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NEW EDITIONNEW EDITION

B2 FirstB2 First

CONTENTSCONTENTS

• IntroductionIntroduction
• Unit 1Unit 1 Bands and fansBands and fans
• Unit 2Unit 2 Relative valuesRelative values
• Unit 3Unit 3 Things that matterThings that matter
• Unit 4Unit 4 Forces of natureForces of nature
• Unit 5Unit 5 EatEat youryour heartheart outout
• Unit 6Unit 6 In the spotlightIn the spotlight
• Unit 7Unit 7 A place to liveA place to live
• Unit 8Unit 8 MovingMoving onon
• Unit 9Unit 9 Lucky break?Lucky break?
• Unit 10Unit 10 Friends for lifeFriends for life
• Unit 11Unit 11 Nothing to fear but fearNothing to fear but fear
• Unit 12Unit 12 Crime sceneCrime scene - AudioAudio scriptsscripts - TTeachingeaching notesnotes forfor photocopiablephotocopiable activitiesactivities - PhotocopiablePhotocopiable activitiesactivities

OOVERVERVIEW OFVIEW OF COURSECOURSE COMPONENTSCOMPONENTS

CoursebookCoursebook

 (^) TTwelvewelve engagingengaging unitsunits withwith authentic textsauthentic texts

 (^) Exam-styleExam-style practicepractice andand examexam tipstips

 (^) ExtensiveExtensive referencereference sectionsection includingincluding GrammarGrammar Reference,Reference,

Exam Focus and Writing ReferenceExam Focus and Writing Reference

 DownloadDownload thethe classclass audioaudio fromfrom www.pearsonELT.com/goldwww.pearsonELT.com/gold

Exam Maximiser with onlineExam Maximiser with online

audioaudio

 (^) ComplementsComplements andand consolidatesconsolidates thethe CoursebookCoursebook materialmaterial

 (^) AdditionalAdditional practice ofpractice of skills, examskills, exam tasks andtasks and language pointslanguage points

 Activities followActivities follow on fromon from but arebut are not dependentnot dependent on theon the

CoursebookCoursebook

 (^) Six additionalSix additional Use ofUse of English spreadsEnglish spreads and aand a completecomplete

PracticePractice TTestest

 With-With- andand withoutwithout keykey versionsversions

 (^) StudentsStudents downloaddownload thethe Exam MaximiserExam Maximiser audio material foraudio material for

self-study fromself-study from www.pearsonELT.com/goldwww.pearsonELT.com/gold

MyEnglishLabMyEnglishLab

 (^) OnlineOnline Learning MLearning Managementanagement SystemSystem whichwhich complementscomplements

and consolidates theand consolidates the CoursebookCoursebook materialmaterial

 (^) InteractiveInteractive versionsversions ofof allall Exam MaximiserExam Maximiser activitiesactivities

 Large bankLarge bank ofof extra practiceextra practice activities providesactivities provides

comprehensive training in the subskills and areas ofcomprehensive training in the subskills and areas of

language that underpin the examlanguage that underpin the exam

 (^) Video prVideo presentations explainingesentations explaining each parteach part of theof the examexam

 ThreeThree fullfull practicepractice teststests

 (^) AutomaticAutomatic activityactivity gradinggrading and iand instant rinstant rich feedbach feedbackck

 (^) GradebookGradebook toto tracktrack students’students’ progressprogress

 (^) CommonCommon Error ReportError Report identifiesidentifies areas forareas for improvement.improvement.

eText for studentseText for students

 (^) DigitalDigital versionversion ofof thethe CoursebookCoursebook

 (^) For use atFor use at home orhome or in class,in class, on desktop,on desktop, laptop or mobillaptop or mobilee

devicesdevices

 IncludesIncludes interactiveinteractive activitiesactivities

 (^) Students can listenStudents can listen to the audioto the audio as manyas many times astimes as they needthey need

to and read along with the audio script.to and read along with the audio script.

44

Teacher’s BookTeacher’s Book

 (^) YYour completeour complete guide toguide to using allusing all of theof the Gold B2 First NewGold B2 First New

EditionEdition components in a blended classroomcomponents in a blended classroom

 (^) Lesson plansLesson plans with answers,with answers, audio scriptsaudio scripts and writingand writing tasktask

sample answerssample answers

 (^) Cross-referencesCross-references toto allall ofof thethe GoldGold componentscomponents

 (^) Supplementary ideasSupplementary ideas for wfor warmers andarmers and extension activitiesextension activities

 (^) Advice onAdvice on using theusing the digital componentsdigital components and otherand other ideasideas

for a blended classroomfor a blended classroom

 (^) ThreeThree engagingengaging photocopiablephotocopiable activities peractivities per unitunit

with detailed teaching notes to revise and extend thewith detailed teaching notes to revise and extend the

CoursebookCoursebook (^) materialmaterial

 (^) ComesComes withwith TTeacher’s Resource Dieacher’s Resource Discsc

Teacher’s ResourcesTeacher’s Resources

 AvailableAvailable offlineoffline ((TTeacher’s Resourceeacher’s Resource DiscDisc) or online) or online

 DownloadDownload thethe TTeachereacher’’s Resources froms Resources from

www.pearsonELT.com/goldwww.pearsonELT.com/gold

 (^) CoursebookCoursebook andand Exam MaximiserExam Maximiser audioaudio

 (^) TestmasterTestmaster with customisable versions of all the coursewith customisable versions of all the course

tests in Word format, with audio:tests in Word format, with audio:

22 PlacementPlacement TTestsests

1212 UnitUnit TTestsests

44 ProgresProgresss TTestsests

11 ExitExit testtest

 (^) SpeakingSpeaking testtest videosvideos withwith printableprintable worksheetsworksheets

 PDFPDF versionsversions ofof thethe Teacher’s BookTeacher’s Book photocopiablephotocopiable

activities (online only)activities (online only)

 (^) WordlistsWordlists

ActiveTeachActiveTeach

 Interactive whiteboardInteractive whiteboard softwaresoftware to helpto help teachers getteachers get thethe

most out of the coursemost out of the course

 (^) CompleteComplete interactiveinteractive versionsversions ofof thethe CoursebookCoursebook andand

Exam MaximiserExam Maximiser – with integrated audio – for classroom– with integrated audio – for classroom

presentationpresentation

 (^) CoursebookCoursebook teacher's notes and photocopiable activitiesteacher's notes and photocopiable activities

 Answer-revealAnswer-reveal featurefeature

 Extra interactiveExtra interactive activities andactivities and gamesgames for everyfor every unitunit

 TestmasterTestmaster with audiowith audio

 (^) SpeakingSpeaking testtest videosvideos withwith printableprintable worksheetsworksheets

 A hostA host of usefulof useful classroom tools,classroom tools, including aincluding a digitaldigital whiteboard and pens; link-embedding capability; timerswhiteboard and pens; link-embedding capability; timers

and scoreboards for gamesand scoreboards for games

11

Bands and fansBands and fans

Speaking focusSpeaking focus p.6p. VocabularyVocabulary free-time activitiesfree-time activities AimAim tousetouse arangeofarangeof languagetotalklanguagetotalk aboutfree-timeactivitiesaboutfree-timeactivities WarmerWarmer P utstude nP utstude ntsintogroupsofthre e todisctsintogroupsofthre e todiscussthe se queussthe se questionsstions.. Whatfree-timeWhatfree-time activitiesarepopularactivitiesarepopular whereyoulive?whereyoulive? WhydoWhydo youthinkyouthink theyarepopular?theyarepopular? ElicitsomeresponsesElicitsomeresponses andwriteandwrite thefree-timeactivitiesmentionedthefree-timeactivitiesmentioned ontheonthe board.board.

11 AskstudentstoAskstudentsto thinkofthinkof atleastthreeatleastthree free-timeactivitiestheyenjoyfree-timeactivitiestheyenjoy doingbydoingby themselvesandthreethingsthemselvesandthreethings theyenjoydoingtheyenjoydoing withfriendswithfriends orfamily.Inorfamily.In pairs,pairs, studentsdiscussthstudentsdiscussth eiranswers.Elicitsomeeiranswers.Elicitsome ideas.ideas.

22 EnsurestudentsunderstandEnsurestudentsunderstandcomedian).Studentssuggestverbscomedian).Studentssuggestverbs giggig // /(aperformance/(aperformancewhichcanbewhichcanbe usedwithusedwith byabya musicianoramusicianora theactivitiesintheactivitiesin the box.Ask studthe box.Ask stude ntsifmore thae ntsifmore thanone ve rbca nbe use dwitha na ctivnone ve rbca nbe use dwitha na ctivity.Fority.For example,example,listentolistento ,, makemake andand playplay ca na llbe use dwithca na llbe use dwithmusicmusic.. 33 ShareanexampleforShareanexamplefor thefirstthefirst sentenceofsomethingsentenceofsomething youlikedoing,youlikedoing, e.g.e.g.IquiteIquite enjoyplayingcomputergames.enjoyplayingcomputergames. P ointoutthe use ofge ruP ointoutthe use ofge rundnd playingplayingaftertheafterthe verbverb enjoyenjoy a nde xpla nde xpla intha tthe ge rua intha tthe ge rundisa lsouse da ftendisa lsouse da fterthe ve rbs:rthe ve rbs:likelike,, lovelove,orca n't,orca n't standstand.E xpla i.E xpla intha twe ca nomitthe ge rundntha twe ca nomitthe ge rund,e .g.I,e .g.I quiteenjoycomputerquiteenjoycomputer gamesgames,, howeveraddingthehoweveraddingthe gerundprovidesmoregerundprovidesmore detail,e.g.detail,e.g. IlikeplayingIlikeplaying /watching/watching sport.sport. AskstudentstoAskstudentsto completethesentenceswithcompletethesentenceswith theirowntheirown answers.answers. 44 StudentscomparetheirStudentscomparetheir sentencesinpairs,sentencesinpairs, beforereportingbackbeforereportingback tothetothe class.class.

AnswersAnswers 11 Students’ownStudents’own answersanswers 22 goclubbing;goclubbing; playcomputergames;playcomputergames; do/takeexercise;havefriendsround,do/takeexercise;havefriendsround, spendspend time withfrietime withfriends,se e friends,se e friends;goto/pla ygigs;pla ynds;goto/pla ygigs;pla y/le a/le arnthe guita r;goto/vrnthe guita r;goto/visitisit museums;play/listentomuseums;play/listento music;gooutmusic;goout for/make(a)pizza;gofor/make(a)pizza;go onsocialmedia;onsocialmedia; play/watch/dosport;watchplay/watch/dosport;watch TV;goshopping;TV;goshopping; doyogadoyoga 33 Students’ownStudents’own answersanswers 44 Students’ownStudents’own answersanswers ADDITIONALPRACTICADDITIONALPRACTICEE || MaximiserMaximiser p.6,Vocabulary1–2p.6,Vocabulary1–2 || MELMEL Unit1,Vocabulary1–2Unit1,Vocabulary1–2 || ActiveTeachActiveTeach Game:SheepOut!Game:SheepOut!

88 Unit1Unit1 BandsandfansBandsandfans ©Pearson Education Limited 2018©Pearson Education Limited 2018 PhotocopiablePhotocopiable

If this is theIf this is the answer, what’s the question?answer, what’s the question?^ 1A1A

WhatcouldIseeordoWhatcouldIseeordo ifIifI visitevisitedyourhometown?dyourhometown?

Whatdoyouthinkyou’llWhatdoyouthinkyou’ll useyourEnglisuseyourEnglishforinhforin thethe future?future?

WhatsubjeWhatsubjectdo/didyouctdo/didyou findthemostdifficufindthemostdifficultatltat school?school?

WhatareyourplansfortheWhatareyourplansforthe weekend?weekend?

WhatwasthelastfilmyouWhatwasthelastfilmyou sawatthecinemaoronsawatthecinemaoron television?television?

Whatdoyouthinkyou’llWhatdoyouthinkyou’ll bedoinginfiveyears’bedoinginfiveyears’ time?time?

WhatkindofbooksdoyouWhatkindofbooksdoyou enjoyreading?enjoyreading?

WhatjobwouldyoumostWhatjobwouldyoumost liketodo?liketodo?

WhatsortsofthingsdoWhatsortsofthingsdo youuseyourcomputyouuseyourcomputerer for?for?

Wheredoyouthinkyou’llWheredoyouthinkyou’ll goonholidaythisyear?goonholidaythisyear?

TalkabouTalkaboutata familyfamily memberthatyougetonmemberthatyougeton wellwith.wellwith.

WhatsortsofthingsdoyouWhatsortsofthingsdoyou enjoydoinenjoydoingwhenyougogwhenyougo onholiday?onholiday?

ArethereanyfamousArethereanyfamous peoplpeopleyouwouldreallyeyouwouldreally liketomeet?liketomeet?

WhatdoyoulikeaboutWhatdoyoulikeabout theplacewhereyouweretheplacewhereyouwere broughtup?broughtup?

WouldyouliketobeWouldyouliketobe famous?famous?

WhichhouseholdWhichhousehold choreschores can’tyoustanddoincan’tyoustanddoing,andg,and why?why?

DoyouprefertospendDoyouprefertospend timewithfriendsorfamily,timewithfriendsorfamily, andwhy?andwhy?

TalkabouTalkaboutata festivfestivaloralor celebcelebrationinyourhomerationinyourhome town.town.

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©PearsonEducationLimited©PearsonEducationLimited 2018 2018 PhotocopiablePhotocopiable 1919

NameName SurnameSurname ClassClass DateDate

FILAFILA AA Unit 1 TestUnit 1 Test

Section 1: VocabularySection 1: Vocabulary 11 ChoosChoosetheanswer(A, B, CorD)etheanswer(A, B, CorD) thatbestthatbest completeseachsentence.completeseachsentence. 11 He some tiHe some time sme s frie ndfrie ndsroundinthe e ve ningssroundinthe e ve nings.. AA putsputs BB hashas CC meetsmeets DD seessees 22 Myfrie ndMyfrie ndsa re re a llysa re re a lly hip-hohip-hop,butIdon’tlik ep,butIdon’tlik e itve rymuch.itve rymuch. AA atat BB onon CC intointo DD aboutabout 33 S he ’S he ’sre a llyk e esre a llyk e enn compucompute rga me ste rga me s.. AA inin BB atat CC onon DD toto 44 O ure xe rO ure xe rcise cla scise cla sse sse s pe ople ofa lla bipe ople ofa lla bilitielities.s. AA makeupmakeup BB caterforcaterfor CC takeovertakeover DD dowithdowith 55 JamesJames tolotsofgigsbe ca use he lovetolotsofgigsbe ca use he lovesliveslive music.music. AA goesgoes BB attendsattends CC takestakes DD doesdoes 66 H i s s iH i s s in g in g in g c a rn g c a re e re e r o f f w ho f f w he n h e w oe n h e w onn TheXTheX Factor.Factor. AA putput BB camecame CC tooktook DD gotgot 77 A b a d m eA b a d m ea la l R o bR o be r t t o c re r t t o c re a te a te a n e w a p p fe a n e w a p p fo ro r reviewingrestaurants.reviewingrestaurants. AA confirmedconfirmed BB tookovertookover CC gavegave DD inspiredinspired 88 I ’ d l iI ’ d l ik e y ok e y ou t o t a k eu t o t a k e w h aw h at y o u s a it y o u s a id a b o ud a b o ut m e .t m e. Itwa sve ryrude .Itwa sve ryrude. AA upup BB offoff CC outout DD backback

22 ChoosChoosewordsfrom eachbox tocom pewordsfrom eachbox tocom pl etethel etethe sentences.sentences.

11 Ne xtwe eNe xtwe ek a ne wma na ge risgoingtok a ne wma na ge risgoingto ourfootballourfootball team.team. 22 H oH ow d o yw d o yo u mo u ma na na ga ge t oe t o a la ll t hl t he n ee n eww musicthat’soutmusicthat’sout there?there? 33 I ’I ’m g o im g o in g t on g t o p lp la ya yi ni ng t h e gg t h e gu iu it at ar. Ir. I re a lre a llywa nttole a rntopla yit.lywa nttole a rntopla yit. 44 M y fM y fr ir ie ne nd a nd a nd I h ad I h av ev en ’n ’t g ot g ot a l ot a l ott e a chothee a chotherwhe nitcome stomusic.rwhe nitcome stomusic. 55 T hT he y oe y of tf te ne n a t ta t th e wh e we ee ek ek en dn d. T. Th eh eyy justlovejustlove livemusic.livemusic. 66 M y fM y fr ir ie ne nd i sd i s t ht he le le ae ad s id s in gn ge r ie r in t hn t ha ta t newrocknewrock band.band. 77 Mysiste rlovMysiste rlove sgoingtomuse umse sgoingtomuse ums,but,but II t h et h em b em b ec ac au su se t he t he ye y’ r’ re b oe b or ir in gn g..

...................... / 8/ 8

g o tg o too i n ci n co mo mm om onn m am add c ac an ’n ’tt k e e pk e e p t a kt a ke ( x 2 )e ( x 2 ) a ba bo uo utt s ts ta na ndd g ig ig sg s u pu p o vo ve re r u p w i tu p w i thh w i tw i thh

...................... / 7/ 7

Section 2: GrammarSection 2: Grammar 33 ChoosetheChoosethe correctalternativestocorrectalternativesto completethecompletethe sentences.sentences. 11 JennyJenny has/ishavinghas/ishaving ashower.Sheashower.She isnevertisnevert aking/aking/ nevertakesnevertakes verylong.verylong. 22 TherisottoTherisotto tastes/istastingtastes/istasting delicious.Philipdelicious.Philip tastes/istastingtastes/istasting itnow.itnow. 33 T he CDT he CD sells/issellingsells/isselling ve rywe llsowe a re ve ryve rywe llsowe a re ve ry happy.However,thishappy.However,this oftenoften happens/ishappeninghappens/ishappening inthe firstwe e k .inthe firstwe e k. 44 The bandThe band appears/isappearingappears/isappearing at Wembleynextat Wembleynext week.week. (^) Do you think/Are you thinkingDo you think/Are you thinking we can getwe can get tickets?tickets? [1markper[1markper option]option] ...................... / 8/ 8 44 Com plCom pletethesecondsenetethesecondsentencesothati thasatencesothati thasa similarmeaningtosimilarmeaningto thefirstthefirst sentence,usingthesentence,usingthe wordgi v ewordgi v en. Donotchangethewordgi vn. Donotchangethewordgi ven. Youen. You mustusemustuse betweentwobetweentwo andfiveandfive words,includingwords,including thewordtheword given.given. 11 OurparentsOurparents alwaystookusalwaystookus tomusictomusic festivals.festivals. ((WOULDWOULD)) OOuurr ppaarreennttss ustomusicfe stivaustomusicfe stivals.ls. 22 Ipla yina ba nde ve rywe e k soit’snota probleIpla yina ba nde ve rywe e k soit’snota problem.m. ((USEDUSED)) II ina ba nd.ina ba nd. 33 W e ofte npe rfoW e ofte npe rforme dconcrme dconce rtsforourfrie ndse rtsforourfrie nds a ndfa mila ndfa milywhe nwe we re youngeywhe nwe we re younger.(r.(USEDUSED)) WeWe conceconcertsforourfrie ndsa ndfa milrtsforourfrie ndsa ndfa milywhe nwe we reywhe nwe we re younger.younger. 44 Itwa sdifficulItwa sdifficulttolive inChina a tfirst,butit’snotsottolive inChina a tfirst,butit’snotso ba dnow.(ba dnow.(GETTINGGETTING )) II inChina now.inChina now. 55 Ine ve ra rgueIne ve ra rguedwithmypa re ntswhe nIwa sa child.dwithmypa re ntswhe nIwa sa child. ((WOULDWOULD)) II withmypa re ntwithmypa re ntswhe nIwa saswhe nIwa sa childchild.. 66 He work e dinAfricHe work e dinAfrica ma nyye a rsa goa ma nyye a rsa go.He doe sn’t.He doe sn’t anymore.(anymore.(USEDUSED)) HeHe inAfrica.inAfrica. 77 T he ywa shT he ywa she dthe dishe se vee dthe dishe se verynight.(rynight.(WOULDWOULD)) TThheeyy thedishesthedishes everynight.everynight. ...................... / 7/ 7 TOTALTOTAL ...................... / 30/ 30 ©Pearson Education Limited 2018©Pearson Education Limited 2018 PhotocopiablePhotocopiable

1B1B Preposition squaresPreposition squares

Sentence cardsSentence cards

11 HeapologisedHeapologised arrivinglatetoarrivinglateto thethe meeting.meeting.

22 I’vebeenlookingI’vebeenlooking thisthis photoforhours,photoforhours, butIstillbutIstill don’tdon’t knowwhaknowwhatitis .titis.

33 DependingDepending thethe weather,Imightgoweather,Imightgo outtonight.outtonight.

44 D oyouD oyou alwaysagreealwaysagree everythingyoureverythingyour teachersays?teachersays?

55 ManypeopleManypeople appliedapplied thethe job,butIjob,butI gotit.gotit.

66 Thefilmis bas eThefilmis bas edd aa verypopularbook.verypopularbook.

77 I’msoannoyedI’msoannoyed Jack.Jack. HecanneverHecannever keepkeep asecret!asecret!

88 Ican’tgooutIcan’tgoout tonightbecausetonightbecause IneedtoIneedto prepareprepare anan exam.exam.

99 AccordingAccording Sophie,it’sgoingtoSophie,it’sgoingto berainytomorrow.berainytomorrow.

1010 MybestfriendMybestfriend isinterestedisinterested startinganewstartinganew business.business.

1111 H owdoyouas kH owdoyouas k aa coffeeinSpanish?coffeeinSpanish?

1212 ThefatherThefather didn’tapprovedidn’tapprove hishis daughter’stattoodaughter’stattoo..

1313 IwasIwas disappointeddisappointed thatnewTVthatnewTV show.show.

1414 MyparentshaveMyparentshave alwaysbeenproudalwaysbeenproud mymy achievements.achievements.

1515 IneedtoIneedto concentrateconcentrate mymy work.work.

1616 IfyouwantIfyouwant tosucceedtosucceed life,life, youneedtoyouneedto workwork hard.hard.

1717 I’mgettingbetterI’mgettingbetter managingmymanagingmy time.time.

1818 IrelyalotIrelyalot myparentsformyparentsfor support.support.

1919 MybrotherissoMybrotherisso annoying.He’sannoying.He’s alwayslaughingalwayslaughing me!me!

2020 DoyoubelieveDoyoubelieve ghosts?ghosts?

Preposition cardsPreposition cards

ffoorr ffoorr ffoorr ffoorr aatt

aatt aatt wwiitthh wwiitthh oonn

oonn oonn oonn ttoo ooff

ooff iinn iinn iinn iinn

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TTeachingeaching withwith MyEnglishLabMyEnglishLab

MyEnglishLab:MyEnglishLab: Gold B2 First New EditionGold B2 First New Edition complementscomplements

thethe CoursebookCoursebook and allows you to provide students with aand allows you to provide students with a

blended learning experience. In addition to being an interactiveblended learning experience. In addition to being an interactive

alternative to thealternative to the Exam MaximiserExam Maximiser, the, the MyEnglishLabMyEnglishLab

component contains a large bank of additional Cambridgecomponent contains a large bank of additional Cambridge

English Qualifications B2 First exam practice activities. It alsoEnglish Qualifications B2 First exam practice activities. It also

includes video introductions to each part of the exam andincludes video introductions to each part of the exam and

two full practice tests. You and your students can access thesetwo full practice tests. You and your students can access these

materials wherever there is an internet connection.materials wherever there is an internet connection.

UsingUsing MyEnglishLabMyEnglishLab allows you to spend less time markingallows you to spend less time marking

exercises in class, which frees up classroom time for moreexercises in class, which frees up classroom time for more

communicative activities, project work and so on, andcommunicative activities, project work and so on, and

students receive instant detailed feedback which is relevantstudents receive instant detailed feedback which is relevant

to the answer they gave.to the answer they gave.

Introduce MyEnglishLab to your studentsIntroduce MyEnglishLab to your students

After you have registered and created your course, studentsAfter you have registered and created your course, students

can register using the unique access code from theircan register using the unique access code from their

CoursebookCoursebook andand your Teacher’your Teacher’s courses course code.code.

Introducing the purpose ofIntroducing the purpose of MyEnglishLabMyEnglishLab to your class isto your class is

essential. Discuss how you intend to use it and why it isessential. Discuss how you intend to use it and why it is

beneficial: they’ll have access to additional practice of thebeneficial: they’ll have access to additional practice of the

key skills they’ll need to excel in the exam; they can getkey skills they’ll need to excel in the exam; they can get

instant feedback on their answers; they can track theirinstant feedback on their answers; they can track their

progress very easily with the onscreen indicators.progress very easily with the onscreen indicators.

Assign work regularlyAssign work regularly

You can make all of the material available for students toYou can make all of the material available for students to

work through in their own time or assign specific activitieswork through in their own time or assign specific activities

as you go through your course. You can assign tasks to theas you go through your course. You can assign tasks to the

whole class, to groups of students with different needs or towhole class, to groups of students with different needs or to

individual students. Theindividual students. The Gold B2 First New Edition Teacher'sGold B2 First New Edition Teacher's

BookBook includes suggestions for specificincludes suggestions for specific MyEnglishLabMyEnglishLab

activities to consolidate theactivities to consolidate the CoursebookCoursebook content in thecontent in the

AdditionaAdditional practicel practice sections of the teacher's notes, wheresections of the teacher's notes, where

'MyEnglishLab' is abbreviated to 'MEL'.'MyEnglishLab' is abbreviated to 'MEL'.

Make the most of the gradebookMake the most of the gradebook

Check the gradebook regularly to see how your studentsCheck the gradebook regularly to see how your students

are doing. You can export the gradebook as an Excel file toare doing. You can export the gradebook as an Excel file to

make life easy when you need to write student reports.make life easy when you need to write student reports.

The Common Error report shows the frequency and types ofThe Common Error report shows the frequency and types of

errors students have made on an exercise. This makes it easyerrors students have made on an exercise. This makes it easy

for you to identify areas for further remedial teaching.for you to identify areas for further remedial teaching.

MessagesMessages

MyEnglishLab: Gold First New EditionMyEnglishLab: Gold First New Edition (^) enables you to sendenables you to send

and keep track of messages to your students. You canand keep track of messages to your students. You can

remind them about their homework, offer guidance, andremind them about their homework, offer guidance, and

have one-to-one exchanges. There is also a folder where youhave one-to-one exchanges. There is also a folder where you

can upload documents for the class such as reading material,can upload documents for the class such as reading material,

sample answers or notices.sample answers or notices.

Manage multi-level classesManage multi-level classes

Plenty of pairworkPlenty of pairwork

Working in pairs and small groups gives students theWorking in pairs and small groups gives students the

opportunity to learn reciprocally. Discussing reasons for theiropportunity to learn reciprocally. Discussing reasons for their

answers in an activity can be particularly useful by providinganswers in an activity can be particularly useful by providing

both the challenge of articulating a reason effectively andboth the challenge of articulating a reason effectively and

the support of having someone else’s thought processthe support of having someone else’s thought process

explained. The lesson plans in theexplained. The lesson plans in the Gold B2 First New EditionGold B2 First New Edition

Teacher’s BookTeacher’s Book include pairwork in every lesson.include pairwork in every lesson.

Mix them upMix them up

The more diverse your class, the more important it is toThe more diverse your class, the more important it is to

change partners regularly to ensure students get a rangechange partners regularly to ensure students get a range

of practice with people with different strengths. This isof practice with people with different strengths. This is

particularly important when preparing for the speakingparticularly important when preparing for the speaking

paper of Cambridge English Qualifications B2 First, wherepaper of Cambridge English Qualifications B2 First, where

students will be paired with someone who may have astudents will be paired with someone who may have a

different level than themselves. Repeating an exercise withdifferent level than themselves. Repeating an exercise with

a new partner is a strategy that is often used in thea new partner is a strategy that is often used in the Gold B2Gold B

First New EditionFirst New Edition Teacher’s BookTeacher’s Book, which gives students of all, which gives students of all

abilities the opportunity to improve their first performance.abilities the opportunity to improve their first performance.

Offer choicesOffer choices

Many students respond well to choices that help them makeMany students respond well to choices that help them make

a decision about their own learning. For example: ‘Okay, I’ma decision about their own learning. For example: ‘Okay, I’m

going to offer you a choice here. For those who would likegoing to offer you a choice here. For those who would like

to look at the third conditional in more detail, I’m going toto look at the third conditional in more detail, I’m going to

work through the Grammar Reference now. If you feel youwork through the Grammar Reference now. If you feel you

are already familiar with the third conditional, you can startare already familiar with the third conditional, you can start

the third conditional activity on p.X.’the third conditional activity on p.X.’

Have a plan for fast finishersHave a plan for fast finishers

If your class is particularly diverse, there may be a significantIf your class is particularly diverse, there may be a significant

variation in the time it takes for students to complete anvariation in the time it takes for students to complete an

exercise, especially during timed tests or writing activities.exercise, especially during timed tests or writing activities.

One option is to write the day’s homework on the boardOne option is to write the day’s homework on the board

before class, and let students know that if they finish classbefore class, and let students know that if they finish class

exercises early they can begin working on their homework.exercises early they can begin working on their homework.

Another option for fast finishers is for them to design a fewAnother option for fast finishers is for them to design a few

extra questions/exercises on the lesson topic. You could alsoextra questions/exercises on the lesson topic. You could also

have English newspapers/magazines/readers available.have English newspapers/magazines/readers available.

Provide extra supportProvide extra support

Some additional suggestions for students who are findingSome additional suggestions for students who are finding

the course very challenging include:the course very challenging include:

• • givinggiving students thestudents the opportunity toopportunity to rehearse beforerehearse before

discussion activities, e.g. ‘You’re going to speak with yourdiscussion activities, e.g. ‘You’re going to speak with your

partner about the photos on p.X. Take a minute now topartner about the photos on p.X. Take a minute now to

look at them and think about what you’re going to say.look at them and think about what you’re going to say.

I’ll let you know when to begin.’I’ll let you know when to begin.’

• • forfor writingwriting activities, elicitingactivities, eliciting sentence starterssentence starters onon thethe

board which students may choose to useboard which students may choose to use

See page 6 for some recommended additional resources.See page 6 for some recommended additional resources.

77

Bands and fansBands and fans

Speaking focusSpeaking focus p.6p.

VocabularyVocabulary

free-time activitiesfree-time activities

AimAim

●● (^) to use a range of language to talk about free-time activitiesto use a range of language to talk about free-time activities

WWarmerarmer

Put students into groups of three to discuss these questions.Put students into groups of three to discuss these questions. What free-timeWhat free-time

activities are popular where you live? Why do you think they are popular?activities are popular where you live? Why do you think they are popular?

Elicit some responses and write the free-time activities mentioned on the board.Elicit some responses and write the free-time activities mentioned on the board.

11 Ask students to think of at least three free-time activities they enjoy doing byAsk students to think of at least three free-time activities they enjoy doing by

themselves and three things they enjoy doing with friends or family. In pairs,themselves and three things they enjoy doing with friends or family. In pairs,

students discuss their answers. Elicit some ideas.students discuss their answers. Elicit some ideas.

22 Ensure students understandEnsure students understand giggig //ɡɪɡɡɪɡ/ (a perfor/ (a performance bymance by a musicia musician or aan or a

comedian). Students suggest verbs which can be used with the activities incomedian). Students suggest verbs which can be used with the activities in

the box. Ask students if more than one verb can be used with an activity. Forthe box. Ask students if more than one verb can be used with an activity. For

example,example, listen tolisten to,, makemake andand playplay can all be used withcan all be used with musicmusic..

33 Share an example for the first sentence of something you like doing, e.g.Share an example for the first sentence of something you like doing, e.g.^ I quiteI quite

enjoy playing computer games.enjoy playing computer games. Point out the use of gerundPoint out the use of gerund playiplayingng after the verbafter the verb

enjoyenjoy and explain that the gerund is also used after the verbs:and explain that the gerund is also used after the verbs: likelike,, lovelove, or can't, or can't

standstand. Explain that we can omit the gerund, e.g. I. Explain that we can omit the gerund, e.g. I quite enjoyquite enjoy computer gamescomputer games,,

however adding the gerund provides more detail, e.g.however adding the gerund provides more detail, e.g. I like playing / watchingI like playing / watching

sport.sport. Ask students to complete the sentences with their own answers.Ask students to complete the sentences with their own answers.

44 Students compare their sentences in pairs, before reporting back to the class.Students compare their sentences in pairs, before reporting back to the class.

AnswersAnswers

11 Students’ own answersStudents’ own answers

22 go clubbing; play computer games; do/take exercise; have friends round, spendgo clubbing; play computer games; do/take exercise; have friends round, spend

time with friends, see friends; go to / play gigs; play/learn the guitar; go to/visittime with friends, see friends; go to / play gigs; play/learn the guitar; go to/visit

museums; play/listen to music; go out for/make (a) pizza; go on social media;museums; play/listen to music; go out for/make (a) pizza; go on social media;

play/watch/do sport; watch TV; go shopping; do yogaplay/watch/do sport; watch TV; go shopping; do yoga

33 Students’ own answersStudents’ own answers

44 Students’ own answersStudents’ own answers

ADDITIONAL PRACTICEADDITIONAL PRACTICE || MaximiserMaximiser p.6, Vocabulary 1–2p.6, Vocabulary 1–2 || MELMEL Unit 1, Vocabulary 1–2Unit 1, Vocabulary 1–2 ||

ActiveTeachActiveTeach Game: Sheep Out!Game: Sheep Out!

88 Unit 1Unit 1 Bands and fansBands and fans

1111 Tell students that they are going to assess Julia andTell students that they are going to assess Julia and

Stefan’s answers in three areas, giving them a scoreStefan’s answers in three areas, giving them a score

between 1 and 5. Check that students understandbetween 1 and 5. Check that students understand

hesitationhesitation (when people pause before saying/doing(when people pause before saying/doing

something because they are nervous or not sure). Readsomething because they are nervous or not sure). Read

thethe Exam TipExam Tip aloud. Play the recording again whilealoud. Play the recording again while

students give Julia and Stefan a score. Ask students tostudents give Julia and Stefan a score. Ask students to

discuss their scores in pairs or groups of three.discuss their scores in pairs or groups of three.

1122 Put students into pairs. Ask them to take turns to askPut students into pairs. Ask them to take turns to ask

and answer one of the questions from Activities 8 and 9.and answer one of the questions from Activities 8 and 9.

MonitorMonitor, providing feedback, providing feedback and encouraging studentsand encouraging students

to provide full answers. For more practice, studentsto provide full answers. For more practice, students

could discuss acould discuss a differendifferent question witht question with a new partner.a new partner.

AnswersAnswers

88 11 DD 22 AA 33 BB 44 CC 55 FF 66 E/FE/F

99 Students’ own answersStudents’ own answers

1010 11 Julia: 4 andJulia: 4 and 6; Stefan: 2 and 36; Stefan: 2 and 3

22 I’m sorry. Would you repeat the question, please?I’m sorry. Would you repeat the question, please?

33 She could have used synonyms such asShe could have used synonyms such as grades/grades/

resultsresults, or said, or said I always did well in the subject.I always did well in the subject.

1111 Julia was rather hesitant, with had a small range ofJulia was rather hesitant, with had a small range of language.language.

Stefan used a wider range of language, but soundedStefan used a wider range of language, but sounded

rather ’flat’ and monotonous.rather ’flat’ and monotonous.

1212 Students’ own answersStudents’ own answers

MyEnglishLab tip:MyEnglishLab tip: Video introductionsVideo introductions

There are video introductions to all of the exam papers inThere are video introductions to all of the exam papers in

MyEnglishLab which students may find useful to watchMyEnglishLab which students may find useful to watch

for homework.for homework.

ADDITIONAL PRACTICEADDITIONAL PRACTICE || ActiveTeachActiveTeach Speaking test videosSpeaking test videos || MELMEL

Extra practice, Speaking 1Extra practice, Speaking 1 Part 1 Detailed answers: What’s missing?Part 1 Detailed answers: What’s missing?

Reading focusReading focus pp.8.

AimAim

●● (^) to practise exam strategies for approaching a gappedto practise exam strategies for approaching a gapped

text activity (Reading and Use of English, Part 6)text activity (Reading and Use of English, Part 6)

11 Put students into pairs to discuss the questions. ElicitPut students into pairs to discuss the questions. Elicit

some ideas.some ideas.

Cultural noteCultural note

Coachella is one of the world’s largest and most profitableCoachella is one of the world’s largest and most profitable

music festivals, held in Coachella Valley, California. Firstmusic festivals, held in Coachella Valley, California. First

held in 1999, it is now an annual event which attracts aheld in 1999, it is now an annual event which attracts a

crowd of around 99,000 people a day.crowd of around 99,000 people a day.

22 Ask students if anyone has heard of Coachella and whatAsk students if anyone has heard of Coachella and what

they know about it. Check that they understand thatthey know about it. Check that they understand that

reading for gist means to read something quickly toreading for gist means to read something quickly to

understand the main idea without worrying about theunderstand the main idea without worrying about the

small details. Focus students on the title ’How a musicsmall details. Focus students on the title ’How a music

festival turned into a money-making monster’. Elicit thefestival turned into a money-making monster’. Elicit the

meaning ofmeaning of money-making monstermoney-making monster (it makes a huge(it makes a huge

amount of money). Give students one minute to read theamount of money). Give students one minute to read the

text for gist to find out how the Coachella music festivaltext for gist to find out how the Coachella music festival

became so profitable. Emphasise that students shouldbecame so profitable. Emphasise that students should

not worry about unknown vocabulary at this stage.not worry about unknown vocabulary at this stage.

Then ask students to read the text again while matchingThen ask students to read the text again while matching

phrases 1–7 to paragraphs A–G. Elicit the answers.phrases 1–7 to paragraphs A–G. Elicit the answers.

33 Ask students to read the first two paragraphs again andAsk students to read the first two paragraphs again and

answer the questions. Point out that referencing wordsanswer the questions. Point out that referencing words

are used to avoid repeating the same words or phrasesare used to avoid repeating the same words or phrases

again. In a gapped text activity, referencing words inagain. In a gapped text activity, referencing words in

the text may refer to ideas or things mentioned in thethe text may refer to ideas or things mentioned in the

missing sentences, or vice versa. Students comparemissing sentences, or vice versa. Students compare

answers in pairs. Elicit the answers.answers in pairs. Elicit the answers.

44 Ask students to look around the gaps and guess whatAsk students to look around the gaps and guess what

information might be missing. Elicit the answers.information might be missing. Elicit the answers.

55 Read theRead the^ Exam TipExam Tip^ aloud. Students underlinealoud. Students underline

referencing words around each gap and try to work outreferencing words around each gap and try to work out

what they refer to. Elicit the answers.what they refer to. Elicit the answers.

AnswersAnswers

11 Students’ own answers.Students’ own answers.

22 11 DD 22 CC 33 GG 44 AA 55 FF 66 EE 77 BB

33 11 itit = the concert;= the concert; theythey = Pearl Jam;= Pearl Jam;

whowho = Ticketmaster;= Ticketmaster;^ itsits = Ticketmaster’s;= Ticketmaster’s;

TheirTheir = Pearl Jam’s= Pearl Jam’s

22 These issuesThese issues refers to the high temperatures andrefers to the high temperatures and

lack of campsite facilities.lack of campsite facilities.

What’s more, a few more years, itsWhat’s more, a few more years, its

44 Students’ own answersStudents’ own answers

55 22 iconic appearance ... the festival’iconic appearance ... the festival’s successs success

33 OneOne smart movesmart move

44 The costs don’t stop …The costs don’t stop … most profitablemost profitable

55 place toplace to seesee

66 until recently beenuntil recently been outside festival hoursoutside festival hours

AA (the appeal of)(the appeal of) its location …its location …

BB the expense ofthe expense of attending rises dramaticallyattending rises dramatically

CC such memorable performance …such memorable performance … the following yearthe following year

DD Lately, however … stay away fromLately, however … stay away from the festival itselfthe festival itself

EE these issuesthese issues ……

FF On thisOn this occasion ...occasion ...

GG their other idea was eventheir other idea was even more brilliantmore brilliant

1010 Unit 1Unit 1 Bands and fansBands and fans

Gapped text (Part 6)Gapped text (Part 6)

AimAim

●● (^) to complete an exam-style gapped text activity (Readingto complete an exam-style gapped text activity (Reading

and Use of English, Part 6)and Use of English, Part 6)

Refer students to theRefer students to the Exam FocusExam Focus on page 187. Readon page 187. Read

it through with students, making sure they understandit through with students, making sure they understand

everything.everything.

66 Students choose the best sentence to fit each gap inStudents choose the best sentence to fit each gap in

the text.the text.

77 Ask students to compare their answers in pairs and giveAsk students to compare their answers in pairs and give

reasons for their choices. Then ask students to re-readreasons for their choices. Then ask students to re-read

the text with their answers to check it makes sense.the text with their answers to check it makes sense.

Finally, do a class check.Finally, do a class check.

88 Give students two minutes to decideGive students two minutes to decide^ if they wouldif they would

like to go to Coachella or not,like to go to Coachella or not, and to write downand to write down

their reasons. Students discuss their answerstheir reasons. Students discuss their answers in smallin small

groups. Remind students to focus on providing fullgroups. Remind students to focus on providing full

answers. Do a class check.answers. Do a class check.

AnswersAnswers

66 11 EE 22 CC 33 GG 44 BB 55 AA 66 DD

7–87–8 Students’ own answersStudents’ own answers

ADDITIONAL PRACTICEADDITIONAL PRACTICE || MaximiserMaximiser p.7–8, Reading 1–7p.7–8, Reading 1–7 || MELMEL

Unit 1, Reading 1–7Unit 1, Reading 1–

VocabularyVocabulary

deducing words in contextdeducing words in context

AimAim

●● (^) to practise using context to deduce unknown vocabularyto practise using context to deduce unknown vocabulary

99 Explain that using context to guess the meaning ofExplain that using context to guess the meaning of

unknown words is a useful skill in the exam. Completeunknown words is a useful skill in the exam. Complete

the example with the class, findingthe example with the class, finding splashsplash outout in thein the

text and finding the clues oftext and finding the clues of $375$375 andand cost risescost rises..

Emphasise that understanding the general idea is moreEmphasise that understanding the general idea is more

important than getting the meaning exactly right. Askimportant than getting the meaning exactly right. Ask

students to match the remaining items.students to match the remaining items.

1100 Ask students to compare their answers in pairs, thenAsk students to compare their answers in pairs, then

do a class check. Students choose five words from thedo a class check. Students choose five words from the

article and try to work out the meaning.article and try to work out the meaning.

AnswersAnswers

99 11 splash outsplash out 22 confirmconfirm 33 resolveresolve 44 flockflock

55 exploitexploit 66 take intotake into accountaccount 77 overshadowovershadow

88 cater forcater for 99 inspireinspire 1010 ambitiousambitious 1111 iconiciconic

1212 irresistibleirresistible 1313 profitableprofitable 1414 impoverishedimpoverished

1010 Students’ own answersStudents’ own answers

ADDITIONAL PRACTICEADDITIONAL PRACTICE || ActiveTeachActiveTeach Extra activity: Reading FocusExtra activity: Reading Focus

Grammar focusGrammar focus p.10p.

Present timePresent time

simple and continuous formssimple and continuous forms

AimAim

●● (^) to revise the use of present simple and continuous formsto revise the use of present simple and continuous forms

11

Put students into pairs and ask them to discuss whetherPut students into pairs and ask them to discuss whether

each verb is in the present simple or continuous form. Ifeach verb is in the present simple or continuous form. If

necessary, clarify that 1 A is an example of the presentnecessary, clarify that 1 A is an example of the present

simple and 1 B of the present continuous. Elicit answerssimple and 1 B of the present continuous. Elicit answers

from the class and discuss the reasons. For morefrom the class and discuss the reasons. For more

information, ask students to turn to theinformation, ask students to turn to the GrammarGrammar

ReferenceReference on page 140. Read through the section onon page 140. Read through the section on

Present time with the class, checking they understandPresent time with the class, checking they understand

everything. You could do Exercise 2 on page 141 ineverything. You could do Exercise 2 on page 141 in

class, or ask students to do it for homework.class, or ask students to do it for homework.

Grammar Reference answers: Exercise 2Grammar Reference answers: Exercise 2

11 gogo 22 areare growing upgrowing up 33 waswas 44 hasn’t gothasn’t got

55 appearsappears 66 don’t takedon’t take 77 isis 88 are gettingare getting

22 Focus students’ attention on the picture of the recordFocus students’ attention on the picture of the record

player and elicit what it is and what students knowplayer and elicit what it is and what students know

about records. Ask students if any of them owns an LPabout records. Ask students if any of them owns an LP

or have heard one played. Read the question aloud andor have heard one played. Read the question aloud and

give students a minute to read through the text to findgive students a minute to read through the text to find

out the answer. Elicit some answers.out the answer. Elicit some answers.

Cultural notesCultural notes

Vinyl records, also known as LPs, are played on a recordVinyl records, also known as LPs, are played on a record

player.player. VinylVinyl refers to the special hard plastic which therefers to the special hard plastic which the

records are made of.records are made of. LPLP is short foris short for long-playing recordlong-playing record, a, a

record that turns 33 times per minute, and usually playsrecord that turns 33 times per minute, and usually plays

for between 20 and 25 minutes on each side.for between 20 and 25 minutes on each side.

33 Ask students to complete the activity. Put students intoAsk students to complete the activity. Put students into

pairs to compare their answers, then do a class check.pairs to compare their answers, then do a class check.

AnswersAnswers

11 11 A haveA have = own/possess (stative verb); B= own/possess (stative verb); B havinghaving

= taking (activity happening at this moment)= taking (activity happening at this moment)

22 A appears = seems (stative verb); B appearingA appears = seems (stative verb); B appearing

= playing at (scheduled event around this time)= playing at (scheduled event around this time)

33 A at this moment; B in generalA at this moment; B in general

44 A it’s affected by; B relying on (at this time)A it’s affected by; B relying on (at this time)

55 A it has a good flavour (stative verb); B tryingA it has a good flavour (stative verb); B trying

(happening now)(happening now)

66 A criticism of something which is annoying;A criticism of something which is annoying;

B habitual action/eventB habitual action/event

Unit 1Unit 1 Bands and fansBands and fans 1111

33 Read theRead the^ Exam TipExam Tip^ to students then complete theseto students then complete these

questions as a class.questions as a class.

44 Ask students to complete the activity individually.Ask students to complete the activity individually.

In the exam, students should allow eight minutes forIn the exam, students should allow eight minutes for

this section. Set a time limit if you wish.this section. Set a time limit if you wish.

Teaching tip:Teaching tip: Time limitsTime limits

Set a timer for exam-style activities to help studentsSet a timer for exam-style activities to help students

prepare to work under pressure in the exam.prepare to work under pressure in the exam.

Point out that in the Reading and Use of English exam,Point out that in the Reading and Use of English exam,

students will have 1 hour 15 minutes to answer the sevenstudents will have 1 hour 15 minutes to answer the seven

parts. Students should allow approximately one minuteparts. Students should allow approximately one minute

per mark.per mark.

55 Students compare answers in pairs. Check answersStudents compare answers in pairs. Check answers

with the class.with the class.

66 Ask students to discuss the questions in pairs. Do aAsk students to discuss the questions in pairs. Do a

class check.class check.

AnswersAnswers

11 He makes money from offering meetings or lessonsHe makes money from offering meetings or lessons

with his fans.with his fans.

22 A and B are wrong because you use these verbs toA and B are wrong because you use these verbs to

describe the location of things rather than people. D isdescribe the location of things rather than people. D is

wrong because it would need to bewrong because it would need to be who liveswho lives..

33 11 Students’ ownStudents’ own answersanswers

22 C and DC and D

33 C (it’s not possible to useC (it’s not possible to use knowknow in this way in thein this way in the

present perfect)present perfect)

44 11 CC 22 AA 33 DD 44 CC 55 AA 66 CC 77 BB 88 DD

5–65–6 Students’ own answersStudents’ own answers

ADDITIONAL PRACTICEADDITIONAL PRACTICE || MaximiserMaximiser p.9, Use of English 1–2p.9, Use of English 1–2 || MELMEL

Unit 1, Use of English 1–2Unit 1, Use of English 1–2 || Photocopiable 1BPhotocopiable 1B Preposition squaresPreposition squares

VocabularyVocabulary

phrasal verbs withphrasal verbs with taketake

AimAim

●● (^) to review phrasal verbs withto review phrasal verbs with taketake

WWarmer:armer: Who do yoWho do you take aftu take after?er?

Write on the boardWrite on the board Do you take after anyone in yourDo you take after anyone in your

family? If so, who?family? If so, who? Elicit the meaning ofElicit the meaning of take aftertake after (have(have

similar characteristics to an older relative). You may likesimilar characteristics to an older relative). You may like

to give a personal example, e.g.to give a personal example, e.g. (^) I take after my motherI take after my mother

in personality – we are both friendly and outgoing, butin personality – we are both friendly and outgoing, but

I take after my father in looks. People always say that II take after my father in looks. People always say that I

look like him!look like him! Give students a few minutes to discuss theGive students a few minutes to discuss the

question in pairs, then elicit a few responses.question in pairs, then elicit a few responses.

77 Explain that in English there are lots of phrasal verbsExplain that in English there are lots of phrasal verbs

(combinations of a verb and a preposition or adverb)(combinations of a verb and a preposition or adverb)

which have many different meanings, often not literalwhich have many different meanings, often not literal

at all. Ask students if there are phrasal verbs in theirat all. Ask students if there are phrasal verbs in their

first language.first language.

Ask students to match the phrasal verbs in the boxAsk students to match the phrasal verbs in the box

with sentences 1–6. Go through the answers as a class,with sentences 1–6. Go through the answers as a class,

checking students understand the meaning of eachchecking students understand the meaning of each

one in this context:one in this context: take aftertake after (to look or behave like(to look or behave like

an older relativean older relative));; take backtake back (admit you were wrong(admit you were wrong

to say something);to say something); take off (take off (to suddenly start beingto suddenly start being

successful);successful); take overtake over (take control of something);(take control of something); taketake

up (up (become interested in and start a new activity).become interested in and start a new activity).

Read through theRead through the Language TipLanguage Tip with the class.with the class.

AnswersAnswers

77 11 took offtook off 22 takes aftertakes after 33 took uptook up 44 took uptook up

55 took overtook over 66 take backtake back

ADDITIONAL PRACTICEADDITIONAL PRACTICE || ActiveTeachActiveTeach Noughts and Crosses;Noughts and Crosses;

PelmanismPelmanism

Listening focusListening focus p.12p.

Multiple matching (Part 3)Multiple matching (Part 3)

AimAim

●● (^) to complete an exam-style listening exercise (Listening,to complete an exam-style listening exercise (Listening,

Part 3) and to practise expressing opinionsPart 3) and to practise expressing opinions

11 Ask students to complete the activity, then put themAsk students to complete the activity, then put them

into pairs to compare their answers. Go throughinto pairs to compare their answers. Go through

the statements one by one and ask students to raisethe statements one by one and ask students to raise

their hands if they said a statement was true. Elicittheir hands if they said a statement was true. Elicit

a few reasons. Check students have understooda few reasons. Check students have understood

the vocabulary such asthe vocabulary such as albumalbum (a CD or download(a CD or download

containing a number of songs; artists also sometimescontaining a number of songs; artists also sometimes

release arelease a singlesingle, which is an individual song). Check the, which is an individual song). Check the

pronunciation ofpronunciation of variedvaried /ve/veəərid/.rid/.

Refer students to theRefer students to the Exam FocusExam Focus on page 189. Readon page 189. Read

it through with students, making sure they understandit through with students, making sure they understand

everything.everything.

22 Read the question aloud then play the recording. ElicitRead the question aloud then play the recording. Elicit

the ansthe answerwer..

33 Tell students that one of the extracts (1–4) has a similarTell students that one of the extracts (1–4) has a similar

meaning to one of the statements A–H in Activity 1.meaning to one of the statements A–H in Activity 1.

Ask students to underline the words which say theAsk students to underline the words which say the

same thing in a different way. Elicit the answers. Pointsame thing in a different way. Elicit the answers. Point

out the use ofout the use of willwill in extract 3 and read through thein extract 3 and read through the

Language TipLanguage Tip with the class.with the class.

Unit 1Unit 1 Bands and fansBands and fans 1313

44 Read theRead the^ Exam TipExam Tip^ aloud. Tell students that they arealoud. Tell students that they are

going to listen to the remaining speakers and they needgoing to listen to the remaining speakers and they need

to choose a statement in Activity 1 that matches whatto choose a statement in Activity 1 that matches what

each speaker says. Then play the recording.each speaker says. Then play the recording.

55 Put students into pairs to compare answers, then playPut students into pairs to compare answers, then play

the recording again, pausing after each speaker tothe recording again, pausing after each speaker to

check the answers.check the answers.

66 Students discuss the questions in pairs. EncourageStudents discuss the questions in pairs. Encourage

students to give full answers. For extra practice, studentsstudents to give full answers. For extra practice, students

could discuss the questionscould discuss the questions again with a newagain with a new partnerpartner..

Do a class check.Do a class check.

AnswersAnswers

11 Students’ own answersStudents’ own answers

22 his taste in music, social mediahis taste in music, social media

33 F = 3F = 3

enjoy = It’s funenjoy = It’s fun

sharing = playing different tracks to each othersharing = playing different tracks to each other

44 22 AA 33 HH 44 EE 55 DD

5–65–6 Students’ own answersStudents’ own answers

ADDITIONAL PRACTICEADDITIONAL PRACTICE || MaximiserMaximiser p.9, Listening 1p.9, Listening 1 || MELMEL Unit 1,Unit 1,

Listening 1Listening 1 || (^) MELMEL Extra practice Listening 1Extra practice Listening 1 (^) Dealing withDealing with distraction:distraction:

Choose the correct versionChoose the correct version

Grammar focusGrammar focus p.13p.

Habit in the pastHabit in the past

used toused to//wouldwould

AimAim

●● to reviewto review (^) used toused to andand (^) wouldwould to express habit in the pastto express habit in the past

WWarmer:armer: Have your tastes changed?Have your tastes changed?

Write the following questions on the board for studentsWrite the following questions on the board for students

to discuss in pairs. Point out thatto discuss in pairs. Point out that tastetaste can be used tocan be used to

describe the kind of things that someone likes, e.g.describe the kind of things that someone likes, e.g.

music, clothes.music, clothes.

1 What kinds of music did you like listening to in1 What kinds of music did you like listening to in

the past?the past?

2 Has your taste in music changed? Why/Why not?2 Has your taste in music changed? Why/Why not?

11 Put students into pairs to answer the questions.Put students into pairs to answer the questions.

Check that students understandCheck that students understand to be obsessed withto be obsessed with

somethisomethingng (to think about something much more than(to think about something much more than

is necessary or sensible). Go through the answers asis necessary or sensible). Go through the answers as

a class. If necessary, clarifya class. If necessary, clarify statestate (the condition that(the condition that

someone or something is in) andsomeone or something is in) and habithabit (something that(something that

you do regularly or usually).you do regularly or usually).

Go through theGo through the Language TipLanguage Tip with the class. Note thatwith the class. Note that

a bare infinitive is an infinitive withouta bare infinitive is an infinitive without toto e.g.e.g. hatehate,, likelike..

You may like to share further examples of contrastingYou may like to share further examples of contrasting

used to doingused to doing withwith used to doused to do. For example,. For example, I am usedI am used

to reading a lotto reading a lot (= I’m accustomed to) /(= I’m accustomed to) / I used to read aI used to read a

lotlot (= it’s no longer true).(= it’s no longer true).

Ask students to turn to theAsk students to turn to the Grammar ReferenceGrammar Reference onon

page 141 and read through it with the class.page 141 and read through it with the class.

22

TTell studentsell students thatthat wouldwould is another way to talk aboutis another way to talk about past habits and repeated actions but NOT about pastpast habits and repeated actions but NOT about past

statesstates.. Students complete the activity, then explain theirStudents complete the activity, then explain their

choices in pairs. Elicit answers, giving feedback on thechoices in pairs. Elicit answers, giving feedback on the

use ofuse of used toused to andand would.would. Explain thatExplain that wouldwould is moreis more

formal thanformal than (^) used toused to and is typically used in writing.and is typically used in writing.

33 Ask students to discuss the questions in pairs. Monitor,Ask students to discuss the questions in pairs. Monitor,

and check that students are usingand check that students are using used to/wouldused to/would

correctly.correctly.

44 Students complete the text, then compare theirStudents complete the text, then compare their

answers in pairs. Do a class check.answers in pairs. Do a class check.

55 Put students into new pairs or small groups for thePut students into new pairs or small groups for the

discussion. If students require extra support, write ondiscussion. If students require extra support, write on

the board the following prompts:the board the following prompts:

11 People used to …People used to … but now they …but now they …

22 I follow … II follow … I am a big fan of …am a big fan of …

33 I usedI used to enjto enjoy … boy … but nowut now I …I …

AnswersAnswers

11 11 nono 22 nono 33 yesyes 44 used toused to bebe

55 used to watch,used to watch, would playwould play 66 used toused to (watch, be)(watch, be)

22 11 would always/alwayswould always/always used toused to 22 would/used towould/used to

33 used toused to 44 used toused to

33 Students’ own answersStudents’ own answers

44 11 used toused to bebe 22 used to/wouldused to/would givegive

33 used to/wouldused to/would gogo 44 usedused to/would startto/would start

55 used to/wouldused to/would havehave 66 would alsowould also have to/have to/

also used to have toalso used to have to 77 to raiseto raise 88 compete/arecompete/are

competingcompeting 99 wantwant 1010 expectexpect 1111 find/are findingfind/are finding

55 Students’ own answersStudents’ own answers

ADDITIONAL PRACTICEADDITIONAL PRACTICE || MaximiserMaximiser p.10, Grammar 1–2p.10, Grammar 1–2 || MELMEL

Unit 1, Grammar 1–2Unit 1, Grammar 1–2 || Photocopiable 1CPhotocopiable 1C Over to youOver to you || ActiveTeachActiveTeach

Extra activity: Grammar Focus 2Extra activity: Grammar Focus 2

1414 Unit 1Unit 1 Bands and fansBands and fans

RRelatielative valuesve values

Use of English focusUse of English focus p.16p.

WaWarmer:rmer: Personality brainstormPersonality brainstorm

Write the wordWrite the word PersonalityPersonality on the board. Elicit words used to describe people’son the board. Elicit words used to describe people’s

personality from and write them on the board. Some example words might bepersonality from and write them on the board. Some example words might be

friendly, stubborn, organised, outgoing, thoughtful, shy, optimistic,friendly, stubborn, organised, outgoing, thoughtful, shy, optimistic, etc.etc.

Put students into pairs and ask them to decide whether the words have a positive orPut students into pairs and ask them to decide whether the words have a positive or

a negative meaning.a negative meaning.

11 Put students into pairs to discuss the questions. Remind students of the phrasalPut students into pairs to discuss the questions. Remind students of the phrasal

verbverb take aftertake after (to share similar characteristics with an older relative). If you think(to share similar characteristics with an older relative). If you think

students will find this activity difficult, consider writing on the board the followingstudents will find this activity difficult, consider writing on the board the following

starters:starters: I think my friends would say I’m …I think my friends would say I’m … ;; I have a reputation for being ... .I have a reputation for being ....

22 Ask students to complete the quiz by putting a tick next to each question. PointAsk students to complete the quiz by putting a tick next to each question. Point

out thatout that quitequite in the top row meansin the top row means fairly but not veryfairly but not very..

33 When students have finished the quiz, ask them to check their results on pageWhen students have finished the quiz, ask them to check their results on page

138 and then complete the sentences. Check that students understand the138 and then complete the sentences. Check that students understand the

meaning ofmeaning of tend totend to (if something tends to happen, it happens often and is likely(if something tends to happen, it happens often and is likely

to happen again) andto happen again) and slight chaslight chancence (a small possibility – the opposite would be a(a small possibility – the opposite would be a

high chancehigh chance).).

44 Put students into pairs to discuss the questions. Remind students to expand uponPut students into pairs to discuss the questions. Remind students to expand upon

their answers, rather than give brief responses. Elicit a few responses for eachtheir answers, rather than give brief responses. Elicit a few responses for each

question.question.

Teaching tip:Teaching tip: Comparing answerComparing answers ins in pairspairs

Remind students that checking their answers together is a valuable way to learnRemind students that checking their answers together is a valuable way to learn

from each other, but also, it is a chance to practice communicating in English.from each other, but also, it is a chance to practice communicating in English.

VocabularyVocabulary

formation of adjectivesformation of adjectives

AimsAims

●● (^) to practise forming adjectives from nouns and verbsto practise forming adjectives from nouns and verbs

●● (^) to review and expand vocabulary related to personalityto review and expand vocabulary related to personality

55 Check students understand the nouns in the box. Elicit the meaning ofCheck students understand the nouns in the box. Elicit the meaning of pessimistpessimist

(someone who always expects bad things to happen) and(someone who always expects bad things to happen) and harmharm (to damage or(to damage or

injure)injure).. Ask students to copy the table into their notebooks (make sure they leaveAsk students to copy the table into their notebooks (make sure they leave

enough space to fill it in). Elicit the adjective form ofenough space to fill it in). Elicit the adjective form of carecare ((careful)careful) and add it toand add it to

the table in the correct place. Ask students to then complete the table beforethe table in the correct place. Ask students to then complete the table before

comparing their answers in pairs. Do a class check, and make sure students havecomparing their answers in pairs. Do a class check, and make sure students have

the correct spelling of the adjectives.the correct spelling of the adjectives.

1616 Unit 2Unit 2 Relative valuesRelative values

66 Ask students to underline the stressed syllable in eachAsk students to underline the stressed syllable in each

word. Point out the pronunciation ofword. Point out the pronunciation of cautioncaution /k/kɔːʃəɔːʃən/n/..

Play the recording to check, then replay it, pausing afterPlay the recording to check, then replay it, pausing after

each word for students to repeat the words.each word for students to repeat the words.

77 Point out that words with the suffixPoint out that words with the suffix -less-less are notare not

always direct opposites of words ending in -always direct opposites of words ending in -fulful. For. For

example,example, meaninglessmeaningless is the opposite ofis the opposite of meaningful.meaningful.

However, whereasHowever, whereas helplesshelpless means unable to help/means unable to help/

look after oneself,look after oneself, helpfulhelpful means someone/somethingmeans someone/something

who helps others (who helps others (unhelpfulunhelpful is the opposite ofis the opposite of helpfulhelpful).).

Ask students to make a list of the nouns from ActivityAsk students to make a list of the nouns from Activity

5 which can be used with the suffix5 which can be used with the suffix -less-less to form anto form an

adjective with a negative meaning. Elicit any additionaladjective with a negative meaning. Elicit any additional

adjectives that students know which use the suffixadjectives that students know which use the suffix -less-less

(e.g.(e.g. thoughtless, powerlessthoughtless, powerless).).

AnswersAnswers

55 -able:-able: sociable, comfortable, lovable, predictable,sociable, comfortable, lovable, predictable,

reliablereliable

-ous:-ous: adventurous, cautious, generousadventurous, cautious, generous

-ic:-ic: realistic, dramatic,realistic, dramatic, pessimistic, sympatheticpessimistic, sympathetic

-al:-al: practical, emotionalpractical, emotional

-ful:-ful: thoughtful, careful,thoughtful, careful, harmful, helpful,harmful, helpful, hopeful,hopeful,

meaningful, usefulmeaningful, useful

66 sociable, comfortable, lovable, predictable, reliable,sociable, comfortable, lovable, predictable, reliable,

adventurous, cautious, generous, realistic, dramatic,adventurous, cautious, generous, realistic, dramatic,

pessimistic, sympathetic, practical, emotional,pessimistic, sympathetic, practical, emotional,

thoughtful, careful, harmful, helpful, hopeful,thoughtful, careful, harmful, helpful, hopeful,

meaningful, usefulmeaningful, useful

ThereThere isis aa stressstress changechange in:in: dramadrama – – dramatic,dramatic,

generosity – generous, pessimist – pessimistic,generosity – generous, pessimist – pessimistic,

reliability – reliable, sympathy – sympathetic.reliability – reliable, sympathy – sympathetic.

77 careless, comfortless, loveless, thoughtless, useless,careless, comfortless, loveless, thoughtless, useless,

helpless, meaninglesshelpless, meaningless

Additional activity:Additional activity: The prefixThe prefix un-un-

Write the prefixWrite the prefix unun- on the board. Ask students to find- on the board. Ask students to find

adjectives from Activity 5 which can be changed to haveadjectives from Activity 5 which can be changed to have

a negative meaning by addinga negative meaning by adding un-un-. Students may use. Students may use

a dictionary (a dictionary (uncomfortable, unemotional, unhelpful,uncomfortable, unemotional, unhelpful,

unlovable, unpredictable, unreliable, unsympatheticunlovable, unpredictable, unreliable, unsympathetic).).

Put students into pairs. Ask them to use these adjectives,Put students into pairs. Ask them to use these adjectives,

plus others from the lesson to discuss what qualities theyplus others from the lesson to discuss what qualities they

would look for in a new friend and what qualities theywould look for in a new friend and what qualities they

would find most annoying. Elicit some responses from thewould find most annoying. Elicit some responses from the

class. Ask:class. Ask: Would these be different qualities for a newWould these be different qualities for a new

boss? How about for a new teacher?boss? How about for a new teacher?

ADDITIONAL PRACTICEADDITIONAL PRACTICE || MaximiserMaximiser p.12, Vocabulary 1–3p.12, Vocabulary 1–3 || MELMEL

Unit 2, Vocabulary 1–3Unit 2, Vocabulary 1–

WWord formation (Pord formation (Part 3)art 3)

AimAim

●● to complete an exam-style Word formation taskto complete an exam-style Word formation task

(Reading and Use of English, Part 3)(Reading and Use of English, Part 3)

Refer students to theRefer students to the (^) Exam FocusExam Focus on page 186. Readon page 186. Read

it through with students, making sure they understandit through with students, making sure they understand

everything. Tell them that you are going to work through theeverything. Tell them that you are going to work through the

five strategy points together in the example.five strategy points together in the example.

88 Tell students that the text is about a problem withTell students that the text is about a problem with

describing people’s personalities. Ask them to quicklydescribing people’s personalities. Ask them to quickly

skim the text to find out what the problem is, withoutskim the text to find out what the problem is, without

worrying about the gaps or any unknown vocabulary atworrying about the gaps or any unknown vocabulary at

this stage.this stage.

99 Read theRead the^ Exam TipExam Tip^ aloud. Then focus students’aloud. Then focus students’

attention on the missing word for gap 1. Elicit whetherattention on the missing word for gap 1. Elicit whether

it is a noun or adjective. Point out that if the word isit is a noun or adjective. Point out that if the word is

an adjective, students need to decide whether it has aan adjective, students need to decide whether it has a

positive or negative meaning, and what prefixes andpositive or negative meaning, and what prefixes and

suffixes it might have. If it is a noun, students shouldsuffixes it might have. If it is a noun, students should

decide if it is singular or plural.decide if it is singular or plural.

1100 Ask students to fill in the gaps using the words inAsk students to fill in the gaps using the words in

capitals at the end of each line. If you wish, set a timecapitals at the end of each line. If you wish, set a time

limit. In the exam, students should allow themselveslimit. In the exam, students should allow themselves

around eight minutes for this part of the Reading andaround eight minutes for this part of the Reading and

Use of English exam. Finally, students compare theirUse of English exam. Finally, students compare their

answers in pairs before you do a class check. Checkanswers in pairs before you do a class check. Check

students understandstudents understand contradictorycontradictory (two statements,(two statements,

beliefs, etc., that are different and therefore cannotbeliefs, etc., that are different and therefore cannot

both be true or correct) andboth be true or correct) and thrill-seekerthrill-seeker (someone who(someone who

does things that are dangerous because they like thedoes things that are dangerous because they like the

feeling of excitement it gives them).feeling of excitement it gives them).

1111 Put students into pairs to discuss the questions.Put students into pairs to discuss the questions.

AnswersAnswers

88 People behave differently in different situations.People behave differently in different situations.

99 It is an adjective, with a positive meaning.It is an adjective, with a positive meaning.

1010 11 hopefulhopeful 22 pessimisticpessimistic 33 realityreality 44 characteristicscharacteristics

55 unpredictableunpredictable 66 adventurousadventurous 77 differencesdifferences

88 meaninglessmeaningless

1111 Students’ own answersStudents’ own answers

ADDITIONAL PRACTICEADDITIONAL PRACTICE ||^ MaximiserMaximiser p.13, Use of English 1p.13, Use of English 1 ||^ MELMEL

Unit 2, Use of English 1Unit 2, Use of English 1 ||^ Photocopiable 2APhotocopiable 2A AdjectiAdjective snakve snakeses

and laddersand ladders

Unit 2Unit 2 Relative valuesRelative values 1717

Grammar focusGrammar focus p.20p.

Adverbs and adjectivesAdverbs and adjectives

AimAim

●● to review the difference between adverbs and adjectivesto review the difference between adverbs and adjectives

WWarmer:armer: DiscussionDiscussion

Ask students to think of a friend or family member.Ask students to think of a friend or family member.

Put students into pairs to describe that person to theirPut students into pairs to describe that person to their

partner, focusing on personality rather than looks.partner, focusing on personality rather than looks.

Refer students to section 1.1 of theRefer students to section 1.1 of the Grammar ReferenceGrammar Reference

on page 142. Go through the notes and examples abouton page 142. Go through the notes and examples about

adverbs and adjectives, and check students understand theadverbs and adjectives, and check students understand the

difference between the adverb pairs. Then, you could dodifference between the adverb pairs. Then, you could do

Exercise 1 on page 143 in class, or for homework.Exercise 1 on page 143 in class, or for homework.

Grammar Reference answersGrammar Reference answers

Exercise 1Exercise 1

11 highlyhighly 22 latelylately 33 wrongwrong 44 hardlyhardly 55 latelate

66 hardhard 77 highhigh 88 wronglywrongly

11 Ask students to skim the text to find out what sort ofAsk students to skim the text to find out what sort of

person the author’s brother is. Ask students to completeperson the author’s brother is. Ask students to complete

the text with the words in the box. Focus studentsthe text with the words in the box. Focus students

onon hardlyhardly in the first sentence and ask:in the first sentence and ask: DoesDoes ’’I hardlyI hardly

know’ mean that she knows her brother very well orknow’ mean that she knows her brother very well or

not very well?not very well? (answer: not very well) Do a class check.(answer: not very well) Do a class check.

22 Read through theRead through the LanguageLanguage TipTip with the class. Inwith the class. In

the first sentence, ask students to identify the verbthe first sentence, ask students to identify the verb

which modifies the adverbwhich modifies the adverb easilyeasily ((won).won). Focus onFocus on it’sit’s

a hard decisiona hard decision, in which, in which hardhard is used to describe theis used to describe the

nounnoun decision.decision. Here, the adjectiveHere, the adjective hardhard means difficult.means difficult.

However, the adverbHowever, the adverb hardhard inin They worked very hardThey worked very hard

means to put in a lot of effort.means to put in a lot of effort.

33 Students complete the activity, then compare in pairs.Students complete the activity, then compare in pairs.

AnswersAnswers

11 11 hardlyhardly 22 hardhard 33 friendlyfriendly 44 easilyeasily 55 wrongwrong

66 lonelylonely

22 11 adjectives: hard,adjectives: hard, friendly, lonelyfriendly, lonely

adverbs: hardly, easily, wrongadverbs: hardly, easily, wrong

22 wrongwrong andand hardhard can be both adjectives andcan be both adjectives and

adjectives. They are both irregular, in that they have twoadjectives. They are both irregular, in that they have two

adverb formsadverb forms hard/hardlyhard/hardly andand wrong/wronglywrong/wrongly..

33 11 freelyfreely 22 freefree 33 hardhard 44 hardlyhardly 55 latelylately

66 latelate 77 closeclose 88 closelyclosely

ADDITIONAL PRACTICEADDITIONAL PRACTICE || ActiveTeachActiveTeach Extra activity:Extra activity:

Grammar Focus 1Grammar Focus 1

ExtremeExtreme adjectivadjectives,es,

modifiers and intensifiersmodifiers and intensifiers

AimAim

●● to use a range of adverbs with extreme adjectivesto use a range of adverbs with extreme adjectives

44 Focus students’ attention on adjectives 1–9, and goFocus students’ attention on adjectives 1–9, and go

through the example for 1. Elicit extreme versions ofthrough the example for 1. Elicit extreme versions of

adjectives 2–9. If students find this challenging, writeadjectives 2–9. If students find this challenging, write the suggested answers on the board in a random orderthe suggested answers on the board in a random order

for the students to match up. Elicit other extremefor the students to match up. Elicit other extreme

adjectives and write them on the board, e.g.adjectives and write them on the board, e.g. boilingboiling

(very hot),(very hot), ridiculousridiculous (very silly),(very silly), hilarioushilarious (very funny).(very funny).

Refer students toRefer students to Grammar ReferenceGrammar Reference on page 142. Readon page 142. Read

through it with the class and then ask them to completethrough it with the class and then ask them to complete

Exercise 2 on page 143.Exercise 2 on page 143.

Grammar Reference AnswersGrammar Reference Answers

Exercise 2Exercise 2

11 BB 22 DD 33 EE 44 AA 55 CC

55 Students replace the words in italics with the adverbs inStudents replace the words in italics with the adverbs in

the box. Do a class check.the box. Do a class check.

66 Ask students to complete the rules, using theAsk students to complete the rules, using the

Grammar ReferenceGrammar Reference to help if necessary. Do a classto help if necessary. Do a class

check.check.

77 Students make statements they agree with. In pairs,Students make statements they agree with. In pairs,

students discuss their sentences.students discuss their sentences.

AnswersAnswers

44 Suggested answers:Suggested answers: 22 amazing,amazing, wonderful, fantastic,wonderful, fantastic,

brilliantbrilliant 33 astonished, stunnedastonished, stunned 44 furiousfurious

55 terrified, petrifiedterrified, petrified 66 beautiful,beautiful, gorgeous, stunninggorgeous, stunning

77 terrible, awful,terrible, awful, disastrousdisastrous 88 weird, unbelievableweird, unbelievable

99 impossibleimpossible

55 11 fairlyfairly 22 veryvery 33 completely/absolutelycompletely/absolutely 44 veryvery

55 (an) absolutely,(an) absolutely, completelycompletely 66 a bit,a bit, fairlyfairly 77 veryvery

88 absolutely, completelyabsolutely, completely

66 11 ReallyReally 22 absolutelyabsolutely 33 A bitA bit 44 QuiteQuite 55 QuiteQuite

77 Students’ own answersStudents’ own answers

ADDITIONAL PRACTICEADDITIONAL PRACTICE || MaximiserMaximiser p.15, Grammarp.15, Grammar

1–21–2 || MELMEL Unit 2, Grammar 1–2Unit 2, Grammar 1–2 || Photocopiable 2BPhotocopiable 2B GuessingGuessing

adjectivesadjectives ||^ ActiveTeachActiveTeach^ Game: PelmanismGame: Pelmanism

Unit 2Unit 2 Relative valuesRelative values 1919

Additional ActivityAdditional Activity

Write the following dialogue on the board.Write the following dialogue on the board.

A: I’m a bA: I’m a bit surprisedit surprised..

B: A bit surprised? I’m absolutelyB: A bit surprised? I’m absolutely astounded.astounded.

Ask a student to read sentence A. You respond withAsk a student to read sentence A. You respond with

comment B, stressing the underlined words.comment B, stressing the underlined words.

Ask students to repeat the conversation in pairs. ThenAsk students to repeat the conversation in pairs. Then

ask them to make similar conversations by replacing theask them to make similar conversations by replacing the

underlined words with words from Activities 4 and 5,underlined words with words from Activities 4 and 5,

and changing the subject if necessary. Pairs take turns toand changing the subject if necessary. Pairs take turns to

share their dialogues with the class.share their dialogues with the class.

Listening focusListening focus p.21p.

Multiple choice (Part 4)Multiple choice (Part 4)

AimAim

●● (^) to complete an exam-style task (Listening, Part 4) usingto complete an exam-style task (Listening, Part 4) using

the strategy of identifying key words in questionsthe strategy of identifying key words in questions

Teaching tip:Teaching tip: Lesson aimsLesson aims

Share aims with your class so they clearly understand theShare aims with your class so they clearly understand the

purpose of the activities. For example, write the aim in apurpose of the activities. For example, write the aim in a

corner of the board at the start of each lesson. Explain itcorner of the board at the start of each lesson. Explain it

briefly, then keep it displayed for the rest of the lesson.briefly, then keep it displayed for the rest of the lesson.

11 Students discuss the questions in pairs. Check studentsStudents discuss the questions in pairs. Check students

understandunderstand siblingsibling (a brother or sister). Encourage(a brother or sister). Encourage

students to develop their answers as much as possiblestudents to develop their answers as much as possible

and avoid one-word answers.and avoid one-word answers.

22 Tell students they are going to complete an exam-styleTell students they are going to complete an exam-style

listening task. Make sure students have read thelistening task. Make sure students have read the ExamExam

FocusFocus section on page 189 before doing the task.section on page 189 before doing the task.

33 Play the recording while students answer the questions.Play the recording while students answer the questions.

Do a class check.Do a class check.

44 Read theRead the^ Exam TipExam Tip^ aloud. Point out that it is likely inaloud. Point out that it is likely in

the exam that students won’t have time to read all thethe exam that students won’t have time to read all the

options A–C in detail before listening. They will haveoptions A–C in detail before listening. They will have

to choose an option while listening. However, beforeto choose an option while listening. However, before

listening, students should use make sure they have readlistening, students should use make sure they have read

the questions as thoroughly as they can. Ask studentsthe questions as thoroughly as they can. Ask students

to underline the key words in questions 2–7 (but notto underline the key words in questions 2–7 (but not

the options). Play the recording.the options). Play the recording.

55

Ask students to check their answers in pairs, then referAsk students to check their answers in pairs, then refer

them to the audio script on page 207. Ask studentsthem to the audio script on page 207. Ask students

to find and underline the sentences that give theto find and underline the sentences that give the

correct answers. Go through the answers and elicit thecorrect answers. Go through the answers and elicit the

sentences where the answers were found.sentences where the answers were found.

66 Students discuss the questions in pairs. DoStudents discuss the questions in pairs. Do a classa class

check.check.

AnswersAnswers

11 Students’ own answersStudents’ own answers

22 research, oldest children, most successful, middleresearch, oldest children, most successful, middle

children, happier than their siblings, youngest child,children, happier than their siblings, youngest child,

least independentleast independent

33 11 evidence; leading happy, as wellevidence; leading happy, as well as successful, lives;as successful, lives;

responsible and independentresponsible and independent

22 BB

44 11 BB 22 CC 33 BB 44 BB 55 CC 66 CC 77 AA

55 11 have the best chance ofhave the best chance of leading happy, as wellleading happy, as well asas

successful lives …successful lives …

22 parents often encourage the oldestparents often encourage the oldest child to helpchild to help theirtheir

younger brothers and sisters …younger brothers and sisters …

33 I remember hating myI remember hating my younger brother and thinkingyounger brother and thinking

that he was my parents’ favourite …that he was my parents’ favourite …

44 imaginative andimaginative and artisticartistic

55 where there arewhere there are either two boys, or twoeither two boys, or two girls, thegirls, the

birth order effect is stronger.birth order effect is stronger.

66 it’d be much easier forit’d be much easier for two third-born children …two third-born children …

77 Our relationships outside ourOur relationships outside our family can have justfamily can have just asas

much influence …much influence …

66 Students’ own answersStudents’ own answers

ADDITIONAL PRACTICEADDITIONAL PRACTICE || MaximiserMaximiser p.15, Listening 1p.15, Listening 1 || MELMEL

Unit 2, Listening 1Unit 2, Listening 1 || MELMEL Extra practice, Listening 2Extra practice, Listening 2 Listening forListening for

paraphparaphrasingrasing: Holida: Holiday viewsy views

Grammar focusGrammar focus p.22p.

Verb patterns: -Verb patterns: -inging oror

infinitiveinfinitive

AimAim

●● to review verbs followed byto review verbs followed by -ing-ing or infinitive formsor infinitive forms

WWarmer:armer: DiscussionDiscussion

Write the following questions on the board.Write the following questions on the board.

1 How often do you see your relations? Would you prefer1 How often do you see your relations? Would you prefer

to see less or more of them?to see less or more of them?

2 What do you think the advantages are of living with2 What do you think the advantages are of living with

your exteyour extended famnded family?ily?

3 Are the3 Are there any nre any new membersew members of your fof your family?amily?

Check students understandCheck students understand relationsrelations ((members of yourmembers of your extended familyextended family) and explain it’s a synonym for) and explain it’s a synonym for relatives.relatives.

Students then discuss the questions in pairs.Students then discuss the questions in pairs.

2020 Unit 2Unit 2 Relative valuesRelative values