finishers who are given the whole sheet and report the speech in written form Higher ability students should be told to ensure they use reporting verbs other than ‘say’ and ‘tell’ wherever possible 220 Photocopiable © Pearson Education Limited 2018 www.frenglish.ru M03 Gold Exp B1+ 94745.indd 220 01/11/2018 13:33 PHOTOCOPIABLE ACTIVITIES: TEACHER’S NOTES 2ND EDITION 9B Creativity Club! 9C How about you? AIM AIM B1+ To give students practice in using words, phrasal verbs and collocations from the unit on the theme of creativity • To give students practice in keeping a conversation going and managing a discussion ACTIVITY TYPE • To provide practice in skills, such as active listening and involving others in a conversation, required for Speaking Part 3: Collaborative task A group activity in which students work together to plan a creative summer club CLASSROOM DYNAMICS EXAM LINK Speaking Part 3: Collaborative task Small groups ACTIVITY TYPE TIME TAKEN A role-play where students present the case that a particular creative project should be awarded some extra money from the school’s budget 15 minutes WHEN TO USE After Vocabulary: Visual arts, Exercise 6, page 125 CLASSROOM DYNAMICS Pairwork and groups of four PREPARATION You will need one copy of the activity for each group TIME TAKEN 15 minutes PROCEDURE Explain to students that they are going to practise some of the new vocabulary they have been learning Ask if any have ever been to a creative club/summer school or if they know anyone else who has WHEN TO USE Tell students that they are going to have the chance to plan their own creative club, following the prompts given on the worksheet They should aim to incorporate as many of the words in the grid as they can in their plan (but they should feel free to include their own ideas as well) You will need one copy of the activity for each group, cut up into cards Organise students into groups and give them ten minutes to discuss and note down their ideas Monitor as students this, prompting and offering support where necessary Ask a student from each group to report back on their idea Ask the rest of the class to give feedback on the ideas they hear ADAPTATION AND EXTENSION • To extend this activity, get students to write or film a short advertisement for their creativity club Students should then watch/read the advertisements and vote on the creativity club which sounds the most interesting • This activity could be adapted to allow students to practise their email writing skills for Writing Part Tell students to imagine that they have received an email from a friend who wants to organise a summer creativity club and needs some ideas to help her prepare the programme Students should reply to their friend in an email of 140–190 words, using the sheet as a prompt Organise students into pairs to conduct peer feedback and copy the best email as a model • Alternatively, get students to write sentences containing the words in the grid Once they have written the sentences, they should blank out the target language and read the sentences to their partner, who should listen and supply the missing word After Speaking, Exercise 7, page 129 PREPARATION PROCEDURE Tell students that they are going to practise keeping a conversation going and managing a discussion Elicit some of the language students will need to know to complete this task, e.g ‘What you think about…?’ ‘What about you?’ Explain to students they are going to a role-play in pairs and then small groups They need to imagine that their school has been awarded some money for creative projects in the school The role cards will tell students which creative project they are to represent Organise students into pairs and match each pair with another to form small groups of four Distribute a set of cards to each group Get students to pick a card and read what it says Give them a minute to plan what they are going to say according to their role Tell students that they are going to discuss their ideas with their partner to begin with Explain that the object of this activity is not to dominate the discussion, but to manage the discussion well and put forward an opinion while respectfully listening to that of your partner Monitor as students discuss their ideas After a few minutes, ask pairs to work with the other pair from their group and continue the discussion as a whole group Conduct class feedback and tell the class about any particularly good discussions you have heard and observed Point out any examples of good listening and turn-taking skills ADAPTATION AND EXTENSION To extend this activity, students could be asked to present their own ideas about creative initiatives that could/should be launched in their school Photocopiable © Pearson Education Limited 2018 221 www.frenglish.ru M03 Gold Exp B1+ 94745.indd 221 01/11/2018 13:33 Pearson Education Limited KAO TWO, KAO Park Hockham Way, Harlow, Essex, CM17 9SR England and Associated Companies throughout the world pearsonELT.com/goldexperience © Pearson Education Limited 2018 All rights reserved; no part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise without the prior written permission of the Publishers Photocopying: The Publisher grants permission for the photocopying of those pages marked ‘photocopiable’ according to the following conditions Individual purchasers may make copies for their own use or for use by the classes they teach Institutional purchasers may make copies for use by their staff and students, but this permission does not extend to additional institutions or branches Under no circumstances may any part of this book be photocopied for resale First published 2018 ISBN: 978-1-292-19474-5 Set in Camphor Pro Printed and bound by CPI, UK Acknowledgements The publishers would like to thank the following people for their contribution to this title: David Corp, Genevieve White, Billie Jago and Cait Hawkins Picture Credits The publisher would like to thank the following for their kind permission to reproduce their photographs: 123RF.com: Antonio Balaguer Soler 126, Bernard Bodo 144, Christopher Howey 128, goodluz 112, Kevin Eaves 128, luckybusiness 146, Mirko Vitali 111, Wavebreak Media Ltd 111, 144, 146; Shutterstock.com: JP Wallet 112, Monkey Business Images 126 Cover Image: Getty Images: Jordan Siemens All other images © Pearson Education Every effort has been made to trace the copyright holders and we apologise in advance for any unintentional omissions We would be pleased to insert the appropriate acknowledgement in any subsequent edition of this publication www.frenglish.ru GXP_B1P_TRB_IMP.indd 02/11/2018 14:03