Gold experience c1 teachers resource book

Gold experience c1 teachers resource book Gold experience c1 teachers resource book Gold experience c1 teachers resource book Gold experience c1 teachers resource book Gold experience c1 teachers resource book Gold experience c1 teachers resource book Gold experience c1 teachers resource book Gold experience c1 teachers resource book

C1 TEACHER’S RESOURCE BOOK Advanced www.frenglish.ru 2ND EDITION 2ND EDITION C1 TEACHER’S RESOURCE BOOK Advanced www.frenglish.ru CONTENTS 2ND EDITION C1 Introduction4 Overview of the assessment package Test format Tests7 Diagnostic Test 13 Unit Tests Review Tests 103 End of Year Test 133 Tests answer key 151 Speaking and Writing: mark schemes 174 Tests audioscripts 176 Photocopiable activities 183 Photocopiable activities: Teacher’s Notes  210 Photocopiable © Pearson Education Limited 2018 www.frenglish.ru INTRODUCTION 2ND EDITION C1 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 the PDF version, as they are However, if you need to edit the tests, this should be possible on 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 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 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 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 dyslexia See the next section for more information  Photocopiable © Pearson Education Limited 2018 www.frenglish.ru INTRODUCTION 2ND EDITION C1 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 the PDF version, as they are However, if you need to edit the tests, this should be possible on the Word version Assessment type Quantity Total marks Timing Diagnostic Test (A/B) (at start of course) 50 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 the 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 50 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 between 10–40 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 between 41–50, assess their scores and consider an additional oral interview to decide whether an extension programme e.g a literature strand would be appropriate 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 Photocopiable © Pearson Education Limited 2018 www.frenglish.ru 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: – 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: – Speaking: 25 marks 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 – Speaking: 25 marks – Writing: 30 minutes – Writing: 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 – Writing: 25 marks – Grammar, Vocabulary and Use of English: 30 minutes – Grammar, Vocabulary and Use of English: 50 marks C1 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 174–175), 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 Photocopiable © Pearson Education Limited 2018 www.frenglish.ru 2ND EDITION C1 Name: Class: Advanced DIAGNOSTIC TEST A Choose the correct answer (A, B, C or D) to complete the sentences For several years now, I my paintings online A sell B have been selling C am selling D will sell David passed his pilot’s test with colours A flying B lively C cool D bright Never before such an exciting collection of paintings in our exhibition A have we B we have C have we had D we have had The report gives a false of the profitability of the firm A insight B evidence C coverage D impression I don’t suppose anyone wants by others A be judged B to be judged C being judged D to judge Word of mouth is still highly when it comes to brand awareness A influential B powered C dominant D worthwhile The landmark that attracts most tourists is a tower back hundreds of years A dated B to date C dates D dating You should carefully consider the of travelling without insurance A conclusions B implications C meanings D effects It have been raining at that time I don’t really remember A could B would C should D must 10 to popular belief, food is not the first step to health A Despite B Besides C Due D Contrary 11 We were exhausted because we the living room all morning A had been painting B were painting C painted D had painted 12 We are all disappointed that the players have not lived up expectations this year A for B to C by D at 13 This doesn’t change the fact that the media responsible for everything they broadcast A is B being C are D to be A great 14 of research has been done on the health consequences of energy drinks A deal B number C level D class The company was feared to be on the point 15 A being collapsed B of collapsing C to collapse D to be collapsed 16 The public will be allowed to use the facilities, they make a small donation A until B provided C unless D following 17 I always encourage my friends for the future A planning B plan C to plan D to be planning 18 I expected him to that he had made a terrible mistake as he looked so guilty A insist B claim C explain D confess 19 half of the world’s population uses social media A Closely B Totally C Hardly D Practically 20 By the time my granddaughter is a teenager; technology companies new forms of entertainment A will have created B are going to create C are creating D will create  Photocopiable © Pearson Education Limited 2018 www.frenglish.ru C1 2ND EDITION Name: Class: Advanced DIAGNOSTIC TEST A 21 He was alarmed the prospect of travelling alone in a remote area A with 22 I B at D of the many hours I had to spend at the library preparing for that exam A memorised 23 I B recognised C realised D recalled C used to working D did work from home before I changed job six years ago A used to work 24 C about B would work of us is going to take part in the marathon next month A Either 25 I regret B Neither C Both D All C to have told D to tell you that your application has been rejected A tell B telling 26 It’s blatantly that he has been performing under pressure this season A obvious 27 You act B right C understandable you have already been accepted to the graduate school A as B such as 28 His business experience kept him A from taking C as if B take A take C to take B give 30 Things D from being taken a good turn C D make quite a lot round here since you have been away A are changing 31 I don’t think I can live B have changed B out 32 When, if C changed D change C up D in to my parents’ expectations A on , you think he should be given a second chance? A at all B any how 33 Once I have spoken to the manager, I A am confirming A is yet to C not so D some how C will have confirmed D will confirm C is about to D has to your order B will be confirming 34 Unfortunately, our company’s loss reach $100,000 B will have to has doubled in the last six months and we are preparing for further growth A outlay 36 D though a risk on the start-up 29 She is very kind and is always looking for an opportunity to 35 Our D probable B turnover C takeover D buyout you require further information, my assistant will be able to help A Were 37 B Would C Will D Should staff shortages, the airline had to cancel twenty domestic flights A As a result B Owing to 38 According to research, children who tell A convincing 39 If I hadn’t broken my ankle, I A should have trained 40 I C Because D Considering lies are far more likely to be successful in the future B authentic C believing D candid with you for the upcoming race B should train C were to train D would be training too far into the caves because of the number of bats flying around A dared not to go B dared not going C dared not go D didn’t dare going Photocopiable © Pearson Education Limited 2018 www.frenglish.ru C1 2ND EDITION Name: Class: Advanced DIAGNOSTIC TEST A 41 I ought to that she’d forget my birthday A know B have known 42 She has been to several exhibitions to A mine 43 The store C promote D beef will change from the beginning of October B opening times 44 Most teenagers rely A heavily B genuinely A voice A overran B had distributed D intensively C shoot D pop C been distributed D had been distributed is the effort that goes into maintaining a safe road system B misaligned 48 I approved the project and the A decision C lightly when the lights went out A were distributed 47 What is often D time of opening your mouth off about this to anyone B blab 46 The exam papers C open time on their parents to help them financially 45 This is confidential so try not to C overlooked D overdid C buck D hassle stops with me B rapport no way to prove I was right, I finally had to withdraw my complaint A Had 50 D be knowing ideas for a college project B root A times to open 49 C knowing B Have C Having D To have had I know that I would spend a year of my life living and working in China A No sooner did B Little did C Not only did D Should Total: 50 Photocopiable © Pearson Education Limited 2018 www.frenglish.ru C1 2ND EDITION Advanced Name: Class: DIAGNOSTIC TEST B Choose the correct answer (A, B, C or D) to complete the sentences over the last few weeks His college work A is improved B is improving C has improved D did improve They have of both worlds; their house is in a quiet area and is also close to the city centre A the least B the rest C the best D the better we now know is that he did the right thing by telling the truth A How B What C Why D Which The workshop provided valuable into marketing through social media A evidence B perception C concept D insight It feels good by others when you need it A to be helped B to help C helped D have been helped Many companies are jumping at the to use social media for advertising A opening B chance C access D occasion by the promise of nice sunny weather, many people head to the Mediterranean A Been attracted B Attracted C To attract D Attracting You can use social media to contact with new clients A gain B get C create D establish He already knew; obviously someone him that I had won the lottery A must have told B should have told C would have told D could have told 10 , nodding your head doesn’t always mean the same thing everywhere A Absolutely B Positively C Apparently D Precisely 11 He didn’t look very tired considering that he for several days A travelled B was travelling C has travelled D had been travelling 12 He keeps messing everything and then promises me he’s learnt his lesson A out B about C up D around 13 The report shows that the police effective in lowering crime A being B are C to be D is Some of us avoid goals and 14 ourselves that we are too busy A prove B convince C imply D demonstrate The college is due 15 its results at the end of this month A release B be released C to release D releasing 16 we’d put our heads together, we would have come up with a solution A As long as B Unless C Provided D If You are strongly recommended 17 independent advice before reaching a decision A to seek B seeking C seek D to be seeking 18 My brother regretted all his money on a trip to Canary Islands; it was so disappointing A spending B to spend C to be spending D spent 19 a day goes by without some company reporting losses A Unlikely B Simply C Hardly D Practically We are really busy at the moment, so I 20 at the weekend again A work B will be working C will have worked D will have been working 10  Photocopiable © Pearson Education Limited 2018 www.frenglish.ru PHOTOCOPIABLE ACTIVITIES: TEACHER’S NOTES 2ND EDITION C1 2B Live on the air 2C What’s my line? AIM AIM To review and practise adjective + noun collocations from the unit To practise asking Yes/No questions about sports professions ACTIVITY TYPE Students create a commentary for a sporting event, including as many adjective + noun collocations from the activity sheet as they can ACTIVITY TYPE A guessing game where students have to guess each other’s assumed sporting profession by asking Yes/No questions CLASSROOM DYNAMICS Small groups CLASSROOM DYNAMICS TIME TAKEN Pairwork or small groups 10 minutes TIME TAKEN WHEN TO USE 10–15 minutes After Writing, Exercise 11, page 31 WHEN TO USE After Vocabulary: Adjective + noun collocations, Exercise 3, page 25 PREPARATION You will need one copy of the activity for each pair or group Alternatively, and to save paper, write the list of collocations on the board and ask students to write in their notebooks PROCEDURE Divide the class into pairs or small groups and give each pair or group a copy of the activity Tell students they are going to prepare a sports commentary to present to the class Elicit examples of sports (or other events/activities) where there is often a TV or radio commentary, e.g football Their commentary should be approximately 30 seconds long and they should try to include as many of the adjective + noun collocations as they can They should not mention the name of their sport in their commentary so that the rest of the class has to guess Students can pick any sport they like Encourage students to have fun with their commentary and make it entertaining Allow students five minutes to prepare in their pairs or groups before presenting their commentary to the class PREPARATION You will need one copy of the activity for each group, cut up into cards PROCEDURE Divide the class into small groups and place one pile of cards face down for each group Groups nominate one student to keep score and another to be the time keeper Tell students that they are going to play a game Students take it in turns to take a card and assume the role of the job on the card The other students in the group have one minute to ask the student about their job by asking Yes/No questions, i.e the student with the card can only answer ‘yes’ or ‘no’ If a student correctly guesses the job, he or she keeps the card If no one guesses the job within the time limit, then the student answering the Yes/No questions gets to keep the card The winner at the end of the activity is the student with the most cards Continue until all the cards have been used up or for as long as long as time permits ADAPTATION AND EXTENSION This game can also be played as Pictionary (the first student picks a card and draws the job/sport but does not speak), or as a miming game At the end of the activity have a class vote on the best commentary ADAPTATION AND EXTENSION • To reduce the activity time, put students into larger groups to produce fewer presentations • You could ask the rest of the class to count the number of correctly used collocations in each commentary and award points and a winner accordingly, instead of having a class vote on the favourite 212 Photocopiable © Pearson Education Limited 2018 www.frenglish.ru PHOTOCOPIABLE ACTIVITIES: TEACHER’S NOTES 2ND EDITION C1 3A It’s debatable 3B Collocation snap AIM AIM • To practise using comparatives for emphasis in meaningful debate To practise making sentences with verb + noun collocations • To practise discussion skills related to Speaking Part EXAM LINK Speaking Part 4: Discussion ACTIVITY TYPE A card-matching activity where students try to match collocations correctly and create sentences from them CLASSROOM DYNAMICS ACTIVITY TYPE Pairwork or groups of three Students debate statements using comparatives to emphasise their argument CLASSROOM DYNAMICS TIME TAKEN 10 minutes WHEN TO USE Pairwork or groups of four After Vocabulary: Verb + noun collocations, Exercise 6, page 39 TIME TAKEN PREPARATION 10–20 minutes You will need one copy of the activity for each pair or group cut up into two separate piles of cards (white and grey) WHEN TO USE After Grammar: Comparative structures, Exercise 7, page 38 PREPARATION You will need one copy of the activity for each pair or group, cut up into strips Alternatively, choose statements that you would like your students to debate and write them on the board PROCEDURE Divide the class into pairs or groups: you may prefer students to debate in pairs, with one student each debating one side of the argument or you might have two students on each side of the debate Give each pair or group a pile of the debating topics, face down on the table You can provide as many or as few topics as you like depending on the time available Tell students they are going to have a debate in their pair or group about the statements on the pieces of paper In their argument, students should try to use comparatives to emphasise their point of view It might be helpful at this point to quickly review the comparative structures from page 38 of the Student’s Book For weaker classes, you could record the language on the board for students to refer to You might also use one of the topics as an example to show how students can include the comparative language Record this on the board Allocate one student in each group to keep time Allow students 30 seconds to one minute to prepare their arguments, either individually if they are debating in pairs or in pairs if they are debating in groups Then allow students 2–4 minutes for each debate At the end of the activity, get feedback from the class What interesting comparisons did students use in their debate? Did students’ opinions vary from group to group? PROCEDURE Divide the class into pairs or groups of three and place the two piles of cards face down for each pair or group Tell students they are going to play a game Students take it in turns to turn over one card from each pile and try to make a verb + noun collocation If the two cards collocate, they then try to make a sentence with the collocation If the partner or rest of the group accepts the sentence as correct, then the student can keep the cards If the cards not collocate and the student therefore can’t make a sentence, the cards are returned to the piles It’s important then that at least one of the piles is shuffled, otherwise someone will end up with the same card combination again Students continue until all the cards have been used up The student with the most cards at the end of the game wins ADAPTATION AND EXTENSION You can adapt the activity to include an element of memory by asking the students to spread the cards out in their two separate sets Students take it in turns to turn over one card from each group at a time to try to create a match If the cards not collocate, they replace them in the same position and try to remember where the words were for the next turn ANSWER KEY good/a simple act of kindness/a good turn/someone a favour lend a helping hand give someone a hug/praise make a difference/sacrifices/someone’s day pay someone a compliment turn someone’s life around ADAPTATION AND EXTENSION • This is a flexible activity so you can have students debate a number of the statements for two to four minutes or allow them to concentrate on one emotive topic for the duration of the activity • The activity can be done in pairs, small or large groups or even as a class debate on a single subject Photocopiable © Pearson Education Limited 2018 www.frenglish.ru 213 PHOTOCOPIABLE ACTIVITIES: TEACHER’S NOTES 2ND EDITION C1 3C Word formation 4A Headliners AIM AIM • To practise forming adjectives with prefixes and suffixes from root words To practise using the present simple for dramatic actions in order to create headlines • To practise word formation skills related to Reading and Use of English Part ACTIVITY TYPE EXAM LINK A pairwork activity to create headlines for news stories CLASSROOM DYNAMICS Reading and Use of English Part 3: Word formation Pairwork ACTIVITY TYPE Students form as many words as they can from root words within a set time limit TIME TAKEN 10 minutes WHEN TO USE CLASSROOM DYNAMICS Individuals or pairwork After Grammar: Present tenses, Exercise 5, page 52 TIME TAKEN PREPARATION 10 minutes You will need one copy of the activity for each pair WHEN TO USE PROCEDURE You will need one copy of the activity for each individual or pair Alternatively, to save paper, write the root words on the board If you think it is necessary, check students’ understanding of headlines You could this by showing them an article on a tablet, a print-out from the internet or by writing a couple on the board and asking students what they think the story will be about PROCEDURE Divide the class into pairs and give each pair a copy of the news stories After Use of English 2: Adjective affixes, Exercise 5, page 42 PREPARATION Give each student or pair a copy of the activity sheet Tell students that they must make as many adjectives as possible from the words by adding a prefix or suffix Elicit some adjectival suffixes and negative prefixes from the class Demonstrate with a word if you think this will help Start the activity and allow students six minutes for this part of the activity, then tell them to count up their words Ask students or pairs how many words they found Ask the individual or pair with the most words to read out the words and record these on the board Ask the rest of the class if they had any other words and record these as well Ask students to note down any extra words they didn’t find ADAPTATION AND EXTENSION Explain to students that they should read the eight news stories and come up with punchy headlines for each one and write it in the space provided Elicit from students which tense we usually use for headlines Begin the activity and allow 10 minutes for this part of the activity When pairs have completed their headlines, compare their ideas as a class Allow students to pick the best headline for each story and discuss what made the winner better than the others Ask the class to conclude what makes a good headline ADAPTATION AND EXTENSION • This activity can also be done without the class feedback section, or by individual fast finishers • This activity can be done by individual fast finishers • As an extension, ask fast finishers to come up with their own root words and make new words from them Students can also add other parts of speech to their word families • As an extension or for homework, ask students to write their own short news stories and headlines ANSWER KEY vary – variable, invariable, various allow – allowable, disallowable decide – decisive, indecisive – doable, undoable, done, undone suit – suitable, unsuitable defy – defiant imagine – imaginary, unimaginary, imaginative, unimaginative, imaginable, unimaginable transfer – transferable, untransferable break – breakable, unbreakable respond – responsive, unresponsive, responsible, irresponsible laugh – laughable inspire – inspired, uninspired , inspirational, uninspirational dismiss – dismissive recognise – recognisable, unrecognisable concern – concerned, unconcerned reverse – reversible, irreversible 214 Photocopiable © Pearson Education Limited 2018 www.frenglish.ru PHOTOCOPIABLE ACTIVITIES: TEACHER’S NOTES 2ND EDITION 4B Put on your thinking cap 4C Self awareness AIM AIM To practise using fashion vocabulary and fashion adjectives from the unit • To practise using the present tenses ACTIVITY TYPE C1 • To practise short conversation skills related to Speaking Part A pairwork activity to create and present a fashion design EXAM LINK CLASSROOM DYNAMICS Speaking Part 1: Short conversation Pairwork ACTIVITY TYPE TIME TAKEN A pair or group activity to practise answering self-awareness questions in an interview setting 10–20 minutes CLASSROOM DYNAMICS WHEN TO USE After Vocabulary: Clothing adjectives, Exercise 2, page 53 PREPARATION You will need one copy of the activity for each pair Alternatively, and to save paper, write the information on the board and ask students to draw and write in their notebooks PROCEDURE Divide the class into pairs Hold up the activity sheet and explain to students that they are going to design an outfit for a competition They will need to give a one-minute presentation of their design to a fashion company (the rest of the class) The catch is that they will be given a subculture from the Student’s Book for which they have to target their outfit design Elicit the subcultures students have encountered from the unit and write them on the board, (goth, hipster, hippy, skateboarder) Allocate a subculture to each pair Brainstorm the fashion adjective words from the Vocabulary section with the class, and get students to record any items they have missed Pairs can now work together to brainstorm and draw their outfit in the style of their given subculture Tell students their design only needs to be a quick sketch and not to worry about their drawing skills, but encourage them to label their outfit with the adjectives from the Student’s Book to help them when they are giving their presentation Encourage students to have fun with their designs and, if appropriate, allow them to ‘model’ their design in their presentation by pretending they are wearing the clothes Allow five minutes for this preparation part of the activity Next, invite pairs to present their design to the class Time each pair, allowing a minute for each presentation Ask the rest of the class to prepare constructive feedback on each group’s presentation, including their use of clothing adjectives: did their adjectives collocate correctly? Take a class vote on the best overall presentation (not just the design) ADAPTATION AND EXTENSION • For weaker classes, remove the restriction of producing a design for a particular subculture Pairwork or groups of three TIME TAKEN 10 minutes WHEN TO USE After Use of English 1, Exercise 5, page 55 PREPARATION You will need one copy of the activity for each pair or group, cut up into cards PROCEDURE Divide the class into pairs or groups of three and place one pile of cards face down for each pair or group Tell students to imagine that they are going to prepare for a job interview and on the cards are self-awareness questions for them to ask and answer in their pair or group Explain that self-awareness questions are often used in job interviews to determine what personality type candidates are and their suitability for the job If students find any of the questions difficult, they should still try to answer them as they would in an interview Students take it in turns to turn over a card and read the question on the card for the other student to answer If students are working in groups of three, they can direct their question to the person to their right The student answers the question as fully as possible and then takes a card to ask the next question Encourage students to give each other constructive feedback on their answers Continue the activity until all the cards have been used or as long as time permits Ask for brief feedback after the activity For example, did students find answering the questions difficult? Was anyone surprised by their own answers? Was anyone surprised by someone else’s answer? ADAPTATION AND EXTENSION To make the activity more challenging or more akin to an interview scenario, put students into pairs and give students an equal number of cards Students can then assume the role of interviewer and interviewee and then swap roles • For a shorter activity or for larger classes, ask groups to take it in turns presenting their ideas to another group, then allow for a short class feedback session at the end for groups to report on the other group’s presentation Photocopiable © Pearson Education Limited 2018 www.frenglish.ru 215 PHOTOCOPIABLE ACTIVITIES: TEACHER’S NOTES 2ND EDITION 5A Advertising strategy 5B Sneaky speeches AIM AIM To practise using future forms and to analyse their usage • To practise using vocabulary from the unit ACTIVITY TYPE • To practise the ‘long turn’ for Speaking Part A group activity to create an advertising strategy for a new brand in a future time EXAM LINK CLASSROOM DYNAMICS ACTIVITY TYPE Small groups C1 Speaking Part 2: Individual long turn A group activity to practise talking about a topic for 30 seconds TIME TAKEN 20 minutes CLASSROOM DYNAMICS WHEN TO USE Groupwork After Grammar: Ways of talking about the future, Exercise 6, page 66 TIME TAKEN PREPARATION WHEN TO USE You will need one copy of the activity for each group 10 minutes After Vocabulary: Buying and selling, Exercise 7, page 67 PROCEDURE Divide the class into small groups Explain to students that they are going to come up with an advertising strategy for a new product for the year 2030 Brainstorm with the class what products people might need in 2030 and write them on the board Spend no more than a minute on this Then tell students to choose one of the product ideas from the brainstorm and answer the prompts on the advertising strategy template in the activity sheet to come up with their strategy When they have finished, they will present their advertising strategy to the class or to another group depending on the time you have available Tell students to use a variety of future forms appropriately It may be helpful to brainstorm the future forms from Student’s Book page 66 on the board Give each group a copy of the activity and tell them to nominate one student to write Allow students just ten minutes to come up with their strategy Monitor groups to make sure they are using the future forms correctly Invite students to present their product ideas and advertising strategy to the class Depending on your class, you could ask students to decide who in the group will make the presentation: it could be one student or the whole group Invite the rest of the class to provide constructive feedback on each group’s presentation, including their use of future forms When all the groups have finished presenting, take a class vote on the best overall strategy (not just the product) ADAPTATION AND EXTENSION For a shorter activity or for larger classes, ask groups to take it in turns presenting their ideas to another group, then allow for a short class feedback session at the end where groups report back to the class on another group’s strategy PREPARATION You will need one copy of the activity for each group, cut up into cards PROCEDURE Divide the class into groups of four or five students and place one pile of cards face down for each group Groups nominate one student to be the time keeper and another to keep score Students take it in turns to take a card and, without letting anyone else see what is written, silently read the words on the card The student then has 30 seconds to speak about a subject of his or her choice, using the phrase on the card and trying to ‘sneak’ their phrase past their classmates The other students in the group guess what phrase is on the card They can interrupt the talk at any time while the clock is ticking and make a guess If they are correct, they get a point, but if they are wrong, they lose a point and the speaker continues If the speaker continues to the end of their 30 seconds and no one correctly guesses the words on the card, the speaker gets a point It’s then the turn of the next student Continue the game until all the cards have been used so that students have an equal number of turns, or as time allows ADAPTATION AND EXTENSION • To make the activity more challenging, write a topic on the back of each card, i.e on the side that is facing up in the pile, which the student must talk about • For a shorter game, reduce the number of cards Do this evenly so that all the students in the group still have an equal number of turns 216 Photocopiable © Pearson Education Limited 2018 www.frenglish.ru PHOTOCOPIABLE ACTIVITIES: TEACHER’S NOTES 2ND EDITION 5C Use your English 6A Mixed conditionals AIM AIM • To practise using verb phrases To recognise and practise using mixed conditionals • To practise the open cloze task type related to Reading and Use of English Part ACTIVITY TYPE EXAM LINK Reading and Use of English Part 2: Open cloze C1 A card-prompt speaking game where students need to complete sentences and questions CLASSROOM DYNAMICS ACTIVITY TYPE Pairwork or groups of three A competitive team game where students write gapped sentences for another team to complete CLASSROOM DYNAMICS TIME TAKEN 10 minutes WHEN TO USE Large groups After Grammar: Mixed conditionals, Exercise 7, page 80 TIME TAKEN PREPARATION 10 minutes You will need one copy of the activity for each pair or group, cut up into cards WHEN TO USE After Use of English 1, Exercise 8, page 69 PROCEDURE PREPARATION You will need one copy of the activity for each team, cut into strips PROCEDURE Divide the class into an even number of teams and give teams A the white phrases and teams B the grey phrases Explain to students that they need to write gapped sentences containing each of the phrases, gapping one of the words from the phrase for the other team to guess the missing word Demonstrate on the board with one of the phrases, e.g have an aptitude for: To apply for the position, you will need to have a(n) ………… for mathematics Teams write eight gapped sentences for the other team to guess They can divide the sentences equally between them to save time Allow a few minutes for this part of the activity Monitor students while they are writing their sentences and help with any inaccuracies When teams have completed their eight gapped sentences, they can then call out the sentences for the other team to confer and complete Teams gain a point for a correct answer The team with the most points at the end of the activity wins ADAPTATION AND EXTENSION This activity can also be done in pairs for a longer activity or for a higher level class Pairs can write their gapped sentences and swap them with another pair to complete Divide the class into pairs or small groups and give each pair or group a set of cards, face down on the table Explain to students that they are going to play a game using mixed conditionals Students take it in turns to take a card and read aloud the conditional stem They must then try to complete the sentence or question with their own ideas His/Her partner (or other students in the group) must decide if the sentence is correct and also if it is a mixed conditional sentence (as opposed to a first, second or third conditional) Monitor groups and offer help if students are unable to agree if the sentence is correct or not If the sentence is correct, the student keeps the card and the next student takes his or her turn If the student’s sentence is incorrect, his/her partner (or another student in the group) can try to complete the sentence correctly and keep the card Continue the game for ten minutes or until some of the groups have used up all their cards The student with the most cards at the end of the game wins ADAPTATION AND EXTENSION • To extend the activity, students can try to make up their own sentence stems for their classmates to complete • This game can also be played as a whole class activity: split the class into two teams and read out each stem for students to ‘buzz in’ or raise a hand with the correct answer The team with the most points wins Photocopiable © Pearson Education Limited 2018 www.frenglish.ru 217 PHOTOCOPIABLE ACTIVITIES: TEACHER’S NOTES 2ND EDITION Answer key 6B Countdown Possible answers AIM If my friends had stayed this weekend … my house wouldn’t be so tidy Had you gone to bed an hour later … you wouldn’t feel so fresh now If the teacher came to lunch with us … would you feel so worried about the exam? Should you find yourself in that situation again … you will know what to If you weren’t such a nice person … people wouldn’t want to talk to you so much If I tell you what I had for breakfast … will you tell me what you’re having for yours? If she was to take on another role … she could get away from always playing that kind of character Had he not missed his flight … he would be sitting on the beach right now If you hadn’t taken my advice … you wouldn’t be where you are now C1 • To practise using unit vocabulary (truth and lies) in context • To practise skills related to Writing Part EXAM LINK Writing Part 2: Letter, review, report or proposal ACTIVITY TYPE A writing activity in the form of a race to use as many given words and phrases as possible CLASSROOM DYNAMICS Pairwork TIME TAKEN 10 minutes WHEN TO USE After Speaking, Exercise 5, page 85 What would you if … you didn’t have anywhere to live? PREPARATION If I weren’t so busy this afternoon … I would love to go for a walk in the park If it wasn’t raining so much … would you want to go home? You will need one copy of the activity for each pair Alternatively, and to save paper, copy the table onto the board and have students write in their notebooks If you were to work abroad … would you enjoy it? PROCEDURE Would we have done anything if … we had known he was in trouble If you hadn’t given me the instructions … I wouldn’t have a clue what to do! If Juliet hadn’t wasted her time at university … she wouldn’t be back at college now If the world was going to end tomorrow … I have no idea what I’d do! If I had won the competition … I wouldn’t be sitting here! If my mother hadn’t been late dropping me off … I would know how the film started Should he complain again … I will have had enough! Divide the class into pairs and give each pair a copy of the activity Tell students they have five minutes to write a text and include as many of the words in the table as possible The pair who has included the most words in their text in the correct context wins Explain that they can choose to write a letter, review, report or proposal If you think it will help, write these text type options on the board You can also give further support by suggesting a topic for students to write about, e.g entertainment or films Give students a couple of minutes to look over the words and decide which text type they are going to use They should also decide who is going to write: whether one student writes the whole text or they write part of the text each Tell students you are going to start the timer Start the timer and monitor pairs but try to allow students to complete the task on their own When the five minutes are up, pairs count how many words they have used Ask the pair which has used the most words to read out their text to the class If they have used some words incorrectly then they are discounted and the team with the next highest number of items reads their text to the class and so on The pair that has used the most words correctly is the winner If there is time at the end of the activity, you could ask the remaining pairs to read out their texts as well ADAPTATION AND EXTENSION • To save time, pairs can swap their texts with another pair for them to mark and return a score • Fast finishers can also this task individually by creating a text using all the words in the table They can finish it for homework if necessary ANSWER KEY Students’ own answers 218 Photocopiable © Pearson Education Limited 2018 www.frenglish.ru PHOTOCOPIABLE ACTIVITIES: TEACHER’S NOTES 2ND EDITION 6C Speaking Part 7A Past modals AIM AIMS • To practise using vocabulary from the unit To practise using past modals • To practise discussion skills related to Speaking Part ACTIVITY TYPE EXAM LINK C1 Speaking Part 4: Discussion A group activity where students speculate on riddle situations using past modals ACTIVITY TYPE CLASSROOM DYNAMICS A group activity to practise speaking and assessing each other’s speech Groups of three or four CLASSROOM DYNAMICS 15 minutes Groups of four TIME TAKEN WHEN TO USE TIME TAKEN After Grammar: Past modals, Exercise 7, page 94 20 minutes PREPARATION WHEN TO USE After Speaking, Exercise 5, page 85 You will need to make one copy of the activity for each group, cut up into cards PREPARATION PROCEDURE You will need one copy of the activity for each group, cut up along the dotted lines PROCEDURE Divide the class into groups of four and divide each group into pairs Explain to students that they are going to take it in turns to assume the roles of two candidates and two examiners in Part of the Speaking Test (discussion) Assign one pair in the group the roles of examiners and the other pair the roles of candidates Give each pair the relevant part of the activity Explain that the candidates must discuss the question on the card for five minutes One of the examiners can time the discussion Each examiner should assess the performance of one of the candidates using criteria set out on their assessment form They should rate their candidate on each of the points (1 = needs improvement; = good; = excellent) Go through the criteria with the students and check for understanding Write the criteria on the board if you think it will help students Encourage the examiners to write notes including examples to support their rating for each of the points At the end of the discussion the examining pair can then take it in turns to provide feedback on each candidate’s performance The examiners should aim to provide constructive feedback and suggest ways in which the candidates can improve Allow no more than two minutes’ feedback for each candidate When they have finished, students can swap roles and begin the activity again with the second discussion question Divide the class into groups of three or four students Give each group a set of cards, face down on the table Explain to students that they are going to try to solve some riddles They should use past modals to speculate on the situation and solve the riddle as a group If they can’t agree on an answer, they should move on to the next card Tell them you will provide the answers at the end of the activity If you think students need the revision, go through the language from the explore grammar box in the Student’s Book with the class, eliciting modals for certainty, possibility and necessity Write examples on the board if necessary Tell students they have ten minutes to solve as many riddles as they can Start the activity and monitor students, providing help with the target language but not with the answers to the riddles When the time is up, ask groups to provide their solutions to the task using past modals, (She must have…; We are sure that it was…; It’s possible that it was…, etc.) The group with the most correct solutions wins the game ADAPTATION AND EXTENSION Students can look up further riddles and brainteasers on the internet to challenge their classmates with ANSWER KEY Fishing: They were three generations of the same family Ladder: He was on the first rung Girl reading: She was reading brail A&E doctor: The doctor was the son’s mother Dark cabin: She lit the match first The lift: I got out on the second floor Man in the rain: He was bald Fourth child: Beth Hiking: White The only place you can hike three miles south, then east for three miles, then north for three miles and end up back at your starting point is the North Pole There are only polar bears in the North Pole, and they are white! Photocopiable © Pearson Education Limited 2018 www.frenglish.ru 219 PHOTOCOPIABLE ACTIVITIES: TEACHER’S NOTES 2ND EDITION 7B Can you rephrase that, please? 7C Nouns from verbs AIMS To practise using vocabulary from the unit To learn new vocabulary relating to the topic of communicating ACTIVITY TYPE C1 AIMS A word-formation activity to practise formation of noun/verb pairs ACTIVITY TYPE A matching activity where students race to match idioms and phrases with their definitions CLASSROOM DYNAMICS CLASSROOM DYNAMICS Pairwork TIME TAKEN Pairwork 10 minutes TIME TAKEN WHEN TO USE 10 minutes After Use of English 2, Exercise 5, page 98 WHEN TO USE After Vocabulary: Recording head words, Exercise 4, page 95 PREPARATION You will need one copy of the activity for each pair, cut up into one set of white cards and one set of grey PROCEDURE Divide the class into pairs Give each pair one set of grey cards and one set of white cards Explain to students that the grey cards show communication idioms and phrases and the white show the definitions of the idioms and phrases In their pairs, students have five minutes to match the words with their definitions Tell students that this is a race and the pair to correctly match the most cards wins If they have finished matching before the time is up, they should put their hand up Start the race Monitor students but not provide any help at this stage Make a mental note of the order in which pairs put their hands up as the first to finish might not be the winners if they haven’t matched all the cards correctly Stop the activity after five minutes Ask the fastest pair to read out their first idiom/phrase and definition If students have matched the cards correctly, they can put them on a ‘correct pile’; incorrect cards are put aside Go around the class and ask for more words and definitions The winners at the end are the fastest pair with the most number of correct pairs PREPARATION You will need to make one copy of the activity for each pair or, and to save paper, ask students to write in their notebooks PROCEDURE Divide the class into pairs and give each pair a copy of the activity Explain to students that they are going to have a race to form as many noun/verb pairs as they can in five minutes Explain that in the ‘Same’ column they should write nouns and verbs which have the same form and in the ‘Different’ column, ones which have different forms Start the activity Monitor students but don’t offer any help at this stage Stop the activity after five minutes and ask pairs to swap their activity sheet with another pair to mark it for errors The new pair should mark the activity sheet and check with you any spelling they might not be sure of, then total the number of correct pairs The pair with the largest number of correct pairs wins ADAPTATION AND EXTENSION • This activity can also be done by individual fast finishers • To extend the activity, ask students to mark the stress on the words (particularly useful to check pronunciation of two-syllable nouns and verbs with the same spelling) ADAPTATION AND EXTENSION • To extend the activity, ask pairs to take it in turns to make sentences with the idioms and phrases Monitor the class to make sure students are using the phrases in the correct context • For weaker classes, the activity with fewer pairs of cards • This activity can also be done individually or in groups of three ANSWER KEY See the activity sheet 220 Photocopiable © Pearson Education Limited 2018 www.frenglish.ru PHOTOCOPIABLE ACTIVITIES: TEACHER’S NOTES 2ND EDITION 8A Health check 8B Saying it in the passive AIM AIM To explore ideas and practise language associated with the topic of the unit • To revise the passive ACTIVITY TYPE • To practise speaking using the passive It fronting structure and the impersonal passive form A quiz about the unit topic of health ACTIVITY TYPE CLASSROOM DYNAMICS A sentence-transformation card activity Individuals or pairwork CLASSROOM DYNAMICS TIME TAKEN Small groups 10 minutes TIME TAKEN WHEN TO USE 10 minutes At any time during the unit (e.g at the beginning to generate language and interest in the topic, or towards the end of the unit to recap) PREPARATION You will need to make one copy of the activity for each individual or pair PROCEDURE C1 WHEN TO USE After Grammar: The passive, Exercise 6, page 108 PREPARATION You will need to make one copy of the activity for each group, cut up into cards PROCEDURE Hand out copies of the activity to each individual or pair Divide the class into small groups and place one pile of cards face down for each group Explain to students that they are going to a quiz to find out how much they know about health and fitness Students read the questions and choose the options they think are true If students are working in pairs, encourage them to discuss reasons for their answers, particularly if they disagree Tell students they are going to play a game to practise the It fronting structure and the impersonal passive form Students take it in turns to turn over a card and read out the sentence They should then turn the sentence into the passive using one of the two structures/forms Do one with the class to demonstrate Allow students time to complete the activity If there is time to spare, they can look for interesting facts relating to the quiz items on the internet Otherwise, get students to swap their quiz with another student or pair and check answers as a class Did students find any of the answers surprising? The other students in the group should decide if the passive sentence uses either the It fronting structure or the impersonal form If it does, the student keeps the card If not, another student can have a go at correcting it and, if successful, he/she can keep the card The student with the most cards at the end of the game is the winner Students should use a variety of verbs and tenses as well as the impersonal form and It fronting structure ADAPTATION AND EXTENSION This activity is ideal for individual fast finishers ANSWER KEY C B B A B A B A C 10 B 11 B It may be helpful to weaker classes to brainstorm the passive forms from Student’s Book page 108 You might also want to elicit and record some useful verbs on the board, e.g ‘believed/widely agreed/considered/determined/ suggested/proposed …’ Start the activity and monitor groups, offering help when students can’t agree on a sentence Ensure that students are using a variety of verbs and tenses as well as the required form or structure Continue until all the cards have been used or for as long as time permits ADAPTATION AND EXTENSION For fast finishers, or if there is time at the end of the activity, students can choose one or more of the sentences to discuss in their groups Ask volunteers to feed back their ideas to the class Photocopiable © Pearson Education Limited 2018 www.frenglish.ru 221 PHOTOCOPIABLE ACTIVITIES: TEACHER’S NOTES 2ND EDITION C1 8C Emotive expressions ANSWER KEY Possible answers It is said that life expectancy in ancient Rome was 20–30 years It is widely agreed that most medicines will be printed by 3-D printers in the future It has been calculated that a third of humans’ lives are spent sleeping.  Penicillin is considered to have been discovered by Alexander Fleming Hippocrates of ancient Greece is widely agreed to be the father of western medicine It has been suggested that people who run regularly live on average six years longer Humans are understood to have become 50% heavier in the past 100 years than they have been throughout history It is believed that our life expectancy has increased more in the last fifty years than in the entire human existence The pace of population ageing is believed to be much faster now than in the past In fifty years’ time, it is expected that the jobs of nurses and carers will have been taken over by robots Laughing 100 times is considered to use the same energy as fifteen minutes cycling It has been determined that there are more living things living on your skin than people on the planet It is said that by 2020, the number of people aged 60 years and older will outnumber children younger than five years The average person is considered to walk the equivalent of four times around the world during his/her lifetime It is widely agreed that countries have to start making provision to look after their ageing populations It is proposed that women live longer than men partly because their immune systems age more slowly People are known to be able to survive for two months without eating, but only eleven days without sleeping It’s believed that two-thirds of all the people in the world who have ever lived to be 65 years old are still alive today AIM To revise vocabulary from the unit for expressing emotions ACTIVITY TYPE A guessing game with word cards CLASSROOM DYNAMICS Small groups TIME TAKEN 10 minutes WHEN TO USE After Vocabulary: Expressing emotions, Exercise 4, page 109 PREPARATION You will need to make one copy of the activity for each group, cut up into cards PROCEDURE Divide the class into small groups Give each group one set of cards face down on the table Explain to students that they are going to play a game with cards that have words connected with different emotions Each group should open one Student’s Book at the reading text on page 107 Student A takes a card and then reads from the Student’s Book text in the emotion associated with the word on the card The other students in the group have to guess the word on the card Student A should continue reading until someone guesses correctly The student who guesses correctly keeps the card Then it is that student’s turn to pick up a card and start reading where the previous student stopped The winner is the student with the most correct guesses and cards Some of the expressions will necessitate making a bit of noise Do not be afraid to let the students express the emotions However, if your teaching setting allows, you could put groups in different corners of the class so that any noisy emotions being expressed not impede other groups who may be trying to listen to a reading in a quieter emotion Start the game and continue until all the cards have been used or as long as time permits ADAPTATION AND EXTENSION For weaker classes, you could brainstorm all the emotions and write them on the board for reference 222 Photocopiable © Pearson Education Limited 2018 www.frenglish.ru PHOTOCOPIABLE ACTIVITIES: TEACHER’S NOTES 2ND EDITION 9A Leader or team player? 9B Whose responsibility? AIM AIMS To explore ideas and language associated with the topic of the unit To practise vocabulary from the unit ACTIVITY TYPE C1 ACTIVITY TYPE A categorising and rating activity using vocabulary from the unit A fun self-assessment quiz CLASSROOM DYNAMICS CLASSROOM DYNAMICS Pairwork Individuals or pairwork EXAM LINK TIME TAKEN Speaking Part 3: Collaborative task 10 minutes TIME TAKEN WHEN TO USE 15 minutes At any time in the unit (e.g at the beginning to generate language and interest in the topic, or towards the end of the unit for reflection) PREPARATION You will need to make one copy of the activity for each student, or if students are working in pairs, they can answer on the same activity sheet in different colours PROCEDURE WHEN TO USE After Vocabulary: Managing and teamwork, Exercise 6, page 123 PREPARATION You will need to make one copy of the activity for each pair PROCEDURE Divide the class into pairs and give each pair a copy of the activity Pairs should nominate one student to write Give each student or pair a copy of the activity Tell students they are going to complete a fun quiz to find out whether they are best suited to working in a team or leading a team Students can this activity individually or in pairs If they are working in pairs, they can read the questions together and complete the quiz with their individual marks Explain to students that they should read the statements and decide to what extent they agree with the statement, with ‘1’ being ‘totally agree’ and ‘5’ being ‘completely disagree’ Students then tick the appropriate box for each statement Students have five minutes to complete the quiz Start the activity and monitor, offering help where needed When students have finished, they can add up their scores, i.e for each tick in the ‘1’ column they get one point, for each tick in the ‘2’ column they get two points, etc Students then read the result analysis at the bottom of the page in pairs Explain to students that this is a fun quiz and is not meant to be a true reflection of their personalities Students can discuss in pairs to what extent they agree with their own and their partner’s analysis If there is time at the end of the activity, ask for feedback from the pairs What proportion of the class are leaders and what proportion are team players? Do students agree or disagree with the analysis? Why / Why not? ADAPTATION AND EXTENSION This activity is also suitable for individual fast finishers Tell students they are going to complete the Venn diagram with the vocabulary in the box Ask them to imagine an office scenario with a manager and a team Students should decide if the nouns, verbs, idioms or phrases belong to the manager’s duties or the team’s If they think it belongs to both, they should write it in the ‘Both’ section Explain to students that there is no right or wrong answer, but they should be prepared to explain their reasons at the end of the activity Start the activity and monitor pairs, offering help where needed, particularly if any of the students are struggling with the meaning of the vocabulary Continue until students have completed the activity or for as long as time permits Tell students to discuss and try to agree in their pair which they think is the most important action, behaviour or attribute for good team working in each of the given sections If there is time at the end of the activity, ask for feedback from the pairs Focus on any vocabulary which students did not agree on rating and check their understanding Ask students why they didn’t agree ADAPTATION AND EXTENSION For a higher level class or an activity involving a deeper level of critical thinking, you can also ask students to consider in which direction the activity goes, e.g ‘allocate tasks’ goes from the manager to the team member Demonstrate by drawing an arrow from ‘allocate tasks’ in the ‘Manager’ section to the ‘Team’ section Some activities aren’t so clear cut and others will go in both directions and will require students to discuss the phrases more critically Photocopiable © Pearson Education Limited 2018 www.frenglish.ru 223 PHOTOCOPIABLE ACTIVITIES: TEACHER’S NOTES 9C Academic and formal language 2ND EDITION C1 ANSWER KEY Possible answers Discussing the issue immediately meant finding a quick solution MEANT AIM • To practise academic and formal language • To practise key word transformation relating to Reading and Use of English Part EXAM LINK Reading and Use of English Part 4: Key word transformations A key factor in the company’s closure was the growing trend in online shopping FACTOR I was told I was a key member of the team by my manager KEY The team discovered that their manager was lacking in leadership skills DISCOVERED ACTIVITY TYPE Pairs write gapped key word transformation sentences for other pairs to answer CLASSROOM DYNAMICS Pairwork TIME TAKEN 15 minutes WHEN TO USE After Use of English 1: Academic and formal language, Exercise 4, page 125 PREPARATION You will need to make one copy of the activity for each pair or, and to save paper, copy the sentences onto the board and ask students to write in their notebooks PROCEDURE Divide the class into pairs and give each pair a copy of the activity Pairs should choose one student to write Tell students they are going to create gapped key word transformation sentences from the sentences on their activity sheet Elicit from students how many words are gapped in a key word transformation sentence (3–6 words) Where does the key word come from? (From the gapped words.) Is the key word the same as one of the words in the first sentence? (No, the key word is a different form of one of the words in the first sentence.) Do the first one as an example with the class Students write their gapped key word transformations on the activity sheet Tell students that they need to create their key word transformation sentences using academic and formal language Elicit some of the target language and if you think it will help students, record it on the board If students are struggling to come up with the language, go through the language in the box on page 125 of the Student’s Book again and, if necessary, record some useful language on the board Start the activity and allow five minutes for this part Monitor and offer help where needed, particularly with creating the gapped sentences Continue until students have completed the activity or when the time is up Tell pairs to swap their activity sheets with another pair for them to complete the key word transformation sentences Allow pairs just three or four minutes to this before handing back their sheets to the original pair to correct If there is time at the end of the activity, ask for feedback from the class How easy or difficult did they find the activity? Go over any difficulties relating to the exam with the class 224 Photocopiable © Pearson Education Limited 2018 www.frenglish.ru 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: 978-1-292-19513-1 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: Shaida Mohammadi, David Corp and Lisa Darrand Picture Credits The publisher would like to thank the following for their kind permission to reproduce their photographs: 123RF.com: Brian Jackson 109, 148, Deklofenak 120, Dmytro Sidelnikov 147, Dolgachov 130, 147, Ed Sweetman 110, Maridav 130, Wong Yu Liang 148; Pearson Education Ltd: Studio 120; Shutterstock.com: Ardelean Andreea 119, antoniodiaz 119, baranq 147, Creatista 129, Daxiao Productions 129, Georgejmclittle 109, Gyorgy Barna 110, Iofoto 129, Jack.Q 119, Mauricio Graiki 148, Nicholas Rjabow 120, PKpix 109, Pressmaster 130, Rawpixel.com 110 Cover Image: Shutterstock.com: Vladimir Hodac All other images © Pearson Education Text credits: New Straits Times: Oon Yeoh, NST, SAVVY: The future of advertising, February 4, 2018 62; Telegraph Media Group Limited: Reprinted with the permission of Telegraph Media Group Limited 19, 22, 62 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 2ND EDITION C1 Advanced 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 The C1 level, new for the second edition, works at an advanced level of English, and prepares students for the C1 Advanced exam • Extensive test package including: - Diagnostic start-of-course test with A/B versions - Language and skills unit tests with A/B versions - Review tests every three units with A/B versions - 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 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 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