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Gold

Gold

EXPERIENCE

EXPERIENCE

EXPERIENCE THE FUN IN LEARNING ENGLISH

Gold Experience is a fast-paced course that engages and motivates
teenagers with its wide variety of contemporary topics. Contexts such
as the internet, social media and television are relevant to students’ lives
and content-rich CLIL subjects help students learn about the world.

A1

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

Pre-Cambridge English: Key for Schools
Cambridge English: Preliminary for Schools

Teacher’s eText software for IWB:
everything the teacher needs on
one disk

B2 Cambridge English: First for Schools

www.pearsonelt.com/goldexperience

A1
ONLINE
TESTMASTER

MOBILE PHONE

eBOOK

Pre-Key for Schools

IWB

Campbell

B1+ Pre-Cambridge English: First for Schools

DVD-ROM

A1

Vocabulary and Grammar Workbook:
print-based grammar and vocabulary
practice

A2 Cambridge English: Key for Schools
B1

EXPERIENCE

Teacher’s
Book

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

GOLD EXPERIENCE IS
AVAILABLE AT FIVE LEVELS:
A1

Teacher’s Book

GOLD EXPERIENCE A1 TEACHER’S BOOK
provides full teaching notes for all Students’ Book activities including answer
keys, audio scripts and additional classroom ideas, plus two additional
photocopiable worksheets per unit. Go to the online Testmaster for editable
unit, progress, mid and end-of-year tests.

Gold

MP3 AUDIO

EXPERIENCE • ENGAGE • EXCEL

Penelope Campbell

Gold
EXPERIENCE

A1
Pre-Key for Schools

Teacher’s
Book

Penelope Campbell

Contents
Introduction

3

Starter

7

Unit 1

10

Unit 2

19

Revision (Units 1–2)

28

Unit 3

29

Unit 4

38

Revision (Units 3–4)

47

Unit 5

48

Unit 6

57

Revision (Units 5–6)

66

Unit 7

67

Unit 8

76

Revision (Units 7–8)

85

Unit 9

86

Unit 10

95

Revision (Units 9–10)

104

Teaching notes for photocopiable
activities
105
Photocopiable activities

2

Gold Experience

108

Gold Experience Introduction Welcome to Gold Experience. as well as content-rich CLIL topics from which your students will learn about the world. A2. For the student: For the student: For the student: Students’ Book MyEnglishLab For the teacher: eText IWB software MyEnglishLab Teacher’s Online Resource Materials Students’ Book & Multi-ROM with audio and video Grammar and Vocabulary Workbook For the teacher: Students’ Book & Multi-ROM with audio and video Grammar and Vocabulary Workbook Teacher’s Online Resource Materials Students’ eText MyEnglishLab For the teacher: eText IWB software MyEnglishLab Teacher’s Online Resource Materials 3 . Print Gold Experience is a complete teaching package with a print Workbook. which correspond to the Common European Framework of Reference levels A1. Preliminary for Schools and First for Schools examinations and comprehensive language development. B1+ and B2. The topics are from contemporary contexts such as the Internet. Gold Experience is a fast-paced course written to engage and motivate teenage students with varied. Blended package Print package Digital package Print and digital Gold Experience package offers maximum flexibility with both print and online components. Digital Gold Experience is the ideal package for schools working in a fully digital environment. television and magazines. provide thorough preparation for Cambridge English Key for Schools. social media. The five levels. a five-level exam preparation and general English course for teenagers. Gold Experience offers a complete package of print and digital materials which provide maximum flexibility for your teaching situation. age-appropriate topics and activities which will make English lessons enjoyable and productive for both you and your class. B1.

video and games. games and the Teacher’s Online Resource Materials. with topic vocabulary and grammar presented in situations which exemplify their meaning and use. With this information. for example. Learner training is an important aspect of Gold Experience. as well as practice and review tests.Gold Experience A1 Components Gold Experience A1 is ideal for pre. opinions and knowledge of the world. Available online or on disk. listening and speaking skills. Word XP boxes highlight aspects of lexis. Lessons start with a Power Up activity which is designed to activate students’ existing knowledge and stimulate their interest in the topic. problem-solving teaching tools. so students develop good vocabulary-learning strategies. integrated answer keys and audio scripts • Photocopiable worksheets • Unit. video. mid. collocation and forming nouns from verbs. • The common error report enables you to see which problems are the most common and which of your students are making these mistakes. With instantly graded activities plus tips and feedback.and young teenagers at elementary level in general English classes and those who are working towards the Cambridge for Schools examinations. • Teaching notes with a wealth of additional classroom ideas. Also on Gold Experience MyEnglishLab are the Students’ Book video and audio. it contains the Students’ Book in digital format with links to audio. Workbook The Workbook offers practice of all the vocabulary and grammar areas taught in the Students’ Book and is suitable for both classroom self-study and homework. keep in contact outside of class. • The communication tools allow you to send messages to your students and. eText is the students’ online or tablet component which contains the Students’ Book pages with integrated links to audio. simple advice on how students can develop their language and exam skills. eText for students • You can assign tasks to the whole class. Students’ Book The ten topic-based units offer thorough input and practice of reading. There are many opportunities for students to share their ideas. writing. The teacher view of MyEnglishLab gives you a full learning management system with a range of practical. 4 Gold Experience . listening and speaking skills. MyEnglishLab Gold Experience MyEnglishLab includes all the Workbook exercises in interactive format along with additional reading. The TV clips are fully integrated with the main reading text. Teacher’s Online Resource Materials All the support a busy teacher needs is available online on the Pearson Portal or through your local Pearson rep. you can focus classroom time on the areas that need the most work. • The gradebook lets you see how individual students and the whole class are progressing. groups or individual students depending on their needs. Each unit in Gold Experience has a Video clip either from TV or filmed especially for the course. if you wish. students are supported and guided to successfully complete the exercises. activities and mini-dramas that students use as a basis for project work. MyEnglishLab for teachers After every two units there is a Revision spread which reinforces the vocabulary and grammar students have learnt. while the other clips show teenagers involved in topic-based tasks.and end-of-year tests eText for teachers eText for teachers is a digital component for classroom use on an interactive whiteboard. Skill and Exam tips give clear. writing. • The review tests can be assigned at the time that suits your teaching programme.

Students’ Book Organisation Spread 1. summarise and rephrase main ideas in the text 6 An activity that allows the students to use English in a personalised context 3 7 7 Topics are brought to life in the classroom through motivating video clips Spread 2. pp 82–83 1 A lead-in activity to generate interest in the topic 2 Presentation of vocabulary so students are prepared for the unit 1 3 4 A fun activity that encourages use of the key words 4 5 6 2 A tip to help students read effectively 5 A task to help students identify. pp 84–85 1 Clearly presented grammar with example sentences from the main reading text and usage notes 1 2 Students practise the pronunciation of the grammar in model sentences 4 3 An activity that allows the students to use the grammar in a personalised context 5 2 4 New vocabulary presented with engaging pictures which make the meaning clear 5 A useful vocabulary learning tip 3 6 6 An activity that allows the students to use the vocabulary in a personalised context 5 .

pp 88–89 1 An example of the text type which gives contextualised practice of the grammar and vocabulary needed for the writing task 5 3 2 A tip to help develop good writing skills 1 3 4 Carefully staged activities that develop writing skills 2 6 4 Teen-appropriate writing tasks that also prepare students for Cambridge ESOL Key for Schools 5 An engaging video clip which allows students to see and hear English in use 6 Pre-.Students’ Book Organisation Spread 3. while and post-view activities so students get the most from watching the video 7 An open activity so students present their ideas to their classmates 6 Gold Experience 2 7 . pp 86–87 1 Carefully staged activities that develop listening skills 2 A second grammar point with example sentences from the listening and usage notes 3 Carefully staged activities that develop speaking skills and confidence 4 2 Useful functional language that students need to express themselves 3 4 1 Spread 4.

pong [catcher’s name]. 7 . Again. Here are my grandfather and grandmother. This is my mother. . uncle.1 Max: Hi! Here’s my family tree. Molly. then say: I’m ten/eleven/twelve. Include you. get students to throw the ball around the whole class one by one. correct them on the spot and chorally drill the correct sentence. This is my mum. They’re sixty-four and fifty-nine. She’s nine. Say: ping [your name]. When students have finished choosing the correct words and filling out the family tree.Starter Unit objectives Reading: Vocabulary: Grammar: Listening: Speaking: Writing: reading for information. pong [a student’s name] and throw the ball to that student. twelve years old Valentina. then write about them. your brother. Tim and Vicky are my cousins. Joanna. Ask a few students in the class: What’s your name? and elicit their answers.1 for students to check their answers before conducting whole class feedback. aunt and cousin. She’s 55. Follow this game with a numbers game. correct them on the spot and chorally drill with the whole class. countries be. Indicate that he or she should throw the ball to another student and say: ping [thrower’s name]. Continue this around the class. sit or stand all the students in a circle. and their children. 1 dad 2 mum 3 brother 4 sister 5 grandfather and grandmother 6 uncle and aunt a grandfather b grandmother c dad d mum e uncle f aunt g brother h sister i cousins 5 Direct students back to your family tree on the board. Monitor and provide help if needed. Say: My name’s . Students’ own answers. Here’s my brother. Focus students’ attention on Exercise 5 and get them to draw their own family trees first. then ask a few students their age. Max Carter. sister. writing about your family STARTER (SB pages 6–9) To start The Ping pong game. 4 Play Track S. 2 Focus students’ attention on the picture of the webpage. Oscar. then tell students to complete the exercise individually. information transfer family words. Say to one student: My name’s . Say: one. Chorally drill the sentence. Ask: What’s your name? and chorally drill the question. Monitor and provide encouragement and help where needed. mother. . then get them to find the other information individually. grandmother. If students can’t remember anyone’s name they can throw the ball back to you.) Answer questions 1 and 2 together. And here are my uncle and aunt. grandfather. this/that/these/those answering multiple-choice questions asking and answering questions about favourite things drawing and labelling a family tree. Make sure all students are included several times. 1–20. Students’ own answers. Conduct class feedback. Put students into pairs to practise the two questions and answers. Welcome to my world! 1 Direct students to the instructions. Elicit sentences about some of the people on the family tree and write them on the board. What’s your name? Elicit the answer and direct him or her to ask another student. Carmen. . put them into pairs and ask them to check their answers with their partner. father. He’s fifteen. eleven years old My family 3 Draw your own family tree (real or invented) on the board. This is my dad Joe. Where is Max? (At the bottom left in the middle. For example. then throw the ball to a student and indicate that he or she should say: two. Ask: What can you see? Find Max’s name and age together with students. Monitor them closely. If they have any problems with any numbers. Again. How old are you? Indicate that he or she should answer before asking another student the question. Direct students to the instructions and the family tree. Use a soft ball (that doesn’t bounce) or a scrunched-up piece of paper. using just their names rather than the English words for the various relatives. Try to elicit the words in English for each family member. . If you hear any mistakes. Put students into pairs and get them to check their answers with their partner. set up a chain around the class by saying to one student: I’m twelve. eleven years old Valeria. How old are you? Chorally drill the question. If possible. ➤ Track S. This is my sister. Chorally drill them and then write them on the board.

I don’t like yellow. She’s from Spain. Play Track S. Put students into pairs. Check they understand team. Molly: Right. Put students into pairs.3–4 Molly: Look. 6 Play Track S. Do the first two questions together. Students answer the quiz themselves silently. Do a. She’s from Spain. . Number 1: what’s your favourite colour? Is it yellow? Max: No. question 2: what’s your favourite animal? A cat. b 10 c8 d7 e2 f4 g6 h5 i1 j3 4 Direct students to the task. question 3: who’s your favourite singer? Is it Justin Bieber? Max: No! It’s Lady Gaga. Say: I like Turkey. 6 B: Is Nina from Mexico? A: No. All about you 1 Check students understand favourite. Work with students to find their countries on the map and say the names in English. she is. . Ask a few students about theirs. b and c together. Students’ own answers. William’s from Malawi in Africa. OK? Max: Er . And Manchester City is my favourite team! Manchester City 3 Direct students to the instructions. Students’ own answers. He’s from Ecuador. He’s from Malawi. You answer the questions. Nina’s from Spain. she isn’t. Students’ own answers. OK. then get them to tell their partner. and vice versa. she isn’t. he isn’t. My favourite animal is a cat. 5 Direct students to the task and run through the questions again orally. 4 B: Is Angelo from Britain? A: No. Stefan’s from Poland. Here’s a quiz. she isn’t. 6 No. Feed back a few answers. ➤ Tracks S.2 1 A: Is William from Turkey? B: No. Molly: Oh! OK. 5 A: Is Tian Tian from China? B: Yes. he isn’t. Max. . football is my favourite sport. Chorally drill favourite. Look at Aine together and then Diego. 3 No.2 for students to check their answers before conducting whole class feedback. 2 Do the task as a class. Anna’s from Australia.4 so students can choose Max’s answers in the quiz. Give your own favourites first: My favourite colour is green.All around the world 1 Focus students’ attention on the picture and elicit and chorally drill the word map. Give them a few minutes to read the quiz and check with their partner if they can remember any answers. Conduct class feedback. she isn’t. He’s from Ecuador. then instruct them to work individually. Students’ own answers. When students finish. she is. . She’s great! Her songs are cool! Molly: And number 4: what’s your favourite TV channel? Max: I like the sports channel. Elif ’s from Turkey. to do the quiz. If students don’t know the names of the countries in English – and they aren’t the countries discussed in the next exercise – don’t focus too much on them. but Mexico is my favourite country. 5 Focus students’ attention on the instructions and Question 1. Monitor to provide encouragement. a dog or a mouse? Or ‘other’? Max: It’s a cat! Molly: Now . Indicate with a smile and thumbs up how much you like it. Tell them your favourite song and TV programme. 2 B: Is Aine from the USA? A: Yes. 4 No. 3 Direct students to the task. Molly: OK. Angelo’s from Ecuador. ➤ Track S. Play Track S. I like Spain. . Question 5: what’s your favourite sport? Max: Hmm . 8 Gold Experience 2 Yes. 1A 2A 3C 4C 5A 4 Introduce the idea of favourite things. then put students into pairs to complete the quiz. Tian Tian’s from China. Diego’s from Mexico. Put students into pairs and direct them to the task. he isn’t. A students should close their books while B students ask them the questions. encouraging quieter students to give their answers. She’s from Australia. it’s green. Conduct class feedback. Max is from Britain. Monitor to provide encouragement. . put them into pairs and ask them to check their answers with their partner. 2 Focus students’ attention on the instructions. I like Britain. She’s from Australia. 3 A: Is Anna from Spain? B: No. Students’ own answers. A and B. she is. Monitor to check for accuracy of grammar. chorally drilling each country and checking understanding of each one. . she is.3 and ask them to check their answers in pairs. 5 Yes.

or No. (Make sure they know the words for these things in English. . Monitor and provide encouragement. 3 Check that students understand the difference between this and these and that they can use is and are correctly for singular and plural. . Lift up one thing at a time and ask: Whose . book. Put a few pens next to that pen. Highlight your use of possessive ’s on the board. . writing their answers on the board.) Put them all on your table. Ask students to work individually to find the rest of the things in the picture. then do Question 1 together. they are.6 Model the activity by asking a student their favourite colour and animal. Conduct class feedback. What’s cool at school? 1 Pre-teach picture. drill this chorally. . and Yes. Students’ own answers. When they finish. Give them one minute to think about it. they are. Monitor and assist if needed. Ask students: If it’s one thing. Refer students to the task. then lift them up one by one and ask: Is this .’s pen? Are these . then put students into pairs to make more sentences. Students’ own answers. pens and pencils from some students.’s pencils? Again. Monitor to check there aren’t any problems. Direct students to the task. Chorally drill each one if students don’t know the words. . Then lift one pen up. Ask them to check with their partner before sharing with the class. Lift up a few pencils and elicit the question Are these .’s pens? Elicit either Yes. . pencil. That’s Julie’s ruler. . stand back again and ask: Are those . pen by pointing to these objects in your classroom. . it isn’t. Do a few examples together before asking them to work in pairs to practise the questions and answers. 9 . . Chorally drill the two questions. ruler.’s pen? and elicit either Yes. Students’ own answers. . Ask: Is that . Take a few books./No. what do we say? and elicit that./No. . put them into pairs to check their answers with their partner. Ask students to work individually to do the rest of the exercise. 2 Focus students’ attention on the task. Do a few sentences with the class. . is this? The first student to guess correctly each time and say. ask: What’s the question? to elicit Is this . gets one point. they aren’t. ask: What are George’s favourite colours? and elicit green and red. . it is. what do we say? and elicit those. . Ask: If it’s more than one thing.’s pen? Drill this chorally. Homework Workbook pages 4–5 MyEnglishLab Students’ own answers. To finish Ask students to give you one or two things each. bag. Tell the students to do the same for their partner. for example. they aren’t.’s pencils? Elicit the short answers Yes. Monitor and check for accuracy. Students’ own answers. it isn’t. 4 Stand back from students and point to a pen at the back of the class. If none of the students have understood what they are looking for. Then direct them to the task and find a blue picture together. or No. it is.

paying attention especially to the correct pronunciation of orange (/ˈɒrɪndʒ/). Ask: Do you have a chair/ desk/computer/some curtains in your bedroom? Drill the words. On the board. orange and yellow). writing them down in their notebooks so they have a written record. etc. Power up 1 Check students understand the word bedroom.1 once for students to check their answers to Exercise 2. granoe. Direct students to the instructions. Read the example sentence and check they have understood and can find the clock in the picture. 10 Gold Experience . write: dre. Put students into pairs and ask them to check their answers with their partner when they finish. Then students match the pictures with the words.01 My space Unit objectives Reading: Grammar: Vocabulary: Listening: Speaking: Writing: matching paragraphs with photos there is/are. A bin B clock C comics D cupboard E cushion F electric guitar G light(s) H mobile phone I music player J noticeboard K poster L shelf 3 Play Track 1. Monitor closely for any spelling mistakes. Drill the colours chorally. Direct them to the instructions for this task. 5 It’s a bin.1–2 a bin a clock comics a cupboard a cushion an electric guitar lights a mobile phone a music player a noticeboard a poster a shelf 4 To introduce this activity.g. Ask: What colour is your chair/desk?. 6 It’s a poster. What is it? Indicate that it is something in the classroom. nrege. Ask students: What colour is this? Cross out the d and write d next to re to make red. ➤ A B C D E F G H I J K L Tracks 1. Ask students: Are these English words? (no) Point to the first ‘word’. It’s small and black. Tell them to check their partner’s writing for any spelling mistakes.2. the home identifying multiple-choice photos making a phone call a poster. 2 It’s a cupboard. Students work in pairs to complete the exercise. They should write them down to practise the spelling. have got things in a room. Then play Track 1. capital letters Vocabulary (SB page 10) To start Colours anagram game. say. pausing for students to repeat the words. then check with their partner before you conduct class feedback. lewoly. Note the pronunciation of cupboard: /ˈkʌbəd/. Students’ own answers. e. Put students into pairs and tell them to ask their partners: What do you have in your bedroom? What colour is it? Encourage them to include other items. blue. Put the students into pairs and tell them to do the same with the other ‘words’ to make four more colours (green. Do Question 2 with them. Then cross out e and write e next to r. chorally drilling them as you go. 3 They’re lights. leub. Point to the pictures and try to elicit them. Things in a room 2 Tell students to cover the words in the box. checking students say curtains correctly (/ˈkɜːtnz/). cross out the r and write r in a different place on the board. 4 They’re comics. Elicit pen.

1D 2C 3B 4A 3 Ask students: How many people sleep in Diego’s room? Elicit two. near. ? Monitor closely to check students are staying on topic. Speak up 5 Direct students to the instructions. Ask: How many photos are there? How many descriptions are there? Read the introduction aloud. . draw another (a light in a bin). Ask questions to check how they found the answer: Where does it say that in the text? Who is the other person? Direct them to the instructions and then number 1 to make sure they understand why the answer is No. Conduct class feedback. Ask them to compare answers with their partner. on/under/ . . Direct students to the pictures in Exercise 5. behind and between. Insist on students using the structure Is it a . in. and tell them to copy the prepositions into their notebooks. Homework Workbook pages 6–7 MyEnglishLab Reading (SB page 11) 1 Check students know what a poster is by using a poster in the classroom. Tell them: My favourite room is Diego’s room because I love bunk beds and I love sleeping next to the window. . Then tell them to work in pairs and take turns to draw a very quick picture for their partner to guess Is it a . on/ under/ . to them. asking and answering questions about the things they can see in the picture in Exercise 2. . Students work in pairs. . . ? After a student guesses correctly Is it a clock under a cushion?. in front of. Which room is it? Elicit the answer C and get students to point out the map in the photo. Students’ own answers. Feed back by eliciting the answers and writing them on the board. very quickly and roughly draw a clock under a cushion. a . .Where is it? 5 First. and why. Monitor to check they aren’t just guessing the answers but are actually looking to find them. review the prepositions. and also for the correct use of the possessive ’s. . a . Elicit the colour of the walls in Diego’s room and tell students to complete the sentence. Direct them to the instructions. Ask one student: Which is your favourite room? Why? Tell students to work in pairs and tell their partner which is their favourite room. Then tell them to look carefully at the texts again to see if sentences 2–4 are true or false. Again. then read number 1. depending on how focused they are. Diego’s description. then tell them to continue in pairs. . Finally. Focus their attention on the four photos to answer the question. Students’ own answers. Refer students to the instructions. Then use the pen and other classroom objects to elicit and drill the other prepositions: next to. Then ask them to write three more sentences – one for each of the other rooms. direct students to ‘This week’s extra prize’ at the bottom of the text. Conduct class feedback for each answer by asking: Where did you find the answer? 2 Yes 3 Yes 4 No Sum up 4 This is a writing task. . Chorally drill on and It’s on the table. Game on Demonstrate the game. Then put a pen on the table and ask: Where’s the pen? Elicit It’s on the table. Do the example with students. above. reading the other descriptions and deciding which photo matches each one. Room A 2 Refer students to the instructions. In Diego’s room the walls are white. Elicit the correct answer (D). under. In Jana’s room the walls are blue. . Homework MyEnglishLab 11 . Monitor for correct spelling of the colours. In Elif ’s room the walls are red and pink. Ask: What’s in my picture? and try to elicit possible answers. . On the board. Allow two or three minutes for this. In Max’s room the walls are orange (and white). invite suggestions.

There are some cushions on the chair. There __ __ football. . Ask the following questions to elicit and practise the short answers: Is there a teacher in the class? (Yes.4 so they can repeat the sentences. Ask: Why is it ‘There’s a’ not ‘There are a . . a cat on the shelf above the window/three cats on the chair. Students’ own answers. Monitor closely. . Ask students to give a different word for each gap. there isn’t. 2 Focus students’ attention on Question 1.’? (for plural things).) Write the correct words in the spaces on the board. Nominate one student to be B so you can demonstrate the questions and answers with him or her. If a few students are making mistakes. For each example. Monitor to check students are staying on task. ? (because there’s just one desk) Answer Question 2 with students.) Then rub out teacher and students. . and elicit other items in the classroom to write in the spaces. focus again on the natural short answers. Students’ own answers. there is. . Elicit the correct questions and answers from the class. Monitor to make sure they are using the question structure on the board. Highlight pronunciation of there’s a . __ there __ students? Yes. Finally. ? (for one thing) and Are there any . so they have to listen. then play Track 1. . . ask: Is the question about picture A or picture B? Organise them into pairs. Ask: Is there one student or more? (more) So what do we say when there is more than one? (There are some . There’s a guitar under the bed. On the board. Tell students to work in pairs again for two or three minutes to see how many other differences they can find. . Students’ own answers. football and beds. Students’ own answers. .3–4 There’s a poster on the wall. ? Direct students to the example questions. . write: __ there __ teacher? Yes. write: There __ __ teacher. . __ there __ cushions? No.) Then rub out teacher. or There aren’t any . there is. There isn’t a football.3 for students to listen to the correct pronunciation. there __ . There’s a bag near the door. there__ . . Ask: When do we use ‘there’s . Ask: How many teachers are there? (one) Point out that we say There’s a . . Elicit correct questions and answers from the class. . . There aren’t any beds. the . . (There’s a teacher. Put students into pairs and ask them to finish the rest of the exercise using the Grammar XP box above to help them. write: __ there __ guitar? No.) Are there any students? (Yes. Instruct students to ask and answer their questions with their partner. again to describe their classroom. on/under/above/next to/in front of/ behind/near/in .) Are there any animals in this class? (No. . There are some students.) Is there a bed in this class? (No. there aren’t. Is there a teacher? (Yes. There __ __ students. . 5 Do the example as a class. and one will write three questions about picture B. 4 Before this activity. . there are. There __ __ beds.) Are there any students in this class? (Yes. or There isn’t a . 2 isn’t 3 There are 4 isn’t 3 To introduce this task. .) Refer students to the instructions. Again. etc. there __ .Grammar (SB page 12) Grammar XP Direct students to the sentences. check that students understand the difference between Is there a . students. There are some comics in the bin. Make sure their partner cannot read the questions. 12 Gold Experience 5 aren’t 6 There are . . . . Elicit correct sentences about the classroom.’? (for singular things) When do we use ‘there are . . then ask for another difference between the two pictures. a box of popcorn on the table/popcorn on the floor. ➤ Tracks 1. there are.? (for more than one thing). . check that they understand that the answer is There isn’t . Then on the board. there __ . 1 Play Track 1. . Feed back by asking a few students to tell you one difference each (CDs on the shelf/on the floor. One of each pair will write three questions about picture A. There are some books on the shelf. . . . stop the class and write on the board: There is/isn’t = 1 There are/aren’t = 2+ Ask students to check their answers with their partner before you conduct whole class feedback. because we are talking about one bin only.). Write the structure of the questions on the board: Is there a/Are there any .

Write on 6 Direct students to the instructions. This is the living room. swoosh of lift 6 sound effects: footsteps outside on gravel. ask students to work in pairs and test each other to see if they can remember the words. On the table there’s a TV. Then tell students to ask their questions. Play Track 1.6. Ask: Is this a house or an apartment? How many rooms are there? Do you like it? Direct students to the instructions. Students’ own answers. . Then ask: What is number 1? What is number 2?. . Is there a TV in your bedroom? Are there any books in your bedroom? Insist on the correct short answers.5 Marco: Welcome to my home. Draw a simple picture on a piece of paper. Get students to guess the things in your bedroom based on the first letters of each word on the board (bed. etc. 2 Direct students to the instructions. Play Track 1. Tell students to write two questions about their partner’s bedroom. Finally. 3 He’s in the dining room. In the bag there’s a clock. Then they work in pairs and guess their partner’s four things. And here’s the bedroom. Under the table there’s a cat. . e. Then demonstrate the activity by asking a few students some questions. Conduct class feedback to check answers. That’s the garden. In front of the dog there’s a bag. . Then tell them to cover the words and ask: What number is the living room? What number is the garage?. 4 He’s in the bathroom. car door slamming. write: b . Tell students to compare their pictures in pairs. And that’s the garage. clock. Next to the TV there’s a book. poster) and write them up. ➤ Track 1. That’s the lift . Here’s the dining room.g. Then play the rest and tell students to write their answers down. . This is the kitchen. then stop it to give students time to check they understand what the sounds are and to say: 1 He’s in the bedroom. . Monitor. and these are the stairs. . Homework Workbook pages 8–9 MyEnglishLab Vocabulary (SB page 13) To start On the board. alarm clock ringing 2 sound effects: opening of fridge. This is the balcony. . . Next. Come upstairs. shelves. Then ask them to describe the picture back to you so you can draw it on the board. doors opening. On the book there are two pens. doors closing. 5 He’s in the lift. especially for spelling.6 1 sound effects: snoring. 13 . engine starting and revving 2 He’s in the kitchen. scrape of dining chairs. That’s the bathroom. Come downstairs to the garden. up-and-over door opening noise. etc. c . Students’ own answers. s . . The home 1 Focus students’ attention on the picture of Marco’s apartment. asking: What is number . Next to the table there’s a dog. pouring of drink. To finish Picture dictation. p . 6 He’s in the garage. . tell them to write the first letter of four things in their bedroom. Monitor for accuracy. clink of ice cubes. ? ➤ Track 1. clatter of knives on plates 4 sound effects: teeth cleaning/brushing. water running in basin 5 sound effects: lift arriving with a ‘ping’. Behind the dog there’s a chair. Tell students to draw what you say: There’s a big table. closing of fridge 3 sound effects: door opening.5 and tell students to look at the pictures and repeat what Marco says. .

drill names of all twelve countries in the photos to ensure correct pronunciation and check students know where they are. Tell students to complete the text individually. . If they are likely to have problems making sentences. 4 Before students fill the spaces in Nancy’s description. are there? The teams take turns to direct a question to the opposing team. Monitor for any problems. . Nina: My home’s next to my friend’s. Feed back by asking just two or three students to describe a picture each. balcony. Check they understand round. Nina. 3A. . . It isn’t a house. there is. 1B. . tell them to put their pens down and read the text. If you have a large class. Speak up 5 Check that students understand the four types of home in the list. . Then put students into pairs and direct them to describe their home to their partner. not two. When they have finished. . Direct them to the instructions. Give them one minute to memorise the information about the lighthouse. Students’ own answers. My home’s got orange walls. To feed back. ? B is a . It’s photo . 3B. then pause to make sure everyone understands the task and has the right answer. Tell students all their questions will be: How many . . ask: Which home is in Greece? (3C) Which photo is in Brazil? (1C) If necessary. . 2B. 4 Direct students to the Exam advice. Then do the first gap together. Word XP First. 2C.) Then ask another example question: Is there a living room in the lighthouse? (Yes. not just yes/no. check that students remember the meaning of the words wall.) Insist on the full short answer. For example: It’s an apartment. 4A. 4C Apartments: 1A. garden and roof. George: Is it photo A? Nina: No.3 Direct students to the picture and ask: What is it? (a lighthouse) Does someone live here? (yes) What’s her name? (Nancy) Do you like it? Demonstrate the speaking activity by asking the class the example question and answer in the speech bubble first: Is there a lift in the lighthouse? (No. so the more confident students don’t ask all of the questions. ./there are some . etc. then tell them to close their books. write down a few incorrect sentences that you hear. Then do another example with the class using these structures and slotting the appropriate words in. Houses: 1C. Then put students into pairs and tell them to describe their perfect house to their partner. 1 living room 2 dining room 3 bathroom 4 bedrooms 5 garden 6 balcony 7 stairs Game on Students enjoy the challenge of a memory game and of testing their classmates. It’s got a green balcony. pausing only if necessary between speakers. If you hear a lot of mistakes in language that they have already studied. Students’ own answers. ask students: How many stairs are there in the lighthouse? Ten? Twenty? Elicit There are 150 stairs. . Play the rest of the recording. The door is grey/green. . There are three bedrooms. divide students into four teams. Monitor to check they stay on track. Encourage the quieter students to ask questions too. ➤ Tracks 1. Tell us about your home. Then ask: Is A a house or an apartment? Is B a house or an apartment? Tell students to continue in pairs with the other photos. Then put students into pairs and tell them to take turns and ask their partner questions about all the other information. Refer students to the question and ask them to repeat it chorally. ask a couple of students to describe their partner’s home to the class. Play Track 1. . ask them to find the mistakes in the sentences and to find the correct ones. Her home’s got yellow walls. Conduct feedback by asking individuals: A is a . write three possible structures on the board: There’s a small/big house/apartment in photo A/B/C. 2A. 3C. 4B 3 First. Homework MyEnglishLab 14 Gold Experience Listening (SB page 14) Power up 1 Demonstrate the exercise by describing your home.). We’ve got a big apartment.7. Students’ own answers. . Explain that they are going to listen to a quiz about the photos in Exercise 2. Homes around the world! Our first photo is from Nina. . Also write a couple of correct sentences using the same target language (there’s a . . there isn’t. ?. eliciting the answer. Write all the sentences on the board and after students have finished speaking to their partner. It’s yellow/blue . Students’ own answers. There isn’t a balcony. Ask a stronger student: What is your perfect house? Tell him or her to describe it to the class. tell them to compare their answers in pairs before you conduct class feedback. Tell students to work in pairs and take turns to describe the photos. Make sure they pronounce many correctly (/ˈmeni/). Listen up 2 To familiarise students with the photos.7–8 1 Presenter: Hi! And welcome to our quiz.

George: The answer is photo . then elicit and write them on the board. Tell them to ask you questions to find out about your dream home. it has. Elicit the short answer they will use (Yes. . It hasn’t got white walls. Homework MyEnglishLab 15 . such as How many bedrooms has your dream home got? Elicit that your dream home has got six bedrooms. These homes are a nice colour. Students’ own answers. 8 Tell students to ask their partner their questions and work out which is their photo. Monitor to make sure all students have some questions. we have. It’s got a red balcony. as shown in the table below. If any pairs finish early. It’s a small apartment and it hasn’t got a garden. Familiarise them with the table by asking questions such as Has Adam’s house got a garden? Has Eva’s apartment got big windows? Give them two minutes to decide which photo is Adam’s house and which is Eva’s apartment. tell them to choose another photo and ask questions about that without writing them down. Practise the sentences. . 5 Check the answers. . And my home’s got yellow walls. George: Has your home got stairs outside? Daisy: Yes. Daisy? Daisy: My home’s white. we have. Luke! Luke: Yeah. ? to find out the five things. No./No. . Get them to write down its country and fold the piece of paper up. eliciting them from the class. write the country of one of the photos (e. two big living rooms and a red balcony for every room. . it has. Then elicit the questions and short answers and write them on the board in another table.g. writing a sentence for each piece of information. We’ve got a garden. . Next. Elicit has got. but to keep them secret from their partner. No. On a small piece of paper. Adam’s house: 3B Eva’s apartment: 4B Focus students’ attention on the two sentences written under the table. To finish Dream homes. and write the contracted forms on the board as shown below. 4 Presenter: And photo number four is from George. paying particular attention to the apostrophe being written in the correct place. . Once they have guessed correctly. it hasn’t. ? hasn’t got haven’t got a computer Yes. Tell us about your home. write It and We in a column. 7 Demonstrate the exercise first. Eva’s apartment hasn’t got a garden. put students into pairs and give each student a piece of paper and ask them to choose another home from the photos. George: Our home hasn’t got a balcony. It We has got / ’s got have got /’ve got Has it got . . Students’ own answers. students ask: Has it got . we’ve got). And your home. Daisy: I know! Is it photo . It hasn’t got a red balcony. we haven’t. Next. It’s a house . Tell students to write five things their dream home has got. . Yes. Monitor closely. then fold the piece of paper up. We’ve got a big garden. 6 Direct students to the instructions. ? Have we got . . Have you got a garden? Luke: Yes. . On the board.). Adam’s house hasn’t got big windows.8 so students can check their answers themselves.2 Presenter: Photo number two is from Luke. then check their answers with the whole class. It’s a grass roof! It’s photo . . Make sure the students understand that dream here means something they would like in the future. yellow’s my favourite colour. then elicit the end of the second one and write it on the board. . Tell students to continue the exercise. It’s got big windows. 1B 2A 3C 4A Grammar XP Ask your class: Has this classroom got a whiteboard? How many windows has this classroom got? Tell them they are going to look at has/have got. Ask students to compare their answers in pairs. Nina: Is it photo C? George: No. it has. . In pairs. ? 3 Presenter: Photo number three is from Daisy. Turkey). Daisy: OK. It’s got white walls. Tell students to copy these grids once you are sure they understand them. . Tell the students they need to find out which photo it is by asking you questions that start Has it got . Read the first one. and have got for it and we and write them in the table. . elicit how to make the contractions (it’s got. George. And a green roof. it hasn’t. they need to write questions to guess their partner’s photo. Then play Track 1. ? Encourage the quieter students to ask questions as well as the more confident ones. and write them on the board.

Ask students what this is. Jacob: Hi. It’s in my bag! Jacob: Oh good. 4 Play Track 1. Rosy! Have you got my maths homework? Rosy: Your maths homework? I’m not sure . Show them your mobile phone as a clue and try to elicit that this is today in text language. Tell them to check their answers in pairs. y = why. it is. Rosy: Hi. . here they are. Thanks. Thanks! Bye. Students’ own answers. Rosy. Play Track 1. of course.10 Mrs Reeves: Hello? Jacob: Oh. Mum! Where are my trainers? They’re in the kitchen. It’s Jacob here.9 1 Sofia: Hi. 1 Sofia: 2 Mum: 3 Sofia: 4 Mum: 5 Sofia: 6 Mum: 7 Sofia: Hi. Thanks! Bye. Power up 1 Ask students: What can you see in the picture? Then direct them to the question In love with your mobile phone? and generate some responses before asking them to answer the two multiple-choice questions below. You can write these on the board. Bye! 6 Divide the class into groups of three so they can practise the conversation. it isn’t. Ask a couple of concept-checking questions: Who are the two people? Which sentence is number 1? Then elicit where line 2 is before students read and write the conversation in order. Mum! Where are my trainers? 2 Mum: They’re in the kitchen. it is. msg = message. Correct any pronunciation problems on the spot with the groups. Drill the words mobile phone. thanks) and Which words do we use for other people we don’t know very well? (hello. ➤ Track 1. Monitor for accuracy and also to check students are talking to everyone in the class. good bye. Have you got your homework? I’ve got my maths. Rosy: That’s OK. Elicit both questions and drill them chorally. Rosy. Ask: What’s happening in the photo? Then direct them to the conversation below it. 3 Sofia: Oh yes. Mum. Is my bag in the living room? 4 Mum: Yes. Oh! Yes. phone call. Monitor closely to check that they are on task. Then ask what c u means (see you). please? Mrs Reeves: Yes. Oh yes. Ask students to work in pairs and to think of any other words they can shorten in English text messages. but I can’t find my English homework. Tell students to stand up and mill around the class. u = you. . for example: 4 = for. Jacob. Is my bag in the living room? Yes. 16 Gold Experience . Is it in your bag? No. Jacob. Mrs Reeves. write 2day. Elicit the answers and write them on the board. 3 Focus students’ attention on the photo. bye. Just a minute. 2 Ask students to look at the two questions again and memorise them with closed books. here they are. Oh! Yes. Mum. Direct students to the instructions and the conversation. Ask: Which words do we use with family and friends? (hi. Check that they understand that they don’t need two of the words in the box. gr8 = great. Speak up 5 Go through the words in the box and check students understand the formal and informal registers.Speaking (SB page 15) To start Find out if all the students have a mobile phone. On the board. Give them three minutes to find someone who makes the same number of phone calls and who sends the same number of text messages as themselves every day. text message. it isn’t. txt = text. b = be. Ask: What can you do on a mobile phone? Elicit text message and phone call by miming these. Oh yes.10 and give students time to write their answers. It’s under the table. It’s under the table. Feed back once everyone has sat down by asking two or three students to say: How many text messages a day? and Who is the other student? Students’ own answers. thank you).9 for students to check the order and get them to practise the conversation in pairs. 2 Hi 3 Thanks 4 Bye ➤ Track 1. Have you got your homework? 5 Sofia: I’ve got my maths. Students’ own answers. Is Rosy there. Ask: How many people are there in the conversation? What are their names? Drill the names chorally for pronunciation and stress on the first syllable: Mrs Reeves. Use the board to show that 1–5 is said one to five. but I can’t find my English homework. no = know. it is. it is. 6 Mum: Is it in your bag? 7 Sofia: No. hello.

Then put students back into their groups of three to practise the conversations again. Monitor for problems. Then ask a few students what they’ve got. and do Question 1 together. If you can. 2 The Avengers 3 07977 405 637 4 Australia 5 twelve 6 Luisa 3 Write the words about. Monitor for problems. Rosy. Tell students they can use these words in the next exercise. Give an example of favourite: I like tennis and I like volleyball. Do Question 2 together. but English is fantastic! Do numbers 1 and 2 with the class. Tell students: I’ve got books. science is good. for example comics or mobile phone instead of maths homework. Check they understand the words and chorally drill them. e. 2 fantastic 3 red 4 favourite 5 from 17 . Homework MyEnglishLab Writing (SB page 16) Power up 1 Direct students to the new words. Elicit what ‘the words in bold’ are: (Jacob. of. Generate some interest by asking: What can you see? What is the sport? What team is it?. Run through the phrases with the class. Ask: What do I say to my friend’s mother? What do I say to my friend? to elicit the correct forms of the words. CDs and photos in my room. a birthday card. then conduct class feedback on the board. etc. Focus students’ attention on the Skill advice and remind them that we use different words for formal and informal situations. Do Question 2 together. Feed back by asking a couple of students: What has your partner got in his/her room? 2 Look at the noticeboard and do Question 1 as a class so students understand the task and can guess who Rafael is in the photo. changing the words in bold. Pair the students so they can tell their partner what they’ve got in their room. Elicit answers with the whole class. Students’ own answers. Then put them into pairs to test each other. showing the sentence in the text that includes from (above the koala photo: from Uncle Ray in Australia). Students do the rest in pairs.Language XP Tell your students that these are things we often say on the phone. and insist on the full sentence for their answers. Direct them to the instructions. There is additional speaking practice on page 100 of the SB. Choose two stronger students to model a conversation with you. Tell students to write the words down and check their spelling. but football is my favourite sport. Rosy. Make sure they understand that they don’t need two of the words. Have students check with their partner before you conduct class feedback. bring in the real objects. 7 Direct students to the instructions. 2 of 3 about 4 about 5 about 6 from 4 Direct students to the pictures. Students’ own answers. from on the board. then tell them to continue in pairs. Tell students to check their answers in pairs. Refer them to the words in the box and check understanding. maths homework). drilling them chorally. asking: Where’s the answer? each time to locate the information on the noticeboard. a cinema ticket. Give an example of fantastic: Geography is good.g. asking: Which picture is the answer in? (below the photo of Rafael and his brother: of me and my brother). Jacob. then tell them to continue alone.

Students’ own answers. Elicit another word that starts with e (the last letter of take) and add it. books. Remind them to use the words learnt in the vocabulary sections. Direct students to the questions in number 2. Elicit the things they might use (birthday card. Monitor to check they all have ideas and use the phrases in number 4. It hasn’t got a noticeboard. etc. ask a few students to tell the class some similarities and differences. Demonstrate the exercise by saying your video script is about your living room and your bedroom. Then say: These are my (things). Ask if the sentences are true or false. Uncle Ray is a name of a person. However. and write them down. Tell students to write down six things in their bedroom. There is additional speaking practice on page 100 of the SB. Tell students that the CD player is your favourite thing. music player and posters. Put students into pairs. then discuss Question 2 in pairs. Nominate one stronger student to demonstrate by using these sentences to describe his or her things. Provide encouragement and assistance. then tell them to find a few things in their bags/pencil cases/ pockets and put them on the table. Tell them they have two minutes to think of things from home they can use for their poster.). Encourage everyone to guess the answer before they watch the video. Then tell students to work in pairs to act theirs out. Koalas is the start of a sentence. They will need four or five things in their poster.) Why has ‘Nico’ got a capital letter? (It is the name of a person. too. They need to write sentences using the Language XP expressions. Direct students to number 3. Play the video and conduct class feedback. chair. Encourage them to use language they’ve used in the unit: It’s got posters.) Why has ‘Barcelona’ got a capital letter? (It is the name of a place. ask a stronger student to act out his or her script. If necessary. using props or making up a set out of the classroom furniture. CDs. Tell students to write their scripts individually. and encourage quieter students to give some answers. write six things in your bedroom: bed. it’s on a chair next to your bed. play the video again for them to check. If they can’t use the real items. Direct students to the Language XP box. Elicit a few ideas and then put them into pairs so they can talk about any similarities or differences. Tell students to work in pairs and start with the word window. 1 Direct students to the photo. Then demonstrate the speaking activity by looking at a few students’ lists and asking them questions from Exercise 5. The CDs are next to it. they can draw them. Students’ own answers. 1 a pet dog 2 a brother 3 a guitar 2 Read through the sentences with the class. Put students into threes and tell them to practise the sentences together. etc. Write on Project 6 Tell students to find their four or five things to make a poster with. The books are on a shelf and the posters are on your walls. Say: This is a (book). Put students in pairs and tell them to do the same with their partner’s list. They should write the script in a clear way in their notebooks with the name of the person who is speaking at the top of each part of the script. . Students’ own answers. To feed back. Tell students to write down two rooms for their script and put one person in each room. Direct students to the Skill advice. postcard. Model the exercise orally.Plan on Switch on (SB page 17) Language XP My home Put a few things of yours or from the classroom on your desk or a table so that everyone can see. Ask: How many capital letters are there? (four) Why does ‘Photo’ have a capital letter? (It is the start of a sentence. 5 Tell students they are going to make a poster like Rafael’s. Ask: What can you see? What is the girl doing? Focus their attention on the first question. and hold it up. To finish Word snake.) Why has ‘Fantastic’ got a capital letter? (It is the start of a sentence. My favourite (thing) is (this photo). 1F 2T 3F 4F 5T 3 Direct students to the task. Explain you are in your bedroom and your friend is in your living room. On the board. Elicit another word that starts with the last letter of the new word.) 4 Direct students to the instructions and the first set of questions (number 1). Look at the caption under the photo of Rafael and his brother. They take turns to write another word to make their own word snake. they should write their sentences in their notebooks before adding them to their poster. Then point to something else on the table and say: That’s a (ticket). Write letteReaDescribElephanTakE on the board. Conduct class feedback. When they have finished. Australia is the name of a place. ticket. Homework MyEnglishLab 18 Gold Experience Students’ own answers.) Tell students to look at the note about Uncle Ray’s postcards and work in pairs to answer the question: How many capital letters are there and why? (five: postcards is at the start of the sentence.

students may confuse Tuesday (/ˈtjuːzdeɪ/) and Thursday (/ˈθɜːzdeɪ/) and struggle with Wednesday (/ˈwenzdeɪ/). and put a tick next to it.00. I go to the shops. In particular. Thursday.00. for example. Try to elicit what ‘I’ do in each picture.). If they have any problems. I talk to my friends. checking for accuracy in pronunciation. Our school day is . Check that they understand the meaning of the phrases. Tuesday. Give them one minute to try and remember all nine of the phrases. Our school day is 9. Model the full sentence each time one is given and drill it chorally. I have a shower.1–2 I get up. Then ask the student to throw it to someone else and ask What day is next? Indicate that students should continue throwing the object round the class until all days have been practised a few times. Correct on the spot any pronunciation problems. 19 . 4 Play Track 2. Tell students to copy the sentences from the board into their notebooks. 5 Tell students to draw a similar table in their notebooks with enough lines so they can fill it in about themselves. stop the track and give them time to find the correct answer. Power up 1 Ask students: What is the first day of the week? What letter does it start with? Elicit Monday and M. Ask students which sentence is correct for your school. Then point to the other sentence and elicit from students: Our school day isn’t .2 for students to repeat the sentences. I have breakfast. H I watch TV. Then play Track 2. I watch TV. Wednesday. When you check their answers. Focus on the correct form of the verb to be. My day 3 Ask students to cover the sentences and to look at the pictures. or correct them if they are wrong. have them throw it back to you each time. Students’ own answers. F I go to the shops. . E I talk to my friends. Then put them into pairs and ask them to close their books and tell their partner as many as possible. Sunday. . Word XP Draw students’ attention to the vocabulary. Saturday. Let them check afterwards for spelling. Encourage them to learn the collocations (words that often go together) rather than individual words. C I get dressed. Sunday 2 Write two sentences on the board about the school day. I I play computer games. If they get a bit excited or miss students out. I get dressed. ➤ Tracks 2. G I do my homework. . I meet my friends. J I meet my friends. . Monday. ask them to go backwards (Monday. elicit the corrections and write them on the board. and check they are using a capital letter at the beginning of each day. Tell students to write the phrases down. Then ask students to write the correct sentences in their notebooks. . punctuation Vocabulary (SB page 18) To start Ask students: How many days are there in a week? Which days are the weekend and which are school days? Ask an individual student: What day is it today? and throw a scrunched-up piece of paper or a soft ball to him or her.30–4. B I have a shower. months present simple completing notes talking about habits and routines a quiz. I do my homework.00–4. If you need to challenge students more. Students’ own answers. Then students continue with the writing task.02 My week Unit objectives Reading: Vocabulary: Grammar: Listening: Speaking: Writing: identifying right/wrong sentences days of the week. I get up. Ask them to do the same with the other sentences – either tick them if they are right. A I get up. Saturday . You can ask stronger students to cover their coursebooks so they have to remember the activities. I play computer games. . D I have breakfast. one of which is true for your school: Our school day is 8. then drill them chorally. Elicit that have is the first word in each phrase. Monitor closely for spelling mistakes. Friday.1 for students to check their answers. daily and free time activities.

Ask: Do you do kung fu? Do you know any kung fu films or kung fu stars? Direct students to the instructions and let them predict what the numbers refer to in the text. Then ask one of the stronger students to close their book and tell you two things he or she does in the morning. and the comma separates groups of three digits in English. Tell students to try and match the numbers with the sentences. and that we always use a point between the hour and the minutes (5. Then feed back. Point out that we say forty thousand.30’ is said as nine thirty.00. Homework Workbook pages 10–11 MyEnglishLab Reading (SB page 19) 1 Ask students: What is the title of the article? What can you see in the photos? Where do you think it is? Have a discussion about kung fu to check students know what it is. 2B 3A 4B 5A 6A Sum up 4 Students cover the text and complete the sentences.00’ is five o’clock. 20 Gold Experience .Game on Demonstrate the game yourself first. 2 Ask students to read the first paragraph of the article very quickly and tell you the first number they find (16). Read the instructions. Tell them to do the rest of the questions. Ask a few students for their suggested answers before they read the text. writing the numbers on the board. Ask students which two sentences they didn’t use. then feed back to the whole class. Tell students they have one minute to look at the text and circle any numbers they find. I eat breakfast. Ask students to look again at the text and see if their answers to Question 1 were correct. Tell students two things you do in the morning. Give them time to check before going through the answers with the class. Ask students to check their answers in pairs. Students’ own answers. Then direct students to the instructions in their books and give them two minutes to complete this activity in pairs. Also point out that ‘5. 16: how old Tian Tian is (6) 40.30).30: school ends (3) 3: how old some students are (7) 3 Refer students to the Skill advice and ask: How many times have you read the text? (one) What do you need to do now? (read the questions) Then what will you do? (read again to find the answers). read the text. If there are a lot of problems. and ‘9. and look for the answer. 9. Tell them to look at Question 2. e. then find the answers together as a class. again without reading the text yet.000: number of students at the school (5) 5. Check that everyone can see the answer in the text and that they understand why Question 2 is wrong.g. Do Question 1 and ask: Where is the answer in the text? (at the end of the paragraph headed ‘My school day’).00: school starts (2) 9. Students’ own answers. I watch TV.

Ask students to tell their partner two things about their school that are similar and two things that are different using these prompts. I sleep at home. Play Track 2. I sleep at school. On the board. TV. They both mime the activity at the same time for their team to guess the answer.3–4 Tian Tian sleeps at school. Students take turns to come up and mime. write two sentences: Tian Tian sleeps at school. When you guess the word correctly. change the sentences to the negative forms: Tian Tian doesn’t sleep at home. school. write three prompts (key words from the text): starts. Then write Tian Tian sleeps at home. On the board. For example. Insist on the infinitive here: get up/have a shower. students. Homework MyEnglishLab Grammar (SB page 20) To start Play Hot seat. a party. /z/ and /ɪz/. The first team to guess correctly gets a point. Then change the she to I and clearly rub off the final s from starts. Sunday. student. Then focus on the pronunciation of the third person singular s. Stand facing the class so you can’t see the board and tell the student to write up the word.4. Ask students if that’s true and when they say no. One student from each team comes to the front. Students’ own answers. pausing after each sentence for students to repeat and focus on /s/. where you whisper one of the activities to them (e. She goes to a kung fu school. Divide the class into small teams of three or four. On four pieces of paper write the words parents. ➤ Tracks 2. You could use the following words: morning. Ask them to close their books. parents = your mum and dad. Encourage them to use English and not to worry about mistakes. She watches TV on Sunday. Ask the class to describe this word in English to you without saying the word itself. Say the words and elicit the different sounds the s makes /s/. I don’t sleep at school.g. get up).30. then drill them chorally. To finish Divide the class into two teams. Students’ own answers. Demonstrate one mime yourself first. /z/ and /ɪz/). Focus students’ attention on the Grammar XP box and check they understand how to form the present simple positive and negative. lessons. give yourself a point. parents.Speak up 5 This task is designed to get students speaking for a few minutes in pairs. lesson. Then elicit three more important words from the text from students. School finishes at 9. 1 On the board. Note: students may say getting up/having a shower as it is happening now. free day. ask a few concept check questions: Is this every day? (yes) Is this a special day? (no) Is this now? (no) Play Track 2. Sunday. Ask one student to come to the front of the class and choose a piece of paper without you seeing it. Write another word from the last lesson on the board for the other team members to describe to their student in the hot seat. One person in each team is in a hot seat with their back to the board. Elicit and highlight the difference: the third person s. write talks. Ask the class for sentences about the text using these words. To check students understand the meaning of the present simple. plays and finishes. The first person to guess the word for their team gets a point. 21 . etc.3 so that students can listen to the pronunciation of the third person singular. Demonstrate the game first.

2 They play games on Sunday. you. After all students have finished. (She talks to friends. She stays/sleeps at school. with lots of mistakes in it (e. Then ask how you could talk about various things – Tian Tian (she). Fast finishers can then write two more sentences using other verbs on the page. 4 Put students into pairs and give them a few minutes to think of two false sentences and write them down before telling them to their partner. I play the drums. then ask students to do the exercise. Monitor closely for spelling problems. To finish Read the text out slowly to students. they in a column on the board. Tell students to write one sentence (positive or negative) for each of the phrases. drilling each one chorally with the words still covered.) Every time students think they hear a mistake. Tell any students who finish early to cover the pictures and see if they can remember the phrases. one extra lesson and one instrument. and write it on the board. I don’t have singing lessons. She wants to be a kung fu actor/ an actor. Students tell the class which activities they do or don’t do. Homework Workbook pages 12–13 MyEnglishLab 22 Gold Experience Vocabulary (SB page 21) To start Write Free time activities on the board and elicit one example. he.00).2 This task gives practice of the subject pronouns with the present simple. 4 They don’t see her every Sunday. the guitar: A 5 a party: A. singing lessons: A 4 the drums: B. we. students cover the words and practise the phrases: one of the students points to a picture. To introduce the activity. 2 It doesn’t finish in the afternoon. grouping the activities according to the verb they take. it. she.00 in the morning and ends at 8. Students work in pairs to remember what Tian Tian does in her free time. 2 computer games: A. In pairs. They see her three or four times a year. Monitor closely for spelling mistakes as well as correct answers. 5 He is very happy. It finishes in the evening. 3 To introduce the exercise. Can they name any of the activities without looking at the words? Teach the activities one by one. Students’ own answers. Then say the example sentence to the class (Tian Tian’s school day starts at 8. The first student to stand up gets a point and the chance to win another point if they can correct your sentence.00. Write on 5 Direct students to the two example sentences. fun: B 6 to the beach: B. 5 She doesn’t want to be a teacher. Students’ own answers. and ask if that’s correct.30 on Friday.) Then a quick ‘hands up’ game – students try to be the first person to put their hand up and tell you one sport. They correct each other’s sentences. my parents (they). the cars outside (they). Refer them to the Grammar XP box to see how to make the sentence negative. card games: B 3 swimming lessons: B. to the cinema: A 2 Ask students: Do we play/go/have volleyball? Do we play/ go/have football? Elicit all of the collocations of the verbs and nouns in Exercise 1 in this way from the class. plays games and watches TV. 1 play volleyball/football 2 play computer games/card games 3 have swimming lessons/singing lessons 4 play the drums/the guitar 5 have a party/fun 6 go to the beach/to the cinema 3 Focus students’ attention on their lists of collocations. the school (it). then elicit another positive and negative sentence from the class using the prompts. and that you can be singular or plural. My day starts at 4. etc. get them to repeat the whole phrases for correct pronunciation and to help them learn the collocations. ask: What time does Tian Tian start school? (5.30 at night. Make it clear that they refers to both people and objects. Ask: Which two activities have a ball? (play football and play volleyball) Which two activities have an instrument? (play the drums and play the guitar) Which two verbs have ‘to’? (go to the beach and go to the cinema) .g. Drill all the collocations chorally. they stand up and put their hand up. 3 She doesn’t go home after school. Then ask students to do the matching task to prepare them for the collocations next.). students in this class (we) the table (it). then the other one has to use the correct verb with the name of the activity. For example. Then students do the task with the help of the article on page 19 and the Grammar XP box. write I. 3 It doesn’t end at 3. Free time activities 1 Ask students to look at the pictures and cover the words. 4 We look after the young students.

Elicit some suggestions. Students’ own answers. Play Track 2. April. September.Focus students’ attention on the photo of Stefan. . Generate some interest in him by asking: How old is he? Where is he from? Then direct students to the instructions and questions in Exercise 3.7 for students to repeat the months. I have swimming lessons. keep pointing to the other months on the board to check if students can remember them. Repeat Track 2. 8. If there are any problems. I love my drums! I go to the cinema with my friends or my family on Sunday. I like swimming. For example. especially for exams. after school. Direct them to the Word XP box. then do a few more examples on the board with the class. 6 Ask students: What is a blog? Do you have one? What do people write in them? Direct them to Exercise 6. Tell students they are going to listen again and fill in the diary. Then organise them into pairs and tell them to tear the sentence into individual words and give the pieces of paper to their partner. direct them to the Word XP box again. have or go). Try to encourage as many students as possible to say a sentence or two. Saturday morning . Then tear up the sentence into individual words and ask the students to rearrange them to make the sentence again. Students work in pairs and test their partner. May. February. On Friday evening I sometimes go to the beach. I play the drums. Give each student one strip of paper. Stop after a couple of minutes or if the pace of the lesson starts to slow down. August.6–7 January February March April May June July August September October November December Word XP On the board. Tell them to put their pens down first and tell them they just have one minute to read the blog to find the answer to the question: How many holidays in total does Stefan have? (5) Then they read it again and fill the spaces with in. who must put the words in order. direct students to the ordering activity in Exercise 4. . When they can remember and pronounce them accurately. Thursday (on). January.5 In my free time I do a lot of different things. . If they have any problems. January (in). June. On a big piece of paper.6 for students to check their answers. Monday and July. Tuesday: have swimming lessons Wednesday: play computer games Thursday: play football Friday: go to the beach Saturday: play the drums Sunday: go to the cinema ➤ Track 2. To check this activity. December 23 . ➤ Tracks 2. 2 at 3 in 4 in 5 In 6 on Game on Put students into pairs and tell them to write down six activities first with the correct verbs (play. I’m in a team.45 (at). On Tuesday. Ask students which column 6 o’clock should go in. and to keep them secret from their partner. draw three columns and head them in. and that they start each month with a capital letter. October. Say: football and elicit play football. As you do this. On Thursday afternoon I play football. and just write the first letter of each month on the board as you go. Then play Track 2. and ask them to tick the activities they wrote down if they hear them. write the following sentence: On Saturday mornings I play the drums. Ask them to copy any sentence from Unit 1 or the first part of Unit 2 in the coursebook. . Demonstrate the game.5 for them to write the activities in the right places. Speed it up to make it fun.30. To finish Demonstrate this activity. On the other days I play computer games or .5 for students to check if they were right. as they will be able to fill the spaces more easily if they have read the whole text first. Um . Wednesday (on). 5 Play Track 2. 9. July. Months 4 Start by eliciting and drilling the months one by one. June (in). on and at. elicit the answers from students and write them on the board. Monitor closely to check they have written the collocations down correctly. Feed back to the class. March. . then 7. November. Then focus their attention on the picture of Stefan’s diary. stop the track and give them time to find the correct answer. Monitor closely to check they spell the words accurately. on or at. . Speak up 7 Do this as a whole-class activity.15 (at). Then say: English and elicit have English. Explain that this is a good technique.

Students make a note of the questions they hear. Do you walk to school? Angelo: No. Then students do Exercise 1. I do. It’s my favourite subject! Bye! 4 Direct students to Tania’s notes and give them one minute to read them. . In the Key for schools exam. etc. Pre-teach canoe (/kəˈnuː/). spelling of numbers may be tested.10 and ask how do you . Tania: Do you meet your friends on the canoe? Angelo: Yes. ask questions such as Whose favourite subject is history? Who put English last? Students’ own answers. Tania: Mateo. ordering the school subjects. My name’s Tania.8–9 Tania: Hi. To revise numbers. And this is my brother. checking for any problems with the question forms.10–11 Do you walk to school? Do you meet your friends? Do you like your journey? Students’ own answers. This will help with the recognition of the spoken form of numbers and the difference between the word stress in the teens (13. . Listen up 3 Before doing the listening exercise. Then give students time to read the questions to themselves before listening. I do. While they might not use it all the time. etc. but we talk to our friends . Check students know which is their left and right hand./No./No. Tania: OK. I love geography. Can I ask about your journey to school? Angelo: Sure. 5 Play Track 2. Mateo. It’s M-A-T-E-O. encourage them to think about their own school day. Have them order themselves in a row. Say some sentences (e. Play Track 2. is pronounced. he/she does. Then pair them and allow one minute to brainstorm as many subjects as they can. Angelo.g. refer students back to Exercise 3. For further practice. I don’t. I hate geography. etc. Play Track 2.). . they raise their right hand. I love maths.Listening (SB page 22) To start Elicit one subject that students study.). Play Track 2. I like science. and we do our homework! Tania: And do you and your friends like school? Angelo: Yes. To feed back. it is important that students hear it and recognise it. Can you spell that for me? Angelo: Yes. you can: dictate some numbers for students to spell. Use this activity to check which subjects students already know in English. Angelo? Angelo: Yes. Our journey is forty-five minutes. I go to school in the school canoe. from the student who lives closest to school to the one who lives furthest away. 24 Gold Experience . 40. ➤ Tracks 2.8. they raise their left hand. 14) and 30. Try to elicit the natural pronunciation: /dju:/. asking students to repeat the questions with the correct pronunciation. Ask the pair with the most answers to feed them back to you.). 2 If you need to move students around for any reason. Yes. Power up 1 To prepare students for the listening. Generate some interest by asking: What can you see in the photo? Where do you think Angelo lives? Where do you think he is going? How old is he?. Teach all the subjects that come up in the next exercise and drill them chorally. Tania: Do you like your journey to school. or play bingo with numbers 1–20 and also the tens (30. Tania: Wow! So what time do you go to school? Angelo: The canoe comes at half past seven in the morning. he/she doesn’t.9 for them to complete the notes. if they disagree. Then go through the Grammar XP box with students. Then ask students to circle the option that is correct for them. . Here it is now. If they agree.11. Students’ own answers. put them into pairs and ask them to take turns in being Tania and Angelo. That’s a nice name. Well. asking and answering the questions. I do. direct students to the photo of Angelo and the other children. There are thirty children on it! Here’s my friend Maria. 50. 1 Do you walk to school? 2 What time do you go to school? 3 Do you and your friends like school? ➤ Tracks 2. I don’t. 40. this would be a good opportunity. 1 (half past) seven (in the morning) 2 thirty 3 Mateo 4 forty-five (minutes) 5 geography Focus students’ attention on the Exam advice. Grammar XP Start by asking students some yes/no questions in the present simple (Do you walk to school? Do you have lunch at school? Does your brother walk to school? Does your mother get up before you?) and elicit and then practise the short answer (Yes.

Students try to work out what you are ‘saying’. If a student does try to say the other format. This will prepare them for the next activity. Check students understand the meaning of the phrases in Exercise 1. Students’ own answers. This game might work better if students are put into small groups. Students’ own answers. 25 . check that students are using the third person s. so they all get a chance to take part. 2. . and elicit the correct question. Students work in pairs and use these prompts to ask and answer three more questions about their day. In this section. If you have time.6 Demonstrate the exercise by writing the first jumbled question on the board. Ask a few students the questions and make sure they use at with the time they do things.30 and 2. . To finish Happy face. etc. students will practise saying the times using the format three fifteen/three thirty/three forty-five (not quarter past/half past/quarter to). Draw a happy face on the board and _ _ _ _ _ _ _ _ _ . Remind them about the pronunciation of do you (/dju:/) in the question. Tell them: I go to school at . Power up 1 Start by drawing four simple clocks on the board that show the times 2. choose another from this unit. praise them. Tell students that the lines make up a word.45. Invite students to suggest letters for the word. Then ask students to do the rest of the questions individually. 3 Focus students’ attention on the photo of Jenna and her timetable. Once the word has been guessed. Then move the small hand to a couple of different hours to allow more practice of saying the times. then drill them chorally. Homework MyEnglishLab Speaking (SB page 23) To start Mouthing words activity. put students into pairs and tell them to ask each other the questions. Ask: What time does she start school? What time does she finish school? How many subjects does she have each day? How many days can you see? Then put students into pairs to work together to complete the sentences. Language XP Direct students to the Language XP box and the two ways to write the time. If a correct letter is guessed. Then use this to ask a couple of students What time do you . Every time they guess a wrong letter. Ask students to write down three things they do every school day. I don’t. Focus their attention on the question form (What time) and the word we always use with time (at). either in numbers or words. . I do. o’clock.15. Monitor for correct use of capitals at the beginning and a question mark at the end of each question. but tell them they’re just practising this one for now. Elicit these times and drill them chorally.00. Ask students which word should come first. Check answers with the whole class. . In the feedback. Then ask students to write their own answers next to the questions. Speak up 2 Elicit from students some of the things they do every day and write them on the board. but tell them they mustn’t show what they’ve written to anyone. Start with the word afternoon. Demonstrate the activity by mouthing silently I have breakfast without actually saying the words. 2. Students’ own answers. second.). 2 Do you walk to school with your friends? 3 Does your teacher go to school with you? 4 When do you do your homework? 5 Do you like school? 7 Ask one student the first question from Exercise 6 that you had written on the board and write up their answer (Yes. Then ask a few students to feed back one sentence to the whole class about their partner. Then put students into small groups and ask them to take turns to mouth their sentences for their team mates to guess. or No. This will give more practice of question forms and of the pronunciation. erase one part of the face and write the letter in its place. ? to model the pairwork exercise. write it in.

Both partners ask and answer questions to complete the blank timetable. months. Demonstrate the activity by writing the letter t in the first column. ? Then tell them to draw their own ideal timetable and fill it with the subjects they would love to have all day.30 4 9. Some students may find number 5 difficult if they don’t know Wales. Ask what they can see in them and what they think Mel and Joseph do every day.1 My school starts at eight o’clock. Place can include countries and other places. Wales 4 Saturday. times. A and B.g. Ask them to do the same with text B. What time do you have art? and Do you have English? Homework MyEnglishLab 26 Gold Experience Writing (SB page 24) To start Categories. They need to ask you questions to fill it in.15. Then set Exercise 3. Point out that it starts with a capital letter. Give them all a new letter. Give them one minute to look at the task before asking them to ask and note their partner’s answers. Monitor closely for pronunciation problems. They then all draw a separate blank timetable. . fifteen 5 Britain. 2 eighteen 3 thirty. Continue the activity with a few other letters. and one job/hobby that start with t and write them on the board. Students’ own answers. Tell students that it’s your ideal timetable. To finish Draw a blank timetable on the board similar to Jenna’s. Explain a little about the speaking exam and the types of question that might be asked and the length of the reply expected in Part 1. Students’ own answers. such as What time do you have maths? and Do you have English . We have a break at ten o’clock in the morning. Students’ own answers. 2 I have maths on Monday and Tuesday. interests and likes. 4 Students work with the same partner and practise the conversation. Monday Plan on 4 Direct students to the instructions. to make sure they understand the words and to give them an idea of what they will be looking for in the task. but then encourage quieter and weaker students to speak as well. Elicit some questions the examiner might ask with these words. otherwise just give on-the-spot correction with individual students. but just for one day. 7 Put students into pairs. Then put students into pairs and ask them to copy the grid in their notebooks. making sure they underline the new expressions in A. Power up 1 Elicit and drill the days of the week again before leading a class discussion. Students’ own answers. Brainstorm topics that the examiner might ask students about and write key words on the board. and tell them to turn to the page indicated. Students should be able to feed back by checking with their partner for the correct answers. 5 My history lesson ends at 12. practise the difficult words/sentences with the whole class. Draw the following grid on the board: Time Place Job/Hobby/Activity t 10 o’clock Tokyo teacher m Monday Mexico music Explain that Time can include days. but reassure students they will have time to read the texts again after. helping them if they struggle. Elicit or teach the words llama (/ˈlɑːmə/) and unusual. e. then conduct class feedback. they do. 1 on school days 2 at the weekend 3 Ask students for one example of each of the things from questions 1–5. Then tell students they have just one minute to read text A and find out which is Mel’s favourite day. 2 Direct students’ attention to the two photos. . so it must be the name of something. Do the same for m. If several students have the same problem. and why.15 5 Yes. 4 My history lesson starts at 11. Students’ own answers. just the timetable. Check they understand the task by asking How many questions are there? (5) How many answers are there? (8) Ask students to check with their partner before conducting whole-class feedback. 3 I don’t have art on Tuesday. Students take turns to be the examiner and ask their partner questions. 2 maths 3 12. then making up another question to ask their partner. Tell students to check their answers with their partner. then elicit one time. The first pair to write down three words beginning with that letter wins the point. Invite stronger students to speak first. . Go round the class checking their accuracy. This will include getting to know you questions and the student talking about things such as their daily life. and why. Be really strict with the timing. 5 Students work individually and write the questions down in their notebooks first before asking their partner. give them another fifteen seconds to read it quickly to find out which is Joseph’s favourite day. 6 Focus students’ attention on the Exam advice. Then instruct students to do Exercise 2. Faster students could be Jenna and try and answer the questions without looking at the text.15. Faster students might enjoy trying to remember the answers without looking at Jenna’s timetable. one place.

There need only be a few lines to accompany each image. Elicit some of the information students can include. 12. If the quieter students are reluctant to speak. Students’ own answers. This activity helps students to remember chunks of language together – in this case. which should include all the words they are going to say. Ask: What can you see? What are the people doing? Focus them on the exercise and predicting what they are going to learn from the video. Monitor closely for correct question formation. Ask students why do not does is used here. Ask: Did you learn anything surprising? Give them an opportunity to express opinions and discuss what they have seen. then tell them to do Question 2 individually. Switch on (SB page 25) Kung fu school 1 Direct students to the photo. Encourage students to take photos or videos that they can describe. and put any key words on the board. of a number. tell them to write their script. If there are problems. Write on 1 B 2 maths. then ask them to work individually to find the rest of the answers. Do the first one with students. Mel gets up at seven o’clock on school days. science. Refer them to the Skill advice to highlight punctuation considerations. not a long paragraph. 3 Yes. she does. 7 Tell students to swap their questions with their partner and try to match the correct answers. she has. then see if they can remember the answers to the rest of the questions. subjects. Then conduct whole-class feedback. Model it on the board as a spidergram and get students to copy it and fill it in fully in pairs. Students’ own answers. Play the video. a subject and a day. she doesn’t. Take class feedback from their predictions. Get students to show their films to the rest of the class. Homework MyEnglishLab Project 4 This project can be done individually or in pairs. prepositions with the time expression. Students who finish early can make two more questions. Find out if anyone likes doing martial arts and what they think about a school dedicated to one activity like this. teachers.15. Elicit some ideas of topics for their questions. Do Question 1 together. Get them to check their predictions with their partner. The partner checks in the text. give students some prompts on the board. get everyone to work in pairs. Set a time limit of seven minutes for students to devise their questions and answers.). 2 Direct students to the task and tell them to read through the questions. science Language XP Draw students’ attention to the two possible types of question they will be using in the next exercise. 1 Yes. 27 .5 Start by asking for examples. a time. try to tell their partner anything they can remember about it (e. with the correct preposition. covering the text.30 3 maths. 1 230. Do Question 1 together. geography 6 Explain that students are going to write a quiz for their classmates. To finish Ask students to work in pairs and.g. Encourage them to say the sentences accurately. Students’ own answers. such as times. Students’ own answers. not from the quiz. When they have done all the preparation. Play the video again so they can check their answers. 995 4 Monday 2 9. 2 No. days. 4 B 3 Try to generate a class discussion here about the school. friends.

swimming lessons go: to the beach. 5 Is there a desk in your room? 6 My best friend lives in Spain. to the cinema play: basketball. the guitar 6 2 have 3 get 4 go 5 do 8 play 9 to 10 to 6 have 7 watch 7 2 I haven’t got a brother. a shower.Revision 1 2A 3B 4A 5A (SB pages 26–27) 6C 2 2 garden 3 garage 4 poster 6 desk 7 Tuesday 8 party 3 2 a bedroom 4 2 history 6 book 3 a kitchen 3 beach 5 cupboard 4 a garage 4 Wednesday 5 a balcony 5 November 5 have: dinner. 7 Have you got a big house? 8 Do you go to school on Saturday? 8 2 This is 8 aren’t 3 of 9 2A 3B 4C 10 2A 3A 28 4 about 5 go 5A 6C 4B 5B 6B 7A 6 plays 8A Gold Experience 7 Do . computer games. 3 It’s got a blue door. 4 I watch TV in my room.

some live on a farm and some live in places where there are not a lot of people (in the wild). Power up 1 Teach the words wild animal. Tell students to copy the words down. It’s a bat. 2H 3E 4D 5F 11 K 12 L 6G 7I 8J 9A ➤ A B C D E F G H I J K L Tracks 3. Examples are elephant (mime it) and snake (mime it). play Track 3. Keep checking back as you do this to see if they can remember the ones that came before. Put them into pairs and give them two minutes to think of five animals in English. It’s a meerkat. Do Question 1 with your students to check they understand the task. 2 Direct students to Question 1. Monitor for spelling mistakes. then play Track 3.3 1 Is it A: a dolphin? B: a whale? C: a bat? sound effects: dolphin clicking 2 Is it A: a scorpion? B: a snake? C: a shark? sound effects: snake hissing 3 Is it A: a meerkat? B: a kangaroo? C: a goat? sound effects: goat bleating 4 Is it A: a parrot? B: a bear? C: a bat? sound effects: bear growling 5 Is it A: a kangaroo? B: a goat? C: a camel? sound effects: camel moaning 1A 2B 3C 4B 5C 5 Direct students to the instructions and the quiz True or false statements. the world around us. Tell students to look at the photos of different animals. present simple. play the track again for students to check answers. It’s a kangaroo. Then tell them to check with their partner before you conduct class feedback. Ask students to check with their partner before you conduct whole-class feedback. stopping only if there are problems or students need more time. It’s a panda. It’s a scorpion. It’s a shark. Tell students to work alone and guess the answers. Then do Question 2 together as a class before telling them to work individually on the rest of the questions. Play number 1 of Track 3. If there are any problems. It’s a whale. whquestions answering comprehension questions expressing and justifying opinions a description of an animal. Say that some animals live in the house. Ask: Have you seen these animals? Do they live in your country? Elicit responses around the class. Students’ own answers. Teach the names of the animals by pointing to the photos one by one. Tell students to check with their partner before you conduct class feedback.1 for students to check their answers. Try and elicit wild animals and drill it chorally with the class.1–2 It’s a spider. The first pair to think of five animals wins. 4 Check students understand the activity. 2T 3F 4F 5T 6T 10 B 3 First. animal movement adverbs of frequency. It’s a bear. Ask: What do you think? Tell them that the answers are not on the page. linking words Vocabulary (SB page 28) To start Write animals on the board and tell students they are going to learn about some animals over the next few lessons.03 Wild animals Unit objectives Reading: Vocabulary: Grammar: Listening: Speaking: Writing: identifying true/false sentences animals.3 and pause to check students have the correct answer. Are they all wild animals? (yes) Direct students to Exercise 1 and discuss it as a class. Then ask students to look at the photos. It’s a goat. Elicit one example of an animal. ➤ Track 3. It’s a camel. 29 .2 so they can repeat for correct pronunciation. Then play the rest of the track. It’s a dolphin. trying to elicit the names and chorally drilling them.

Encourage them to work without their books. plant. birds. . The information they need is all in the first two sections. If any struggle. Ask students for a sentence that starts: Bears eat . then ask anyone who can to tell the class. Read the instructions for Exercise 2 together. drink. Tell students to work in pairs. their food in photo 2. loud noise.) Students’ own answers. Meerkats eat eggs. Chorally drill them. Monitor for accuracy. so if they don’t finish reading. etc. eggs. Say: It’s a bear. write some verbs on the board: live. Do Question 2 with them and ask where the answer is (in ‘Their day’). then write them on the board for students to copy. Tell them to check with their partner before you conduct class feedback. one. Do Question 1 together with them and ask where the answer is (in the paragraph called ‘Their day’). Students’ own answers. and preteach if necessary by using the photos or miming: ground. have got. fun. stand. Direct them to Exercise 1 and give them time to look at the photos and answer the question How many meerkats can you see? Have students count the number in each photo. . Elicit another comparison from the class before putting them into pairs. hide. grown-up. There are nineteen meerkats in the photos (from top to bottom: six.Game on Sum up Direct students to the instructions. Ask students for a sentence that starts: Goats live in . hide-and-seek (a game where one person hides and the others try to find him or her). Demonstrate the task by saying: Meerkats live under the ground. Tell students to use these to make sentences. Students’ own answers. . but let weaker students use the book if they need to. five. 3 Check students understand the activity. . Monitor. it doesn’t matter. seven). Direct students to the Skill advice and ask: What can you see in the first photo? In the second photo?. Give students one minute to think of three things they remember. Encourage weaker students to tell you one fact. telling students they need to skim read very quickly. eat. then demonstrate the activity. 2 Check students understand the following words. Homework Workbook pages 16–17 MyEnglishLab Reading Speak up (SB page 29) 1 Focus students’ attention on the title of the article. 2F 30 3F 4 Do this as a whole class with books closed. write the following words on the board as prompts: rooms. beetle. games. monitor for difficulties and help anyone who needs it to locate the answers. Elicit whether they know anything about meerkats. Homework MyEnglishLab . fruit. Meerkats hide when they see a big animal. Then give another example. Meerkat Manor. entrance. spiders. loud noise. As students do the rest of the task individually. babies in photo 3 and adults in photo 4. How do the photos help you read the text? (You can see their home in photo 1. then clearly set two minutes for this task. Say: It’s a goat. 4T 5T Gold Experience 5 Direct students to the instructions for this exercise. and if students struggle.

Write 0% at one end and 100% at the other. T. Give some examples: My brother always plays football on Sundays. use the class feedback to highlight the correct word order on the board. pointing out how the adverb goes before the verb. Direct students to Exercise 6. rub one apple off the tree. 5 Pandas aren’t always black and white. Write two sentences on the board to show the different word order: I never run and I am always happy. Note the pronunciation of sloth: /sləʊθ/.. first draw a table on the board: I. To show the different word order with the verb to be. Then tell them to write the sentences individually. 2 sometimes. Then elicit what percentage goes with each one. Try to elicit the five adverbs of frequency again. Tell them to check their ideas in pairs. Do Question 1 together. spider. 100% 5 never. Direct students to the Grammar XP box and check for understanding. If students have had difficulty with placing the adverb in the correct place. Question 2 as well. Write on 6 On the board. and every time they guess correctly. refer them back to your examples on the board and show the order of person – adverb – verb – time. Get students to write them down. 3 Scorpions are sometimes dangerous. Then elicit the other adverbs in the same way and chorally drill them all in sentences. M T W Th F drink water x x x x x eat meat x x x x watch TV x x x walk x x run Check students understand that M. Try and elicit I am always happy. 4 Snakes don’t usually eat in the winter. then tell students to work individually. write I usually eat meat on the board and elicit from students how to make it negative (I don’t usually eat meat). F are the days of the week. 2A 3A 4A 5B 5 Tell students to close their books. if they need it.Grammar (SB page 30) Grammar XP To teach the adverbs. My mother never watches TV in the morning. Write them on the board. then conduct class feedback. Tell them to open their books again and look at Exercise 5. Get them to check their answers with their partner before they feed back to you. and write it on the board. especially with word order in the negative sentences and the to be sentences. Students’ own answers. Then tell them to read the Fact file and do the rest in pairs. Underline the adverbs to highlight the word order in each. 25% 3 usually. Tell faster students to write more sentences about themselves. Tuesday. To finish Apple tree. Thursday or Friday. panda. but make it humorous so they are not offended at being called lazy. Highlight that the adverb is between the don’t and the verb. Then draw _ _ _ _ _ _ _ and elicit letters to make the name of an animal (meerkat). When you feed back. rub out drink water and write am happy. Homework Workbook pages 18–19 MyEnglishLab 31 . Tell students to write one sentence for each adverb about their family and friends. Wednesday. Monitor for difficulties.. Try to elicit I never run. draw a long line. make it more fun by creating a competition and awarding points. write the letter on the right line. Ask questions about the sloth: What is it? Where does it live? What does it eat? Where does it sleep? Focus their attention on the title and ask: Why is it lazy? Give them just one minute to read the text quickly and decide why it is lazy. Th. Ask: Why are sloths lazy? What can you remember about sloths? Are you like a sloth? Try and elicit some ways they are like a sloth. Every time students guess a wrong letter. Finally. Encourage them to tell you why each answer is correct. 2 Kangaroos never walk on three legs. Monitor closely for word order. If there are any problems. then tell students to work in pairs and record their partner’s answers. Direct students to the instructions and to the answers below the text. Do the same with camel. Then discuss it as a class. 0% 3 Do Question 1 with students (you could demonstrate by making a loud noise) and. Tell them to check with their partner before you conduct class feedback. Feed back by asking: Who’s a sloth? Who’s sometimes a sloth? Who’s not a sloth? Students’ own answers. Draw a tree with ten apples on the board. to show the negative constructions. 85% 4 always. Tell students to check their answers in pairs. W. Say: I don’t run on Monday. 4 Direct students to the photo and tell them to cover the text. Drill it chorally. 25%: sometimes 70%: often 85%: usually 2 Check students understand the task and do Question 1 with them. 1 Students copy the scale 0–100% and write the adverbs in the correct place. Do Question 1 together.

Word XP 2 the sea 3 a desert 6 a river 7 a cave Animal movement 4 a mountain Gold Experience 5 a jungle Homework MyEnglishLab . Drill each one chorally. Land: desert. . Tell students to check with their partner before you check the answers with the whole class. On the board. Ask: Do we say ‘The kangaroos live in Australia’? (no. Monitor for spelling mistakes when they’re copying the words. Monitor. Elicit the adverbs and write them on the board: always. and if any students are having problems let them look at their books for ideas. Tell them to work individually to complete the task. It walks and it runs. Feed back by asking. What is A? What is B?. Get students to spell words aloud when they give you the answers. They live in houses and trees and they eat small animals. Demonstrate this yourself first. and use this to check for any pronunciation issues. After teaching all the words. (a goat) Students continue in pairs. . A sea B desert C jungle D river F lake G mountain H cave E forest 2 Check that students understand the meaning of Land. It studies English. Ask students: Which animal is it? It’s got two legs and two arms. It eats meat and vegetables. The world around us 1 First. here. Students’ own answers. Highlight that the first letter is given. Then ask. Ask: How many words? and say the following sentence to students at a normal pace: One meerkat always looks after the babies. never. Feed back to the board so they can check their answers. 32 4 First. . They . often. Monitor for correct spelling. Ask students to write them down. Direct students to their books so they can see the written form of the verbs. write: There are some . then see if they can remember them all by asking What is (A/D/F)? Make sure they pronounce mountain correctly (/ˈmaʊntən/). Then direct students to the instructions for Exercise 4. both to give them practice saying the alphabet and also to focus on the importance of spelling. . Demonstrate the activity by giving a couple of descriptions: It always lives in trees. Then say: There are some spiders here. Elicit seven words. 1 a kangaroo 4 a goat 2 a whale/a dolphin 3 a parrot Game on Direct students to the instructions in the Game on box. (a sloth) It often lives in the mountains. Direct them to the instructions and do Questions 1 and 2 together. Elicit one more example from the class. If you have time. then tell students to work with their partner and describe other animals in their country. sometimes. forest. etc. Direct them to the Word XP box. Do cave with them as a demonstration. teach the verbs by miming them and eliciting them from the class.Vocabulary (SB page 31) To start Word counting dictation. Run through the words again with students. checking spelling is correct. then tell them to put the rest of the words into the correct group. What does the world around us mean? Direct students to Exercise 1. What is B? Check if they can still remember what A is before trying to elicit C. then tell them to match up the places with the words. Do Question 1 together. Direct students to the picture and try to elicit the words for different places. Ask: What is A? Chorally drill. and refer any struggling students to the photos of animals on page 28 to help them. then tell students to work individually to do the rest. Ask them where to write lake (next to Water). Monitor for problems. refer students to the title and elicit. They walk and they run. Do the same with other sentences from the text on page 29 of the coursebook. sea Ask students: How many moons are there in the sky at night? (one) How many suns are there in the sky during the day? (one) Tell them that we say the moon and the sun because there’s only one. tell students to work in pairs and say a verb. usually. Speak up 5 Direct the class to the instructions. mountains Water: lake. Their partner has to mime it on the spot. because there’s more than one kangaroo) Why do we say ‘the world’? (because there’s only one world) 3 Ask students: Where do sloths live? and elicit in a tree. teach the vocabulary. Get them to check with their partner before feeding back to the class. Elicit student or people. Teach all the words in this way. jungle. river.

5 Direct students to the instructions. they don’t. 1 Lions and giraffes live in Africa. that’s right.4 Mark: . Put students into pairs and tell them to work with their partner to write down the answers to the other questions. encourage them to guess and tell them they will hear the answers in a minute. Do you know where they live? Sam: Easy. they often eat very big animals. play it a second time. . Do they live in Australia. too? Mark: No. 1 They hunt with other lions. . they don’t. Tell them to compare with their partner. What else do you know about them? Sam: Um . Make sure students know the names of the continents. . but they sometimes hunt with other dingoes. Do you know where dingoes live? Lucy: Dingoes? Um . Play Track 3. Lucy: I know! It’s a dingo! Mark: Yes. Make sure they understand that more than one answer is possible. Direct students to the Exam advice. paying attention to the word stress: arma/dillo. Ask: What do you think? Do Question 1 with them as a class and tell them to guess the other answers individually. . and if they don’t know the answers. Lucy and Sam: Oh. so now what do they do? (listen) And after listening. /lion. Sam: What do giraffes eat? Mark: Well. Armadillos eat animals – usually small animals like spiders – but they sometimes eat snakes. Conduct a class feedback. Play the audio so they can check their answers. They eat grass and fruit. stopping for students to change their answers. I know that lions eat other animals. Lucy: What are they?! Mark: They’re armadillos. Mark: Well. 2 They usually hunt alone. Lucy and Sam: Wow! Mark: Where do lions usually live? Do you know? Sam: They live in India. 3 No. because giraffes don’t live in Australia! Sam: Oh. dingoes and armadillos eat other animals. Sam: In Africa? Mark: No. Point out that they have just read the questions. If they find it difficult to hear the answers. Sam. they do! They also eat giraffes! Lucy: Look! Giraffes! They’re beautiful! Mark: Yes. and here are the lions. Sam. But it’s got another name. They live in Africa. 4 No. Ask them what they think the answers are to the questions. I think. gi/raffe. Do the matching exercise as a class. Lucy: No. They hunt when they are hungry. but what animals do they eat? Mark: Yeah. They live in Africa. Elicit suggestions. 33 . Lucy: They look funny . they do. Lions live in India. Sam: Armadillos?! Mark: Yes. they are. 4 Ask students: What do lions eat? How do they catch them? Elicit the word hunt and drill it chorally. To check they understand the meaning. A lion B giraffe C dingo D armadillo 2 Do Question 1A with the class. Lions live in India and in Africa. Sam: Do they eat plants? Mark: No. /dingo. Listen up 3 Direct students to the instructions for Exercise 3. Ask: What is a safari park? Has anyone been to a safari park? Make sure they are looking at their answers to the previous task as they listen. they do. play the recording again. they don’t. Armadillos live in South America. they live in South America. then tell students to check their answers with their partner.4 once. 2 Giraffes eat plants. but their favourite food is leaves. you could get them to point them out on a map. Mark: Yes. Lucy: Do they eat elephants? Mark: Yes. . do they live in South America? Sam: I think they live in Australia. . Dingoes live in Australia. what do they do? (write the answers) Students’ own answers. Lions. Mark: You’re right. . . yeah . Mark: Do you know the name of this animal? Sam: Is it a kind of dog? Mark: It is. you’re both right. Giraffes eat fruit. If there are any problems. . Sam: Do they eat giraffes? Mark: No. too. .Listening (SB page 32) Power up 1 Direct students to the photos. ➤ Track 3. ask: What other animals hunt? Direct them to Exercise 4. Sam: Do dingoes eat animals? Mark: Yes. Do they know the names of the animals? Chorally drill the words. they don’t eat animals! They eat plants. Monitor.

Put students into groups of three or four and tell them to stick their word onto another student’s back. then elicit other verbs relating to animals’ lives. Lucy: When do they hunt? Do they hunt every day? Mark: No. Students’ own answers. Write the word spider on a Post-it or other small piece of paper. how do lions and dingoes get their food? Mark: They hunt other animals.5 Lucy: Mark. sleep. then elicit how we say do you (/dju:/). We feed them because . but don’t worry if they don’t. Check that students all understand what these words mean. get students to work with another partner and practise the questions again. They hunt when they want to eat. write them up: when. where. who. write you next to they. not answering the questions. but they sometimes hunt together with other dingoes. understanding it when they hear it is more important than producing it at this stage. give all students a Post-it or small piece of paper and tell them to write the name of an animal on it. On the board. 2 Where 3 What Gold Experience 5 When 6 Why 8 Demonstrate the exercise by asking the questions randomly around the class. Tell them to check their answers with their partner. Play Track 3. Dingoes usually hunt alone. Write these on the board next to the correct question word. this time getting students to repeat the questions. Also write up how. In a column. write what.6–7 How do you spell your name? Where do you live? What do you do at the weekend? When do you do your homework? 7 Do Question 1 with the class. Invite students to describe the animal for the volunteer student to guess. Play Track 3. If you have time. . hunt who hunt with why live in trees how get food Tell students to copy this down and write their own complete sentences.g. Ask the class what word usually comes next (do). Write they. and tell students to copy it down. live. . drink when sleep where live. describing the animals and guessing them. They must keep it secret. Tell students not to tell him or her which animal it is. etc. what eat.6. Once he or she has guessed the animal. Try to elicit any other question words that start with wh-. then conduct class feedback. Ask for a volunteer and stick the paper onto his or her back.7. ➤ Tracks 3. why. drink. Sometimes they don’t eat for two or three days.➤ Track 3. 6 Tell students they are going to listen to some questions. Then tell students to ask and answer the questions with their partner. Sam: What about the lions and dingoes in the safari park? Do they hunt for their food or do you feed them? Mark: They never hunt for their food in the park. hunt. Homework MyEnglishLab 34 4 Who . and make sure everyone understands the task – that they are just choosing the correct word. They then work in their groups. Grammar XP On the board. Sam: Do they hunt alone? Mark: Lions live with other lions and they hunt with other lions. e. To finish Animal game. Monitor and encourage them to say do you as /dju:/. they don’t. eat.

? Is it a . Cross out g and write g below. Organise students into pairs. Make sure they can answer the question Why? when they give their answers. Power up 1 Direct students to the instructions. Then say: I think the goat is the odd one out because it lives in the mountains. 35 . Say: I think the kangaroo is the odd one out because it’s dangerous. . ? Invite questions from the class until they guess correctly. then conduct class feedback. The giraffe because it doesn’t live in Australia. The new pairs discuss their ideas. Language XP Read through the Language XP box as a class. . . Tell them to complete the task individually. If any students find it difficult. . On the board. Ask a couple of students to feed back their ideas to the class. Teach: I don’t think that’s right. Students’ own answers. Again. . Ask for two volunteers to be A and B and read the example to the rest of the class. Say: I think the dolphin is the odd one out. Or maybe it’s the giraffe because it doesn’t live in Australia. Get them to check their answers quickly in pairs once they finish. hlsot (sloth) and oonrsipc (scorpion) for students to unscramble. 1A 2B 3B 5 Write these prompts on the board: A: Which is different? B: The .Speaking (SB page 33) To start Jumbled letters. add verbs on the board (eat/drink/sleep/hunt/live) next to the questions. Students’ own answers.8)? Try and elicit it. Students’ own answers. . write: refifga. . but the scorpion’s small. Speak up 6 Focus students’ attention on the Skill advice. 7 Nominate an A and a B in each pair. . . 2 The kangaroo because it hops. Play Track 3. Tell them to ask you questions to guess the animal. 1 The scorpion because it’s got eight legs and it’s small. Tell students to close their books and look at the board. Conduct class feedback. Play Track 3. . Monitor to make sure they are staying on task and not struggling. giving a reason with because before asking: What do you think? and throwing the paper/ball to another student in the class. because it . Try to elicit reasons based on the four prompts given. but before they do.. . kangaroo. then to check their ideas in pairs. Then take a scrunched-up piece of paper or a soft ball and say: I think it’s the giraffe because it’s very tall. Drill it chorally before writing it on the board. The other two animals are big. 3 Direct students to the three photos. then ask them to check if they have the same answers as their partner. Check understanding of choose by showing a student some pens and asking him or her to choose one. The other two animals . Ask: What animal is this? Cross out i and write i next to g.. . ? When does it . Write lion on a piece of paper and turn the paper upside down so students can’t see it. If there are many differences. write: scorpion – giraffe – kangaroo. . 4 Direct students to the instructions and check they understand the task. What do you think? A: I think it’s the kangaroo because it hops. Elicit giraffe. Introduce the expression odd one out as another way to say the one that’s different. goat. write: shark. .8 again if necessary. Do Question 1 with them and ask why B is wrong. Students’ own answers. If students stay on task and finish quickly. He or she should repeat the same structure but with his/her own ideas. but don’t write it up. Invite students to give their opinions.8. Tell all the A students to stay where they are and all the B students to move to another A. Can they remember the conversation in Exercise 2 (Track 3. try to elicit I don’t think that’s right. Tell them to work again in pairs and practise the same conversation from these prompts. . ? Has it got . Direct students to the instructions. Tell them to think of their own answers first. B: That’s true. play the recording again. Tell students that in exams it is a good thing to say if you don’t agree with your partner. . tell them to choose another animal and try guessing again.8 A: Which is different? B: The scorpion because it’s got eight legs and it’s small. B: That’s true. . Ask: What are the animals? Where do they live? What do they eat? On the board. 2 Direct students to the instructions and read the questions to them. What do you think? and throw the paper/ball to a student. Now focus students’ attention on the photos and direct them to the instructions for Exercise 6. But the . . and to use the prompts to ask questions to guess their partner’s animal. Students’ own answers. Try to elicit some disagreement. Drill it chorally. . Then write up: krsah (shark). because . Then tell students to write down the name of an animal without letting their partner see. elicit the possible questions and write them on the board: Where does it . On the board. What do you think? A: I think it’s the . . ➤ Track 3. ? What does it .

They don’t live in cold places. Elicit as much as they can remember about fairy penguins. The mother goes out and finds food. but not fairy penguins. They live in Australia. They are blue and when they are adult. Give them a couple of minutes to locate the three words. snake. Read through the Skill advice with the class. Do Question 1 with them. Do the same with the information about whales. and direct any students who have difficulties to the relevant sections of the text to find the answers. Award points for the first group to guess each time. Other penguins live in very cold places. Get students to check their answers with their partner. elephant. Then tell them to compare answers with their partner before you conduct class feedback. Ask how to join these two sentences and elicit but. in note form not full sentences. Write on 7 Check that students understand the task. Students’ own answers. Put the class into groups. Tell them to use the article to complete the table. Finally. Get students to write their own descriptions and encourage them to create an attractive piece of work for the classroom wall. Students’ own answers. Ask: Can you answer any of the questions about lions? Then let them check their ideas with the information in the table. then tell them to cover the table so they can just see the questions. 6 Direct students to the instructions. If they don’t have enough information. penguin. Read out an example of what to write about blue whales in full sentences: Blue whales live in the sea. Let them use a dictionary or choose one from the photos in the unit. but they aren’t fish. write: My mum watches TV at 9 o’clock. Elicit/teach nest and chorally drill it. Fairy penguins are different from other penguins because they’re very small – only 33 centimetres tall. Tell them that they don’t need to write a lot. The father looks after the chicks. write: I eat fish. meerkats make homes underground. Then give them one minute to think of an animal they know something about. set this as a homework task. The mother goes out and finds food. I eat vegetables. One person from each group comes to the front of the room. Again cross out the first full stop and combine the sentences with but. but and when. Get students to check their answers in pairs before they feed back to you. To finish Animal Pictionary. She swims all day and sometimes for two days. Set just two minutes for them to skim read. usually twenty-five to thirty-two metres long. Homework MyEnglishLab 36 Gold Experience . Tell students they are going to do a piece of writing so they need to think about these areas of information. Students take turns to draw on the board. Then direct them to Exercise 5. but to include all the information in their table and try to use and. My mum likes meat. 3 Check that students understand the task. Other words to use: scorpion. where do birds live? Direct students to the photo of a bird looking up out of its nest. 1 but 2 when 3 and Language XP On the board. Cross out the full stop and I eat and write and. Elicit and. Monitor closely for problems. Elicit when and cross out the times and the middle full stop. Direct students to the instructions and check they understand what information they are looking for in the text. Where do they live? Australia What do you know about them? They don’t live in cold places. eliciting the correct answer. They usually live for eighty to ninety years. goat. The father usually looks after the chicks when they’re young. They sometimes live alone. Refer students to the examples in the Language XP box. Plan on 5 Tell students to close their books. etc. Tell students to fill in the last column in the table with information about their chosen animals. Use the information on blue whales as an example. I go to bed at 9 o’clock. Ask students how to join the two sentences. 2 Pre-teach nest by saying: People live in houses. Students’ own answers. Start drawing a meerkat on the board and encourage students to tell you what it is. then conduct whole-class feedback. spider.Writing (SB page 34) Power up 1 Direct students to the photos and try to elicit some information by asking: What colour are they? Where do they live?. Whisper lion to them – they all draw it as fast as possible for their group to guess. 4 Direct students to the instructions. Then write: I like fish. they are very big. then ask: How many times is the word ‘and’ in the article? (two) and How many times is the word ‘but’ in the article? (one) and How many times is the word ‘when’ in the article? (one) Read the sentences containing these words out for students to follow. but they often live with other whales.

You could make a display. habitat and behaviour. then conduct class feedback. then tell them to answer the others individually. etc. Play the video for them to check their answers. then conduct class feedback. Tell them to compare their answers in pairs. If they can’t find a photo. find a photo of the animal. Get them to tell their partner about their animal – what it is. Ask: What is this meerkat’s name? (Flower) Do Question 1 together. how big it is. Play the video again so they can check their answers. Tell them to research on the Internet or at home and. Get students to show their posters to each other around the class. Then tell them to write their video script in the form of sentences about their animal. make sure they get the chance to show it in class. if they are able to make a film. They should write clearly. Tell them to check again with their partner. 37 . where it lives. Students’ own answers. if you wish. When they have finished. Get students to each choose an animal from the list to write about. then tell students to guess the rest of the answers individually. Elicit from them any animals that live in their country/town/village and write them on the board. 1 a girl 2 big 3 A 2 Read sentences 1–5 with students. tell them to check their answers in pairs to see if they have the same predictions. Do Question 1 together. they can draw it. What can they see? Ask: What can you remember about meerkats from the Meerkat Manor article? Elicit any other facts about their appearance. what it eats. 1T 2T 3F 4T 5F Project 3 Direct students to the task. Encourage students to say what they think about the meerkats: do they like them. remind them that a video script is going to be spoken. think they are cute or ugly?. Direct them to the exercise. so they can use contractions. You could ask students to work in pairs and read and correct each other’s work. if possible. etc.Switch on (SB page 35) Meerkat Manor 1 Focus students on the photo.

Students’ own answers. Tell students: If I say ‘house’.04 Around town Unit objectives Reading: Vocabulary: Grammar: Listening: Speaking: Writing: matching sentence halves places in town. Power up 1 Pre-teach some vocabulary. Direct the student with the ball to throw it to anyone. what do you think of ? and direct (student X) to throw the ball to whoever says a word. this person has to say any word they think of that is connected to the previous word. what do you think of ? Elicit any word from a student and throw the ball/paper to him or her. city. subject and object pronouns. ask a question to elicit it. 2 C 3 3 B 2. lots of things?.1 bank: B1 hospital: C3 square: B2 and E2 bridge: F3 market: E2 supermarket: A3 bus station: A1 museum: B2 swimming pool: B3 cinema: A2 sports centre: B3 theatre: C2 . Try to encourage quieter students to contribute. Get students to check their answers in pairs. check that students know the meaning of these words. Have a ball or a scrunched-up piece of paper ready. 38 Gold Experience Places in town 3 First. check comprehension and drill the places chorally. it’s often cheap? (a market) Where do you go. Ask: Do we live in a village? Do Exercise 1 with students and tell them to write the three words down in order. Suggested questions to elicit the words: Where do you go to get money? (a bank) Where do you go when you are very ill? (a hospital) What is it when you have four roads like this? (Demonstrate a square with your hands. Ask students: What is London? Is it a small place? and elicit city. . identifying speakers asking for and giving directions a message Vocabulary (SB page 36) To start Word association. Note the pronunciation (/ˈvɪlɪdʒ/). a big shop. village 2 Focus students on the photos of different places. Ask. E 2 4 F 3 5 E 2 6 A 3 7 A 1 8 B 2 9 B 3 10 A 2 11 B 3 12 C 2 4 Play Track 4. ➤ Track 4. vegetables. pausing if there are any problems. . Say: If (student X) says .) (a square) Where do you go to buy meat. making sure it doesn’t slow down too much. Continue the game around the class. Do Questions 1 and 2 with students before telling them to complete the rest of the task individually. . What is New York? Do you live in a city? to check they all understand. town. then chorally drill town. For each word. Chorally drill it. Then have a class discussion. then chorally drill it. can for ability and permission answering multiple-choice questions. Chorally drill city. vehicles imperatives.1 to check answers. Then ask what is smaller than a city – elicit. to buy food? (a supermarket) Where do all the buses stop? (a bus station) Where can you see old things and interesting things? (a museum) Where can you go to swim? (a swimming pool) Where can you watch a film? (a cinema) Where can you play sport? (a sports centre) Where can you see a play with actors or music? (a theatre) Focus students’ attention on the two maps. Ask what is smaller than a town to elicit village.

Look at the example and ask where the cinema is (in square A2). 8 There are some apartments next to the farm in River Village. Tell students to decide with their partner to choose either Hilldon or River Village. Have students follow the map and find the starting point at Bankside. Focus students on the title and the pictures. 2T 3T 4F 5T 6F 7T 8F ➤ Track 4. Game on 2d 3a Demonstrate the game. Each time ask: Where is the pen? and elicit and chorally drill the prepositions. then let them check. Then pair students up to work together. 4 There isn’t a hospital in Hilldon. pausing after each one to elicit the answer T or F. Ask: Where is the bus station in River Village? and elicit an answer. tell students to close their books. then ask students to continue individually with Questions 2 and 3 and check their answers in pairs. Tell students to work individually. Get students to check their answers in pairs. Sum up Homework Workbook pages 20–21 MyEnglishLab (SB page 37) 4e 5c 4 Direct students to the instructions and check they understand the exercise. ask their partner: Where is the pen? Direct students to the instructions for Exercise 6. If any students finish much earlier than others. Write them on the board for students to copy. using a pen. 2 There’s a sports centre between the supermarket and the hospital. Point out the squares with numbers going up and letters across. Ask: What is in London? and try to elicit any famous London landmarks. Direct students to the instructions. How much (Q5) and How old? (Q4) 3 Check students understand the instructions and do Question 1 with them. Do clues 1 and 2 together. Make sure even the weakest ones follow. tell them to make up another question (e. Give them one minute to look at the map and memorise the places.5 Direct students to the instructions. Then tell them to work in pairs and. For each of the students. then conduct class feedback. Which ones begin with How many (Q3). Tell them this is a city and try to elicit London. and if they struggle. Students should check answers in pairs before you conduct class feedback. 7 There’s a café in River Village. Then tell them to work individually to complete the treasure hunt. Then play the rest of the statements. Monitor. Give students one minute to look at and remember the Hilldon map.g. near your hand and next to your hand. Then tell students to read Question 2 and elicit that the ship is next. Elicit and drill treasure hunt. what is their capital city called? Do they live there? Do they go there? Do they like it? What is there for tourists? Put students into pairs and tell them to talk together to describe places for tourists in their capital city. write: NODLNO. Tell them to read Question 3. Reading 1 Before starting this page. Read treasure hunt Question 1 with them. Play the first statement on Track 4. focus them on the list of places given in Exercise 3. Students’ own answers. to show you start with the theatre. Students’ own answers. 1 Shakespeare 2 brown 3 six 4 over 100 years old 5 £10.2 1 There’s a cinema in Hilldon town centre. Then students work in pairs to test each other.2 and pause the recording to check students understand. Homework MyEnglishLab 39 . Tell them to close their books and ask them: Is the museum in C3? Elicit an answer. in your hand. 1 Woodstock Language School 2 London 3 five 2 Read the rules through with the whole class so they get the idea of where the text comes from (a school worksheet). and make sure they understand how to identify the squares. Students can refer to the maps to point to the places mentioned. 5 There’s a bridge in River Village. 3 There’s a museum in Hilldon.45 Direct students to the Skill advice. Is the market one of the places in the list? (no) Tell them to continue the task. 6 There’s a bus station in River Village. Demonstrate the activity with a student. Then conduct class feedback. How much are the apples?) while you wait for the others to finish. Tell them to look at the questions in the treasure hunt. On the board. Do you read the text first or the questions? (questions) Where do you find the answers? (the title and the rules) Do Question 1 with the class. 6 Teach the prepositions by holding your pen between your hands. 2 a ship 3 a market 4 a bridge 5 a tower Speak up 5 Generate a group discussion.

(He likes them. clearly show how the sentences fit into the structure on the board. This activity can be useful for establishing class rules. Monitor closely and encourage them to think of other rules. close your book. English. Stand up. Do a practice run. Classroom suggested information: time to arrive and leave. homework. lunch. look up. Look back to the photo of the Tower of London on page 37 and point out the crowns in the signs on page 38. run. D Walk this way. Open your books. Sit down. Say: Jump. his. The lion sees the meerkats. so they mustn’t do it. her. your. then try to elicit the other object pronouns (you. Refer students to the lists in the book if they struggle. and after it we use the object pronouns. sit down. Give other directions: sit down. Write me on a level with I. its. 1B 2C 40 3B 4A Gold Experience Write on 4 Refer students to the instructions. you must do it. . walk. please. get them to check their answers in pairs before you conduct class feedback. 1 Focus on the signs and elicit suggestions for where you can see them. so it is useful to display them on the walls of the classroom for future reference. But if he doesn’t say. Homework Workbook pages 22–23 MyEnglishLab . it. It sees them. When you conduct class feedback. their). it. . open your book. Say: Simon says ‘hop’. them) by saying I like . Then direct them to Exercise 3. Stand up. If he says do something. Elicit other places you see these sentences: 1 in a library. Monitor and use the lists on the board to help with any problems. 2 in a station. The winner is the last person standing. If a student gets it wrong. Students should do it. To finish Simon says. Then to the right of this column. Tell students to write a list of rules. Tell them to check their answers in pairs. (School trip suggested information: start and finish time. Jump. Then tell them to compare the rules in pairs – how many rules are the same as their partner’s? Ask students to feed back any interesting ones to the class. him. they. Sit down. Do Question 1 with the class before telling them to work individually. Please close your books. look down – sometimes with Simon says. Tell students that your friend’s name is Simon. If any students jump. Check they understand that they are only going to write object pronouns. 3 in a zoo. Write them in a column to the right of the subject pronouns and verbs. Fly. Ask: What are the imperatives for the three extra pictures? Elicit C Wait here. not subject pronouns. To check understanding. Elicit types of information to include. mobile phone. Give students a couple of minutes to try them. Do this by showing students your pen and eliciting It’s your/ his/her pen. Refer students to the Grammar XP box. sometimes not. write the two topics. then conduct class feedback. Write them in a column to the right of the object pronouns (my. Point out that please is more polite. clothes. our. we.) 2 Direct students to the instructions. They like it. dictate a few more examples: John likes cats. Tell students to continue individually. On the board. he. Students’ own answers. 2 us 3 him 4 it 5 me 6 them 3 Before doing this task. Direct students to the instructions for Exercise 1 and check understanding by asking: How many signs are there? (7) How many imperatives are there? (4) Do Question 1 together. Hop. please. Students should stand up. clothes. her. she. us. notebook. Highlight that before the verb we use the subject pronouns. tell them that Simon didn’t say. When they finish. 1A 2F 3G 4B Grammar XP Elicit the subject pronouns from students and write them on the board in a column: I. you mustn’t do it. Open your books. and that we don’t use you in imperatives. money.Grammar (SB page 38) Grammar XP Give students some instructions as imperatives: Close your books. and do the first question together. they should sit down. you. 4 in a museum. Sam and Jane like London. Tell them to check answers in pairs before you conduct class feedback. listen). elicit the possessive adjectives and write them on the board. write a verb: like(s) and see(s). then ask students to work individually on the rest. E Buy souvenirs here. and say: Simon says ‘stand up’.

5 Direct students to the instructions and run through the questions and answers. C plane 2 A train. Tell students to think of other questions about members of their family as well and answer using other adverbs. . C: motorbike 3 Pre-teach the words wheels and air. Then play Track 4. then give students two minutes to work in groups of three to brainstorm a list of as many other vehicles as they can. Get them to check their answers in pairs before you conduct class feedback. C helicopter 3 A bike. van. then tell them to work individually. are there? Where’s the . then refer students to the Word XP box. write the question structures: How many . Tell them to check their answers in pairs after they finish. .4 so they can repeat the words. bike. B tram. Elicit/teach the word vehicle (/ˈviːəkl/). Direct students to the instructions. Direct them to ask/ answer questions around their group. if small groups are not possible. then tell them to complete the activity individually. Ask a few students the questions and insist on full sentences for the answers. B: car. and give them a scrunched-up piece of paper. C: plane A: train. Can they see any of their vehicles there? Do Question 1 with them. Students’ own answers. C: helicopter A: bike.4 lorry car plane train boat helicopter bike bus taxi van tram motorbike 2A 3C Students’ own answers. Do Questions 1 and 2 together with the class. B: boat. as they will learn them in a minute. . B: tram. Ask: How many vehicles do you have? The group with the most vehicles reads them out. ? What colour is/are the . Drill the sentences chorally./I cycle/I walk to school. 4B 5A Word XP Ask students: How do you usually go to school? Try to elicit I go to school by . 6 Conduct a quick recap by eliciting the personal pronouns and writing them on the board in a list. they can write the questions) and the stronger students are asking a wider range of questions. . 2 cycle 3 goes by 4 walk 5 go by Speak up ➤ Track 4. On the board. C motorbike 2 Play Track 4. B: bus. After two minutes. change so that B students close their books and A students ask questions. Tell A students to close their books. throwing the paper ball from one student to another so they all get a chance to ask and answer their own questions. Then do the same with bicycle. Don’t worry about spelling yet. C: taxi A: van. Only stop it if they are having problems. but also that the weaker students are managing the task (if not. B bus. . but make sure students are asking the questions. Otherwise. Homework MyEnglishLab 41 . Do Question 1 with students. Take suggestions from the class. . B car. Monitor closely to check that they stay on task. ? Pair up students into As and Bs. 6B 7 Direct students to the questions. Then elicit the form of walk that each pronoun takes and write it next to the pronoun. then tell them to try the rest but not to worry if they don’t know all of the words. After they finish. Vehicles 1 Direct students to the signs. taxi. Give some examples: How does your mum go to work? Does your mum drive to work? How does your dad usually go to the station? Elicit responses in reply to the questions: My mum never drives to work. Point to the wheels on the picture of the bicycle on the board and elicit and chorally drill wheels. Then drill the questions chorally. tell them to check their answers in pairs before you conduct class feedback. . tell them to throw it back to you each time. 1 A lorry. Monitor to see how many they know already.3 A: lorry. To start bus.Vocabulary (SB page 39) 4 Focus students on the photo and the question. Stress that he/she/it always has s on the verb. . not just you. Then draw a quick picture of a plane in the sky and elicit and chorally drill air.3 for students to check their answers. ➤ 1 2 3 4 Track 4. using the structures on the board or others. Put students into groups of four or five if possible. Elicit and chorally drill car. car Draw a simple picture of a car on the board. If students get a bit excited. B boat. My dad usually walks to the station. C taxi 4 A van. do it as a whole class and throw a paper ball around from student to student. B students can ask any questions to test A students.

stopping after each question to check who asked it. Then play the rest of the recording. Tell them that they will always hear a recording twice in an exam. So. such as football teams. work in teams of four or five people. OK. play the recording again. Now. then feed back to the board. e. such as: We usually do sport outside. Note the pronunciation of compass: /ˈkʌmpəs/. And where’s the finish? Lucy? Student 2: I can’t see the finish on my map! Oh. they should just try to understand what it is about. elicit more information by asking: Where are they going? (outside) Where are they? (in the town) ➤ Track 4. etc. but you can choose different roads. A 42 Gold Experience 4 Direct students to the instructions. then tell students to check their answers in pairs before you conduct class feedback. You can do this activity in a town. And Mr Brown is at the finish. but the answer is no. Class 7B. . and lead a class discussion. .6 and pause after Can you hear me? to check students understand that that’s the teacher. Explain they are going to hear more from the teacher and students about the activity. can you see the start on the map? Student 1: I can see the start.Listening (SB page 40) Power up 1 To start. and the second time they can answer the questions. Class 7B. Can we get the bus? Teacher: No. Stay with your group. (inside). Then we can find North. Play the rest without pausing. Pause and check that everyone has heard the answer to Question 1. is it in Main Street. Focus students’ attention on the photo and ask: What do you think they are doing? Elicit suggestions (a geography trip. Now. in the square. Now. Focus students on the pictures and ask what each one is. Listen up 2 Teach compass and team. Miss? Teacher: Good guess. Can you hear me? Student 1: Yes. what is orienteering? Can you remember? Student: Er . Again. if there are many problems. Teacher: Good. Direct students to Exercise 1. Then elicit inside by eliciting that now they aren’t outside. A map B compass C team 3 Direct students to the Exam advice.6–7 Teacher: OK. find out if anyone has a compass on their mobile phone. The first time.5. today’s lesson is about street orienteering. we can. Now let’s go outside. you can write up some anagrams of school subjects on the board and get students to solve them. Chorally drill it. We put the compass on the map.5 Teacher: Good morning. a treasure hunt. Ask: Who do you think asks each question? Play the beginning of Track 4. Orienteering is an outdoor geography game. It’s here.g. you can’t. ➤ Tracks 4.7 until And Mr Brown is at the finish. Can you use the compass? Jenny? Student 3: Yes. please? Teacher: Yes. they are . Make sure students understand the instructions for Exercise 3 by asking: How many people are talking? (two – a teacher and a student) What is the lesson about? (one of three things: an outdoor activity. We sometimes do geography outside. Students’ own answers.). Go to the three check points on your map – we’ve got one parent at each check point. How many people are there in a football team? To check their understanding of compass. To check understanding of team. can we run. Why do people use a compass? (to find directions). You can ask more questions. The second time they listen. Teacher: Now. Don’t run across the road. Here are your maps. Where are they now? (in the school) Indicate outside the window and elicit outside. Come on. Be careful. walking. So. You could write some sentences on the board for them to copy down. I can. 1C 2B 3C . ask students to tell you other teams they know. Find your way from the start to the finish. are you ready? Off you go! 2S 3T 4S 5 Give students a couple of minutes to read all the questions. Tell students to check their answers in pairs. Andy. Miss? Next to the park? Teacher: That’s right. is it a computer game. Pre-teach inside and outside. Play Track 4. But you can’t go straight to the finish. . Teacher: That’s right. chorally drill. take one compass for each team. Chris! Now. If there are problems. Elicit the words and drill them chorally. a computer game or a sport) Do you need to understand everything? (no) Play Track 4. Again. have you got any questions? Student 3: Miss. . Student 4: Miss? I’ve got a question. you can run or walk. play it again so students can hear the answer. Tell students to check their answers in pairs before checking as a class.

Can you write/stand . Monitor and if there are any problems. . . Does ‘can’ mean the same here? (no) What does it mean? (permission. they need to put their thumbs up. B: You can’t get the bus.9. write (badly) with your left hand if you are right-handed. You can’t write/stand . making sure students repeat the sentences with the correct pronunciation of can and the correct intonation. and this time you sit in the free seat. . they must put their thumbs down. B: I can’t see the finish. . get them to read the text before and after the spaces. I can. get them to practise the conversation with their partner. Tell students to write three can sentences and three can’t sentences. Monitor closely. To teach can for permission. . . On the board.8–9 A: I can see the start. swim. . then conduct class feedback. Do the first question with them. To finish Change places if . Tell students to check in pairs to see if they have any sentences the same. (suggest further verbs: sing. checking as they listen that they hear correctly. A: You can run or walk.Grammar XP To teach can for ability.g. Depending on your classroom. I can’t. Ask: Can I write with my left hand? Is it possible for me? Elicit no. Ask: Can I stand on one foot? Is it possible for me? Elicit no. A: I can use the compass. Say: I can swim and make sure everyone puts their thumbs up. Then demonstrate standing on two legs. .) The student in the middle now says: Change places if you can/can’t . Ask: Can I write with my left/right hand? (yes) Elicit You can write/stand . Ask a few students: Can you (play tennis/football/swim)? Give them two minutes to work with their partner and ask/answer Can you questions about sports. 7 Direct students to the instructions. We can’t use our mobile phones. ? Yes. Homework MyEnglishLab 6 Tell students they are going to listen to some sentences. Ask: Can I stand on two feet? Elicit yes. Monitor and tell slower students just to write two of each. B: I can’t hear you. Play Track 4.6 in the previous exercise. If the speaker says can’t. then tell them to complete the task individually. . . You should stand in the middle of the circle. ➤ Tracks 4.6.8. If students finish early. e. tell students to look at the second part of the Grammar XP box and read the sentences from Track 4. and the faster students to write more without using the prompts. Play Track 4. Give an example on the board: I can’t speak Chinese. Say: I can’t drive a bus and make sure all thumbs are down. . Tell them to check their answers in pairs. 8 Direct students to the question and the prompts. Ask them what they should do before filling the spaces in the conversation (read the whole text first). Demonstrate. . or that it is or isn’t OK to do something) Elicit a few things they can/can’t do in class. Refer students to the first part of the Grammar XP box and the heading for ability. If the speaker says can. Read through the examples given in Track 4. sit all students in one big circle or two or three smaller ones. Then tell them to practise with their own questions and answers. Students change places. Say: Change places if you can’t drive – again students move. with no tables in the middle. etc. stand in front of the class on one foot and lose your balance. Write with the hand you use normally. 2 can 3 Can 4 can 5 can’t 6 can 43 . Students’ own answers. Chorally drill the sentences: Change places if you can/can’t . or with your right hand if you are left-handed./No. Say: Change places if you can run.

Students’ own answers. Direct students to the Language XP box and check there are no problems. E: OK. . 3 Direct students to the instructions. Note the pronunciation of Tussaud’s. Students’ own answers. Power up 1 Give students two minutes to look at the pictures and read the advert. Ask: Where is it? (New York) What can they see there? Direct them to the instructions and the list of places. Then write city/country on the board. 44 2 help me ➤ Track 4. Monitor. 3 E: Excuse me. Tell them to read the whole of conversation 1 before deciding which words to put in the space. If you hear problems. Then indicate from the map it’s on your right. Explain: She’s new in town and wants to go to the park. This will be a crossroads. Tell them to practise the conversations in pairs. Ask: What are ‘Friends’ and ‘Ugly Betty’? (TV shows) Feed back to the class and check any other cultural information they may not understand. Central Park). Times Square. at the top write park. A: Great! Thank you. draw a large cross. Where’s the Empire State Building. go straight on. This time elicit Can you help me. refer students to the Skill advice at the bottom of the page. 3 turn left Gold Experience Homework MyEnglishLab . Empire State Building. Ask: Which city is it? Elicit the answer and ask: Has anyone been to New York? Read through the list of things to do in New York and ask students to underline all the places mentioned (Madame Tussaud’s Museum. then tell them to finish conversations 2 and 3 individually. But you can go by taxi. now start from the park and do the journey in reverse. . Check they understand where they start each time. please? B: Er . Language XP 1 straight on 4 Play Track 4. Students’ own answers. Point to A and say: A country or city beginning with A – Argentina. again eliciting the directions. On the board. . . and so on.Speaking (SB page 41) To start Elicit the alphabet and write on the board quickly. To the left write cinema. Planet Hollywood. Get them to check answers in pairs. Elicit this and chorally drill. get them to swap roles. Monitor for pronunciation problems. Speak up First. where’s the park. When students start to finish. please? D: Of course. Then tell students to practise the conversations in pairs. To check understanding. 6 Focus students on the map. Chorally drill it. Demonstrate one conversation with a student. Chorally drill this. What does she ask you? Elicit Excuse me. Draw a stick person underneath. please? at the beginning. Statue of Liberty. Can you help me. . Indicate go straight ahead on your map to try and elicit it. Broadway. 2 C: Hi. Say to a student: I want to see places from ‘Friends’ in New York. 5 Demonstrate this task with a different student for each conversation. Monitor to check they use the different places in the text and stay on task. please? F: Er . What about you? Elicit I want to . Put students into pairs and tell them to ask and answer with their partner. check left and right. Then indicate on the map turn left to the cinema. . Where’s Central Park. Grand Central Station. New York 2 Direct students to the instructions. It’s on your right. Check as a class. Throw a scrunched-up piece of paper or a soft ball randomly to students to elicit a country or city for each letter of the alphabet. then go straight on. please? Chorally drill it. turn left.10 1 A: Excuse me.10 for students to check their answers to Exercise 3. Thanks very much. C: Can we go by bus to Grand Central Station? D: There aren’t any buses here.

place. ask them to check their answers in pairs. For example. Ask: Do you use a pen to write it? Make it clear that there are different answers for each message. They take turns to guess a letter in a word. Which message talks about a road or street? (1) Which word is used? (in) Tell students to find the answers to Questions 3 and 4 individually. Homework MyEnglishLab Language XP Ask students: How do you start a message to friends? Elicit Hi!. Monitor to check they stay on task. When they have finished. Which messages talk about a place to meet? (all four do) What word do they use? (at) Look at Question 2. I’m at work. school exercises). Direct students to the instructions for Exercise 6. 2 Direct students to the instructions. tell them to check their answers in pairs. Then get them to feed back to the whole class. stories. What information is in it? Elicit names and place. Highlight the simple sentences with at for the place and the time. Ask: How many messages are there? (4) How many types of message are there in Exercise 1? (5) Do Question 1 with students. place 7 On the board. Tell students to continue this speaking activity with their partner and discuss B–D. name. Refer students to the Language XP box and get them to repeat the expressions. texts. then conduct class feedback. 1 friend 2 friend 3 friend or family 4 family 5 Direct students to the instructions. write: _ _ _ _ _ _ _ _ _ _ _ _ _. postcards. On the board. age. Dad Ask: What kind of message is this? Elicit short note.g. elicit and chorally drill: short notes. write an example of a message: Hi Jamie. Please buy some milk. shopping lists. Conduct class feedback. Write on 8 Refer students to the instructions and to the Skill advice. Give a piece of paper to each student in the class. How do you finish a message to friends? Elicit See you later/soon. posts on websites. Tell them to complete the exercise individually. country. If these haven’t been mentioned. Monitor closely for any spelling problems and to make sure the messages are all short and clear. then tell students to work in pairs and think of and write down one example of each thing. Give them all to different students. time. please?) Put students into groups of four. and write it on the board. letters. then feed back to the class. letters. Ask: Who is it from? (Elena) Who is it to? (Mike) Do you think Mike is a friend or family? Why? Tell students to work in pairs to decide about the other messages. Tell students to write a message to the student whose name is on their piece of paper. When they finish. Students’ own answers. and encourage quieter students to say what they write and who to. Look at Question 1.Writing (SB page 42) Power up 1 Get students to work in pairs and brainstorm all the types of writing that people do (e. 45 . Tell students to copy this and write the other information (time. When they finish. See you later. Monitor to check they have sensible ideas. Get them to check answers in pairs when they finish. Students’ own answers. A never B sometimes C sometimes D never 3 Direct students to the instructions. Ask: Which websites do you write posts on? Generate a class discussion about Question 1. Tell them to write their name on the paper. 2 in 3 at 4 in Plan on 6 On the board. Is there a ‘b’ in word 1? They get one point for every letter guessed correctly. write: day. place. The first pair to finish wins. emails. and write it on the board. Do A with them. asking: What is it? Elicit It’s a text message. To finish On the board. _ _ _ _ _ _? 1 2 3 4 5 6 (Can I go home now. day. Can they guess who the writer is? Students’ own answers. Elicit a day for meeting a friend and write it up. Now collect the pieces of paper in again. so no one knows who has got their paper. 1 an email 2 a post (on a website) 3 a text (message) 4 a short note 4 Look at message 1 with students. Monitor to check they can find the information. time. Tell students to copy this down. emails. write: day. Give them to the student they are addressed to. collect the messages in again. Discuss it as a class. name) for the meeting. Elicit one example of day. Feed back and elicit which pair has the most in their list.

Monitor to check they are on task and to provide encouragement and ideas. Students’ own answers.Switch on (SB page 43) Treasure hunt 1 Focus students on the photo. Feed back some of their suggestions. Tell students to give each other their treasure hunt instructions and see if they can do them as ‘homework’. encouraging quieter students to give their answers. get students to draw a map with their treasure hunt on it and write their clues or questions for each other to follow. then conduct class feedback. Play the video. refer them to Question 2 for the language to use. After they have finished. Then have them work in pairs to tell their partner their routes. Monitor to check they are on track. Can they tell you where your end place is? After they have guessed. Students’ own answers. a special place they know or a treasure hunt within an area such as a park they know well. Ask students to share their pictures or stories in the next lesson. Tell students to work individually and write four more treasure hunt routes for different places they know. Conduct class feedback. What can they see? Ask: Where is the boy? What do you think he’s doing? Direct them to the exercise and encourage them to predict the answer. 2 a birthday party 2 Direct students to the instructions and elicit suggestions for the first place the children find. 46 Gold Experience To finish If there is time. Suggest they could take photos of the ‘treasure’ when they get to their destination. 1 a cinema 2 a shop 3 a gate 4 a restaurant 3 Read through the instructions with students. Monitor and provide assistance where needed. When students have four ideas. Elicit some ideas from the class. Give them a chance to look back at the unit vocabulary and grammar so they have the language for their conversation. elicit your starting point. Tell them to write down their treasure hunts. . Demonstrate the task yourself by choosing a place they all know and describing how to get there from the school. your end point and the places between the start and finish and write them on the board. Make sure they have starting points. Then tell them to work in pairs to put the other places in the correct order. get some students to give their instructions to the class. They can choose a famous place in the town. Project 4 Direct students to the instructions and to the language in Question 2. finishing points and three places in between them. then tell students to talk with their partner about any more similarities and differences between their town and the places they saw in the video.

Revision
1
2 bus

3 town

2
2 whale

4 train

3 scorpion

(SB pages 44–45)
5 sports

4 snake

5 bat

6 penguin

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

3 parrot

5
2 in

3 right

6
2A

3D

4 dolphin

4 but 5 when

5 mountains

6 by

4C

7
2 I never do my homework on Friday.
3 Don’t run in the street.
4 He often cycles to his friend’s house.
5 We don’t usually go by bus.
6 Where do you live?
7 She is sometimes at the sports centre.
8 Do meerkats always eat in the morning?
8
2A 3E
9
2f

3c

4H

4e

5D

5a 6d

7b

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

8g

6 They

7 We

47

05

Media magic

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

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

Vocabulary

(SB page 46)

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

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

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

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

4 Ask students: What am I? I have a teacher, I study all
day. Elicit student. Refer them to the instructions and
do Sentence 1 together before asking them to continue
individually. Monitor, and refer any struggling students to
the list of jobs. Get them to check their answers with their
partner before you check their answers as a class.
2 film-maker
5 taxi driver

3 photographer

4 dancer

Game on
Direct students to the instructions. Demonstrate the
game yourself by trying to remember all eight jobs. Pair up
students so they can try it. If you hear a lot of problems with
pronunciation, stop them and chorally drill the jobs again.
5 Students discuss the films in pairs before you conduct class
feedback.
Students’ own answers.
Homework
Workbook pages 26–27
MyEnglishLab

48

Gold Experience

Reading

(SB page 47)

1 On the board, write: For sale – computer, £500 and Needed:
Dance teacher – please call 07900 100000. Ask: What are
these? Elicit and chorally drill advert. Direct students to the
instructions. Elicit/teach and chorally drill the word article.
Ask: What is the advert for? (a film-making competition) What
is the rest of the text about? (information about film courses)
Do Question 1 together; then students do Question 2
individually. Conduct class feedback. (Note: in Britain,
people usually say film and in America they say movie.)
1 film

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

2 Yes, I’m under fourteen.

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

4 over 750

Exam
3 Tell students that in their exam they might have true/
false sentences. Show them that Exercise 3 is a true/false
exercise. Go through the Exam advice together. Then tell
them to cover their books and tell their partner the four
instructions about true/false sentences.
Direct students to the instructions for Exercise 3. What
do they have to do? Elicit the four stages above again. Give
students a few minutes to read the sentences, then do
Question 1 together. Tell students to complete the rest of
the task individually. Monitor to check students aren’t just
guessing the answers but finding them in the article. Get
them to compare their answers in pairs; then conduct class
feedback.
1T

2F

3T 4F

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

49

then tell them to continue individually with the rest of the pictures. he isn’t. Then ask: What’s John’s job? (taxi driver) What days does John work? (Monday to Saturday) What time does John work every day? Elicit John works from 11 o’clock at night to 7 o’clock in the morning. In pairs. I am. Tell students to write three sentences about different people in their family. underlining is and ing. Tell students to compare their sentences in pairs. Write on 5 Demonstrate the task orally. Tell them all the answers are in the present continuous. Look at the first picture and do Question 1 as a class. Chorally drill this and write it on the board. If there are many problems. Monitor for accuracy and make sure they understand the two ways of representing the time. Ask a few students: What are you doing now? and try to elicit I am studying or I am talking or I am sitting.Grammar (SB page 48) Grammar XP On the board. Students’ own answers. ➤ Tracks 5. Elicit who the two people are (the interviewer and Lauren). If anyone finishes quickly. Write the title The present continuous. Ask a few students: Are you writing? Are you speaking? Are you watching TV? and elicit Yes. Monitor closely to ensure they are forming the present continuous correctly. Tell students to copy this down. Draw it on the clock. Read it through with them and check they understand the two uses of the present continuous./No. Write the name John under the picture. No. Underneath. Direct students to the instructions.1 for students to hear the pronunciation. to 7 a. Ask: Is he sleeping now? and elicit Yes. 1 Direct students to the instructions and the five verbs in the box. 2 eight. they take turns to mime and guess what their partner is doing.m. is eating Grammar XP Focus students’ attention back on the picture of the man sleeping in Exercise 1. Ask students: What’s the difference between the two sentences? Try to elicit that the first one happens every day and the second one is happening now. am/is/are. .2 so they can repeat the questions. Ask: Is he working now? and elicit No.1–2 Are you making a film? Are you dancing? Are you having breakfast? 3 Direct students to the instructions. is having. with a digital clock and with an analogue clock. . draw a stick man driving a taxi. I am You are eating He/She/It is (not) making We are sleeping They are Ask what happens to make when you add -ing. Ask: Is John driving a taxi now? (no) Ask: What is he doing? and try to elicit He is sleeping now. -ing. I think my sister is talking to her friend now. Tell them to check their answers in pairs. he is. draw a stick man lying in bed. then conduct class feedback. focus students’ attention back on the board and the word order. . Direct students to the Grammar XP. 2 I am 3 Is your sister acting in the film? 4 she is 5 Are your parents helping you? 6 they aren’t 7 Are you enjoying it? 8 I am 4 Start by miming eating an apple. . Ask: What am I doing? Elicit Are you eating an apple? Say: Yes. . Write the sentence on the board and underline works. are watching 3 three. 2 Play Track 5. then Track 5. Write the pronouns on the board again in a list.m. 50 Gold Experience . write: Mon–Sat 11 p. Draw a clock and elicit from students the time now. I am. I think my dad is drinking coffee now. Monitor for accuracy. Elicit the time now. . Are any of them the same? Feed back on any similarities. . Students’ own answers. Do Questions 1 and 2 as a class. . Check they understand all the actions given in the box. Monitor for accuracy. is reading 4 five. On the other side of the board. Tell students: I think my mum is working on the computer now. (You take the e off. Ask students to check their answers in pairs before you check them and write the correct ones on the board.) Tell students to copy the table. ask them to write another sentence about a friend. Now point to the other picture. Monitor to check they are using the questions and answers correctly. before they try the others individually. I’m not. Elicit the rest: Am I Are you eating? Is he/she/it making? Are we sleeping? Are they Yes. ’m not/isn’t/aren’t. then the personal pronouns and elicit am/ is/are (not) .

windy. then focus them on the J in Question 2. South Africa). Monitor students and give them ideas if they struggle. The first team to finish wins. Go through Question 1 with them. 51 . Take suggestions for weather in these countries. hot Word XP Ask a student: What’s the weather like today? and point to the window. Tell students to do the task individually. . Give every student a small piece of paper and tell them to write a verb on it. cool. sunny. Australia. 2 It’s cold and foggy in Japan.g. draw a line vertically. foggy. 3 It’s hot and cloudy in Australia. Jamaica. Switzerland. Refer them to the title at the top of the page. and elicit hot. After you are sure all students can remember the months.g. Point to just above cold. Afghanistan. Then the next student comes up. takes a piece of paper and mimes. Refer students to Exercise 2. Elicit It’s . eliciting countries beginning with A and S (e. Austria. 3 Direct students to the instructions and the task. Then ask students what all of these words describe. Put students into two teams. start with December and get them to go backwards. Japan. The weather 1 Focus students on the photos and try to elicit the vocabulary from them: cloudy. One student from each team comes to the front and takes a piece of paper. Ask students what word goes at the top. A cloudy B windy C foggy D rainy E sunny F snowy 2 On the board. Refer students to the Word XP box and read through it with them. 6 It’s cold and snowy in Canada. writing the adjectives down with the corresponding letter. Elicit February. and drill it chorally. Elicit weather. They both mime their verb for their team to guess. Tell them to write the correct words in the spaces from blue to orange. then indicate they should continue throwing the ball around the class and saying the names of the months. Then point to just below hot and ask for the word that means a little hot. Spain. Homework Workbook pages 28–29 MyEnglishLab Vocabulary (SB page 49) To start Use a scrunched-up piece of paper or a soft ball. Do the same with 3 and 4. rainy. 5 It’s hot/warm and sunny in Mexico. Elicit and chorally drill warm. but a minus number is very cold. snowy. correct them on the spot and drill chorally. Feed back to the board. and ask for the word that means a little cold. Monitor for accuracy in spelling. Look at the photos again and elicit that 35 degrees is very hot. Elicit and chorally drill cool. then tell students to complete the rest individually. Drill each word chorally. Get them to check their answers with their partner before feeding some back to the class. warm. .To finish Elicit as many verbs as you can from students. If there are any pronunciation problems. say January and throw it to a student. 4 It’s warm and rainy in Spain. and elicit a few examples of countries (e. Collect the pieces of paper. Conduct class feedback. At the bottom. Do A together. write cold. Jordan).

Ask: Which is your favourite season? Elicit an answer from one student and write it on the board. play the recording a second time. After they listen. in Spain. It’s a beautiful sunny day. 6 Tell students they are going to listen to a Skype call. it is. brother and sister. Elicit and chorally drill spring. Mum. August) Teach summer. Can you see me? Josh: Yes. Check if students can remember these words by saying: After winter is . Then elicit the first sentence about the chosen season. Feed back to the class.Seasons 4 Quickly recap the months with students. Where are Mum and Dad? Anna: They’re cooking dinner. ➤ Tracks 5. Anna: Oh. 30 Anna: Australia. I’m sitting in a café. Then ask what comes after February (March. October. Ask: How many seasons are there? (four) Write the new words on the board and ask students to copy them down. it isn’t! It’s raining at the moment! Josh: Oh. Then ask what comes after August. Play Track 5. When they finish. ?.3 for students to hear who and where they are. July. Josh: Spain. Depending on where you are. Mattie: Hello! Josh: Hi. November) Teach autumn (/ˈɔːtəm/). Start the task with them on the board. Tell them to check their answers in pairs before they feed back to the board. tell them to check their answers in pairs. Read the example sentence. I’m in Madrid. February) Teach the word winter. teach the names of the seasons. sunny and hot. Homework MyEnglishLab . Mattie! Josh and Anna are brother and sister.) Get students to copy this. then conduct class feedback. Play Track 5. Ask: What is the name for these? and elicit and chorally drill the seasons. How’s everyone there? Anna: We’re all fine. . Anna: How are you? Josh: I’m well. cousins). January. that is hot! Josh: What’s the weather like in Australia? Is it cold? Anna: Yes. then focus them on the table and the information they are going to listen for. then continue the task. Anna! Anna: Josh! Hi! I can see you. writing about the weather in their country for each season. Where are you at the moment? Are you still in London? Josh: No. Next. Students’ own answers. come and talk to Josh.3–4 Josh: Hi. etc. What comes after May? (June. Refer students to Exercise 4. . Hang on. Get them to talk about this in pairs. Josh is in Spain and Anna is in Australia. tell them to swap notebooks in pairs and see if their partner has the same information. this may be different. (For example: In summer. I’m having breakfast. If they need it. then feed back to the class. I can.4 for them to fill in the table. Anna: Is it hot? Josh: Very! It’s over thirty degrees today. it’s hot and sunny in my country. April and May). cold and rainy/raining. . Ask: Which are the cold months in Britain? (December. 14 Write on 8 Direct students to the instructions. . 52 Gold Experience 7 Direct students to the instructions. Get them to predict who Josh and Anna might be (friends. Do they know any songs about the seasons? Can they fill any in? Teach leaves if they don’t know it. Josh: Is it sunny? Anna: No. Students’ own answers. (September. Tell them to check their answers in pairs. It’s about fourteen degrees outside. Who are the singers? Are they new songs or old songs? 1 Winter 2 Autumn 3 Summer 4 Spring 5 Direct students to the question. Dad. ? After spring is . Monitor to check for accuracy and to encourage them.

This is my sister. Conduct class feedback on their answers. Pause and check that students have heard the first place (the sheep). .30! Frank: Good luck! Boy 1: Thanks! Frank: This is the theatre. write festival.). 2 Elicit one festival in each student’s country. 6 Direct students to this task. it isn’t raining today! It’s a beautiful. film arena and camping. . then give students one or two minutes to brainstorm other festivals in pairs. in the forest. What are you doing? Boy 1: This is my band. the festival’s great! As you can see. music. eliciting the answers and writing them on the board. Ask: What is a festival? What kinds of festival are there? (music. etc. Kate and Jake: Hello! Frank: This year. pointing to the word order on the board.Listening (SB page 50) To start On the board. etc. Ask students to work in pairs and see if they know any famous festivals in English-speaking countries (e. Draw their attention to the pictures and labels. Direct students to the instructions for Exercise 5. read through the Skill advice with students and check they understand by asking: What do you do first? (read the questions) Then what do you do? (ask the teacher if there are any new words). . Christmas.) Direct students to the Grammar XP box and check there aren’t any problems in how to make wh. we’re outside the comedy arena! Can you hear people laughing? We’re stopping here now because my show starts at two! Wish me luck! 5 First. um . Jake. Conduct class feedback to the board. A dance arena B music arena D children’s arena C theatre arena 4 Direct students to the instructions. sunny day and there are a lot of people here. . . singers. . Let’s talk to one of them. actors. Then play the rest of the recording without stopping. Students’ own answers. music arena. play the recording again for them. You can see dancers. Ask: Do you read the questions first or listen first? (read the questions first) Explain the meaning of any new words. Frank: What are you practising for? Boy 2: Well. 4 July). . Are you enjoying the day? Girls 1 and 2: Yeah! Girl 1: We’re having a lot of fun! Frank: What are you doing here? Girl 2: We’re learning to dance – hip hop dancing. well . dance arena. Frank: Great! Frank: This is the music arena. theatre. Let’s talk to one of the musicians. dancing. .questions with the present continuous. Tell students to check their answers in pairs. Frank: Wow! What time? Boy 2: At 12. then conduct class feedback.5–6 Frank: Hi! Here we are at the Starlight Festival. film. write: What. If they have missed many places. Elicit other wh. . Even the animals are having fun! Can you see the sheep behind me? Love those colours! So. singing) and feed back predictions with the class. And my brother. Frank: Shows? Where are they happening? Woman: Lots of places! Here. You too can learn to do these things here! The Starlight Festival is a great place to be . -ing. Woman: Hi! Frank: Can you tell us about the theatre? Woman: Yes. . musicians. theatre arena. comedy arena ➤ Tracks 5. beside the lake . They’re all enjoying themselves. Halloween. Frank: Here we are outside the dance arena. 1 Where are you sitting? 2 What are you doing? 3 Why are you doing this exercise? Homework MyEnglishLab 53 . Power up 1 Direct students to the photo. because we’re in the show. Start playing Track 5. Kate. you can see dancers. . Ask: What is this a map of ? and point out the logo in the corner (the Starlight Festival). We’re practising. Here you can see and meet actors. dancing! There are also a lot of people learning to dance! Let’s talk to some of them. writers – and they’re all doing their jobs. Then conduct class feedback. and refer any students who make mistakes to the board. Ask: Is it outside or inside? What type of festival is it? Check they understand comedy arena. People are listening to music and playing music.question words (Where. art. (I am studying/I am listening/I am sitting in class.5 until Love those colours. what can you see at the festival this year? Well. Do the first question with them word by word.g. Hi. Frank: Can you guess where we are now? Yes. 1C 2A 3C 4B 5A Grammar XP On the board. I’m Frank Coski and I’m doing the talking. Ask a few students: What are you doing? Where are you sitting? and elicit sentences with the pattern I am . . Tell students to complete the task individually. Then play Track 5. . Monitor to check word order.6 and check that students are choosing the correct answers as they listen. we’re doing a lot of things here. There are acting workshops – you can learn about acting – and there are a lot of shows. pausing after each place. Hello. Focus on the other pictures and elicit what other type of activities they think there are (e.g. is making this film. Why) and write them in a column under What. Ask: What can you see? Where are the people? What festival is it? (Rio Carnival) When is it? (February) Students’ own answers. Listen up 3 Focus students on the map. religious. photographers. She’s taking photos. Tell them to compare their answers in pairs. .

. Girl: Oh yes. cloudy. 7 Put students into pairs. If they go off task because of working in pairs. Students’ own answers. Tell them that we use these words with the present simple. Monitor to check they are on task and using the correct tense. then put students into pairs to discuss the photo in more detail: Where are they? What are they doing? (at a ceremony. Elicit the names of the actors from the class. . often. Students’ own answers. Continue this until either the snowman has disappeared or until students guess the word. Conduct class feedback and play the recording again if there are any problems. . never – and encourage students to use them in their sentences. ? What are . encouraging quieter students to speak. not side by side. Girl: Maybe they’re coming to see their new film. Boy: Mm. Do the first question with them. Can they remember the four questions? 4 Direct students to the instructions. Girl: The actors are having fun! Boy: Yes. Elicit the word snowman and check students recognise what it is. Elicit the question stems (Who are . ➤ Track 5. Next. Feed back to the class. so they need the present simple. On the board. focus students’ attention on Exercise 3 and on the four options. pictures and films? (because you can see it happening now) Tell students that in the exam they will have a picture to talk about. Students’ own answers. Monitor closely to check they don’t look at their partner’s picture and that they are asking and answering questions. Ask the first question to one student. Ask: What are your favourite films? Who are your favourite actors? Then direct students to the question in Exercise 1 and continue the class discussion using the speech bubble as an example. ?) from both A and B students before telling them to work together and talk about their photos. Repeat the activity with other words from the unit (sunny. Encourage them to predict the answers from the photo. To finish Disappearing snowman. tell students to look at each other’s picture and see if the answers to their questions were right. Tell students to work with their partner and decide which are right and which are wrong.Speaking (SB page 51) Power up 1 First. the people. Drill the questions chorally. Students’ own answers. To feed back. talking to photographers) Monitor to check they stay on task. and I think there are photographers there. and monitor closely to provide encouragement and keep them on task. tell them to write the sentences down instead. then tell them to discuss their answers in pairs. delete an eye from the snowman and write the letter in its place.7 Girl: Who are the people in that photo? Boy: I know! They’re actors. I think they’re outside a cinema. . Students’ own answers. autumn. . Conduct class feedback. etc. Give them a few minutes to prepare. and to correct the wrong ones. they are. usually. Ask for a letter.7. Boy: Yeah. too. point out that they aren’t watching a film now. Speak up 2 Direct students to the instructions and photo. then tell students to work in pairs and ask and answer all the questions from the Language XP box. if it is any letter in the word raining. ? Where are . Elicit the adverbs of frequency – always. . Then get the groups to take turns acting out their stories to the class. Play Track 5. if possible. sometimes. . the place. spring. ? What’s . Then tell students to cover their books. 5 Direct students to the task and the questions. As they have just been studying the present continuous. . and also of some good sentences. Make sure they sit facing each other. generate interest in the topic of films. then tell them to continue in pairs. A and B. what’s happening Language XP Refer students to the Language XP box. Feed their answers back to the class. and tell them to turn to the page indicated. that’s why they’re smiling and waving. actors Antonio Banderas and Selma Hayek 3 Refer students to the Exam advice and ask: Why do we use the present continuous to talk about photos. Homework MyEnglishLab 54 Gold Experience . Both partners should practise asking and answering the questions.). Monitor to check they are using the present continuous in their answers where possible. Make a note of some inaccurate questions and answers you hear. 6 Put students into groups of five. write it in the correct space. Give students their roles so they don’t waste time deciding who’s who. Then write the inaccurate and accurate questions and sentences on the board. write: _ _ _ _ _ _ _ (spaces for raining) and draw a snowman with a face. If not. If they do. they may try and use it here. They’re taking photos. but don’t worry about errors.

etc. Students’ own answers. . Elicit from the class all of their holidays (Christmas. She loves films. Then tell students to complete the table with their own information in note form. . Monitor and help any struggling students locate the information. Get students to check their answers in pairs. His favourite films are comedies and cartoons. ? Who . Monitor. Tell them they are going to fill in the application form for the summer course and to copy it out (but not Julia’s information). Monitor as they complete the form to check their accuracy and provide encouragement to keep them on task. She wants to make films.). . but using Frank’s information. and elicit 6 and Bedford Primary School. He loves films. write: My name’s . just writing notes rather than full sentences. . Do any students do courses in their holidays? If yes. summer. Power up 1 On the board. Do Question 1 with the class. then on the task. When they finish. How long are the holidays? What do they do in the holidays? Focus students on the photos. Has the form been completed correctly? Check that all students can find the answer. Where does she write about herself? (in the last section) Start students off with the writing task. if necessary by writing on the board: Name: Address: Telephone number: Chorally drill application form. Elicit questions and answers: When . 55 . what do you have to do first? Try and elicit application form. write: holidays. ? How long . sit them together and tell them to ask and answer questions about each other’s forms (What’s your last name? What’s your first name?. Give them two minutes to think up as many free time activities as they can. Does it have the same information they predicted? Focus students on the questions. Then tell them to work individually and look at the other instructions to check if the form is correct. Monitor and help with any spelling problems. . Yes 5 Direct students to the instructions. . Then tell students to copy it and continue. then direct them to the Young Film Academy form.com.uk 4 12 5 Four-day film school 6 She’s in year 8 at school. ? C 3 Ask students: If you want to go on a course. Write on 7 Make sure students have a clean piece of paper to write their application form on. at . . ask questions: What’s his name? What year is he in? What school does he go to? What are his favourite films? What does he want to do on the summer course? Refer students back to Julia’s application form. etc. Language XP Read the Language XP box with students to highlight possible instructions in application forms. and if anyone struggles. encourage them to write exactly the same as Julia’s description. . tell them to use their notes from Exercise 6 to help them fill it in. Ask students to tell you more information about the course. Conduct class feedback. Tell students to compare their tables in pairs. . . She goes to the cinema every Saturday. Model answer: Frank’s in year 6 at Bedford Primary School. To familiarise them with the information about Frank. then tell them to work individually to complete the task. and do the first two parts together. Tell them to read the information and see if they were right. Students’ own answers. Plan on 6 Direct students to the table. When they have all done that. Students’ own answers. Then write: I’m in year . but don’t write them on the board – just discuss their suggestions orally. 2 Encourage students to look at the photo on the website and predict the answer before they read the advert. Take feedback from the pair with the most activities. . .). then conduct class feedback. Ask: What other information do you write on an application form?. Check they understand by asking a few questions: Whose form is it? Do you write in block capitals? Where? How many words do you write about yourself ? Refer them also to the Skill advice. and elicit Frank. tell them to check their answers in pairs. get them to tell the class. On the board. Easter. 4 Look at the application form in Exercise 3 again as a class in conjunction with the first question in the Language XP box.Writing (SB page 52) To start Put students into pairs. Her favourite subject is English. He wants to make cartoons. Check that they understand paint and draw. Students’ own answers. 1 Julia Kelly 2 London 3 jkelly@yazoo. If any students finish early. They should then check their answers in pairs before you conduct class feedback. using Julia’s piece of writing to help them.

Remind them of how to set out the script with the name of the person speaking at the top. Show them the piece of paper and pretend you don’t know the name that is written on it. and if they are having difficulties. then get students to check their predictions in pairs. 1 a ii. d i 2 Vern’s Vacation and The Penguin’s Protest 3 N. Check that they understand that it is a two-minute film only. Then encourage students from each group to give their opinion. Then get the rest of the students to act out their scripts in small groups. Homework MyEnglishLab Switch on (SB page 53) Me and my movie 1 Focus students’ attention on the photo. monitor closely both for accuracy and also to provide encouragement. 56 Gold Experience .To finish Famous people. Say which film you like best. Again. get them to write their scripts. Conduct class feedback. Tell students to give you any information about the person they can so you can guess who he/she is. set out two chairs at the front of the class and invite two students to read their script out. write the name of a famous actor/singer that everyone in your class will know. When they have finished. They then need to give information about this person for the partner to guess who it is. and why. Monitor. What can they see? What is he doing? Where is he? Direct students to the instructions and encourage them to guess the answers. Project 4 Direct students to the instructions. get students to check with their partners before conducting class feedback. Play the video. 1 four 2 eight 2 Read through the questions with students and do Question 1 together. b iii. Encourage them to act it out if they wish. When they have finished planning. Then put students into pairs and tell them to write the name of a famous person on a piece of paper. Monitor closely to help with ideas if needed.O. On a piece of paper. but keep it secret from their partner. Go around and monitor and give suggestions and help where necessary. Then tell them to work in pairs to try and answer the rest. c iv. stop the activity and play the video again sooner rather than later. encouraging quieter students to give their answers. Students’ own answers. News 4 the group of young film-makers 5 Lauren 3 Ask the question of the whole class and give students a few minutes to discuss their answers in small groups. Give them time to plan their films using the prompts in Question 1. Students’ own answers. After playing it.

grapes.) Check their pronunciation of yoghurt (/ˈjɒɡət/). Students’ own answers. Direct them to the instructions and the first example. apple. This will depend on their country. Students’ own answers. . vegetable (/ˈvedʒtəbl/) and orange (/ˈɒrɪndʒ/). Direct students to Exercise 5. Try it. Write b on the board and elicit the spelling of bedroom. but I don’t want the milk. but is often used in fast food restaurants in Britain as well. and see if they can think of any more pairs. 2 Girl 2: Hurray! It’s lunch time! I’m hungry! Boy 2: What have you got? Girl 2: I’ve got lots of things. Get them to compare answers in pairs. then conduct class feedback. Then play the rest without stopping.1. then lead a class discussion about where they have lunch. write: burger and . matching sentence halves making offers and requests a short article Vocabulary (SB page 54) To start Play Rooms anagrams. Play Track 6. . have to/don’t have to completing notes. Encourage some of the weaker students to contribute to the discussion. Write: govomlriin on the board and try to elicit the correct spelling of living room. Girl 2: Is that milk? Boy 1: No. If there are any words they don’t know. Put students into pairs and tell them to write two more room anagrams and see if their partner can work out the words. an orange. Food and drink 2 Focus students on the photos. pausing after the first conversation to check the answer. Students check answers in pairs. . Note: you may need to point out the difference between crisps and chips. Boy 2: Is that orange juice? Girl 2: Yes. There’s a green salad and some bread . It’s my favourite! Boy 1: Can I have one of your crisps? Girl 1: OK. Here you are. it’s good. Girl 1: Is it nice? Boy 2: Yes. Tell them to work in pairs and discuss the food they like. 1C 2D 3A 4B ➤ Track 6. then conduct class feedback. I’ve got banana milk. Ask some students to tell the class the food they like. teach them.06 Fantastic food Unit objectives Reading: Vocabulary: Grammar: Listening: Speaking: Writing: completing a multiple-choice cloze food and drink. 4 Direct students to the instructions. write: drobome. 5 On the board. too. unless there are problems.1 1 Boy 1: What’s that bread in your lunch box? Girl 1: It’s chicken sandwiches. (Crisps in British English are chips in American English. There’s some rice and beans. too. Power up 1 Direct students to the question. then conduct class feedback. 3 Check that students understand the meaning of fruit. It’s yummy. On the board. Monitor to check they are on task. Elicit any other fruit in English. Do you want it? 4 Girl 2: What’s in that bread? Boy 1: It’s got cheese in it. quantifiers. banana 57 . health problems countable and uncountable nouns. . Tell students it is a room and they have to put the letters in the correct order. Elicit what goes with it (chips or fries). Explain that fries is usually used in American English. chorally drilling each one. Tell them to compare answers in pairs. Tell them to find three more types of fruit in the menus. Students’ own answers. it’s a yoghurt drink. I love it! 3 Girl 1: What have you got for lunch? Boy 2: I’ve got some rice with some vegetables.

then tell them to work in pairs on the rest of the questions. Tell students to continue looking individually for three vegetables and three fruits in the blog. Monitor to provide assistance to anyone who needs it. orange. then tell them to read the rest of the blog again and work individually to answer the remaining questions. Homework MyEnglishLab . then put students into pairs to decide what they think about the menus. get them to check their answers in pairs. Then ask: Is cola good for you? (no) and elicit It’s unhealthy. 2 banana. apple 3 Direct students to the instructions. made of metal and used outside to tie things together? (wire) Focus students on Fabio’s blog. draw two columns. Write healthy and unhealthy at the top of the columns on the board. Ask: What are the little brown things inside an apple? (seeds) What is the thing inside your head you use to think? (brain) What does food give you so you can study. B. His blog is about food. onion 4 Direct students to the instructions. Check students’ understanding by asking: Where do I write ‘grapes’? and Where do I write ‘burger’? Put students into pairs and tell one person in each pair to copy the columns. Get the pair with the most words to read their lists out to the rest of the class. then tell them to cover their texts so they can predict the answers. then focus on the Skill advice. Tell them it is a class competition and give them two minutes to brainstorm healthy/unhealthy food. E. 1 carrots. I agree/don’t agree because . 6A 7B 8C Gold Experience Speak up 6 Start this exercise as a whole class to generate ideas. Students’ own answers. then elicit which type of information comes first. . C 1 Pre-teach any words students don’t know from the text by eliciting and chorally drilling them. Take a class vote at the end to see what most people think. tell them to look at the text and see if they were right and remembered correctly. When they have finished. D. Check everyone understands why each answer is right. Tell students to check their findings in pairs.Game on On the board. Read the first paragraph of the blog with the class and do Question 1 with them. Conduct class feedback to check the answers. Homework Workbook pages 30–31 MyEnglishLab Reading (SB page 55) Fabio is from California in the USA. Ask: Do you need to read every word and understand everything? (no) Quickly demonstrate scanning the text for vegetables/fruit by putting your finger on the text and moving it along each line quickly until you come to bananas. Encourage them to use I think it’s A/B/C/D because . run? (energy) What are inside an MP3 player to make it work? (batteries) What is long and thin. 2A 58 3C 4B 5A 2 No 3 Yes 4 Yes 5 Yes Sum up 5 Read through the instructions and A–E together. 2 Direct students to the instructions. and write salad and cola in the correct columns. Monitor and provide encouragement and help where necessary. To check they understand. then conduct class feedback. Tell students to work individually to complete the task. Go through Question 1 together. When they finish. then conduct whole-class feedback. . . Monitor to provide encouragement and ideas. ask: Which words do you need to read before you fill in a space? (the ones before and after the space) Do Question 2 with students. walk. Chorally drill it. . When they have finished. Tell them to check answers in pairs. A. Give them two minutes to find the answers to the questions in Exercise 1 (where Fabio is from and what his blog is about). Ask students: Is salad good for you? (yes) and elicit It’s healthy. tell them to compare answers in pairs.

Grammar XP Tell students you want to make a potato omelette. Elicit whether each ingredient is countable or uncountable and write C or U next to it. Write these answers on the board. Ask: Do we say: ‘How much money?’ or ‘How many money?’ Elicit that money is uncountable so we say How much. Elicit the ingredients you need. Try and elicit a lot of and write it in the spaces. Read Question 1 with them. . When they all finish. salt. milk. .2–3 Bento boxes usually have some rice. etc. Elicit again when you use a/an (for singular countable things) and when you use some and any (for plurals and uncountable things). Tell them to complete the task individually. showing them that we can also use the words much and many in these answers. Ask: When do we use ‘some’ and ‘any’? and elicit that it is for plural countable words and uncountable words. 2 some 3 any 4 any 6 a 7 an 8 any 5 some Grammar XP On the board. Elicit the sentences: You need some eggs. Ask: Do we say: ‘How much eggs?’ or ‘How many eggs?’ Elicit that we say How many because eggs are countable. singular an orange: countable. plural tomatoes: countable. Elicit We haven’t got a lot of money and We haven’t got a lot of eggs. draw three columns. 4 Focus students on the first photo and give them thirty seconds to try to remember everything in it. eggs. eggs? Do you need . two sandwiches’? (yes) Tell them that sandwiches is countable. . then put them into pairs. Then do the same with cheese and elicit that in English you can’t count cheese. Tell them they have one minute to read the conversation first just to see how many food items are mentioned (six).3 for students to repeat the sentences to practise the correct pronunciation themselves. a lot of. Direct students to the Grammar XP box and read it through with them. Write them on the board. Then play Track 6. Monitor for difficulties and conduct class feedback to the board. Tell them to continue individually. Monitor and provide encouragement and guidance to the weaker students. Tell them to open their books and look at the photos again to check. write: much. tell them to check their answers with their partner. cheese? and elicit any for both questions. Elicit one thing they can remember. check that students understand all the food items here. On the board. get them to think about whether the food item is countable/ uncountable and singular/plural. tell them to write another sentence about the pictures. Countable singular. . . ? Get students to compare their lists in pairs. then for orange and elicit that they should go in the Countable singular column. Underline some and write: You need some eggs. and if anyone struggles. plural milk: uncountable pasta: uncountable rice: uncountable sweets: countable. You need some milk on the board. many. Can they count cheese in their language? Tell students to copy the table from the board and write the other food items in it. tomatoes. Elicit if it is C or U. so it is uncountable. plural 2 Direct students to this task. Conduct class feedback. Write the two questions on the board. Tell them to close their books. (Countable plural) Ask the same questions for egg. Then do number 1 with them. then elicit the answer to Question 2. 2. 59 . rice. not sentences). . Ask: Is the word ‘sandwiches’ singular or plural? (plural) Ask which column to write it in. Finally.2 for students to hear the correct pronunciation. Then write on the board: cheese. potatoes. Countable plural. an egg: countable. You don’t need any tomatoes. Write on the board: Do you need . Teach any that they don’t know. butter. keep asking Can you say 1. and write them on the board: eggs. . etc. 5 Direct students to the task. introduce students to the question form. then elicit one more word for each column before they complete it individually. and refer students to language and pictures on the previous pages if they can’t think of other food items. Ask them to tell their partner everything they can remember (just words. tell them to check their answers in pairs. money. Then ask students what the negative answers would be. Monitor. Now direct students to the task. Head them Uncountable. to feed some of their answers back to you.Grammar (SB page 56) 1 First. Highlight and underline any in these negative sentences. ➤ Tracks 6. write: We’ve got . I’ve got some vegetables and chicken. then ask several students. You need some butter. including quieter ones. . 3 . Ask: Do you need these for a potato omelette? Elicit and write on the board You don’t need any cheese. singular cheese: uncountable crisps: countable. Next to them. Monitor. We’ve got . then refer them to the Grammar XP box to find the answer. If they are not sure whether the words are countable or uncountable. If anyone finishes early. Ask students: Can you count sandwiches? Can you say ‘one sandwich. There’s always some fresh fruit. Conduct class feedback. 3 Play Track 6. 1 any 2 much 3 many 4 a lot of 5 a lot of Students’ own answers. Direct students to the Grammar XP box and read through it with them. When they finish. .

e. . Health problems 1 Focus students’ attention on the pictures. to check that everyone has heard and ends up with a sentence with has got. Check they understand that sometimes more than one answer is possible. e. Say: Simon says ‘touch your arm’. they can’t do it. Tell students to come and look at them for thirty seconds. and chorally drill it. then stop it to check everyone has the right answer. The pair with the most wins.5. To finish Kim’s game. Elicit head.) Put them into pairs to practise together. The student with the most points at the end wins. . Next. Do the children look well? (no) What part of the body isn’t well in each picture? Elicit the word throat for picture 5. stomach (/ˈstʌmək/). tell them to cover them and look at the pictures. Students’ own answers. 60 Gold Experience . Then cover them up with a piece of paper or material. and ask students to sit down again. Find ten to fifteen objects that students know in English. tomatoes. tell them to write what they really have on their lunch tray. tell them I’ve got a big cheese sandwich. Do the same for other parts of the body. get them to check their answers in pairs. Do Question 1 together with them. I haven’t got much orange juice.6 Can students remember what was in the vending machine at Fabio’s school? How many things are mentioned in the task? (7) Drill the different items in the box. they get a point.4 for students to hear and practise the correct pronunciation. Say: Touch your mouth. . Then tell them to work individually to finish the task. ? for the countable ones.4 a stomachache a headache a toothache an earache a sore throat a cold a cough a temperature 2 Direct students to the instructions. eliciting the answers and writing them on the board. Put them into pairs and tell them they have three minutes to write the names of all the objects they can remember. ? for the uncountable foods and Are there any . Tell them to close their eyes. If Simon doesn’t say do something. Play the second conversation and again stop it. Put them on your desk. b 2 c 3a 4f 5d 6e 3 Play the first conversation on Track 6. using the same structures. Conduct class feedback. Then put students into pairs and tell them to ask each other: What is 5? What is 3?. Monitor to check they are using the two questions and answering them correctly. Tell students they can underline the stressed syllable. (Is there any . encouraging discussion. . Elicit a few ideas from them using I’ve got a lot of/I haven’t got much/I haven’t got many . I’ve got a lot of grapes. to make sure they can say the words clearly. . stopping only if anyone needs more time to write their answer down. and demonstrate that they should all touch their arm. Tell them to write the words down. Explain that in this game.g. making sure they read all the answers before choosing the correct one. They must write sentences using there are and there’s. Touch your head and indicate that students should touch their heads too. too. When they finish. Say: Simon says ‘touch your nose’ and indicate that they should touch their nose. they can only do what Simon says. Uncover the objects and let them check each other’s lists. Play Track 6. Students’ own answers. What would they like to have on their lunch tray? After they have imagined what they would like to have. Monitor they are on task and not making major mistakes. Check they know which of the two questions they need to ask for each type of food. Tell students to check their answers in pairs. Write on 7 Check students understand the meaning of lunch tray. . Every time students do the action correctly. To help them remember the words. 1 a. Monitor to provide encouragement and assistance. Stop them at three minutes and tell them to swap notebooks with another pair.g. Homework Workbook pages 32–33 MyEnglishLab Vocabulary (SB page 57) To start Tell students to stand up. If anyone touches their mouth. Then play the rest. ➤ 1 2 3 4 5 6 7 8 Track 6. etc. tell them that Simon didn’t say it. Then play Simon says. Conduct class feedback. so they can’t do it.

Then tell them to write four health problems. Read the conversation with the student. Direct students to the conversation. draw the two column headings: Kilos and Litres. let them use their books. Ricky: What’s the matter. Ricky. for students to recall. . Homework MyEnglishLab 61 . What can they see? Elicit the vocabulary: volcano. 4 Luis: Ah . Ask how many millilitres there are in a litre and grams in a kilogram (1. Game on Listening (SB page 58) To start On the board. When they have finished. Once students have practised the conversation a couple of times. and elicit which words go into each column. Students’ own answers. . just from the prompts. Ask: Does anyone know this experiment? What do you think happens? Read the letter with students.6. otherwise conduct class feedback to the board. . . Power up 1 On the board. Listen up 3 Focus students’ attention on the photos.➤ Track 6. . 5 Teacher: Are you OK. Mime the health problems again. Then elicit and chorally drill You’ve got a toothache and You’ve got a stomachache. cross them out. Try to elicit the conversation from the prompts. B: Oh. and if weaker students have difficulties. about 230 litres of vinegar! B: Wow! A: And there’s one more thing: forty-five kilos of baking soda! 1 20 2 230 3 45 Direct students to the game Word Bingo.000). Direct students to Exercise 1. Luis? Luis: I’ve got a . Play the game with them. Kilos: cheese. vinegar. Tell students to copy them down. I’ve got a headache and a toothache. Tell them they are going to listen to the recording and ask: What do you have to write in the spaces? (numbers) Play Track 6. Play the rest of the recording. It’s really bad! 1 a headache and a toothache 2 a sore throat 3 a temperature 4 a cold 5 a cough Word XP Put your hands to your head as if you’re in pain. I feel ill. 4 Ask: What’s wrong with the girl in the photo? Elicit that she has a temperature and you can tell because she has a thermometer (a thing for measuring how hot you are) in her mouth. Students’ own answers. 2 Tania: Hey. It’s about the volcano experiment. 3 Teacher: What’s the matter. Tania? Tania: No. Lidia? You look ill. Shout: Bingo! when you have crossed them all out. one by one. play it again. Write the prompts on the board. and elicit You’ve got a headache. draw a bottle marked 1l and a packet marked 1kg. Ask for a volunteer – ideally choose a strong student – and ask him or her to be B. a . What do they need? A: A lot of things! We have to bring twenty litres of red food colour! B: That’s a lot of food colour! What else? A: Er . If there are problems. ah . stopping after red food colour to check all students have heard the number and written it down.6 A: Here’s a letter from the Science Club. tell them to close their books and look at the board. I’ve got a cough. get students to compare their answers in pairs. I’m not very well. experiment. Nadia. How are you today? Nadia: Not great. red food colour. a cold. I think I’ve got a temperature. Encourage them to act out their problem each time and tell them they can mime if they want to! Monitor for difficulties with pronunciation and to check they stay on task. cola 2 Elicit one more word for each column before getting students to add two more words in each. and to assist with ideas if needed. Monitor. . Put students into pairs so they can practise the conversation using different health problems. ➤ Track 6. We have to bring some things to school for the experiment. then conduct class feedback to the board. . Monitor for spelling mistakes. Refer students to the Word XP box. . Chorally drill it. . . What’s the matter? Why can’t you talk? Ricky: I’ve got a sore throat.5 1 Teacher: Hi. baking soda. Ask what the abbreviations mean and what they measure (liquids and solid weight). Then tell them to practise it one more time. Elicit what smaller unit is in a litre (millilitre) and a kilogram (gram). then ask students to check their answers in pairs. Demonstrate the task by writing four health problems on a piece of paper and asking students to guess which they are. Chorally drill each word once students have understood the meaning. Lidia: Yeah. As they say your problems. rice Litres: lemonade.

He’s near the volcano. . ? Does he/she/it have to . ? Tell students to check their answers with their partner. I can see Zach. Conduct class feedback to the board. 2 don’t 3 have to Homework MyEnglishLab 4 Does it have to 5 have to . Oliver: Oh. ask after reading each sentence: Is it necessary? Then ask students to tell you other things they have to do or don’t have to do. Oliver: Do they have to wear their white coats? Georgia: No. It’s fun! There are a lot of people here. . . then guide students through the answer. elicit I don’t have to get up early. To elicit that don’t have to means not necessary to. To check understanding. Direct students to the Exam advice. eliciting the answers and writing them on the board. . What’s he doing there? Georgia: He’s taking photos for the school magazine. Oliver: Oh. negative or question forms. Check they understand the task and that there are two extra activities they don’t need. He/she/it has to . Give an example first: I have to switch my phone off in class. Refer students to the Grammar XP box. Tell them to check their answers in pairs. but they have to climb into the volcano. . What’s she doing? Oliver: I think she’s writing a report for the school magazine. . 5 Direct students to the task. . that’s the red food dye! 4 Georgia: Here comes Kate. I think it’s because of the vinegar. . Ask a few more similar questions: What time do you get up in the morning? Do you want to get up at that time? Elicit that they ‘have to’ get up then to go to school. . Georgia: Mr Green’s got a cough now. and if there are many problems with conjugating have in the positive.4 Focus students’ attention on the instructions. ➤ Track 6. . play Track 6. Play the rest of the recording. ask: Do you have to get up early on non-school days? If anyone says no. stop the class and do a recap. then conduct class feedback.7 1 Oliver: Wow! The volcano’s great! I love Science Day! Georgia: Me too. Oliver: I’m glad students don’t have to do the experiment! Georgia: The teachers are ready. What should they do before writing in the spaces? (read the whole sentence) Give them a couple of minutes to read through it all first. behind the yellow line. What’s that on his arm? Is it blood? Georgia: No. Go over number 1 and drill the complete question. Do we have to stand here? Oliver: Yes. look – there’s Mr Green. They’re climbing in now! 3 Oliver: Hey. then tell them to finish the exercise individually. Ask: Were the questions in the same order as the recording? Is it easier if they are in the same order? Play the first section of Track 6. He’s doing it now. /don’t have to . look – Mr Green has to put the baking soda into the vinegar. eliciting all the forms and writing them on the board: I/you/we/they have to . /doesn’t have to . only pausing if students need more time. Monitor. Do number 2 with them. Do I/you/we/they have to . all students have to stand ten metres from the volcano. If you hear a lot of disagreement. 2 Georgia: Look – the science teachers are here now.7. I don’t have to wear a school uniform. .7 again so they can check their answers. so they ‘have to’ start then. . Give students a couple of minutes to read the sentence beginnings and endings. The volcano’s starting! Georgia: Wow! Cool! 1e 62 2a 3c 4f Gold Experience Grammar XP Ask students: What time do you start school? Why? Elicit that it is a rule.

/ some . Refer students to the Exam advice.Speaking (SB page 59) Power up 1 Focus students on the photo. Can I have some cola. coconut. C U some some many (? and -) much (? and -) a lot of a lot of Direct students to the task. miming or describing: pineapple. Feed back by asking a few students for their answers. If any students finish reading quickly. Monitor to provide assistance where necessary. you can’t drink cola with Mentos. Monitor to provide help if needed. Refer students to the three pictures and recipes. describe a drink you like (for example. Elicit the answers on the board afterwards to check everyone has them right. Feed back by taking a vote on which is the class favourite. Say the word apple to the class. Direct students to the instructions. I haven’t got much. see if students can remember when we use some. Anyway. Monitor to check they are using the expressions correctly. juice. B: I’d love a drink – I’m thirsty. tell them to compare answers in pairs. and tell them to read the recipes to see which drink they like best. . please? A: No. Monitor and help with any pronunciation problems. fill (verb). ask the pair with the most to read out their list. Draw a few grapes on the board. Language XP On the board. Monitor and provide encouragement. . different answers are possible. . Pre-teach/check some vocabulary by using the pictures. Revise What do C and U mean? (countable and uncountable). When students finish. and chorally drill the sentences before telling them to practise their conversations from Exercise 6 with their partner. Offer it to a few students one by one. . much. Try to include as many students as possible. Students’ own answers. ➤ Track 6. put them together to create a new drink. 63 . Students’ own answers. If there are any problems. including quieter ones. I don’t need many. using the fruit on the board (or toy or real fruit you bring to class). draw two columns headed C and U. Just some cola and some Mentos sweets. Speak up 5 Put students into pairs and give them one minute to brainstorm different sorts of drinks. but make it clear that while the questions should be the same. thank you. 2 First. many and a lot of. When they have practised it once. Tell them to continue individually. Tell students to copy the columns and work in pairs to decide which words go in which column. Make sure they understand the word sweet. 6 Direct students to the instructions. I don’t need many things. ice. just saying Apple? Ask: What’s the question? and try to elicit Would you like an apple? Chorally drill it.8 for students to check their answers. ? Refer students to the Language XP box and tell them to practise offering and asking with their partner. pause the recording and elicit why the answer is correct. . mix (verb).8 A: Hi. then tell students to complete the task individually. iced tea) and how you make it./some . . Andy. Would you like a sweet? B: Thanks. Monitor and assist any students who are struggling. What is the last letter? (e) Can they think of a word beginning with e? What is the last letter of this word? Can they think of a word beginning with this letter? Put students into groups of three or four and tell them to continue in their groups. Now we have to stand back. and No. B: Why? Oh! A: Because a lot of cola comes out of the bottle! 4 Put students into pairs to practise the conversation together. What are you doing? A: This is my science experiment. Make sure they read before and after all the spaces to provide clues to the answers.) Students’ own answers. ask a few students: What would you like? Elicit I’d like a . On the board. and Can I have a . . please. To finish Word beginnings/endings. Encourage them to use the present continuous when describing it and guessing what is happening. Read the first part of the conversation and do Questions 1 and 2 with them. Homework MyEnglishLab Students’ own answers. Offer the apple to a student and elicit Yes. tell them to swap and practise the other part. Where can they find the information? (in the Language XP box and the recipes) Do the first two together. Elicit that we can put some in both columns. draw an apple. (They may know the American word candy. in describing what they can see. B: What do you have to do now? A: I have to put five or six sweets in the cola bottle. 2 some 3 some 4 much 5 many 6 a lot of 3 Play Track 6. They give you a stomachache! Have another sweet. To feed back. sorry. To elicit recipe. this time to elicit Would you like some grapes? Next. .

Ask: How many times is ‘for example’ in the ‘Which foods go together?’ text? (two) Check they can spot the comma (. Conduct class feedback and share ideas. then tell them to write about the other food Pau talks about on the next line. 5 Tell students to copy the table. Do the first one together. get them to check their answers in pairs. Which food combinations do they like best and least? 1 a for b of 2 a sugar on tomatoes b lemon on chips c banana sauce on chips d strawberries with vinegar e chips with tomato ketchup 64 Gold Experience USA Spain bread bread jelly/jam. What are they? Do they look nice? Direct them to the title and ask: What sandwiches do you like? Tell them to look quickly at the text to find where the two sandwiches come from. When they finish. Elicit how they say them in their language(s). Philippines. Conduct class feedback and make sure students write the words down. Can they remember the countries? (UK. Before getting students to do Question 2. Power up 1 Refer students to the pictures and check they know the food items. peanut butter chocolate 6 Direct students to the task. Then do the first one (a China) together before telling them to complete the exercise individually. Tell them to read the text quickly to see how many countries are in it (eight). then pair students so they can list any more combinations. Tell them to work individually and write their ideas. then tell students to finish the others individually. Conduct class feedback. Students’ own answers. encourage them to predict the answers. What do they write in the first column? (their own country). Italy and China) Direct students to Exercise 3. Complete the information about the USA with them. Monitor. Next. Mexico. point out they are looking for a positive and a negative word. Check the answers as a class and allow for any discussion. Plan on 4 Focus students’ attention on the photos. and if anyone struggles. . Turkey. Conduct class feedback. tell them to close their books and check their answers as a class.) after it. delicious Language XP Direct students to the information in the box. direct students to the instructions. Monitor and help students find the information if they struggle. Give students a few minutes to read the text to find the answers.Writing (SB page 60) To start Food and drink brainstorm. 1 B fish and chips 2 C strawberries and cream 3 A bread and jam 2 Elicit a couple of examples of food that goes together in the students’ countries. and help with any vocabulary they need. giving them time to find the answers to complete the phrases. Do Question 1 with them. Direct them to the instructions. Elicit USA and Mallorca. Vietnam. Feed back one idea from each pair. Poland. After two minutes. Check the meaning of opinion (what you think of something and if you like it or not). The pair with the most reads out their list. Put them into pairs and tell them they have three minutes to remember as many food and drink items as they can. 3 Focus students’ attention on the title and the photos first. yuck. Monitor to check they stay on task. Ask for a few examples of food and drink from students. Monitor to check they can find the information. Get them to check their answers with their partner. Students’ own answers.

Tell everyone to choose one. Conduct class feedback. run through the answers in number 3 with the whole class. and why. 65 . 1 in the kitchen 2 Direct students to the rest of the exercise. I’ve got a headache). then conduct class feedback. Mime them to try to elicit the problems (for example. How can they start the article? (with a question) What words can they use to show their opinion? (the words from Exercise 4) Encourage students to make their article look attractive. Play the video. then tell them to continue individually. put students into pairs to practise each other’s conversations. Next. see if students can remember the health problems and advice from page 57. 1 Max 2 Emma 3 Max 4 Max 5 Emma 6 Emma 3 Tell students which is your favourite experiment. Play the video again for them to check if they were right. Encourage them to predict the answer. Suggest they write about the food in their table from Exercise 5. Do the first one together. Read through the instructions with students. Put students into pairs and tell them to mime their problem for their partner to guess. Now direct students to the task in Exercise 7. Refer them to the Skill advice. Then encourage some students to say which one they like best. Elicit that they are both questions. Get them to check their answers in pairs. Homework MyEnglishLab (SB page 61) 1 Focus students on the photo. Food experiments Students’ own answers. Elicit the answers for the three questions already on the board. Finally. Students’ own answers. Project 4 Stage this carefully. Tell them to write four more questions individually. then get them all to write down the name of the experiment they want to write about. with a photo on it so that you can put it on the wall. Elicit one question for each experiment from students and write them on the board.Write on Switch on 7 Ask students to look at the first sentence in the articles on pages 60 and 61. Students’ own answers. To finish First. then tell students to write the answers for their questions. and why. What can they see? What are they doing? Direct students to the first question. Monitor to check for accuracy and to provide encouragement.

they aren’t. 4 Yes. 5 The teacher has to speak English to the students. 3 The students have to listen to the teacher. 6 The teacher has to give the students homework. 9 2A 3A 4B 5C 6A 10 2 The students don’t have to wear a school uniform. 4 The teacher doesn’t have to test the students every week.Revision 1 2 zoo-keeper 3 police 6 water 7 crisps 2 2d 3e 4b 5f (SB pages 62–63) 4 sweets 6a 3 2 photographer 3 water 4 cold 6 orange 7 foggy 4 2C 3A 4B 5 2B 3C 5 warm 5 milk 5C 6B 4A 5C 6 2 We 3 isn’t 4 he 8 swimming 6B 5 ’re 6 are 7 is 7 2 Is Jack’s dad looking at the video camera? 3 Are the penguins eating some chicken? 4 Are Jack’s brothers playing next to the pool? 5 What’s Luke doing? 8 2 No. 66 Gold Experience . 5 He’s swimming with the penguins. he isn’t. 3 No. they are.

2D 3C 4E 5F ➤ Track 7. Monitor to check they stay on task and to help with any problems. ➤ a b c d e f g h i j Track 7.07 Life in the past Unit objectives Reading: Vocabulary: Grammar: Listening: Speaking: Writing: matching paragraphs with questions dates.3 so they can repeat the correct pronunciation of the dates. Get them to identify the objects. Indicate that they should say second. ? and chorally drill it. Ask about another item (watch. If they get too excited. throw a soft ball or a scrunched-up piece of paper to a student and say first. Then conduct class feedback. Pause it between dates only if they have any problems. and so on. and tell them to cover the information in sentences 1–6 on the left. Ask: What month is it? How many days are in May? Do we say ‘the one May. Four E. 67 . etc. After they finish. Three C.1 for students to check their answers. Tell students to try and find one more thing that is the same age as their partner’s. b and c with students. indicate that they should throw the ball back to you each time. tell them to look at the task. say that’s not the same age as your pen. dates and years 2 Focus students’ attention on the photos.). The first radio programme: the twenty-fourth of December 1906. then say: Yes. Then get students to practise saying all the dates in pairs. Direct them to throw it to another student to say third. play the recording again. . When they have finished. Ask: Which thing do you like best? Why? Encourage quieter students to give their opinions. Two D.2 for students to check their answers. bag. Six A. a1 b2 c6 i 10 j 13 d3 e 31 f 17 g 30 h 26 5 Play Track 7. Ask students to match the pictures with the dates individually. taking turns to say one each. common verbs past simple: be. regular verbs identifying multiple-choice pictures checking information and responding a story. when the student answers. Conduct class feedback. . To provide more practice of saying the dates. the two May’? Do a. Do the first two with the class. Power up 1 Direct students to the instructions. then check their answers in pairs. Elicit the question How old is your . then tell them to work individually. that’s the same age. mobile phones: C over 30 years old iPods: A 10–20 years old the Internet: B 20–30 years old Past times. Then play Track 7. tell them to compare their answers in pairs. iPods and the Internet are.1 One B. Five F. then put them into pairs to discuss the rest. The first telephone call: the tenth of March 1876. Hold up your mobile and ask a student: How old is your mobile? Again. speech marks Vocabulary (SB page 64) To start Tell students to work in pairs and find something they own that is the same age as a similar possession of their partner’s. The first clocks for the home: about 1600. Demonstrate by holding up your pen and asking a student: How old is your pen? When the student answers. The first TV programmes for many homes: the second of November 1936. Indoor toilets and bathrooms: about 1840. Monitor to provide encouragement and assistance if needed. The first home computer games: 1975. say that’s not the same age as yours. 4 Focus students’ attention on the page from a calendar. Look at the pictures and discuss how old mobiles. too. Monitor while they are listening and if they have any problems.2 one: the first of May two: the second of May six: the sixth of May three: the third of May thirty-one: the thirty-first of May seventeen: the seventeenth of May thirty: the thirtieth of May twenty-six: the twenty-sixth of May ten: the tenth of May thirteen: the thirteenth of May 6A 3 Play Track 7.

tell them to compare their answers in pairs. then tell their partner the year. 1 Erinn Patton: 12 years old. tell them to check their answers in pairs. write: 8 June 1980. friends’ and families’ birthdays. Next. Where does she live? Yes.3 the first of May the second of May the sixth of May the third of May the thirty-first of May the seventeenth of May the thirtieth of May the twenty-sixth of May the tenth of May the thirteenth of May 6 Direct students to the timeline. Ask: Where can you find the information? (in the photos and profiles) Do the first two children’s names and ages with students. Conduct class feedback. river. ? Her name is . Logan: burgers. if anyone struggles. Justin: his skateboard. Monitor. 1883 2 On the board. . 2C 3D 4B 5E 3 Direct students to the instructions and make sure they read the questions before they read the article again. etc. Ask: What are time travellers? (people who travel back to the past) Preteach some vocabulary: skateboard. Question 1 asks Who so the answer is a name. Monitor and help them locate any information they can’t find. there is. For example. Put students into teams of four or five. .➤ Track 7. What is her name? She lives in .4 1600 1840 1876 1906 1975 2001 2014 Game on On the board. Match Questions 1 and 2 with the answers as a whole class. When they finish. tell them to write the year of their birthday on the timeline. Then tell them to practise saying them in their pairs. When they have finished. . After clarifying the meaning of each word. national holidays. When they have finished. Ask: What are some important dates for you? Elicit their birthdays. Logan Patton: 8 years old. then get students to write all the words down. Justin Clune: 11 years old.4 for students to repeat the correct pronunciation of the years. chorally drill it. direct students to the instructions and tell them to read the article. and direct anyone who is struggling to the part of the text they need for their answer. Homework Workbook pages 36–37 MyEnglishLab Reading (SB page 65) 1 Focus students on the title of the reading. Collect them in when students have all finished. checking that everyone can find the answers in the article. and get them to take turns to choose a paper and read out the date. Monitor and. Ask: How many years are on it? (seven) Play Track 7. 1 Logan 2 one small room 3 card games and guitars 4 (wild) bears 68 Gold Experience . Refer students to the Skill advice. Direct students to Exercise 1. . Give each student a small piece of paper to write an important date on. woods. Aine Clune: 15 years old 2 Erinn: basketball and football. write: Is there a . Question 2 asks How many so the answer is a number. Aine: shopping 3 the USA. field. Tell students that this is an important date because it is your sister’s birthday. ➤ Track 7. Monitor for pronunciation. tell them to check their answers in pairs. and elicit the matching words for each answer. Direct students to the Game on box. . Do Questions 1 and 2 together with students. mountain (/ˈmaʊntən/). direct him or her to the matching words in the questions and answers. Conduct class feedback. How did students know? Elicit and circle the key words that match in the question and answer. . Conduct class feedback. Elicit which answer goes with each question. then tell them to complete the task individually. then tell them to work individually. etc. then tell them to work individually to find the rest of the information. When students have finished.

Conduct class feedback. The houses were small. Elicit am for the first space. . At 4. In the programme. eliciting the sentences and writing them on the board. in class. There wasn’t a TV or radio. TV. 2 Focus students on the instructions and the first sentence. What is the negative? (weren’t) Can they find an example? Elicit the pronouns and write them on the board in a column. Again. 69 . Then play Track 7. There were fields and mountains. for students to hear the pronunciation of was and were. 4 The eggs weren’t from a shop. for example: The Frontier Programme is about life in America in 1883. tell students to find an example of were in the text.Sum up 4 Direct students to the instructions. There was a toilet outside. change I to we and rub out is and was. six children were in a house. 2 The houses weren’t in a village. . It was from their cows. tell him or her to find two things they like about the Frontier House programme and two things they don’t like. Tell students to write their ideas down. use the example or give him or her prompts.6 so they can repeat the sentences and focus on the pronunciation. There were a lot of animals. . Then tell them to work individually. and use the two sentence beginnings given. It was outside the house. Homework MyEnglishLab Grammar (SB page 66) Grammar XP On the board. What is the negative form of was? (wasn’t) Can they find an example? On the board. If anyone finishes early. in bed. Students’ own answers. write: Now I . Erinn was busy with the cows. burgers and chips. They were from their chickens. If anyone struggles. Students’ own answers. 3 The toilet wasn’t in the house. then elicit the past simple of be and write it next to them: I was wasn’t You were weren’t He was wasn’t She was wasn’t It was wasn’t We were weren’t They were weren’t Direct students to the Grammar XP box and check that there aren’t any problems. ask him or her to write another sentence about houses – big/small. Elicit a few ideas from students. Monitor and provide encouragement. such as skateboard. . Elicit are and were. Speak up 5 Give students a couple of minutes to think about the question before asking for their ideas. Ask: Is that now? (yes) Try to elicit was for the second space. Monitor and encourage students to use the information on the board to help them. If anyone finishes early. Don’t correct any mistakes with the past simple at this point unless students make mistakes in sentences copied from the article that use was or were. Do Question 2 with them and write it on the board. ➤ Tracks 7. When they have finished. 5 The milk wasn’t from a bottle. Every day was the same. tell them to check their answers in pairs. Ask: Is that now? (no) When is it? (in the past) Ask students to look back at the article and find an example of was.00 this morning I . They were in a field.5–6 Erinn was busy. There was a school.5 without pausing. 1 Play Track 7.

Read through Question 1 with them. Tell one student to read out their date. again eliciting the matching words that students used. tell them to check their answers in pairs. tell them to check their answers in pairs. ? Were you. Yes. Then tell another student to read out his or her date. Tell students to ask and answer the questions in their pairs. there were.7 for students to repeat the correct pronunciation of the verbs. Conduct class feedback. let them use a dictionary. When they have put themselves into a line. write the title: Things we do. Tell students to work individually. b5 c4 d6 e1 f2 5 Focus students’ attention on the pictures. check they are all standing in the right place by getting them all to read out their dates.) Now direct students to the instructions. write the date: 5 August 2011. . The pair with the most ideas reads them out. . if there are problems. On the board. Focus students on the task and give them a couple of minutes to write a question. When they have finished. Elicit one thing that we do. Students’ own answers. ➤ Track 7. Monitor and. Remind them about looking for matching words. When students have finished. say their dates and put themselves in order of first to last. How many verbs in bold are there? (twelve) Encourage students to guess the meaning of the verbs as they read. and if the sentences are positive. Things we do 1 Focus students on the pictures first: Who are the people? Where are they? Tell students to read number 1 to see if they were correct. Monitor and provide encouragement. Make sure everyone is included. What are the matching words in Answer a? (lessons and good) Do Answer b together. they . Give each student a small piece of paper. Which date comes first? Tell the student with the oldest date to stand left of the other student. but keep it secret. run the activity with everyone just asking one other student their question. Tell everyone to stand up at the front of the room and without looking at each other’s dates. 2 Play Track 7. Ask: What can you see in each one? Direct students to the instructions. If you don’t have the space. 2 there weren’t 3 there wasn’t 4 There were 5 Was there 6 there was 7 There weren’t 8 there weren’t 9 there were Write on 6 Demonstrate by asking the class a question: Were there any bears near Frontier House? Elicit the answer. Tell them to write any date on it. Conduct class feedback. it . After they finish. (Note: students may have heard granny or grandmother before. . get everyone to stand up and walk around the class to ask and answer each other’s questions. negative or questions. Monitor while they are reading and provide help if students are struggling. Conduct class feedback to check they understand all the verbs. Demonstrate the task. Homework Workbook pages 38–39 MyEnglishLab Vocabulary (SB page 67) To start On the board. Put students into pairs and give them two minutes to brainstorm things we do. Monitor for problems with word order. . and encourage students to help each other say the dates correctly. Tell students to check their answers in pairs when they finish. Some people also say gran. Conduct class feedback. she.3 Elicit the structure of the past simple questions and write it on the board: Was I.7 visit stay travel arrive text help tidy walk talk wash clean change . he. get students to think if the things are countable or uncountable. then do Question 2 together. then tell students to continue individually. Monitor. then tell students to finish the task individually. such as a regular activity. Students’ own answers. 2 Was your teacher nice? 3 Were the lessons good? 4 Was your favourite lesson about animals? 5 Were the bears near your house? 6 Were they big? 4 Direct students to the instructions. we. If you have the space. Ask: What is the date? Elicit how we say it. What words can they use? (There was/wasn’t or there were/ weren’t) Do Questions 2 and 3 together. and use the information on the board to help. 70 Gold Experience To finish Dates ordering game. ? Direct students to the exercise. If they can’t guess them. tell them to check the meaning of the words in pairs.

See how quickly they can find the matching words. Then it started again. Tell students to put always in that sentence. music 71 . car and bus in Question 2 match with to school in Answer a. but there wasn’t any dinner on the table. If anyone doesn’t hear their words. they didn’t watch TV and they didn’t play computer games. 3 A: So. Game on Direct students to the Game on box. Do Exercise 1 as a class discussion. It was dinner time. To check students remember the position of the adverbs in sentences. The teenagers cooked their dinner in the big castle kitchen. Then demonstrate the game by trying to remember a few of the sentences students told you in the feedback from the last task. cooking. on the first evening there were fifty teenagers in the castle. Students’ own answers. highlighting the position of always. but the noise stopped. Point out the photo of a castle in Exercise 2 and tell students it’s a typical English castle. Elicit the word castle and chorally drill it. 2 A: Next. at about midnight. there were strange noises. Ask: Is your language the same? Tell them to translate the sentences into their language. Students’ own answers. Do Question 1 with them. 2 I sometimes wash my hair. Conduct class feedback to check word order and to hear a few sentence endings. games. Do the first two sentences together with them. then write the English sentences underneath to compare them and the order we put words in. encouraging as many students as possible to speak. Monitor to check they stay on task and to provide encouragement. of course! They played card games or talked to their new friends. Homework MyEnglishLab Listening (SB page 68) Power up 1 On the board.8–9 1 A: This evening’s Time Travellers programme comes from Featherstone Castle in the north of England. Direct students to Exercise 4.3 Direct students to the instructions. For example. Last year a group of teenagers stayed here for one week. 4 Recap the adverbs of frequency by drawing a line across the board and writing 0% at one end and 100% at the other end. This is the story of their life in the 1840s. Tell them to do the rest individually. they texted their families goodbye. highlighting that they need to use matching words to help them (water and shampoo in Question 1 match with hair in Answer b). Tell students to read about the programme. Write them on the board. verb. sometimes and often. Write always next to 100% and try to elicit never. play it again. write: I do my homework on the board. Do Question 2 with them. they washed the dishes and tidied the kitchen. Why do they think those words are in the programme? Feed back some ideas to the class. Elicit I always do my homework. The ‘ghost’ was a sheep! Any three of: clothes. and write it on the board. 4 I sometimes help my parents. There was a white ‘thing’ outside. Monitor and provide help if anyone struggles. Get them to compare with their partner and see if they have the same words. They looked out of the window. It was about half past two in the afternoon.8 for students to check their predictions. 3 My friends and I often walk to school. then write their three words down. When they finish. object. Listen up 2 Direct students to the task and check they know the words in the box. they changed into their 1840s clothes. 2 a travel 3 e clean 4 d change 5 c talk Word XP Focus students’ attention on the Word XP box and information showing the order of subject. 3 Play Track 7. then tell them to work with their partner to put the words in the correct order and add their own endings. 5 A: Later. Conduct class feedback. After dinner. draw a simple picture of a castle. 6 I sometimes tidy my room. The teenagers arrived on the eighth of August. Monitor to check they stay on task and provide assistance if they struggle. 5 My family and I often stay near the sea. too! 4 A: In the evening. Was it a ghost? Josh and Molly listened. get them to check their answers in pairs. Conduct class feedback of the words that were on the recording. ghosts. They didn’t use their phones for a week because there weren’t any phones in the 1840s. and write them in the appropriate places along the line. eliciting the answers and writing them on the board. ➤ Tracks 7. Tell students to work in pairs. First.

write stopped and in the third write visited. Elicit didn’t use and again highlight that there is no -d on the verb. What did they do in the evening? Elicit: They talked and they played. 3 Jack phoned Uncle Tom. not the spelling. B: /t/.11 played stopped visited looked texted washed stayed changed started 6 Direct students to the task. Point to the column they choose each time. In the last activity did they listen for verbs. computer games. Tell them to continue individually. Monitor closely to listen for any problems. C: /id/. compare in pairs. 2. Write the sentence on the board. Write: They . draw three columns headed A: /d/. but Freya didn’t phone Uncle Tom. Tell students these are just the sounds of -ed. Ask students: When did this happen – now or before? Elicit that it is in the past. mobile phones.10 Narrator: Listen to the endings of these verbs. . 4. 2 Jack washed his hair. but Freya didn’t wash her hair. . B: /t/ or C /id/? A looked texted washed stayed changed started 72 Gold Experience Play Track 7. . number or thing.30. How do we usually make the past simple in English? (Add -ed to the verb. 5 On the board. Refer them to the Grammar XP box if necessary. Do they end in A: /d/.11 for students to repeat the correct pronunciation of the verbs. number. Read through the first one with students.9 and check students have heard the first answer. After they finish.10 so students can hear the three sounds of -ed.) Don’t get students to practise the pronunciation at this stage. thing). then do the second one with them. In the second. tell them to make up another sentence. Highlight that there is no -ed on the verb in the negative. again underlining the ed in both verbs. A played B stopped C visited Narrator: Here are some more verbs. underlining the ed in arrived. ➤ Track 7.4 Refer students to the question in the Exam advice. In the first column. ➤ Track 7. look at Question 1 together and get them to decide if they are listening for a verb. getting students to call out A. thing. Write this on the board. B or C depending on the ending they hear. If anyone finishes early. number. Play the rest of the recording. but Jack didn’t text Billy. When they have all finished. write played. Conduct class feedback and write the answers on the board. numbers or things? Elicit the answer: things. Monitor and help any students who are struggling. Explain that it is a number (time) as the pictures are of clocks and a time follows the word at. 5. verb. getting students to repeat each verb after they hear it and tell you which column to write it in. 3. Do the same with Question 2. After students read the instructions. 4 Freya texted Billy. Then play the rest of it without stopping. Get students to check their answers in pairs and then conduct class feedback. Ask: Did the teenagers use mobile phones? (no) On the board. Play the first part of Track 7. Play the recording. tell them to practise saying the verbs to their partner. 1B 2A 3C 4B 5B Grammar XP Ask: What time did the teenagers arrive? and elicit: They arrived at 2. . Play the first part of Track 7. Try to elicit didn’t play and write it in the space. then tell them to work in pairs and do the same for the other questions (answers: 1. Homework MyEnglishLab . write: They . although it could be a place as place names also follow at.

Monitor to give encouragement. Question two: ‘People cooked the first pizza in ancient Egypt. well done! Question five: ‘People watched the first DVD in 1997. What’s the right answer. Tell students that they will ask and answer questions with their partner in their speaking exam. Encourage as many students as possible to give other sentences. Ask students: What do you think? Is that right? Elicit: Yes. yes. The correct answer is ‘False’. Monitor and provide encouragement. If they don’t hear all the answers. Tell them to do the quiz individually. 1T Language XP On the board. a person wearing a wrist watch. Students’ own answers. If the student didn’t watch a DVD. I think it’s true. . or I didn’t watch a DVD yesterday. Put students into pairs and tell one person in each pair to close their book and share their partner’s book. If you hear a lot of mistakes. small biplane in the far distance. Ask what they do if they don’t know the answer. Is that right? Elicit either Yes. Chorally drill the questions and answers. 73 . Monitor to check they stay on task. True or False?’ Alfie. That’s right. Now. then write on the board: 156 / 12 = 13.12 for students to check their answers. Then they should work in pairs using questions and answers from the Language XP box. Is it Italy? Teacher: Italy is right. put them into small groups to ask each other.’ Is that really true? Girl 2: Yes. write: 12 x 14 = 168. all of you. Let’s check the answers to yesterday’s history quiz. Teacher: Correct! Well done.’ Jimmy. Question one: ‘People washed their hair with the first shampoo in about 1930. woman wearing long dress with trainers 4 Play Track 7. Students’ own answers. Elicit either I watched a DVD yesterday too. question four: ‘People listened to the first CD in 1982. Demonstrate by saying to one student: I think number 1 is true.12 Teacher: Are you all listening? Good. Check they understand by asking: What year is it in the picture? Elicit that there are things wrong in the picture. Also listen out for the correct pronunciation of the verbs. Teacher: Yes. Say: I watched a DVD yesterday. Demonstrate the question and answer with one student. do you know the answer? Boy 3: It’s false. question six: ‘People played the first home computer games in 1992. play it again. stopping after each piece of information. If there isn’t space. tell students to stand up and walk around the class asking each other. True or False?’ Boy 1: It’s true. car parked in a side street. ask another student. Make it clear you are looking for someone who watched a DVD yesterday. Gemma? Girl 1: I’m not sure. tell them to choose another one. I think so or I’m not sure. sir. stop the class and chorally drill them. sir. food vendor serving a burger. Students’ own answers. Say: I washed my hair on Friday. Teacher: Good. building down the street with CINEMA sign over door. Monitor to check they are working together and practising the questions and answers. Chorally drill the answers. Check students remember how we say 2008 and 2013 (two thousand and eight and twenty thirteen). Students’ own answers. If there is space.Speaking (SB page 69) Power up 1 Read the first sentence out to the class. When they find someone who did the same thing. Tell students to choose one of the things on the list that they did yesterday. . Tell students to practise the questions and answers for this sum in pairs. Monitor and make suggestions if anyone is struggling. ➤ Track 7. 6 Direct students to the task and sample sentences. 2F 3F 4T 5T 6F 5 Direct students to the instructions. What about question three? ‘People didn’t travel by car before 1950’.’ That’s false. It’s true. Tania! Now. Direct them to the Exam advice and read through it. Direct students to the Language XP box. The first cars were on the roads in about 1900. Speak up 3 Direct students to the instructions and the quiz. asking: What do you think? Is the bicycle wrong? and eliciting Yes. I think the answer is 1972. I think so and I’m not sure. sir. There are eight anachronisms: bicycle. Refer them to the mini-conversation at the end. I think so. Allow for class discussion if they have different ideas. 2 Demonstrate the task. Teacher: Excellent. What about you? and ask one student. what do you think? Boy 2: Um . boy wearing jeans. They need to find another student who did the same thing. Tell them to work in pairs.

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

Writing

(SB page 70)

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

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

To start

1 it was time for

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

Plan on

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

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

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

74

2 after lunch

3 that evening

Gold Experience

2 for (two hours)

3 last (year)

6 Direct students’ attention to the instructions. Do the task as
a whole class, and try to generate new sentences using the
verbs in the box.
a asked, answered

b opened c listened

7 Tell the class to look at the sentences in Exercise 6 again.
Ask: Are these sentences in the right order? (no) Tell them
to decide which sentence is first, second and third. After
students have read the instructions, put them into pairs to
complete the exercise and order the sentences. Conduct
class feedback and check everyone understands which words
help to give you the answer.
1a

2c

3b

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

Write on

Switch on

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

Frontier house

Students’ own answers.

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

(SB page 71)

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

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

2F 3T

4F 5T

3 Have a class discussion, and try to encourage quieter
students to contribute, too.
Students’ own answers.

Project
4 Direct students to the exercise. Generate a class discussion
about what there was and what there is now in their town.
Make sure they use the structures There was/were . . ./
There’s a/There are . . . , which are given in the prompts.
Write students’ ideas on the board.
Give them the option of writing a video script or making a
poster about the changes to their town. If you set the task
as homework, encourage them to ask their parents for ideas
and to find old photos of their town.
When they write a video script, encourage them to write
down a description of what the camera sees, using the
language they have learnt. For example, going round the
town and filming places that aren’t the same as in the past,
the commentary could include: There was a bank here, but
now it’s a restaurant.
Students can present their work to the rest of the class and
vote on the most interesting video script or poster.
Students’ own answers.

75

08

Young people,
big ideas!

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

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

Vocabulary

(SB page 72)

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

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

2 Do this as a whole-class activity. Suggest that books are one
way to find out about famous people, then elicit any other
ways that students can think of, e.g. magazines, TV, Internet,
newspapers, radio, films, TV guide
Students’ own answers.

Word XP
Ask students: What do most verbs end in, in the past simple?
(-ed) Does anyone know any verbs that don’t end in ‘-ed’ in
the past simple? Direct students to the Word XP box at the
bottom of the page, and tell them that they are going to start
learning some verbs that don’t end in -ed, and that these are
called irregular verbs.

76

Gold Experience

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

Game on
Rub the past verb forms off the board. Demonstrate the
game by pointing to find and asking: What’s the past simple?
Then ask: How do you spell it? Do the same with buy. Focus
students’ attention on the Game on box, then put them into
teams of three or four facing another team of three or four.
Tell them to take turns saying verbs so that the other team
can spell the past simple.
Homework
Workbook pages 40–41
MyEnglishLab

light bulb (point to one and ask: What’s this in English?. . When students have finished. Do the first one together. Then direct students to the photos. Ask: What is the first paragraph question? and elicit Who is William Kamkwamba? Elicit answers to the question. I use water for washing. Students’ own answers. I use electricity for watching TV. Tell them to complete the exercise individually. tell them to check with their partner. The windmill boy 3 Direct students to the task. and that if they don’t finish. tell him or her to write one more sentence with spaces for missing words. and elicit dark and chorally drill it). 1 William studied in the library in the evening. put students into pairs for a short speaking activity. then do Question 2 together. Monitor to provide encouragement. Tell them that they don’t have to understand everything. eliciting the answers and writing them on the board. so it’s light. Homework MyEnglishLab 2 (any) clean water 3 the library 4 (some) pictures 5 a bike/an old bike 6 (the) electricity 7 William’s village/the village 8 listened to 9 famous 10 other countries 77 . Tell them to write it down. Students’ own answers. Which one do they think it is? Focus students on the paragraph headings. Sum up 4 First. Ask: What did you do before you read the story? and elicit that they guessed what the story was about. What can they see? Elicit a few ideas. Focus students’ attention on the Skill advice. Tell students to work in pairs. then write down the other sentences in the correct order. and encourage everyone to say something. 4 William’s village had electricity for the first time. dark (say: In the daytime the sun shines and we can see. Alternatively. help them find the answer in the text. Monitor to provide encouragement. Speak up 5 Run this as a whole-class activity. Get them to feed back their answers to the class and tell them the correct answer. . At night time we can’t see because it’s . . if any students are struggling. Try to get students to use the structure: I use water/electricity for . tell them to check their answers in pairs. windmill (show them picture C in Exercise 1. go around the class and ask each student to make up a sentence. take turns to ask the paragraph questions and try to remember any information to answer them.Reading (SB page 73) 1 Pre-teach the following words: wood (point to some wood and ask: What’s this in English?. 2 William read a book about windmills. then conduct class feedback. two or three) Read Question 1. Direct students to the sentences in Exercise 4. Conduct class feedback. Encourage them to think of as many uses as possible and try and make sure quieter students speak. Does that help them decide? Tell them that they have just three minutes to read the story quickly to find out. elicit wood and chorally drill it). When they finish.ing. Ask: How many words do you write in each space? (one. elicit windmill and chorally drill it). elicit light bulb and chorally drill it). . for example: I use electricity for cooking pasta. showing how it is important to read the whole sentence before trying to find the answer. then tell students to work in pairs and describe the boy and the place to their partner. 3 William made a windmill. it doesn’t matter as they can read it again after. Monitor to check they stay on task and to provide encouragement. Monitor and. If anyone finishes early. Tell students to stop reading after three minutes and discuss the title in pairs. 2 Direct students to the task and the three possible titles. I use electricity for listening to the radio.

Then write the question on the board so they can see the structure. Elicit the regular verbs and highlight them on the board. You cleaned your teeth. Do verbs 1 and 2 with them. Did you go to the shop yesterday? Elicit Yes. Regular verbs Irregular verbs +ed I washed I went Did you wash? Did you go? Yes. Refer them to the board if they get confused. Say to a student: I went to the shop yesterday. Conduct class feedback. then focus students on the instructions. 2 Did your parents take any photos? 3 Did you write any messages online? 4 Did you go to the library? 5 Did you and your friends watch any videos? 6 Did you meet a famous person? 5 Ask Question 1 from Exercise 4 to several students and elicit Yes. Monitor.1 for students to hear the questions and answers. You walked. and elicit the activities: You washed your hair. tell them to check their answers in pairs and decide which verbs are regular. clearly looking for the verb in the text. and give encouragement and help if needed. Write the question and answers on the board. write: yesterday. Write it on the board. Tell them that we call these verbs Irregular. then tell them to work individually. You studied. 1 Play Track 8. Do Questions 1 and 2 with students. You played. Conduct class feedback. not two like was/were. eliciting the answers and writing them on the board. Direct them to the task. I didn’t. under +ed. I didn’t. tell them to check their answers in pairs. Say: go and give them time to find went. 2 Direct students to the instructions. I did or No. Say: see and give them time to find saw. Can they remember when we use was (with I. then ask and answer the questions in pairs. we. A: Did William become famous? B: Yes. Highlight that the verb isn’t in the past form in the question. Go through the list and get students to chorally drill the infinitive and past form of each. I did. and highlight that there is no -ed in the question.2 for students to practise the pronunciation of the questions and answers for themselves. Ask: Who is she? Where does she live? What does she do? Direct students to the text and tell them they just have two minutes to read it quickly to find the answers to these three questions. I did or No. and write irregular verbs on the board. they)? Do Question 2 together. 78 Gold Experience . Direct students to the Grammar XP box. Tell them to continue individually. You texted. and if there are any problems./No. Did you watch a DVD last weekend? Elicit a couple of answers from students.1–2 A: Did William live in Mexico? B: No. they didn’t. Ask: Are all verbs regular? (no) See if students know any verbs that aren’t regular. Do Question 1 with them. Tell students to complete the exercise about them. Write the question and answers below Irregular verbs. I didn’t. it) and when we use were (with you. I did. he did. Mime a few things you did yesterday. he. Then play Track 8. When they have finished. I didn’t. it did. 3 Focus students’ attention on the photo of Selena Gomez./No. he didn’t. Tell them to continue individually. Write +ed below. Direct students back to the Grammar XP box to read about questions and answers. tell them to close their book so they have to remember the past forms without seeing them. Monitor. Conduct class feedback and write answers on the board. and if any students are starting to find it very easy. Then say to one student: I washed my hair yesterday. 2 moved 3 was 4 went 5 became 6 left 7 studied 8 did 9 wrote 4 Say: Last weekend I watched a DVD. Put students into pairs and tell them to take turns to test each other. Students’ own answers.Grammar (SB page 74) Grammar XP On the board. clearly showing that they need to read the whole sentence each time before choosing the verb. Do a couple of verb pairs with them first. A: Did the windmill make electricity? B: Yes. 2 lived 3 had 4 left 5 got 6 went 7 studied 8 saw 9 started 10 turned 11 listened Game on Focus students on the game. she. ask: Is it in the past? Tell students to check their answers in pairs. Make sure they understand all the other verbs just have one form. Ask students to read the text to their partners. ➤ Tracks 8. Ask: When did all that happen? (yesterday) What are the last two letters of these verbs in the past? (ed) Can anyone remember the name of these verbs? Elicit Regular verbs. and go through the irregular verbs with them. Conduct feedback. When they finish. A: Did William’s parents make a windmill? B: No. Monitor. Monitor to check they follow the correct word order. Did you wash your hair yesterday? Elicit Yes.

. Then play the rest. Once you have elicited and drilled all of them. short grass B: clean shoes. For example. 5 They didn’t become famous. direct students to the exercise. tell them to write one more question. became. He saw a book in the library. ➤ Tracks 8. shopping. . windmill. William became famous. sad children A: easy maths. write: 2 + 2 = on the board. clean. He made a windmill. write: a . in the same way. highlighting didn’t go.3–4 A: a tall flower. then 987 x 43 = to show difficult. To finish I went to the shops. Tell him or her to repeat your sentence and add another item on the end. On the board. For dirty. Refer them to the irregular verbs in Exercise 2 for help. and see if students can correct it. On the board. I went to the shops and I bought three bananas and a book. Dictate. Conduct class feedback. Describe it! 1 Through mime and gestures. Choose a strong student to go next. slow bike A: an old woman. write: Did you . young 2 Play Track 8. .6 Write sentence 1 on the board. ➤ 1 2 3 4 5 6 Track 8. Cross out to the shops and elicit the correction. letter by letter. He left school when he was fourteen. . Write on 7 Demonstrate the task.3 for students to check the answers.4 so that they can repeat the adjectives. someone saying ‘Shhh!’ sound effects: loud rock music sound effects: a child crying sound effects: sound of feet running fast sound effects: people in an audience laughing and/or cheering 1 slow 2 quiet 3 loud 4 sad 5 fast 6 happy 79 . When everyone has finished. Tell them to complete the exercise individually. 4 He didn’t make a bike. Do sentence 2 with the class so they can see the structure again. tell a few students to ask one of their questions to a different student across the class. dirty loud. . last weekend/last week/last month/last year? Ask a few students: Did you go to the shops last weekend? Did you have a party last month? Elicit Yes. Then get another student to continue by repeating this sentence and adding a new item on the end. I didn’t. lift up your foot and show that under your shoe it’s dirty. Homework Workbook pages 42–43 MyEnglishLab Vocabulary (SB page 75) To start Spelling prediction. Tell students to write down the letters you say and guess the words.5 and pause the recording to elicit the answer. When they finish. a young boy 3 Play the first sound effect on Track 8. To finish. elicit all the adjectives one by one. Elicit the past simple of buy (bought) and say: I went to the shops and I bought three bananas./No. If anyone finishes early. students check their answers in pairs. so it is . 3 He didn’t see a book on the Internet. Do the first one with them. 2 He didn’t leave school when he was twelve. ? For easy. the following words: meerkat. Put students into groups of four or five to continue building the sentence. slow old. Ask: What’s this word? Add n. dirty boots A: loud music. then put students into pairs to work together and finish it. quiet happy. and elicit the adjectives after each sound. library. Monitor to provide help and encouragement. Show clean to be the opposite by saying: I washed my hair this morning. quiet music B: happy girls. Students’ own answers. difficult maths B: fast bike. eliciting answers and writing them on the board. tell them to ask and answer their questions in pairs and write the answers down. Can students predict the word now? Add i and keep adding letters slowly until a student guesses correctly (animal). Monitor to check they are copying the words down correctly.5 sound effects: a horse’s hooves slowly clip-clopping sound effects: a person whispering. then Track 8. then get students to chorally drill them. difficult fast. sad easy. I did. Put students into pairs and tell them to write three questions for their partner. . village.

Can they think of any other ways that people become famous? (presidents.). and generate a discussion about what it is. Elicit the right word order (She has dirty shoes. Say: I like happy films because I feel happy and if I watch a sad film.6 so they can hear the answers. What do they have to do? Elicit the instructions from students. then conduct class feedback and write the answers on the board. How did that person become famous? Direct students to Exercise 1. 2 My sister isn’t tall. 1B 2B 3B 4A 5B . Feed back a few ideas after they finish and see how many students have the same ideas. Direct them to the instructions. If necessary. 4 blue 5 for about three months 6 Yes. Ask students: What did you do before you listened to Tina? and elicit that they read the questions first. religious leaders. Do Questions 1 and 2 with them. Tell students they are going to listen to a girl called Tina talking about her go-kart. Monitor to check they stay on task. write: is/tall/very/He. Collect in the pieces of paper.). to check there are no problems. 3 We watched a sad film. queens. What can they see? What is the adjective in each picture? Do Question 1 together. How did he or she become famous? Elicit the name of another famous person. It’s slow. it isn’t. Monitor and check the word order. tell them to compare their answers in pairs. Tell them to take turns and choose two of them and see if the adjectives are the same. Homework MyEnglishLab 80 Gold Experience Listening (SB page 76) Power up 1 Hold a class discussion and elicit the name of one famous person. 1A 2C 3B 4C Word XP On the board. Put students into teams of three or four. Tell them to check their answers with their partner before you conduct class feedback. Give them time to read the questions before playing Track 8. Then play Track 8. Tell students to write one adjective on their piece of paper. Tell them to check their answers in pairs when they finish. 4 Direct students to the instructions. Elicit the right word order (He is very tall. kings. 6 Are these grapes clean? Game on Give each student a small piece of paper. then tell them to complete the task individually. They keep them if they are a pair.7. I cry. Ask: What do you think she says? a go-kart/model car 3 Direct students to the instructions and the questions. What do they think the answers might be? Tell them to talk in pairs and guess the answers before they listen. write: dirty/has/shoes/She.4 Focus students’ attention on the pictures. If necessary. and demonstrate the game by choosing two pieces of paper and showing them to the class. 5 Direct students to the instructions for this task. Speak up 6 Do Question 1 with the whole class. and put them back if they aren’t. point out that the word with the capital letter is the first word in the sentence. Ask one student: Do you like happy films or sad films? Why/Why not? Tell students to talk in pairs about the four things. etc. Where is the adjective? (after the verb be) Is that the same in their language? Direct students to the Word XP box. Conduct class feedback. What should they do before they listen again? Elicit that they should read the questions first. Monitor to check they stay on task and to provide encouragement and suggest ideas if necessary. When students have finished. Play the whole recording. they did. 2 twelve years old 3 No. play the recording again. Are they the same? Give an equal number of pieces of paper to each team. If they don’t hear the answers first time.) Students’ own answers. Where is the adjective? (before the noun) Ask: Is that the same in your language? On the board. then tell students to check their answers in pairs. Elicit the word go-kart and drill it chorally. Students’ own answers. Conduct class feedback. play it again. Encourage the quieter students to speak as well. eliciting the sentences and writing them on the board. Pause it after the answer to Question 1. 2 Focus students’ attention on the photo. then tell them to work individually to complete the task. Focus attention on the Skill advice at the top of the page. 4 Was the science lesson easy? 5 Their dog is dirty.

Focus students on the Grammar XP box and highlight the structure of the questions. Did you put it in a competition? Tina: Yes. (Refer to the answer key below. second is very good! Tina: Yes. but it moves and one person can sit in it and drive it. . . we made it for a school project. Interviewer: Well. . Another team came first. and write them on the board.) Monitor to check there aren’t any problems forming the questions. in a column: Wh . . . it wasn’t. Tina. We came second. Interviewer: I can see the go-kart in the picture. Write them on the board. . it does. Feed back by getting students to ask each other the questions across the class. Write the adjectives from page 75 onto small pieces of paper. . . It was in London. We’re very happy. . w? Elicit the question words from students. Demonstrate by asking a few students: When did you start school? What did you do yesterday evening? Where did you go on holiday last year? Then put students into pairs and tell them to write two questions in the past simple for their partner. it’s a young engineers project. tell them to ask their partner their questions. write. Students’ own answers. and write their partner’s answers down. Why did you paint it blue? Tina: Because blue’s our favourite colour! Interviewer: I see. elicit a few suggestions for the questions. Interviewer: Did you win it? Tina: No. tell us about your go-kart. Homework MyEnglishLab 81 . ? Wh . My friend Kim and I designed and made a go-kart. or wh. . takes a piece of paper and mimes. The project was called Crazy racers. but everyone in our class at school made something for it. It wasn’t easy. It isn’t very fast. refer him or her to the questions in Exercise 3. Tina. .word + was/ were + person). where’s the go-kart now? Tina: Umm . As soon as their team guesses correctly. Monitor to provide help and encouragement. ? H . Divide the class into two teams and ask one student from each team to come to the front. it’s at the school so students and teachers can see it. Interviewer: Does the go-kart move? Tina: Yes. we did. 5 Direct students to the instructions. . Monitor for accuracy and to give suggestions if needed. It looks very nice. then elicit the whquestion words again from the class. . Tina: Well. Before putting them into pairs. .6–7 Interviewer: Today I’m talking to Tina Shaw. ? Wh . When did you make it? Tina: We made it in the autumn and the winter. The first team to finish wins. Students’ own answers. Demonstrate by picking one up and miming the word. Interviewer: So. The Crazy racers competition. Tina and her friend Kim made a go-kart for a school project – and they’re only twelve years old. (When? What? Where? Who? Why? How?) Then try to elicit the two structures of the past simple questions (wh. Did you work on it for a long time? Tina: About three months. Interviewer: I’m sure it was very difficult. Put them into two equal piles on the front table. Interviewer: That’s great. Interviewer: Where was the competition? Was it in your town? Tina: No.➤ Tracks 8. Interviewer: That’s fast work! Did anyone help you? Tina: No. ? Wh .word + did + person + infinitive. it is. 6 Direct students to the instructions. If anyone struggles. ? Wh . the next student comes up. well done to you and Kim! You did a very good job! Tina: Thank you! Grammar XP On the board. We enjoyed it a lot. Kim and I did it alone. Interviewer: Well. Interviewer: Crazy racers? What is that? Tina: Well. we didn’t. To finish Miming game. take a piece of paper each and mime it for their team to guess the adjective. When they finish. but we didn’t want any help.

To check they understand the task. Direct students to the question and to the three possible answers. was or were. tell them to check with their partner. then do Question 2 together. Monitor and check they are using a capital letter at the beginning of the questions and a question mark at the end. I climbed inside a plane. Read through Question 1 with students. Demonstrate the task by asking a student the first question. move them to face their partners. sandwich. Do the same with the letters T and L. How many questions in the past simple can they find? Give them three minutes to find as many questions as they can. snake. If any of them are struggling. Tell students to finish the exercise individually. if possible. Try to elicit the full answer.8 Last year I went to an aeroplane museum with my school.8 for students to check their answers. 2 First. The museum was fun! We saw a lot of different planes. Tell them to discuss the answers in pairs. My favourite thing was a Spitfire plane. Direct students to the instructions for Exercise 5. Put students into pairs and. When students have finished guessing. Ask: What is the next word in the first two questions? Elicit that the next word is a verb. and putting the correct word in each question. ask: What words can you use? Elicit that they can use did. but I didn’t. Students’ own answers. Direct students to the Language XP box. It was great! 1A 2B 3A 4B 5B Language XP Tell students to look at pages 76 and 77. 82 Gold Experience . Stand next to a student and face him or her. Do Question 1 with the whole class. Conduct class feedback. ➤ Track 8. We went there by bus. Tell them to take turns asking and answering the questions in their pairs. Monitor. It was a very old plane! Some students made model planes. direct students to the instructions.Speaking (SB page 77) To start Categories. draw four columns: Letter Animal Food/drink Adjective Put the letter S in the first column. It was an old plane from 1938! I sat in the pilot’s seat and saw the controls. Stand next to a student. When students have finished. short). Ask: Is the next word in the last question a verb? Elicit that it isn’t. 4 Direct students to the instructions. Monitor and provide assistance and encouragement if needed. 2 How did you go there? 3 What did you see? 4 What was your favourite thing? 5 What did you do? 6 Where did you sit? 5 Stand with your back to your students and ask: Is this a good way to talk to you? Elicit that it isn't. then as a class try to find a word for each category beginning with that letter (e. 3 Play Track 8. Focus students on the Skill advice. asking: Who thinks answer one is correct? Who thinks answer two is correct? They made the first plane. and help them to find questions if they need it. making it clear that you are guessing the answer. Elicit that it is friendly and natural. Then say the letter C. Tell students to continue. Ask: Is this a good way to talk to you? Elicit that it isn't. What can they see in the photos? Encourage weaker students to speak. tell them to compare their answers in pairs. Ask: Is this a good way to talk to you? Elicit that it is. Tell them that these are normal ways to make questions in the past. Monitor and encourage them to use natural intonation by modelling it to them. Ask why. Conduct class feedback and make sure they understand why Question 4 is different. On the board. but don't look at him or her.g. The first student to find something for all three categories wins. Take feedback from as many students as possible and write the first two words of each question on the board. play it twice. Power up 1 Focus students on the photo and see if they know who it is of (the Wright brothers).

) Tell students to write three sentences about themselves. Put students into pairs so they can tell their partner about their favourite famous person. took photos. She was born in 1977. Direct them to the instructions. tell them to look at the incorrect sentences on the board and try to correct them. 1977. Then get students to cover their sentences and the text about Shakira. To feed back. I was born in . lions. . 2 Focus students’ attention on the photo of the boy. and practise saying the sentences in pairs using just the prompts on the board. family. 3. 7 Demonstrate the task first. They take it in turns to ask and answer and complete the text. . Students’ own answers. Are they going to write sentences about their trip? (no. notes) Demonstrate the task. Monitor and. ask a couple of students to read out their sentences. Students’ own answers. etc. bus. Ask students: Are these sentences? (no) Tell students to do the same for a trip they went on. Feed back to the class. She grew up in Barranquilla. then ask questions to their partner using the prompts When? How old?. 4. write them down on a piece of paper. 4 Tell students to find the three phrases and write them down. She started an organisation called Barefoot Foundation. Barranquilla. On the board. Tell them to take turns to ask and answer their questions about their trip. bought postcards. the zoo. . Make sure students are facing their partner so they can't see their partner’s work. meerkats. Students’ own answers. Tell them about you. Do they like Shakira? Why/Why not? Direct them to the instructions. .Speak up Writing 6 Direct students to the instructions. A and B. Students’ own answers. Monitor to check they stay on task. 83 . Power up Students’ own answers. After students have finished asking and answering their questions. . Feed back by asking a few students to say one thing about Shakira’s life. Put students into pairs and make sure they are looking at their partner. Tell them your favourite famous person and his or her nationality and a little bit of information about him or her. She does a lot of good work. Tell them to read through the whole text first and look at the spaces they need to fill. . How many things about Shakira’s life do they have to find? (five) Monitor students and provide assistance and encouragement. zebras. 8 Put students into pairs. When everyone has finished. Shakira 3 First. 2. ate sandwiches. If anyone finishes early. 5 Direct students to the task. tell them to find one more thing about her life. She’s from Colombia. (I am from . then write them on the board. 5. (SB page 78) 1 Direct students to the instructions. Language XP Homework MyEnglishLab Focus students on the Language XP box and ways to give information about people. then to check they have ideas for notes. if you hear lots of mistakes. Who is his favourite famous person? Tell students to read this sentence to find the answer. tell them to compare their information with their partner. Monitor closely. Answer their questions with full answers from the notes on the board. Elicit three full sentences about Shakira. On the board. Conduct quick class feedback. ask students if they know anything about Shakira and her life. write: 1. and tell them to turn to the page indicated. write: Colombia. . Students’ own answers. first to check they can all think of a trip. Nominate various students to ask you the questions about your trip to the zoo. Felipe. . I grew up in .

If the letter is not in the word. and encourage them to ask each other questions in English if they don’t know some information. Were they right? charge a mobile phone. If they struggle. tell them to compare their answers with their partner. then play the video again.) Homework MyEnglishLab 84 Gold Experience (SB page 79) 1 Direct students to the photo. Then get them to write questions for him or her. Put them into pairs to practise the interviews. write: _ _ _ _ _ _ _ _ _(1) _(2) _ _ _ _(3) _ _(4) _ _ _(5) _ _ _ _ _(6) _ _ _ _(7) _ _(8) _ _ _ _ _ _(9). This can be a homework task. To finish Sentence cloze. Tell students to complete the table about their favourite famous person. reassure them that they will watch the video again in a minute. then do the second one together. If not. Get them to check their answers in pairs. Tell them to look at their partner’s table. If they can answer the questions. Focus students on this exam advice. 1 one (William) 2 Yes. Students’ own answers. Tell them to complete the table individually. and using their notes from Exercise 7. She was born in 1977. Students’ own answers. . tell them to find the information for their homework and write up the scripts. Students’ own answers. make this into a game by telling the pairs to keep the names of their famous people secret. like Felipe’s. When they have finished. encourage them to. That team then has another go. Project 4 Read through the instructions with students. write the letter in the correct place. This should generate some discussion. they did. 7 Direct students to the task. Put students into teams of four or five. She grew up in Barranquilla. for the others to guess who the famous people are.Plan on Switch on 6 Focus students’ attention on the instructions and the table. read a book in the evening 2 Do number 1 together with students. Conduct class feedback. Write on 8 Encourage students to create an attractive display about their favourite famous person with photographs. Students’ own answers. Encourage them all to think of a famous person and write his or her name down. They can take turns to ask: Is there a ‘d’ in word 7? If there is. If you have time. She’s a singer and a songwriter. then tell them to do the rest individually. Can they read their partner's writing? Is it clear and tidy? Windmill boy Where is she from? When was she born? Where did she grow up? What is her job? Why does Felipe like her? She’s from Colombia. Monitor. Play the video for them to check their answers. he did (in the USA). On the board. (The sentence is: Yesterday I went to the party with my friend. Tell students this is a sentence and they need to guess letters to find out what it is. get them to ask and answer the questions in pairs. He loves her music. Read the first question and answer with students. 4 B schools 3 Have a class discussion. or as pairwork if some students are reluctant to speak out on their own. They should then act out the interviews in front of the class. 3 Yes. When students have finished. it’s the next team’s turn. What can they see? Where is it? Focus them on the exercise and encourage them to predict the answers.

4 She saw lots of robots. cooked 3 didn’t wash. 6 Yes. 5 Yes. she did. 85 . arrived 8 2 left 3 sang 4 saw 5 did 6 had 9 2 What time did she leave the school? 3 Did the students sing songs on the bus? 4 What did Eva see in the exhibition? 5 Did the students do some experiments? 6 Did Eva have fun at the museum? 10 2 She left the school early in the morning. 3 Yes.Revision 1 2d 3b 4g 2 2C 3A 5a 6f 4C 5A 3 2 get 3 help 4 wrote 7 filmed 8 come 4 2 lesson 3 shop 7 clothes 5 2 difficult (SB pages 80–81) 3 dirty 7e 6A 5 meet 6 walked 4 mobile 5 hotel 6 train 4 loud 6 2 was 3 Was 4 was 7 was 8 were 5 Were 6 weren’t 7 2 didn’t cook. cleaned 4 didn’t play. they did. they did. studied 5 didn’t arrive.

3. agreeing and disagreeing a blog Vocabulary (SB page 82) To start Family members brainstorm. Draw a circle around the word and lines coming out of the circle to make a spidergram. completing notes guessing. Carol’s got short straight hair. spiky Colour: dark 6 Direct students to the instructions and the example sentence. Power up 1 Direct students to the questions. Tell students to copy this. Tell students to copy the columns and complete the task. Josh has got spiky brown hair. long and short. Conduct class feedback. writing the answers on the board. . 2 Ask a couple of students when they take photos. Tell one person in each pair to draw the structure of the spidergram.). write: 1. Monitor to check they are copying accurately. Monitor to check for problems and to provide encouragement. parts of the body comparative adjectives. Pause the recording to check they have the right answer. . writing the answers on the board. 2.1. writing the answers on the board. 5 in a column. In the middle of the board. Monitor to give assistance and check for pronunciation problems. Tell them to write about two of their friends in the same way. Tell students to work in pairs and describe the hair in each picture using He's got . Demonstrate the task by describing your hair.09 Head to toe Unit objectives Reading: Vocabulary: Grammar: Listening: Speaking: Writing: identifying true/false sentences adjectives to describe hair. On the board. . mum. Size: long Shape: curly. Give them two minutes to write as many names of members of the family as they know. With your arms illustrate big and small. write: family. then put students into pairs to discuss the different situations in which they take photos and how often they take them. Conduct class feedback. using the same structure. hair and by using this vocabulary. colour. Students’ own answers. 4. Students’ own answers. Elicit one more adjective for size (long). . Feed back by asking: Who takes the most photos? Students’ own answers. 2C 3E 4B 5D 5 First. Then tell students to work in pairs and describe their hair to their partner. Ask: What kind of hair has B got? Elicit He's got spiky hair. Monitor closely to check for accuracy in spelling. Chorally drill it. When they have finished. Check students understand this by saying: John's got fair straight short hair. . saying I've got . Louie’s got wavy fair hair. Direct students to the instructions for Exercise 5. . Elicit names of two members of the family and write them on the board (e. or She's got . check that students understand the words size and shape. pre-teach the vocabulary. shape. Tell students to check their answers in pairs. Students’ own answers. If there are many problems. Monitor to provide encouragement and help with spelling problems. Generate a class discussion and try to involve the quieter students as well. Point to the photos one by one and chorally drill each word. Hair 3 First. Conduct class feedback. Copy the three groups onto the board. play the recording again. draw a circle. a square and a triangle and elicit the word shape. Elicit the word size. On the board. . tell students to check their answers in pairs. then put students into pairs.1 I’ve got long dark hair. He's got brown hair or He's got straight hair. wavy. Direct students to the instructions and play the first description on Track 9. Gold Experience ➤ 1 2 3 4 5 1A Track 9. dad).g. superlative adjectives matching. Melanie’s got curly red hair. we write adjectives in the following order: size. then play the rest of the recording without stopping unless students need more time to write their answers. Is this correct? (no) What do we say? (John’s got short straight fair hair. 86 4 Tell students to look at the photos. Tell students that when we describe.

gran. if necessary. Speak up 5 On the board. 87 . Tell them to work in pairs and tell their partner two more things about each pair of twins. 3 Direct students to the instructions and give them a couple of minutes to read the sentences. Feed back by asking a few students to tell you some of the things they remember. tell students to look at the photos.) Ask: Do you like his music/her films? Direct students to the instructions and do the exercise with them. Monitor to provide encouragement and. Monitor and provide prompts if necessary. Tell students to describe the people in their family in pairs. what are we? Elicit and chorally drill twin. Tell them to look at Question 1. sister. 2F 3T 4F 5T 6T Sum up 4 After students have read the instructions. Did they do this? Was it quick? Tell students that they don’t always need to read all of the text to answer the question.7 Focus students’ attention on the two photos. She’s very tall. Direct students to the instructions. Ask: Is anyone in the class a twin? Has anyone got parents who are twins? Direct students to do Question 1 and tell their partner what they think. making sure all students can locate the information in the text. Tell students to write down five people in their family. Conduct class feedback. Tell students to work in pairs and take turns to describe someone from the photos for their partner to guess. Monitor to check they are staying on task and to provide assistance if needed. tell them to close their books. Students’ own answers. Check they understand the task by asking: What are you looking for? (two names) and What do names always start with in English? (capital letters) Tell students to look at the text to find the answer. What can they see? Who are the people? Elicit that they are twins. 2. dad. Can they find the information in the text? Tell them to read Question 2 and continue reading the text to find the correct information to decide whether it is true or false before continuing with the rest of the task. Say: If I was born on the same day as my sister. Monitor to provide encouragement. Conduct class feedback. Say: He's got short wavy fair hair. Homework Workbook pages 46–47 MyEnglishLab 2 First. she is an actress. Students’ own answers. 3 Game on Focus students’ attention on the instructions. Tell students that these are five people in your family. Who are the people? (Justin Bieber and Kristen Stewart) What do they do? (He is a singer. Valentina and Valeria (Perez) Larry and Laurent (Bourgeois) Focus students’ attention on the Skill advice. Elicit that you are talking about E. Don't worry too much about their accuracy here. to help students locate the answers. get them to check their answers in pairs. 1A 2B Reading (SB page 83) 1 Pre-teach the word twin. cousin. Point to sister on the board and say My sister’s got brown eyes and long black hair. Conduct class feedback. She’s tall. If they have problems remembering the vocabulary. Elicit one piece of information about each pair of twins from the class. When they have finished. recap members of the family. Then point to cousin. Say: My cousin’s got short curly hair. Generate class discussion about their opinions and try to include everyone. write: mum. then give a demonstration.

Grammar

(SB page 84)

Grammar XP
On the board, write Valentina and older in one column and
Valeria and taller in a second column. Try to elicit more
differences between Valentina and Valeria and write them on
the board. Ask: What are the last two letters of the adjective?
(er) What does this mean? Elicit more. Refer students to the
Grammar XP box. Read through the first section together.
Focus students’ attention on the spelling rules. Ask: What
happens to words that end in ‘e’? (We add the letter r.) What
happens to words that end in ‘y’? (We change the y to ier.)
Teach students the ‘cvc’ rule. Ask: How many letters are there
in the alphabet? (26) Write the word vowels on the board.
Elicit a, e, i, o, u and write them on the board. Write the
word consonants on the board and elicit b, c, d, f, g. Now
write big on the board. Elicit that the last three letters are
consonant vowel consonant (cvc), so we write bigger with
double g. Write the word hot on the board. Again, elicit that
the last three letters are cvc, so we double the t and write
hotter. Finally, write the word short on the board. Are the
last letters cvc? (no) Do we double the t? (no) Write shorter
on the board. Ask students if they know any adjectives that
don’t take -er at the end. Ask: Do we say good, gooder? Do we
say bad, badder? Try to elicit better and worse.
Direct students back to the Grammar XP box to finish
reading it. Next, tell them to close their books. On the board,
in a column, write: tall, strong, long, nice, dark, funny, hot, good,
bad and ask students to copy them. Elicit the comparative
form of tall (taller) and write it on the board. Tell students
to try to remember the other comparative forms and
write them down. Tell them to check their answers in pairs.
Conduct class feedback, writing the answers on the board.
1 Play Track 9.2 for students to listen to the pronunciation.
Then play Track 9.3 so they can practise the correct
pronunciation themselves. Note the weak pronunciation of
-er.
➤ Tracks 9.2–3
My sister’s taller than me.
I’m older than my brother.
My eyes are bigger than her eyes.

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

88

3 longer

4 bigger

5 funnier

Gold Experience

6 better

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

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

To finish
Adjectives snap. On the board, write the words bigger, shorter,
worse, fairer, colder in a column. Elicit the opposites from
students and write them in a column on the right: smaller,
longer, better, darker, hotter. Then put students into pairs, A
and B. Give each student five small pieces of paper. Tell all
the A students to write the words in the left column on their
pieces of paper and tell all the B students to write the words
in the right column on their pieces of paper. After they have
finished, tell A and B students to mix their pieces of paper
together. Demonstrate the game with one student. Pick up
one piece of paper from his or her pile and indicate that
he or she should pick up one piece of paper, too. Turn the
pieces of paper over at the same time. If they are opposites,
shout Snap! The first person to shout Snap! wins the pair.
Homework
Workbook pages 48–49
MyEnglishLab

Vocabulary

(SB page 85)

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

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

Parts of the body

Eva’s left leg is above her head. Her right leg is in the air above her.

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

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

Students’ own answers.

2d 3c

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

3a 4b

5a

6d

3 Tell students to stand up and touch the part of their body
they hear. Play Track 9.4, then play Track 9.5 so that
students can repeat the words for the correct pronunciation.
➤ Tracks 9.4–5
face
back
neck
shoulder
arm
hand
leg
foot
mouth
nose
teeth
toes
fingers
knee

4a

5f

6b

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

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

89

Listening

(SB page 86)

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

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

Listen up
3 Direct students to the instructions and tell them they will
listen to the recording twice. The first time they simply need
to check their answers to Exercise 2. Play Track 9.6 and tell
students to look at the names (1–5) and the records (a–e).
Play the recording again so students can match the person
with the record. Pause it after the first person to check
students have the answer. Play the rest of the recording, then
tell students to check their answers in pairs. Conduct class
feedback, eliciting the answers and writing them on the board.
Focus students on the Exam advice. Did they do this? (yes)
Why is it a good idea? (so you know what you’re listening for)
1c

2d 3b

4e

5a

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

90

Gold Experience

5 Play Track 9.7 for students to write the numbers in the
spaces. If they don't hear all the numbers, play it again. Tell
them to compare their answers in pairs, then conduct class
feedback, eliciting the numbers and writing them on the
board.
1 16

2 11 3 16

4 57

5 16 6 41

7 113

8 13 9 6

➤ Tracks 9.6–7
Our radio programme tonight is about our favourite record
breakers. The first person is Jessica Watson. When she was only
sixteen, she sailed around the world alone. She was the youngest
person in the world to do this . . .
Nicholas Ortiz and Bronwyn Taylor are famous because they are
very strong. Nicholas was only eleven years old when he lifted his
friend for two minutes. His friend weighed fifty-seven kilos! Bronwyn
Taylor was sixteen when she pulled her father’s van! At that time
they were two of the strongest young people in the world. Amazing!
For Ang Chuang Yang, texting is easier than writing. When he was
sixteen, he was the fastest person on a mobile phone! He typed the
Guinness text in just over forty-one seconds!
Danny Wainwright is another record breaker. He’s one of the best
skateboarders in the world. A few years ago he got the world record
for the highest jump on a skateboard. He jumped 113 centimetres!
Yes, that’s right. 113 centimetres!
Xie Qiuping has got the longest hair in the world. She started
growing her hair when she was only thirteen years old. After some
years, her hair was nearly six metres long! Now it’s probably longer
than that . . .

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

Is it the biggest cat in the world? B: Yes. conduct quick class feedback on the correct questions. It is very long! B: What about this? Maybe it’s the biggest dog in the world. Give students time to read Questions 2 and 3. I think it’s the tallest dog. Then get all students to say one sentence about their partner.8–9 A: Look at this. B and C. They are talking about the cat and the dog photos. Do Question 1 with them. Homework MyEnglishLab ➤ Tracks 9. Ask: What does ‘guess’ mean? (when you say an answer that you think is right. and write it on the board. Or is it the longest cat? A: I think you’re right.8. A: No. Conduct class feedback. Monitor and provide assistance if necessary. 3 Focus students on the task and tell them to read Question 1A. Direct them to the instructions and tell them to work in pairs to guess the world records. Play Track 9. 1A 2C 3C 91 . Speaking (SB page 87) Power up 1 Focus students on the photos and generate discussion about them. When they have finished. Students’ own answers. Monitor and check they are using the superlatives correctly and writing a capital letter at the beginning of each question and a question mark at the end.6 Direct students to the questions. Invite students to give their ideas to the class. Play the first part of Track 9. but you’re not sure) Drill the phrases chorally and individually. then play the rest of the recording. Tell students to check their answers with their partner. I don’t think it is. Conduct class feedback. and allow for more discussion. Language XP Direct students to the Language XP box.9. maybe it is. 2 Who is the tallest person in your family? 3 Who is the best student in your class? 4 Which is the easiest subject for you? 7 Direct students to the instructions and the example sentence. then tell students to ask and answer the questions in pairs. Tell them to write the rest of the questions down. then tell students to check their answers with their partner. A the tallest dog B the biggest rabbit C the longest cat Speak up 2 Direct students to the instructions. then pause it to check students have the correct answer. Start with a stronger student and ask him or her to give one sentence about his or her partner.

Elicit one thing that students do on the computer. eliciting the answers and writing them on the board. give them one minute to brainstorm everything else they do on the computer. Conduct class feedback. Assist any who struggle by suggesting the next letter. Conduct feedback by asking for a few suggestions for each one. write: urotepmc. Give everyone three small pieces of paper and tell them to write an animal on each one and keep them secret. What do they think the blog is about? Who are the photos of? Tell students to read the title. Then. all of them 2 Direct students to the instructions and ask: What two things do you need to find? (who the writer is and what the blog is about) Focus students’ attention on the photos. then tell students to work in pairs to discuss the other suggestions. using phrases from the Language XP box. Discuss the first suggestion together. too. If no one mentions blogs. Students’ own answers. Give students one minute to try and find the word. allowing for discussion. Homework MyEnglishLab (SB page 88) To start On the board. tell them to compare their answers in pairs. Tell them to work in pairs to answer the questions using the phrases. How many people in the class write blogs? Power up 1 Direct students to the task. write up the title: Animal records. Elicit from students other words they could write in the spaces. When students have finished reading. Take suggestions for number 2. On the board. Ask: What am I doing? Elicit that you are looking. Read the example sentences with them. Then rub out avatar in sentence 1. then tell students to finish the task individually. Demonstrate the game: try to guess an animal by asking questions such as Is it big? How many legs has it got? What does it eat? Where does it live? Is it bigger than a cat? Is it faster than a horse? Encourage the other students to ask questions. Conduct class feedback. Is Tia Green a writer? Tell them to read the blog to answer the second question. Monitor to check they are using these phrases. Do Question 1 with students. The blog is about her photos. write: c. When they have guessed the animal correctly. When students have finished. 1 a peregrine falcon (It’s much faster than a cheetah. Focus students’ attention on the pictures. Check who has the most activities. then tell them to find the other two answers.Writing Animal records 4 Tell students to close their books. tell them to compare their answers with their partner. What animals can they see? Direct them to the instructions. 92 Gold Experience . check that everyone understands what this means. 1 looks 2 like 3 happy 4 Read number 1 with students. Monitor and provide suggestions. Conduct class feedback. try to elicit the word. Monitor and provide encouragement. put students into pairs and tell them to take turns asking questions to guess their partner's animals. Ask: Is this a word? (no) Below it. then ask a few students to feed back some of the things. Check that everyone has the word computer and write it on the board. and cross out the c in the anagram. Do Question 1 with them. Direct students to Exercise 3.) 3 a worm 4 a giraffe 5 a chimpanzee on land and a dolphin in water 2 a blue whale To finish Animal guessing game. then check they all understand it. somebody from a cartoon in sentence 2 and happy in sentence 3. Give an example by asking: What is the fastest animal in the world? Try to elicit some animal records. Monitor to provide ideas. The writer is Tia Green. If anyone says that they write blogs. 3 Stand by the window and look outside.

1 It’s fantastic! 2 They’re having fun.5 Focus students on the instructions. 3 That’s me on the right. 1 The head is bigger. Students’ own answers. Students’ own answers. 93 . 3 on the board and write short notes to answer the three questions. Fill in the information about photo 1 with students. To finish Write the following on the board: riahnworbtogsahdneirftsebyM. tell them to find two or three photos at home and bring them to their next class. eliciting the answers and writing them on the board. Elicit that ’s in the first sentence means is. Tell students to ask and answer the questions about their photos with their partner. Plan on 7 Direct students to the task. Then tell them to write notes to answer the questions. if possible. 11 Direct students to the task. (This sentence is: My best friend has got brown hair. Elicit a description of your photo from students using these phrases. writing the short forms on the board. Tell them to continue and do the same for the other two photos. On the board. 8 Direct students to the table. 1 ‘Welcome to my blog!’ 2 We can click on a link in her blog for more photos. Conduct class feedback. tell them to make a quick drawing of their photos next to their writing. Try to elicit the difference between the sentences. then tell them to complete the exercise individually. not long sentences. Tell students to compare their answers with their partner when they finish. we put the apostrophe in its place. Direct students to the Skill advice. When do we use I am and when do we use I’m? Elicit that we use the short form when we are writing informally. Write on 9 If students all have photos on their mobile phones. Monitor to provide encouragement and help if needed. write: She's tall. Conduct class feedback of their answers. making sure all students can find the information. Conduct class feedback. If they can't stick their photos onto their blog. Ask students: What other short forms do you know? Elicit the verbs be and have got. 5 I’m sitting at the table. Then tell them to see if their partner can read their sentence. If they put the apostrophe in the wrong place. 3 Sam has got longer hair than Gina. 6 Focus students’ attention on the instructions and do Question 1 together. Put them into pairs to try to work out the sentence. Sam and Gina Photo 3: Tia’s sister and dad Why does Tia like the photo? Photo 1: she looks like a person from a cartoon Photo 2: it was taken when she went swimming at the beach with her two best friends Photo 3: it was taken on holiday and her sister and dad look very happy. When they have finished. How does she start it? Do students have an avatar? What three questions are they answering about each photo? Tell students to write their blog and./I'm happy. 10 Bring a photo in to demonstrate the task. Conduct feedback. If not. Tell them to finish the exercise individually. Monitor to check there aren’t any difficulties. Monitor to check they are writing short notes.) Tell students to write one sentence backwards with no spaces between the words. Answer the questions together with the class. 2. Monitor and provide help where necessary. such as when we write to our friends. 2 Here is a photo. 4 My brother’s got a new bike. On the board. write: I am happy. She's got long hair. Write: 1. Focus their attention on Tia’s blog. Direct students to the three questions. Homework MyEnglishLab What’s in the photo? Photo 1: Tia Photo 2: Tia’s two best friends. Students’ own answers. but in the second sentence means has. Language XP Focus students on the Language XP box and the phrases they can use to describe a photo. get them to choose two or three of them. Can students read this sentence? Tell them it starts with the capital M. focus them on the board and clearly show how when we remove a letter. What does full form mean? Do the first one with students. get them to stick their photos on it to make an attractive display poster. tell students to check their answers in pairs.

Get them to compare their ideas in pairs before asking them to write their script. Tell students to practise their scripts with their partner. Students’ own answers. What can they see? What are the boys doing? What’s the video about? Direct them to the task. Get them to compare their answers in pairs. Tell students to work in pairs and write notes for each point. you could hold a class talent show. Play the video again. If you have time. Tell them to continue individually. 1 at a dance hall 2 Direct students to the instructions and do the first question together. They should also decide when it is taking place and who is going to present the acts that are going to appear. Encourage them to predict the answer. or at the end of term. 94 Gold Experience . Put chairs and props out at the front of the classroom and encourage students to act their scripts out in front of the class. 1F 2T 3T 4F 5T 6F 3 Try to generate a class discussion here and encourage quieter students to join in. and to provide ideas. reassure them that they will watch the video again. then tell their partner what they think. and if they struggle. Monitor for accuracy when they write it. Monitor and provide encouragement. Students’ own answers. then conduct class feedback. Monitor. Project 4 Read through the instructions and Question 1 with students. then conduct class feedback. Give them some time to decide what kind of talent show it is and who decides the winner.Switch on (SB page 89) Our school’s got talent! 1 Focus students’ attention on the photo and on the title. Play the video.

then play the first part of Track 10. move the pieces of paper around the room so each group has a different one. cold. tell them to compare their answers in pairs. write: winter. Give them one minute to write more words about that season on their new piece of paper. shopping. surfing. Tell them they have one minute to write any words they can think of. After one minute. When they have finished. Draw a spidergram around it and elicit any words students can think of about winter. If there are any disagreements. Put students into four groups. rock climbing. In the middle of the board. Give each group a piece of paper with one of the seasons written on it. and write down any activities that don't have a photo. then play the rest of the recording.2 (without letters) so that they can repeat the correct pronunciation. They shouldn’t write words that are already there. autumn. like/love + -ing matching speakers with pictures making and responding to suggestions a postcard Vocabulary (SB page 90) To start Elicit the four seasons from students: summer. Can they name each activity? Teach any that they don’t know. swimming. e.3 sound effects: people swimming sound effects: playing tennis sound effects: skateboarding sound effects: hip hop music 2A 3B 4A Students’ own answers. chorally drilling them. Sport and fun 2 Focus students’ attention on the photos. tell them to check their answers with their partner. winter and spring. ➤ A B C D E F Tracks 10. 3 Play Track 10. Ask if any students do these activities. After they have finished. play the recording again. clothes going to. beach volleyball. 95 . and see who agrees with statement 1. Conduct class feedback by eliciting the answers from students. Tell students to open their books. tennis. A skiing B rollerblading C baseball D cycling E skateboarding F camping The activities not in the photos are: basketball. Tell them to match the activities with the photos.1–2 skiing rollerblading baseball cycling skateboarding camping 4 Direct students to the instructions. dark.10 Summer’s here Unit objectives Reading: Vocabulary: Grammar: Listening: Speaking: Writing: identifying true/false sentences sports. dancing. Power up 1 Ask: What season is it now? What is your favourite season? Why? Generate a class discussion and try to include the quieter students. Tell students to check their answers in pairs. Tell them to look at Question 1.1 for students to check their answers. want to + infinitive. Tell students to read the other sentences and decide which is true for them.g. snow. Check their answers. Then play Track 10. This activity needs to be quick and snappy to keep energy levels up. ➤ 1 2 3 4 1C Track 10. Conduct class feedback to see who agrees with each sentence.3. Continue the activity until all groups have written words about all four seasons. Ask: Which season is this unit about? What do you do in the summer? Look at Exercise 1 together.

Lou and Jay) Who is the second text from and to. Next. Homework Workbook pages 50–51 MyEnglishLab Reading (SB page 91) 1 Pre-teach the words exciting. Why does it say ‘the correct form of go or play’? (because they may need to write goes or plays or maybe went or played) Look at Question 1 with the whole class. play: basketball. Say: Who is your favourite singer? Is it boring if you meet your favourite singer? Elicit exciting.000 km. shopping. 1T 96 Gold Experience 2F 3F 4T 5F . Put students into pairs and tell them to take turns to read the texts aloud to each other. Elicit ideas about why it helps. How do you feel? What other things are exciting? To elicit adventure. Monitor to check students can find the information. ask for any more examples of challenges. Conduct class feedback. Keep going around the class until they can't think of any more activities. What do students think about the programme? Would they like to watch it? Would they like to take part in a programme like this? B a TV show on an island 2 Direct students to the instructions and ask: How many texts are there? (three) Who are the writers in the first text and what type of text is it? (online messages between Emma. Elicit one activity for each letter. then tell them to complete the exercise individually. The team with the most points wins. say: What do we call it when you do something exciting? Elicit adventure and chorally drill it. skateboarding. then tell them to complete the task individually. 2 go 3 play 4 go 5 goes Game on Focus students’ attention on the game instructions. beach volleyball. When students have finished reading. To check students understand. we say go -ing. B and C. we say play.5 Ask students: Do we say ‘I play football’ or ‘I go football’? (play) Do we say ‘I play swimming’ or ‘I go swimming’? (go) What do we need to play football? (a ball) Ask the same questions for basketball and shopping. Conduct class feedback by drawing the two balls on the board and eliciting the activities for each. and what is it? (an email from Emma to Katia) Who is the third text from and to? (from Emma to her mum and dad) Focus students’ attention on the Skill advice. Elicit that if we use a ball for the activity. Chorally drill it. Do Question 1 with them. dancing. but I'm not very good at maths. Direct students to Exercise 1 and options A. tell them to check their answers in their pairs. ask: Have you had any adventures? Do you know any adventure films or books? To elicit the word challenge. Ask the next team to say an activity beginning with R. tell them to check their answers in pairs. Monitor to check there aren't any problems. Is that easy for me? Elicit It’s a challenge and chorally drill it. say: I want to cycle 1. surfing. To check they understand the meaning. writing the correct verbs on the board. B on the board and tell students to close their books. C. Emma 3 Direct students to the task. When they have finished. and give them a point if they get it. Tell students they have two minutes to read the advert and decide what it is about. Monitor to check they stay on task. checking that everyone can find the information to answer the question. and if we don't use a ball. Write the four letters: S. tell them to check their answer in pairs. checking that they understand the meaning of aloud (the opposite of silently). Conduct class feedback. adventure and challenge. then conduct class feedback. Say: It’s your birthday and there’s a big present for you to open. rollerblading. focus their attention on the question and tell them to read the three texts to see who is planning to take part in Escape to Scorpion Island. rock climbing. After they have finished. eliciting where they found each answer. Is that easy or difficult? I want to study maths at university. skiing. Tell one team to start and say an activity beginning with S. Direct students to the task and tell them to work in pairs to complete it. They get one point for each word. tennis go: cycling. R. Conduct class feedback. swimming 6 Direct students to the instructions.

Elicit the dates of the summer holidays and write them on the board. Lou is planning to go to Paris. Try to elicit the full sentence: Emma is going to take part in a TV show. Direct students to the instructions and tell them to work in pairs to ask and answer questions about Jay and Alicia. Feed back their ideas. etc. they. Ask: What is Lou going to do in the summer holidays? Elicit and write: Visit Paris. Conduct class feedback and write the answers on the board in table form. Tell students these are Lou's plans for the summer. Chorally drill these sentences. draw a stick man. he. After they have finished. Try to elicit other possible activities (go shopping. 1 Play Track 10.). or No. He's going to eat French food. Jay is planning to go to a summer camp. Write them on the board. Monitor to provide help and encouragement. Feed back by asking for a few sentences around the class. Tell students to discuss what they think in pairs. they. Write the name Lou and today's date. Direct students to the task and to the chart next to the photo of Jay and Alicia. Elicit the subject pronouns and write them in a column on the board: I. we.Sum up 4 Work together with students to help them find where Emma is planning to go this summer. Monitor to check for accuracy. Draw a building and write school above it. Tell students to work with their partner to find Lou’s and Jay’s plans. Then play Track 10. Is that in the future? (yes) Try to elicit the target language: He's going to go shopping. If there are many problems. direct them to the board and show them the structure of the question again. Homework MyEnglishLab Grammar (SB page 92) Grammar XP On the board. Ask students: What comes next? Elicit the following and write it on the board: • I/You/He/She/It • am/are/is • going to • eat/go/see Get students to guess the negative forms. you. Direct students to the Grammar XP box and drill the sentences.5 so they can practise the intonation. How many activities is Jay going to do? How many activities is Alicia going to do? Focus students’ attention on the example sentences. On the board. tennis. write: Am I going to go to Paris? Tell them to work in pairs and write the same question for you. Students’ own answers. we. checking they understand. Emma is planning to go to Scorpion Island. and I really want to go to Disneyland because I know there are some really exciting rides there. He's going to see the Eiffel Tower. We aren’t going to go on holiday this year. . see the Eiffel Tower. ➤ Tracks 10. Students’ own answers. she. go to Disneyland. write: summer holidays. . If any students find it very easy. Ask students: Where is Lou now? Elicit at school. Students’ own answers. tell them to compare their sentences in pairs. he/she isn’t. eat French food). he/she is. Speak up 5 Direct students to the instructions and the example sentence. and add them to the table. Tell students to copy this. then to write about Lou’s and Jay’s plans for the summer. he. Monitor closely to check they are forming the questions and answers correctly. See if they can guess the question forms. 3 Ask students a few questions: Is Jay going to play football? Is Alicia going to go rock climbing? and elicit the short answer: Yes. she. make it more fun by telling one person in the pair to close his or her book and answer their partner’s questions from memory. On the right of the picture. I'd like to go to Paris to see the Eiffel Tower and go shopping. Are you going to come with me? 2 Ask students: Do you go on a summer camp? What do children do on summer camps? Elicit activities that children do (swimming. it. write: Emma is .4 for students to hear the correct intonation of the positive. it. climbing. Say: I like Lou’s plans because he’s going to visit Disneyland and Paris. On the board. Give an example.4–5 We’re going to fly to Paris. 97 . negative and question forms. then tell them to write six more.

Do the same with the second question. play the recording again. Elicit the sentence You’re going to drink some water. I am going to eat a banana. Homework Workbook pages 52–53 MyEnglishLab 1 Focus students’ attention on the pictures. elicit one piece of information from each student about their partner’s plans for the summer. If possible. Demonstrate the task first. Students’ own answers. Test them. Tell students to check their answers in pairs. -ing now. and my friends and I are going to go swimming in the sea. Monitor and check they don’t actually mime the action. then pause the recording to check students understand the task before playing the rest of the recording. ? 6 Tell students a few things you are going to do this summer. Tell students to work in pairs and do the same. Elicit: Yes. Monitor to check they are using the structure Are you going to . Conduct class feedback by eliciting the answers and encouraging students to describe what those people are wearing. Collect all the pieces of paper in and put students into groups of four or five. Ask one student questions such as: Are you going to go shopping this evening? Are you going to go to see your cousins this evening? Are you going to take some photos this evening? and keep asking the questions until you find three things that you are both going to do. then tell students to take turns to mime their sentence to their group. I'm not. Check that they have heard them all.7 (without the letters) for students to repeat the words. Give each pair a piece of paper and tell them to write a few sentences about their plans for the summer (but without putting their name on the paper). as the answer. Feed back by reading out the pieces of writing and eliciting the writers’ names. etc. Tell students to walk around in pairs and guess who wrote each one. Then tell them to uncover the writing and to match as many of the pictures and words as they can. A jeans B trainers C sunglasses D T-shirt E skirt F sandals G hat H sweatshirt I shorts J shirt K tights L boots ➤ A B C D E F G H I J K L Tracks 10. Students’ own answers. Monitor and provide help if necessary. I am. Tell them to cover the writing on the left and tell their partner the words for any of the clothes they know. asking: What is C/A/F? Then tell them to test each other in pairs by asking What is D/A/K?. . Write on Vocabulary (SB page 93) To start Three things in common with your partner.6 for students to check their answers. Tell them to make a note of their partner's answers. . Make sure they keep their actions secret. Put students into pairs and tell them they need to find three things both they and their partner are going to do this evening.8. Elicit the first question and chorally drill it.6–7 jeans trainers sunglasses T-shirt skirt sandals hat sweatshirt shorts shirt tights boots 3 Direct students to the instructions and ask them: What is a fashion show? Play the first description on Track 10. 2 Play Track 10. Clothes Students’ own answers. To finish Give each student a small piece of paper and tell them to write: I am going to + an action on it. as that would be I am . then lifting the glass and stopping before you drink. If there are many problems. then collect the pieces of paper./No. For example. stick them on the walls or put them around the room. Mime: I am going to drink some water by pretending to turn the tap on and holding a glass under it. Direct students to the instructions. For example: I'm going to go camping. Tell them to cover the words again. Give each student one of the pieces of paper. then tell students to work in pairs and ask and answer the questions. 5 Depending on the size of the class.4 Direct students to the instructions. . then play Track 10. . Demonstrate the task. 1 Sandy 98 Gold Experience 2 Jack 3 Emma 4 Sam .

sunglasses. He’s wearing a sweatshirt. . Play Track 10. A hot summer on Scorpion Island: hat.8–9 1 A: And now here are the winners of this year’s fashion show! First. Very nice. Dad. Tell students to compare their lists in pairs. It’s hot on the island. Tell students that the first pair of students to find seven words wins. . shirt. not shoes. T-shirt Winter at school: boots. . 6 Focus students on the instructions and get them to predict the answer. I don't like wearing hats because they are very hot. Give an example: I think she’s going to take some shorts. He loves shorts. too. Emma? Emma: No. No. Emma! She’s wearing a black dress with a shirt. then tell students to work in pairs and write all of the clothes from Exercise 1 in the bags. Conduct class feedback.10 Dad: Are you ready. trainers. Great tights! 4 A: And fourth. . We like the hat! 3 A: In third place. Elicit one or two more things for each bag. .4 Focus students on the instructions. . And I’m not going to take this jacket. Elicit some other predictions and write them on the board. She’s also wearing red and white tights and red boots. Emma: Good idea! And I’m going to take my shorts. . Can they remember the winner and the order? Play Track 10. hat. Dad: What about this skirt? Emma: No. I’ve got a pair of trainers and . What does a pair of mean? (two things that are the same) Elicit an example of a pair of . Monitor to provide encouragement and to check they are copying the words accurately. sandals. Dad: Take your boots. . boots. Get students to work in pairs and describe what they like/don’t like wearing. . . I’m not. T-shirts. Monitor and give suggestions if needed. then tell students to check their answers in pairs. trainers and. are you going to take some jeans? Emma: Mmm . so I’m going to . shorts 99 . and why. Students’ own answers. She’s also wearing a T-shirt. jeans. Sam! He’s wearing a T-shirt with a lot of colours. ticking or crossing out the words on the board and adding any others that students didn't say. sandals. tights. Does everyone agree with this order? Why/Why not? 1 Sandy 2 Jack 3 Emma 4 Sam ➤ Tracks 10. trainers and a jacket. swimsuit. Conduct class feedback. shorts. Sandy. sunglasses and shoes. yes.s. And some T-shirts. and he’s wearing a hat. Dad: What about your swimsuit? Emma: Yes. Homework MyEnglishLab Word XP Tell students to look at the words in Exercise 1. Speak up 7 Demonstrate the activity by saying: I like wearing jeans and T-shirts because I feel relaxed when I wear them. Game on Tell students to close their books. I’ve got it here. skirt. swimsuit.10 and tell students to write a list of the clothes Emma is going to take to Scorpion Island. Well done to all . trainers ➤ Track 10. of course. 2 A: Second is Jack. Love the colours! He’s also wearing jeans. jeans. 5 Tell students to draw the two bags. She’s wearing one of her long skirts. I’m not going to need a skirt. Oh.9. Conduct feedback by drawing the two bags on the board and eliciting which clothes go in each bag. I can’t decide about my clothes! Dad: Well. then put students into pairs to think of other words you can use with a pair of. Which ones are plural? Ask: Is that the same in your language? Direct students to the Word XP box and show them how we can say some or a pair of with these words.

What’s my dream? To go to the Olympics. write: I want . Direct students to the Grammar XP box and check that there aren’t any problems. I don’t want to be a dancer because it’s not easy and you have to train a lot. She isn’t good at running. but I’m not good at . I want to win a medal for my country. . I love . But I like watching it more! 6 On the board. I like/love playing tennis). What are their dreams? Does anyone in the class have the same dreams? Play Track 10. . My dream is to open a sports centre – a big one! In my sports centre. Students’ own answers.g. I go three times a week. and write them on the board. Tell the other students to listen and try to work out who the student is talking about. . I want to visit every country and learn five languages! 3 C: I love dancing.11 1 A: Last year I started swimming lessons. Then write maths: 10. Tell students to try and guess three sentences about you. . Try to elicit them. write: I want to . I think I’d like to be an actor. eliciting the answers and writing them on the board. you’re a good actor. Say: I’m good at . Invite more students to give descriptions for the others to guess. I don’t know what I want to do. You see. Students’ own answers. . Darren: Yes. Then tell students to practise the conversation in pairs. What about you? Do you know? Darren: Yes. It’s exciting and you can travel. I don't like . . 4 D: I like playing sports. . I like . . too. Start the task by reading the beginning of the conversation and doing the first two with the whole class. 2 acting 3 to be 4 to do 5 to be 6 doing 7 playing 8 watching ➤ Track 10. Get them to discuss their dreams in pairs. Ask a few students to feed back their dreams to the class. Play the rest of the recording. Monitor to provide encouragement and to check for accuracy. tell them to compare their sentences in pairs. Monitor to provide encouragement and ideas. baseball. Choose a stronger student and tell him or her to do the same either about himself/herself or about his or her partner. . That’s my dream. Tell them to continue individually and compare their answers in pairs. . I’m going to have all kinds of sports and fun activities – basketball. Darren: Well. Homework MyEnglishLab . then tell students to check their answers in pairs. You can also meet a lot of famous people. we haven’t got a sports centre or any good places for sports. Which are the two extra dreams? 1A 2B 3D 4C ➤ Track 10. Elicit possible endings and write them on the board.g. What about becoming an actor? Rosa: I like acting. Don't worry about accuracy here. I also love travelling.Listening (SB page 94) Power up 1 On the board. .12 for students to check their answers. Elicit the sentences Sophie’s good at maths. again clearly showing the verb patterns. etc.11 for students to match the teenagers with the dreams. tennis. but it isn’t easy in my village. I want to eat). history: 3. Tell students to look at Exercise 1 and talk in pairs about what they are good at and what they aren’t good at. . Monitor to provide encouragement. . . draw a stick person and the name Sophie. I do. Conduct class feedback. 2 B: I like learning new things. . and I like and I love + -ing (e. but I like acting. even hip hop dancing! 100 Gold Experience Focus students’ attention on the Exam advice. Direct students to the exercise and tell them to write three sentences about themselves. Make sure they read the words before and after each space before they choose the verb form. . Languages are my favourite subject. After they have finished. 5 Play Track 10. clearly showing that it is always I want + infinitive (e. Then I can do what I love doing: watching lots of football and tennis matches! Rosa: But you love playing sport. Ask students: Did you do this? Grammar XP On the board. 2 Ask students: Do you know what you want to do in the future? Do you want to go to university? Do you want to live in this country? What job do you want to do? Elicit a couple of ideas. 4 Tell students they are going to practise the grammar they have just looked at in the Grammar XP box. . Conduct class feedback. swimming: excellent. Pause after the first one to check students have the correct answer. My teacher says I’m good. Demonstrate the next part of the activity. That’s why my dream is to travel around the world. . Listen up 3 Direct students to the instructions and focus their attention on the pictures. then tell students to look at Exercise 2 and read the examples. too. but I don’t really want to be an actor. . Students’ own answers.12 Darren: Do you know what job you want to do? Rosa: No. running: poor. that’s true. I love . not really. I want to be a sports reporter.

. Monitor students to check they are on task and using the correct structures with I want/I like/I love. When they finish. 5 First. Is it the same as the sentence you whispered to the first student? If the class is very big. Monitor and provide suggestions if needed. Students’ own answers. B: Mmm . have two or three sentences going around the class. Give them a few minutes to look at the two adverts. Nominate A and B in each pair and tell them to turn to the page indicated. . they don’t. Tell them to talk in pairs about the holiday they like best. What about going shopping?) Chorally drill this sentence. Students’ own answers. Are anyone's plans the same? Try to include some quieter students in this.13 A: This holiday looks great! I love camping! Let’s choose this one. What is the first advert for? What is the second advert for? Play Track 10. Ask students: Is it OK to say ‘No. and get them to continue whispering the sentence to their neighbour until everyone has heard and repeated it. No. Are their answers the same as their partner’s? Students’ own answers. I don't want to do that’? (no) Tell them to look at the Skill advice and find what we can say instead of no. Tell the student to whisper the same sentence to the person next to him or her.) Chorally drill the sentence with students. What can they see? Do students like doing these things? Why/Why not? Focus students on the instructions. Monitor to check students aren't having any difficulties and to provide encouragement. To finish Chinese whispers. tell them to compare their answers in pairs. Write the two structures on the board: Let’s go/eat/play.-ing? (e. Tell students to sit facing their partner and only look at their own page. 6 Invite a few students to describe their plans for the weekend. starting from different ends of the classroom. then point to the other activities and elicit suggestions with the structure. If you hear a lot of mistakes in the structures. Make sure they only whisper it once – the next person must guess what the sentence is. . focus them on the board and try to elicit the corrections. . Direct students to the instructions and the phrases to use.Speaking (SB page 95) Power up 1 Elicit a few ideas from students. Next. Tell them to copy the table in their notebooks and add three more activities they want to do for their holiday weekend. Tell students that in this game they can only whisper (demonstrate by speaking very quietly and drill the word chorally). . . What about camping by the sea? A: Yeah! Good idea! 3 Demonstrate the speaking task by saying I like the beach holiday best because I love swimming in the sea and I don't like rock climbing. then tell them to discuss this with their partner. Conduct class feedback. Language XP Focus students’ attention on the Language XP box and check there aren't any difficulties. Ask students: What do you want to do on Saturday morning? Elicit some activities and write them on the board. . 4 Direct students to the instructions and to the table. then point to the other activities and elicit suggestions from them starting with Let’s . I’m not sure. .g. Suggested sentences: Let’s go to the zoo next Friday. Tell them to work with their partner and follow the instructions to make plans for tomorrow.g. We always have fun at the sea. What can we say when we agree? Tell them to find the answer in the Skill advice. Let's go shopping. After students have finished talking together. Students’ own answers. After students have listened to the recording. teach the two ways to make suggestions. Tell them to talk in pairs to decide the best plan for the weekend. Monitor to check they are on task. elicit a few ideas from students. make a note of them and write them on the board. Ask the last student to tell the class the sentence they heard. ➤ Track 10. Students’ own answers. What about going to the beach? I love the sea! A: Maybe you’re right. Students’ own answers. point to one activity and say: What about . get them to discuss in pairs what they think. Monitor to provide encouragement and to check they are using the two structures.13 to hear whether the speakers choose one of these holidays. (e. 7 If you can move students. B: I know! Let’s look for a different holiday. Whisper a sentence in one student’s ear: Tomorrow I’m going to meet my friends for a coffee. After they have finished. this is a good opportunity to get them to work with a different partner. direct students to the photos in the adverts. They want to go camping by the sea. How about going/eating/playing? Direct students to the instructions and the example sentences. Then point to one of the activities and say: Let’s . How about eating pizza and salad after the cinema? Homework MyEnglishLab 101 . They decide to look for a different holiday. Speak up 2 First.

He’s having a sightseeing holiday in Paris. After they have finished. Do Question 1 together. . I never send them an email. Get them to complete the sentences with possible endings orally. eliciting the answers and writing them on the board. Tell students to read the Skill advice. what you are doing today and what you are going to do tomorrow. 4 Direct students to the instructions. Look with them to find the answer to Question 1. 102 5 go 6 wait . Don't worry about accuracy here. Ask: What information do you need to include in a postcard? Elicit: name and address. What are they doing? Where are they staying? Tell them to talk in pairs about their dream holiday. 1 We’re having a great time . Do the first one with the whole class. 6 Focus students’ attention on the postcard. . . When they have finished. What country is it? Have they been there? Do they want to go there? Direct them to Exercise 1 and discuss together. Ask: Which comes first? Tell them to start reading the postcard to find out. the date. then tell them to continue individually. Feed a few ideas back to the class. Power up 1 Direct students to the map. Conduct class feedback to check answers. tell them to compare their answers in pairs. . what you did yesterday. or get students to find a photo for homework and bring it to class so they can make a postcard. After two minutes. 1 on the right 2 on the right. Were they right? Students’ own answers. Elicit one example. Feed back by asking the pair with the most ideas to tell them to the class. at the top 8 Direct students to the instructions and the three sentences. then tell them to work in pairs to answer the other questions. tell them to check their answers in pairs. Students’ own answers. at the bottom 4 on the right.Writing (SB page 96) To start Brainstorm types of holiday. Elicit the correct answer for this space. Either bring photos into class for students to choose one. Conduct class feedback. 1b 2a 3c Write on 9 First. Tell them that they only have two minutes to read the postcard and answer the questions. He’s writing to his grandfather. checking everyone has found the information they need. Before getting students to read the Skill advice. 10 Direct students to the instructions. I always send postcards because I like writing to them. 1 having 2 seeing/doing 3 can’t Language XP Focus students’ attention on the phrases used in a postcard. Monitor to help students find the information if needed. eliciting the answers and writing them on the board. present or the future. Tell students to continue individually and to think if each sentence is in the past. then put students into pairs and give them one minute to think of any different types of holiday. Get them to read the instructions and fill in the table. then compare their table with their partner’s. Students’ own answers. then tell them to find the answers to Questions 2 and 3 individually. above the address 3 on the left. Put students into pairs so they can tell their partner how they contact their friends when they are on holiday. stop them and tell them to compare their answers. tell students to imagine their dream holiday. a sightseeing holiday 2 Look at the question with students and say: I sometimes send my friends text messages. checking everyone has the answers. Who is it from/ to? Read the first sentence with the class to demonstrate that they need to read the words before and after the spaces. 2 We’re seeing . Conduct class feedback. 2 great 3 went 4 playing Gold Experience 7 See 8 Love Plan on 7 Focus students on the questions in Exercise 7. 3 Direct students to the postcard and elicit Who is it from? (Lou in Paris) Focus students on the instructions. Conduct class feedback. ask: What should you do after you write your postcard? Elicit ideas. Conduct class feedback. Conduct class feedback. 3 I can’t wait! 5 Tell students to use the same phrases to complete the postcard.

What can they see? Where is the person in the photo? What is he or she doing? Direct them to the exercise.) On the board. Turn your back so you can’t see the word. Students’ own answers. Conduct class feedback and write the answers on the board. We sometimes meet friends there and go sightseeing with them . Get students to check their answers in pairs. We all love swimming in the sea and eating in restaurants. Ask the class for clues without saying the word. Homework MyEnglishLab Switch on (SB page 97) Escape from Scorpion Island 1 Focus students’ attention on the photo. sunglasses. then play the video again. Students’ own answers. refer them to the prompts again. then tell them to complete the task individually. get them to find photos of their holidays or pictures of the places they go to. if students struggle. Other words could be: outdoor. Put students into teams of four or five. Describe your summer holidays. Conduct class feedback. . Write the word cinema on the board. Do Question 1 together. Play the video. One student in each team should have his or her back to the board and face his or her team. On the board. Project 4 Direct students to the instructions. 1B 2A 3A 4B 5B 3 Try to encourage a class discussion here with as many students as possible contributing. Get them to write about their holidays either for homework or in class using the prompts on the board and in their books. write: postcard. The team that guesses the word first gets a point. 1C 2A 2 Direct students to the instructions. This makes an attractive classroom display. 103 . rock climbing. Encourage them to predict the answers. write: Where? How? What? Who? How long? Tell students to describe their summer holidays in pairs using the prompts on the board. . Monitor and. If possible. then tell students to check their answers in pairs. Pretend to guess the word when they give you enough clues.To finish Backs to the board. (In my summer holidays I always go with my family to the beach. skateboarding. Tell students who can see the board to describe the word to the team members who can’t.

foot 5B 6C 3 swimsuit 7A 4 jacket 6 neck 8A 5 tights 6 2 shorter than 3 the longest 4 taller than 5 bigger than 6 stronger than 7 the fastest. 3 2 long 3 face 4 2B 3A 4C 5 2 sunglasses 4 knee 5 foot. 3 Lou’s got long straight hair. 5 Jay’s legs are longer than my legs. 5 I don’t like playing basketball.Revision (SB pages 98–99) 1 2 pretty 3 toes 4 fair 5 cycling 7 sweatshirt 8 beach volleyball 6 skirt 2 2 Anna’s got big green eyes. slower than 8 the youngest 7 2 Do you like playing tennis? 3 Do you want to go to Scorpion Island? 4 They’re going to see their friends on Saturday. 9 2F 3B 4D 5A 6C 10 2A 3C 4A 5C 104 Gold Experience 6C 7B 8B . 4 I’ve got two hands and ten fingers. 6 Is she the tallest student in her class? 8 Students’ own answers.

• If students struggle to make the questions. 105 . Ask students to close their books and turn the worksheet upside down. (How often do you get up before 10. • Give each student a worksheet. eliciting them and writing them on the board before they write them down. They don’t need to write whole sentences for this task. • Tell students to turn their worksheets over. (What time do you get up?) Drill it chorally and write it on the board. tell students to write it down. • Read through the sentences with students and tell them that they are going to guess their partner’s answers and write them down without talking to their partner first. • Put students into pairs. • Conduct class feedback of the questions. • Check students have the correct questions. B A L C O N Y A D T G O H C A W R L R N O O D C S O C E U T M K N R A T I A R I S L I G H T Unit 03: Wild animals N D E S K N D R A O B P U C I B You will need: one worksheet per student. Tell them to work together to create the rest of the questions and write them down. Again. • Do the same with the next question. • Students ask their partner the questions. they don’t need to write full sentences for this. • Fast finishers could create a free time activity puzzle of their own. They should tick (√) or cross (x) the last column and compare their answers with their partner’s. • Students fill in the Me column about themselves.Teaching notes for photocopiable activities Unit 01: My space Unit 02: My week You will need: one worksheet per student. • Try to elicit the first question. and write down their partner’s answers. ? Monitor to provide encouragement and assistance if needed. . You will need: one worksheet per student. Each question should start How often do you . • Put students into pairs. • Give each student a worksheet and check they understand who their partner is. • Give each student a worksheet. Elicit as many things in the house as they can remember from the unit and write them on the board. do them all as a whole class. • Tell students they need to fill in the Teacher column. Tell them they will need to find ten things in the house in the word search. • Elicit the first two questions from students and write them on the board. Nominate students to ask you the questions. (What time do you have breakfast?) Again. and make sure they all write your answers correctly.00 on Sundays? How often do you swim?) Tell students to copy them down in their notebooks. for example using an online puzzle generator. Chorally drill them all. • Tell students to write the rest of the questions down. • Students work individually to complete the word search and find the ten things. . • Tell students to work with their partner and ask and answer the questions. Tell students to write it down.

The first person to finish is the winner. A or B. e. • Cut up the worksheets and give each student A a worksheet A. Erika can dance. • Give each student a letter.g. On and – at the top of each one. • Elicit the first question (When did you last brush your hair?) and chorally drill it. • If they say the correct word.). Students walk around the class and ask each other their questions. they stay on the square. . • Monitor while students ask their questions to check that everyone in the class is included in the activity. 1 Sentence: Today it is windy and cloudy. • On the board. Weather word: snowy 2 Sentence: My favourite season is winter. • All student As turn their worksheets upside down. they have to say the correct word to complete the sentence or question on that square. they will need to unscramble the words in the puzzle to make a sentence. • When students have finished and have a different name for each answer. and each student B a worksheet B. If they can’t say the correct word. etc. Juan can sing.) and write them on the board. • Give each pair a game board and a set of dice. • Tell all student Bs to look at their first question. • Students work together to complete the puzzles. When they finish. • Fast finishers could write another question for their partner. When they land on a square. They should write down the names of the students who answer Yes. student Bs turn their worksheets over and student As ask them the questions. • Organise students into pairs and give each pair a worksheet./No. Unit 05: Media magic You will need: one worksheet per pair of students. I can’t. Student Bs ask them the questions and write their answers down. for each puzzle. Weather word: sunny 106 Gold Experience Unit 07: Life in the past You will need: one worksheet per student. Then they will need to use the letter above each number to write the weather word. draw three columns Write: In.). tell them to sit down and write their results down in sentences. yesterday. • Students check their answers in pairs and then with the whole class. • Put students into pairs and nominate one student in each pair A and one student B. • Tell all student As to look at their first question. they move back to the square they were on before and their partner gets an extra turn. Elicit the question from them (Can you say the alphabet backwards?) and elicit possible answers (Yes. I can’t. Elicit the question from them (Can you count from thirty to one in English?) and again elicit possible answers (Yes. on Monday. • Organise students into pairs. • Check that students all understand their questions. Elicit time phrases that go in each column (in 2013. I can. You will need: one board and one set of dice per pair of students. • Tell students that. I can. • Students take it in turns to throw the dice.Unit 04: Around town Unit 06: Fantastic food You will need: one worksheet (A or B) per student. I can./No. Tell them to find a counter each (possibly a pen top or a rubber). They should have a different name for each answer. • Give each student a worksheet and tell them to fill in the first column about themselves.

Students continue until they have answered all the cards in the pile. Unit 09: Head to toe You will need: one board and one set of dice per pair of students.g. cut out and mix up one set of cards for each pair of students. they have to say the correct word to complete the sentence or question on that square. When they land on a square. Again. • Tell students they will need to take it in turns to lift a card from the top of the pile and read it out to their partner. Tell them to find a counter each (possibly a pen top or a rubber). • Tell students to look at the answers and turn over all the questions and try to remember them. • Put students into pairs. Encourage them to use a timer (e. students report back on what they have learnt about their partners. • Before the class. • If they answer the question correctly. • Put students into pairs.Unit 08: Young people. • During class feedback. they stay on the square. • Cut up all the questions and answers and mix up the pieces of paper. • Their partner has thirty seconds to one minute to tell them about the subject. • Tell students that they have to try to match the questions with the answers. Unit 10: Summer’s here You will need: one set of cards for each pair of students. big ideas! You will need: one set of cards per pair of students. • Give each pair a game board and a set of dice. Partners can test each other. partners can test each other. The first person to finish is the winner. • Give each pair of students a set of cards.g. on their mobile phones) or set a timer yourself (e. • Put students into pairs. • Ask students to look at the questions and turn over all the answers and try to remember them. • Students take it in turns to throw the dice. using an online stopwatch). Give each pair a set of cards and ask them to arrange them face down in a pile on the table. they move back to the square they were on before and their partner gets an extra turn. 107 . If they can’t answer the question correctly.

Unit 01 Find the things in the house 108 B A L C O N Y R Q T A S F Y P K O M D V T H Q D G H L R O S H C O K A O G J W G R L W J R J V B N J O O O D D I Q C S O O C T T E T V U T H M K R R N J K R A U V G U L G G Y T I I B X D K H O F A R P F L I G H T V I S O S F B E J O H N K I O D E S K N I T U U S D X T I N F N I B U W X Q J S I P N K D R A O B P U C Q P J B N R V F L S T W Gold Experience PHOTOCOPIABLE © 2014 Pearson Education Ltd. .

109 .Unit 02 School and home Questions Me Teacher Student What time/you/ get up What time/you/ have/breakfast What time/you/ leave home What/your/ favourite subject What time/you have dinner you/study on Sunday you/play sport you/have a sister What/your/ favourite day Gold Experience PHOTOCOPIABLE © 2014 Pearson Education Ltd.

at weekends. My partner often swims. 110 Gold Experience PHOTOCOPIABLE © 2014 Pearson Education Ltd.Unit 03 Hobbies I think .m. My partner usually helps his/her parents in the house. My partner never tidies his/her bedroom. . . (Yes/No) My partner’s answer Was I right or wrong? (Yes/No) (√ or x) My partner always gets up before 10 o’clock on Sundays. My partner often goes to bed after 11 p. My partner often cooks dinner. . My partner sometimes eats breakfast in the kitchen. My partner often buys clothes. My partner always does his/her homework after school. My partner never eats at night.

. 28 . 1 count from thirty to one in English (30.) __________________________ 2 run fifteen kilometres __________________________ 3 say goodbye in four languages __________________________ 4 sing __________________________ 5 spell February __________________________ 6 name seven capital cities __________________________ 7 swim 400 metres __________________________ Gold Experience PHOTOCOPIABLE © 2014 Pearson Education Ltd. . . . . x.Unit 04 Find someone who can . 111 . . .) __________________________ 2 cycle twenty kilometres __________________________ 3 say hello in four languages __________________________ 4 dance __________________________ 5 spell Wednesday __________________________ 6 name seven countries __________________________ 7 jump two metres __________________________ Student B Find someone who can . y. . Student A Find someone who can . . w . 1 say the alphabet backwards (z. . 29.

Unit 05 The weather 1 DATOY 3 TI SI 1 NDIWY 4 NDA 2 UYOCDL 5 Weather word: 1 2 2 3 4 5 YM 5 ARUEFTIOV 2 ASNESO 3 SI 1 TEWRIN N Weather word: 1 112 2 3 4 5 Gold Experience PHOTOCOPIABLE © 2014 Pearson Education Ltd. .

I’ve got ______ rice. 23 22 21 20 We’ve got ______ yellow melon. please? A TURN I don’t need ______ things. Can I have ______ sweets. 10 2 SPACES Would you like ______ drink? How ______ cheese have you got? HAVE ANOTHER TURN 14 13 12 Is there ______ money? I haven’t got ______ headache. A TURN There are ______ beans.Unit 06 Fantastic food 1 2 GO FORWARD I’d love a drink. How ______ bananas are there? There ______ any burgers. Do we ______ stand here? GO BACK 3 SPACES 25 START Gold Experience I’d ______ a pizza. 11 26 Would you like ______ ice cream? PHOTOCOPIABLE © 2014 Pearson Education Ltd. FINISH 113 . 8 GO BACK You ______ turn your mobile phone off in class. 16 17 MISS 19 There’s ______ salad. I’m ______ Have you got ______ apples? 3 SPACES 7 6 MISS 4 ______ there any bread? There isn’t ______ sandwich.

? Me Brush your hair Travel by bike Watch a DVD Play a computer game Text a friend Talk to your mum Phone a friend Wash your hair Cook a meal Walk to school Listen to a CD Travel by train 114 Gold Experience PHOTOCOPIABLE © 2014 Pearson Education Ltd. Student 1 .Unit 07 When did you last . . .

What did you find in your cupboard? I found all my homework from last week! When did you make that cake? I made it on Monday. I did. How did you go to school yesterday? I went by bus. Who did you see at the party? I saw my friends. Gold Experience PHOTOCOPIABLE © 2014 Pearson Education Ltd. 115 . Did you write any messages online yesterday? Yes. I did. How many photos did you take? I took about twenty. I wrote three. Did you take any photos? Yes. I took lots.Unit 08 Answering questions Where did you go yesterday? I went to town.

What is the superlative of bad? MISS What’s the comparative of funny? 17 19 Where are your shoulders? A TURN What is the plural of foot? 23 22 21 20 Where are your knees? What’s the opposite of curly? What does twins mean? What’s the fastest animal in the world? GO BACK 3 SPACES 25 26 I’m the ______ student in this class! My dad is ______ than me. What’s the comparative of good? 3 SPACES 7 6 MISS 4 Name three things on your face. 16 116 1 Gold Experience PHOTOCOPIABLE © 2014 Pearson Education Ltd. How many teeth have you got? A TURN Elephants are _______ than giraffes.Unit 09 Comparative and superlative bodies 2 GO FORWARD You have ten of these on your feet. 2 SPACES Sloths are the ______ animal in the world. 8 GO BACK 10 English is ______ than Japanese. FINISH . HAVE ANOTHER TURN 14 START 13 11 How many fingers have you got? 12 What do you see with? I’m clever. but Mary’s ______ than me.

Tell me about your family. . Tell me about your favourite sport. Tell me about your bedroom. Tell me about your dream holiday. Gold Experience PHOTOCOPIABLE © 2014 Pearson Education Ltd. Tell me about your last holiday. Tell me about your weekends. .Unit 10 Tell me about . Tell me about yesterday evening. 117 . Tell me about your favourite food. Tell me about your daily routine. Tell me about your house. Tell me about last weekend. Tell me about your favourite animal. Tell me about your favourite place. Tell me about your school. Tell me about next weekend. Tell me about your hobby. Tell me about your plans for the future. Tell me about your best friend.

Gold Experience A1 Studentsʼ Book answer key Starter 6 Welcome to my world! 2 Yes. she isnʼt. 4 No. b 10 c 8 d 7 e 2 f 4 g 6 h 5 i 1 j 3 3 4 Studentsʼ own answers. 01 My space Vocabulary (SB page 10) 1 Studentsʼ own answers. 4 Stefanʼs from Poland. he isnʼt. Studentsʼ own answers. 1 3 No. Angeloʼs from Ecuador. Elifʼs from Turkey. Sheʼs from Spain. eleven years old All about you Valeria. 2 6 No. Ninaʼs from Spain. she is. Williamʼs from Malawi in Africa. Studentsʼ own answers. she isnʼt. 1 . twelve years old Valentina. 5 5 Studentsʼ own answers. 2 A bin B clock C comics D cupboard E cushion F electric guitar G light(s) H mobile phone I music player J noticeboard GOLD EXPERIENCE A1 PHOTO C OPIABLE © 2014 Pearson Education Ltd. Heʼs from Ecuador. eleven years old 1 Studentsʼ own answers. My family 2 4 Manchester City 1 dad 2 mum 3 brother 4 sister 5 grandfather and grandmother 3 6 uncle and aunt 1 A 2A 3C 4C 5A a grandfather b grandmother c dad 4 d mum e uncle f aunt g brother h sister i cousins Studentsʼ own answers. 5 Yes. Annaʼs from Australia. she is. Max is from Britain. Diegoʼs from Mexico. Sheʼs from Australia. Max Carter. Studentsʼ own answers. 6 All around the world Studentsʼ own answers. 1 2 Studentsʼ own answers. Tian Tianʼs from China. 1 Whatʼs cool at school? Studentsʼ own answers. Studentsʼ own answers. 2 3 Studentsʼ own answers.

Studentsʼ own answers. 2C. 7 5 Studentsʼ own answers. 6 Heʼs in the garage. Itʼs got big windows. 4 Theyʼre comics. 3 Heʼs in the dining room. 4C 5 Apartments: 1A. In Janaʼs room the walls are blue. 4 Studentsʼ own answers. 4A. GOLD EXPERIENCE A1 Studentsʼ own answers. 8 6 Studentsʼ own answers. Studentsʼ own answers.Gold Experience A1 Studentsʼ Book answer key Vocabulary (SB page 13) K poster L shelf 1 4 Studentsʼ own answers. 1B. 2A. It hasnʼt got a red balcony. 5 Itʼs a bin. 3A. Reading (SB page 11) 3 1 Studentsʼ own answers. 4 In Diegoʼs room the walls are white. Listening (SB page 14) 1 In Elifʼs room the walls are red and pink. 1 5 Studentsʼ own answers. 3 Grammar (SB page 12) Studentsʼ own answers. It hasnʼt got white walls. 5 4 Heʼs in the bathroom. 3 Theyʼre lights. 5 Heʼs in the lift. PHOTO C OPIABLE © 2014 Pearson Education Ltd. Itʼs got white walls. 2B. 3C. 3 Studentsʼ own answers. 2 Houses: 1C. 2 Itʼs a cupboard. 6 Itʼs a poster. 2 . Studentsʼ own answers. Itʼs got a red balcony. 3B. Evaʼs apartment hasnʼt got a garden. Room A 4 2 1 living room 2 dining room 3 bathroom 1D 2C 3B 4A 4 bedrooms 5 garden 6 balcony 7 stairs 3 5 2 Yes 3 Yes 4 No Studentsʼ own answers. 1 B 2A 3C 4A 2 2 isnʼt 3 There are 4 isnʼt 5 arenʼt 6 Adamʼs house: 3B Evaʼs apartment: 4B 6 There are Adamʼs house hasnʼt got big windows. 4B Studentsʼ own answers. 2 2 Heʼs in the kitchen. In Maxʼs room the walls are orange (and white).

Gold Experience A1 Studentsʼ Book answer key
Speaking (SB page 15)

4

1
Studentsʼ own answers.
2

1 Sofia:

Hi, Mum! Where are my trainers?

2 Mum:

Theyʼre in the kitchen.

3 Sofia:
Oh yes, here they are. Is my bag
in the living room?

Studentsʼ own answers.

4 Mum:
Yes, it is. Itʼs under the table. Have
you got your homework?
5 Sofia:
Iʼve got my maths, but I canʼt find
my English homework.
6 Mum:

Is it in your bag?

7 Sofia:
Bye, Mum.

No, it isnʼt. Oh! Yes, it is. Thanks!

5
2 Hi 3 Thanks 4 Bye
6
Studentsʼ own answers.
7
Studentsʼ own answers.

Writing (SB page 16)
1
Studentsʼ own answers.
2
2 The Avengers 3 07977 405 637
4 Australia 5 twelve 6 Luisa
3
2 of

3 about 4 about 5 about 6 from

4
2 fantastic 3 red 4 favourite 5 from
5
Studentsʼ own answers.
6
Studentsʼ own answers.

Switch on (SB page 17)
1
1 a pet dog 2 a brother 3 a guitar
2
1 F 2T 3F 4F 5T

GOLD EXPERIENCE A1

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Gold Experience A1 Studentsʼ Book answer key
Grammar (SB page 20)

3

1

Studentsʼ own answers.

Studentsʼ own answers.

4
2

Studentsʼ own answers.

2 They play games on Sunday.

02 My week

3 It doesnʼt end at 3.30 on Friday.

Vocabulary (SB page 18)

4 We look after the young students.

1

5 He is very happy.
Monday, Tuesday, Wednesday, Thursday,
Friday, Saturday, Sunday

3
2 It doesnʼt finish in the afternoon. It finishes in
the evening.

2
Students own answers.

3 She doesnʼt go home after school. She
stays/sleeps at school.

4

4 They donʼt see her every Sunday. They see
her three or four times a year.

A I get up. B I have a shower. C I get dressed.
D I have breakfast. E I talk to my friends.

5 She doesnʼt want to be a teacher. She wants to
be a kung fu actor/an actor.

F I go to the shops. G I do my homework.
H I watch TV. I I play computer games.

4

J I meet my friends.

Studentsʼ own answers.

5

5
Students own answers.

Studentsʼ own answers.

Reading (SB page 19)

4

1

Studentsʼ own answers.

Studentsʼ own answers.
5

2

Studentsʼ own answers.

16: how old Tian Tian is (6)
40,000: number of students at the school (5)
5.00: school starts (2)

Vocabulary (SB page 21)
1
2 computer games: A, card games: B

9.30: school ends (3)

3 swimming lessons: B, singing lessons: A

3: how old some students are (7)

4 the drums: B, the guitar: A

3

5 a party: A, fun: B
2B 3A 4B 5A 6A

4

6 to the beach: B, to the cinema: A
2

Studentsʼ own answers.
5

1 play volleyball/football
2 play computer games/card games

Studentsʼ own answers.

3 have swimming lessons/singing lessons
4 play the drums/the guitar
5 have a party/fun

GOLD EXPERIENCE A1

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Gold Experience A1 Studentsʼ Book answer key
6 go to the beach/to the cinema

3
Tuesday: have swimming lessons
Wednesday: play computer games
Thursday: play football
Friday: go to the beach
Saturday: play the drums
Sunday: go to the cinema
5
January, February, March, April, May, June, July,
August, September, October, November,
December
6
2 at 3 in 4 in 5 In 6 on
7
Studentsʼ own answers.

Listening (SB page 22)
1
Studentsʼ own answers.
2
Studentsʼ own answers.
3
1 Do you walk to school?
2 What time do you go to school?
3 Do you and your friends like school?
4
1 (half past) seven (in the morning)
2 thirty
3 Mateo
4 forty-five (minutes)
5 geography
5
Studentsʼ own answers.
6
2 Do you walk to school with your friends?
3 Does your teacher go to school with you?
4 When do you do your homework?
5 Do you like school?

GOLD EXPERIENCE A1

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12. 2 a bedroom 3 a kitchen 4 a garage 5 a balcony Writing (SB page 24) 1 4 Studentsʼ own answers. geography 3 2 1 My school starts at eight oʼclock.15. 3 Yes. Studentsʼ own answers. 2 I have maths on Monday and Tuesday. Switch on (SB page 25) 2 1 Studentsʼ own answers. 4 4 Studentsʼ own answers. 1 B 2 maths. 2 6 2 garden 3 garage 4 poster 5 cupboard Studentsʼ own answers. 3 Itʼs got a blue door. they do. PHOTO C OPIABLE © 2014 Pearson Education Ltd. she does. she doesnʼt. 4 B 3 Studentsʼ own answers. Studentsʼ own answers. fifteen 4 Saturday. to the cinema play: basketball. Speaking (SB page 23) 7 1 Studentsʼ own answers. computer games. 3 I donʼt have art on Tuesday. 6 . 2 No.15 5 Yes. 1 Yes. We have a break at ten oʼclock in the morning. Monday go: to the beach. science. swimming lessons 2 eighteen 3 thirty. 6 desk 7 Tuesday 8 party 7 3 Studentsʼ own answers.30 3 maths.15. 4 My history lesson starts at 11. 5 My history lesson ends at 12.30 4 9. 5 1 230. 2 history 3 beach 4 Wednesday 5 November 2 6 book 1 on school days 2 at the weekend 5 3 have: dinner.Gold Experience A1 Studentsʼ Book answer key 7 6 Studentsʼ own answers. Revision (SB pages 26–27) Studentsʼ own answers. she has. the guitar 5 Britain. a shower. Wales 6 4 2 have 3 get 4 go 5 do 6 have 7 watch 2 maths 3 12. 995 2 9. science 4 Monday GOLD EXPERIENCE A1 8 play 9 to 10 to 7 2 I havenʼt got a brother.15. 1 5 2A 3B 4A 5A 6C Studentsʼ own answers.

2 This is 3 of 4 about 5 go 6 plays 7 Do 5 Is there a desk in your room? 8 arenʼt 6 My best friend lives in Spain. 7 . 3 2 F 3F 4T 5T 4 Studentsʼ own answers. 2 Studentsʼ own answers. seven). 2 2 H 3 E 4 D 5 F 6 G 7 I 8 J 9 A 10 B 11 K 12 L 4 1 A 2B 3C 4B 5C 5 2 T 3F 4F 5T 6T Reading (SB page 29) 1 There are nineteen meerkats in the photos (from top to bottom: six.Gold Experience A1 Studentsʼ Book answer key 8 4 I watch TV in my room. 25% 3 usually. 85% 4 always. 5 Studentsʼ own answers. 0% GOLD EXPERIENCE A1 PHOTO C OPIABLE © 2014 Pearson Education Ltd. 9 7 Have you got a big house? 2 A 3B 4C 5A 6C 8 Do you go to school on Saturday? 10 2A 3A 4B 5B 6B 7A 8A 03 Wild animals Vocabulary (SB page 28) 1 Studentsʼ own answers. 100% 5 never. five. Grammar (SB page 30) 1 25%: sometimes 70%: often 85%: usually 2 2 sometimes. one.

Lions live in India. 5 Pandas arenʼt always black and white. The giraffe because it doesnʼt live in Australia. forest. Vocabulary (SB page 31) 7 2 Where 3 What 4 Who 5 When 6 Why 1 A sea B desert C jungle D river E forest F lake G mountain H cave 2 8 Studentsʼ own answers. river. Speaking (SB page 33) Land: desert. Giraffes eat plants. Studentsʼ own answers. A lion B giraffe C dingo D armadillo 6 3 1 Lions and giraffes live in Africa.Gold Experience A1 Studentsʼ Book answer key 3 Lions. Studentsʼ own answers. 3 No. Writing (SB page 34) Dingoes live in Australia. GOLD EXPERIENCE A1 PHOTO C OPIABLE © 2014 Pearson Education Ltd. Giraffes eat fruit. they donʼt. 1 2 Studentsʼ own answers. 3 Scorpions are sometimes dangerous. 2A 3A 4A 5B 2 They usually hunt alone. 6 a river 7 a cave 2 The kangaroo because it hops. Armadillos live in South America. 7 Studentsʼ own answers. 5 Studentsʼ own answers. They hunt when they are hungry. 4 1 a kangaroo 2 a whale/a dolphin 3 a parrot 3 4 a goat Studentsʼ own answers. but they sometimes hunt with other dingoes. 8 . 4 Snakes donʼt usually eat in the winter. they donʼt. jungle. 1A 2B 3B Listening (SB page 32) 5 1 Studentsʼ own answers. 4 Studentsʼ own answers. dingoes and armadillos eat other animals. 2 Kangaroos never walk on three legs. 3 2 2 the sea 3 a desert 4 a mountain 5 a jungle 1 The scorpion because itʼs got eight legs and itʼs small. sea Studentsʼ own answers. mountains 1 Water: lake. 6 4 No. 5 4 1 They hunt with other lions. 5 4 Studentsʼ own answers.

village 4 A van. town. B car. B boat.Gold Experience A1 Studentsʼ Book answer key 2 6 Fairy penguins are different from other penguins because theyʼre very small – only 33 centimetres tall. van. 2 us 3 him 4 it 5 me 6 them Switch on (SB page 35) 3 1 1 B 2C 3B 4A 1 a girl 2 big 3 A 4 2 Studentsʼ own answers. C plane 1 2 A train. 2 T 3T 4F 5T 6F 7T 8F GOLD EXPERIENCE A1 PHOTO C OPIABLE © 2014 Pearson Education Ltd. They live in Australia. taxi. They donʼt live in cold places. The mother goes out and finds food. 1 Shakespeare 2 brown 3 six 4 over 100 years old 5 £10. but not fairy penguins. 3 five 2 The father usually looks after the chicks when theyʼre young. 1 A 2F 3G 4B 7 2 Studentsʼ own answers. The mother goes out and finds food. B bus. Reading (SB page 37) 1 1 Woodstock Language School 2 London 3 Other penguins live in very cold places. B tram. Studentsʼ own answers. C helicopter 3 A bike. She swims all day and sometimes for two days. car 5 Studentsʼ own answers. 1 T 2T 3F 4T 5F Vocabulary (SB page 39) 04 Around town 1 Vocabulary (SB page 36) 1 A lorry.45 3 4 2 d 3a 4e 5c 1 but 2 when 3 and 4 5 2 a ship 3 a market 4 a bridge 5 a tower Where do they live? Australia What do you know about them? They donʼt live in cold places. The father looks after the chicks. 9 . C motorbike 2 3 Studentsʼ own answers. 2 A 3C 4B 5A 6B 3 2 C 3 3 B 2. E 2 4 F 3 5 E 2 6 A 3 7 A 1 8 B 2 9 B 3 10 A 2 11 B 3 12 C 2 5 4bus. Grammar (SB page 38) 1 Studentsʼ own answers. 6 5 Studentsʼ own answers. C taxi city. bike.

6 Studentsʼ own answers. 2 A never B sometimes C sometimes D never GOLD EXPERIENCE A1 PHOTO C OPIABLE © 2014 Pearson Education Ltd. 2 A map B compass C team 3 A 4 2 S 3T 4S 5 1C 2B 3C 7 2 can 3 Can 4 can 5 canʼt 6 can 8 Studentsʼ own answers. Speaking (SB page 41) 1 New York 2 Studentsʼ own answers. Writing (SB page 42) 1 Studentsʼ own answers. 3 1 straight on 2 help me 3 turn left 5 Studentsʼ own answers. Listening (SB page 40) 1 Studentsʼ own answers. 10 .Gold Experience A1 Studentsʼ Book answer key 6 3 2 cycle 3 goes by 4 walk 5 go by 1 an email 2 a post (on a website) 3 a text (message) 4 a short note 7 Studentsʼ own answers.

Iʼm under fourteen. sea 4 5 taxi driver 5 2 motorbike 3 parrot 4 dolphin 5 mountains 6 talk Studentsʼ own answers. theatre 4 2 film-maker 3 photographer 4 dancer The world around us: desert. jungle. 8 Do meerkats always eat in the morning? 8 8 Studentsʼ own answers. 3 2 A dancer. 05 Media magic 4 Vocabulary (SB page 46) Studentsʼ own answers. Studentsʼ own answers. 1 Revision (SB pages 44–45) 1 Studentsʼ own answers. 4 He often cycles to his friendʼs house. forest. river. market. Reading (SB page 47) 1 5 2 in 3 right 4 but 5 when 6 by GOLD EXPERIENCE A1 1 film 2 Yes. museum. 5 day.Gold Experience A1 Studentsʼ Book answer key 4 6 1 friend 2 friend 3 friend or family 4 family 2 in 3 at 4 in 2 A 3D 4C 7 2 I never do my homework on Friday. time. 2 2 bus 3 town 4 train 5 sports Studentsʼ own answers. 6 5 We donʼt usually go by bus. 11 . 2 A 3E 4H 5D Switch on (SB page 43) 9 1 2 f 3c 4e 5a 6d 7b 8g 2 a birthday party 10 2 2 her 3 we 4 she 5 her 6 They 7 We 1 a cinema 2 a shop 3 a gate 4 a restaurant 8 My 9 us 10 them 3 Studentsʼ own answers. Studentsʼ own answers. 6 Where do you live? 7 7 She is sometimes at the sports centre. PHOTO C OPIABLE © 2014 Pearson Education Ltd. teacher B film-maker 2 whale 3 scorpion 4 snake 5 bat 6 penguin C police officer D zoo-keeper 3 E basketball player Places in a town: hospital. place 3 Donʼt run in the street.

sunny and hot. 5 Studentsʼ own answers. 30 2 penguin. Studentsʼ own answers. 4 4 Itʼs warm and rainy in Spain. 5 Itʼs hot/warm and sunny in Mexico. hot actors Antonio Banderas and Selma Hayek 3 3 2 Itʼs cold and foggy in Japan. is eating 3 4 five. 1 Where are you sitting? 2 What are you doing? Vocabulary (SB page 49) 1 A cloudy B windy C foggy D rainy E sunny F snowy 3 Why are you doing this exercise? Speaking (SB page 51) 1 Studentsʼ own answers. 4 over 750 Studentsʼ own answers. are watching A dance arena B music arena C theatre arena 3 D childrenʼs arena 2 I am 3 Is your sister acting in the film? 4 she is 5 Are your parents helping you? 4 dance arena. Studentsʼ own answers. 4 1 Winter 2 Autumn 3 Summer 4 Spring GOLD EXPERIENCE A1 PHOTO C OPIABLE © 2014 Pearson Education Ltd. is having. the place. 12 . the people. September Anna: Australia. is reading 3 three. 2 2 cool.Gold Experience A1 Studentsʼ Book answer key 2 5 1 two minutes long 2 a penguin 3 Itʼs a (funny) news programme. 1C 2A 3C 4B 5A 5 6 Studentsʼ own answers. 3 1 T 2F 3T 4F 7 4 Josh: Spain. Josh is in Spain and Anna is in Australia. whatʼs happening 3 Itʼs hot and cloudy in Australia. music arena. comedy arena 6 they arenʼt 7 Are you enjoying it? 8 I am 4 5 Studentsʼ own answers. August 3 films. 6 Itʼs cold and snowy in Canada. 2 eight. cold and rainy/raining. 6 Josh and Anna are brother and sister. October 8 5 Studentsʼ own answers. Listening (SB page 50) Grammar (SB page 48) 2 1 Studentsʼ own answers. 14 4 four. warm. theatre arena.

She loves films. Model answer: Frankʼs in year 6 at Bedford Primary School. 3 7 Studentsʼ own answers. c iv. b iii. 4 Writing (SB page 52) Studentsʼ own answers. News 4 the group of young film-makers GOLD EXPERIENCE A1 PHOTO C OPIABLE © 2014 Pearson Education Ltd. She wants to make films.Gold Experience A1 Studentsʼ Book answer key 6 5 Lauren Studentsʼ own answers. d i 2 Vernʼs Vacation and The Penguinʼs Protest 3 N. Her favourite subject is English. His favourite films are comedies and cartoons. He wants to make cartoons. 13 . Studentsʼ own answers.O. She goes to the cinema every Saturday.com.uk 4 12 5 Four-day film school 6 Sheʼs in year 8 at school. He loves films. 4 Yes 5 Studentsʼ own answers. 1 Studentsʼ own answers. Switch on (SB page 53) 1 four 2 eight 2 1 a ii. 2 C 3 1 Julia Kelly 2 London 3 jkelly@yazoo. 6 Studentsʼ own answers. 7 Studentsʼ own answers.

orange. C Listening (SB page 58) 6 1 Studentsʼ own answers. D. an orange: countable. 14 . 5 7 Studentsʼ own answers. rice Grammar (SB page 56) Litres: lemonade. b 2 c 3 a 4 f 5 d 6 e 3 2 1 a headache and a toothache 1 carrots. plural GOLD EXPERIENCE A1 5 2 donʼt 3 have to 4 Does it have to 5 have to PHOTO C OPIABLE © 2014 Pearson Education Ltd. 2 1 a. B. plural milk: uncountable 4 1 e 2a 3c 4f pasta: uncountable rice: uncountable sweets: countable. Studentsʼ own answers. 4 2 2 some 3 any 4 any 5 some Studentsʼ own answers. plural Vocabulary (SB page 54) 2 1 Studentsʼ own answers. singular cheese: uncountable 3 1 20 2 230 3 45 crisps: countable. Kilos: cheese. Studentsʼ own answers. 6 a 7 an 8 any 3 5 grapes. E.Gold Experience A1 Studentsʼ Book answer key 06 Fantastic food tomatoes: countable. cola 1 2 an egg: countable. onion 2 banana. apple 2 a sore throat 3 3 a temperature 2 A 3C 4B 5A 6A 7B 8C 4 a cold 4 5 a cough 2 No 3 Yes 4 Yes 5 Yes 4 5 Studentsʼ own answers. His blog is about food. apple. Reading (SB page 55) Vocabulary (SB page 57) 1 Fabio is from California in the USA. A. banana 1 any 2 much 3 many 4 a lot of 5 a lot of 4 6 1C 2D 3A 4B Studentsʼ own answers. singular Studentsʼ own answers.

3 2 photographer 3 water 4 cold 5 milk 3 6 orange 7 foggy 1 a for b of 2 4 a sugar on tomatoes 2C 3A 4B 5C 6B b lemon on chips 5 c banana sauce on chips 2 B 3C 4A 5C 6B d strawberries with vinegar 6 e chips with tomato ketchup 2 We 3 isnʼt 4 he 5 ʼre 6 are 7 is 4 8 swimming yuck. 6 Revision (SB pages 62–63) Studentsʼ own answers. 15 . 3 Studentsʼ own answers. 3 No. they are. 2 No. 1 in the kitchen 2 2 1 Max 2 Emma 3 Max 4 Max 5 Emma 2 some 3 some 4 much 5 many 6 a lot of 6 Emma 4 Studentsʼ own answers. 5 Studentsʼ own answers.Gold Experience A1 Studentsʼ Book answer key Speaking (SB page 59) Switch on (SB page 61) 1 1 Studentsʼ own answers. 9 2A 3A 4B 5C 6A GOLD EXPERIENCE A1 PHOTO C OPIABLE © 2014 Pearson Education Ltd. 7 Studentsʼ own answers. 4 Studentsʼ own answers. he isnʼt. 4 Yes. delicious 7 5 2 Is Jackʼs dad looking at the video camera? USA Spain bread bread 6 jelly/jam. peanut butter 3 Are the penguins eating some chicken? chocolate 5 Whatʼs Luke doing? 4 Are Jackʼs brothers playing next to the pool? 8 Studentsʼ own answers. they arenʼt. 1 Writing (SB page 60) 2 zoo-keeper 3 police 4 sweets 5 warm 1 6 water 7 crisps 1 B fish and chips 2 C strawberries and cream 3 A bread and jam 2 2 d 3e 4 b 5f 6a 2 Studentsʼ own answers. 5 Heʼs swimming with the penguins.

It was from their cows. 3 2 a travel 3 e clean 4 d change 5 c talk 3 the USA. 3 07 Life in the past 2 Was your teacher nice? Vocabulary (SB page 64) 3 Were the lessons good? 1 4 Was your favourite lesson about animals? mobile phones: C over 30 years old 5 Were the bears near your house? iPods: A 10–20 years old 6 Were they big? the Internet: B 20–30 years old 4 2 b5 c4 d6 e1 f2 2D 3C 4E 5F 6A 5 4 a1 b2 c6 2 there werenʼt 3 there wasnʼt 4 There were 5 Was there 6 there was 7 There werenʼt 8 there werenʼt 9 there were d 3 e 31 f 17 g 30 h 26 i 10 j 13 6 Reading (SB page 65) Studentsʼ own answers. Justin: his skateboard. 2C 3D 4B 5E 3 My friends and I often walk to school. 2 The houses werenʼt in a village. 4 Studentsʼ own answers. 4 The eggs werenʼt from a shop. 2 3 The students have to listen to the teacher. Justin Clune: 11 years old. GOLD EXPERIENCE A1 PHOTO C OPIABLE © 2014 Pearson Education Ltd. 5 The teacher has to speak English to the students. 4 The teacher doesnʼt have to test the students every week. Aine Clune: 15 years old 2 Erinn: basketball and football. They were in a field. 6 The teacher has to give the students homework. Studentsʼ own answers. They were from their chickens. 5 Listening (SB page 68) 1 Studentsʼ own answers.Gold Experience A1 Studentsʼ Book answer key Grammar (SB page 66) 10 2 The students donʼt have to wear a school uniform. 1 1 Erinn Patton: 12 years old. 5 The milk wasnʼt from a bottle. 1883 4 2 2 I sometimes wash my hair. 3 4 I sometimes help my parents. 3 card games and guitars 4 (wild) bears 6 I sometimes tidy my room. It was outside the house. 3 The toilet wasnʼt in the house. 16 . Logan Patton: 8 years old. Aine: shopping Vocabulary (SB page 67) 1 Studentsʼ own answers. Logan: burgers. 1 Logan 2 one small room 5 My family and I often stay near the sea.

building down the street with CINEMA sign over door. Studentsʼ own answers. answered b opened c listened 2 Jack washed his hair. 4 4 1 T 2F 3F 4T 5T 6F Studentsʼ own answers. small biplane in the far distance. 1 last year 2 after lunch 3 that evening GOLD EXPERIENCE A1 PHOTO C OPIABLE © 2014 Pearson Education Ltd. learn. 3 Jack phoned Uncle Tom. 7 1a 2c 3b 8 4 Freya texted Billy. Studentsʼ own answers. Studentsʼ own answers. big ideas! Vocabulary (SB page 72) 1 Studentʼs own answers. played. write 1 Past: became. but Freya didnʼt phone Uncle Tom. 2 6 Studentʼs own answers. sing. 3 Writing (SB page 70) Present: buy. 17 . give. a wild bear 2 2 Studentsʼ own answers. 2 Reading (SB page 73) Studentsʼ own answers. cooking. make. games. but Freya didnʼt wash her hair. ghosts. 1 3 Studentsʼ own answers. a person wearing a wrist watch. wrote Studentsʼ own answers. Paragraph 2: afternoon 3 Any three of: clothes. sang. won. Speaking (SB page 69) Switch on (SB page 71) 1 1 Studentsʼ own answers. saw. the children inside their frontier houses. made. 1 T 2F 3T 4F 5T 3 3 Studentsʼ own answers. but Jack didnʼt text Billy. car parked in a side street.Gold Experience A1 Studentsʼ Book answer key 2 4 Paragraph 1: morning Studentsʼ own answers. gave. boy wearing jeans. music Paragraph 3: evening 5 4 1 it was time for 2 for (two hours) 3 last (year) 1 B 2A 3C 4B 5B 6 6 a asked. see. woman wearing long dress with trainers 08 Young people. win. found. bought. find. learnt. play. food vendor serving a burger. 5 There are eight anachronisms: bicycle.

2 6 Are these grapes clean? 2 lived 3 had 4 left 5 got 6 went 7 studied 6 8 saw 9 started 10 turned 11 listened Studentsʼ own answers. 18 . it isnʼt. 6 4 He didnʼt make a bike. 3 William made a windmill. 4 1 A 2C 3B 4C 2 William read a book about windmills. Studentsʼ own answers. slow old. Itʼs slow. 5 Did you and your friends watch any videos? 6 Did you meet a famous person? 5 4 Studentsʼ own answers.Gold Experience A1 Studentsʼ Book answer key 2 7 The windmill boy Studentsʼ own answers. they did. Listening (SB page 76) 3 2 moved 3 was 4 went 5 became 6 left 1 Studentsʼ own answers. 2 My sister isnʼt tall. 5 4 Williamʼs village had electricity for the first time. Vocabulary (SB page 75) 3 2 (any) clean water 3 the library 1 4 (some) pictures 5 a bike/an old bike clean. 3 We watched a sad film. quiet happy. He saw a book in the library. 5 3 He didnʼt see a book on the Internet. young 8 listened to 9 famous 10 other countries 3 1 slow 2 quiet 3 loud 4 sad 5 fast 6 happy 4 1 William studied in the library in the evening. Grammar (SB page 74) 5 Their dog is dirty. 7 studied 8 did 9 wrote 2 4 a go-kart/model car 2 Did your parents take any photos? 3 Did you write any messages online? 3 4 Did you go to the library? 2 twelve years old 3 No. 4 blue 5 for about three months 6 Yes. William became famous. He left school when he was fourteen. dirty loud. difficult fast. sad 6 (the) electricity 7 Williamʼs village/the village easy. 5 4 Was the science lesson easy? Studentsʼ own answers. GOLD EXPERIENCE A1 PHOTO C OPIABLE © 2014 Pearson Education Ltd. Studentsʼ own answers. 1B 2B 3B 4A 5B 6 2 He didnʼt leave school when he was twelve. 5 They didnʼt become famous. He made a windmill.

Gold Experience A1 Studentsʼ Book answer key Speaking (SB page 77) 6 1 They made the first trip around the world in a plane. 2 She grew up in Barranquilla. When was she born? She was born in 1977. 4 B schools Writing (SB page 78) 3 1 Studentsʼ own answers. Studentsʼ own answers. Where is she from? Sheʼs from Colombia. Where did she grow up? She grew up in Barranquilla. 2 d 3b 4 g 5a 6 f 7e She was born in 1977. he did (in the USA). 4 2 lesson 3 shop 4 mobile 5 hotel 6 train 5 Studentsʼ own answers. 3 Yes. read a book in the evening 7 Studentsʼ own answers. Why does Felipe like her? He loves her music. 19 . 1 charge a mobile phone. 2 8 1 one (William) 2 Yes. they did. Studentsʼ own answers. 4 2 Studentsʼ own answers. 5 8 Studentsʼ own answers. 3 1A 2B 3A 4B 5B 4 2 How did you go there? 3 What did you see? 4 What was your favourite thing? 5 What did you do? 7 6 Where did you sit? Studentsʼ own answers. 3 2 get 3 help 4 wrote 5 meet 6 walked 7 filmed 8 come 4 Studentsʼ own answers. 2C 3A 4C 5A 6A She does a lot of good work. Studentsʼ own answers. 6 Switch on (SB page 79) Studentsʼ own answers. What is her job? Sheʼs a singer and a songwriter. Shakira Revision (SB pages 80–81) 3 1 Sheʼs from Colombia. GOLD EXPERIENCE A1 7 clothes PHOTO C OPIABLE © 2014 Pearson Education Ltd. She started an organisation called Barefoot Foundation.

20 . 6 7 2 was 3 Was 4 was 5 Were 6 werenʼt 7 was 8 were 1A 2B Reading (SB page 83) 1 7 2. 5 Yes. 3 2 didnʼt cook. wavy. 6 Did Eva have fun at the museum? Grammar (SB page 84) 10 2 She left the school early in the morning. 6 Yes. 09 Head to toe 5 Mumʼs taller than Grandma. 1 Studentsʼ own answers. 2 Studentsʼ own answers. they did. 4 What did Eva see in the exhibition? 5 Did the students do some experiments? 4F 5T 6T 5 Studentsʼ own answers. 4 Dad is shorter than Robert/him. arrived 2 Valentina and Valeria (Perez) Larry and Laurent (Bourgeois) 8 2 left 3 sang 4 saw 5 did 6 had 3 9 2 F 3T 2 What time did she leave the school? 3 Did the students sing songs on the bus? 4 Studentsʼ own answers. 1 4 Studentsʼ own answers. 2 1 a 2c 3a 4 b 5a 6d 4 1 A 2C 3E 4B 5D 4 Evaʼs left leg is above her head. 3 Robertʼs got darker hair than Dad. studied 5 didnʼt arrive. 3 Studentsʼ own answers. spiky Colour: dark GOLD EXPERIENCE A1 5 2 d 3c 4a 5f 6b PHOTO C OPIABLE © 2014 Pearson Education Ltd. cleaned 4 didnʼt play. Her right leg is in the air above her. cooked 3 didnʼt wash. 2 2 taller 3 longer 4 bigger 5 funnier 6 better 3 Yes. 3 4 She saw lots of robots. Vocabulary (SB page 85) Studentsʼ own answers. they did. she did. 2 Jessieʼs taller than Carla.Gold Experience A1 Studentsʼ Book answer key 5 6 2 difficult 3 dirty 4 loud Studentsʼ own answers. 5 Size: long Shape: curly. Vocabulary (SB page 82) 6 Grandmaʼs older than Mum.

GOLD EXPERIENCE A1 PHOTO C OPIABLE © 2014 Pearson Education Ltd. 3 5 1 c 2d 3b 4e 5a 1 The head is bigger. 4 2 Here is a photo. 21 . 5 1 16 2 11 3 16 4 57 5 16 6 41 7 113 8 13 9 6 6 1 Itʼs fantastic! 2 Theyʼre having fun. Speaking (SB page 87) 1 A the tallest dog B the biggest rabbit 8 Whatʼs in the photo? C the longest cat Photo 1: Tia 2 Photo 2: Tiaʼs two best friends. Photo 3: Tiaʼs sister and dad Why does Tia like the photo? 3 Photo 1: she looks like a person from a cartoon 1 A 2C 3C Photo 2: it was taken when she went swimming at the beach with her two best friends 4 1 a peregrine falcon (Itʼs much faster than a cheetah. 4 Which is the easiest subject for you? 5 Iʼm sitting at the table. Studentsʼ own answers. 7 7 1 ʻWelcome to my blog!ʼ Studentsʼ own answers. 9 Studentsʼ own answers.) 2 a blue whale 3 a worm 4 a giraffe 5 a chimpanzee on land and a dolphin in water Photo 3: it was taken on holiday and her sister and dad look very happy. 3 Who is the best student in your class? 4 My brotherʼs got a new bike. all of them Listening (SB page 86) 1 2 The writer is Tia Green. 2 We can click on a link in her blog for more photos. 2 3 Photo A: Danny Wainwright 1 looks 2 like 3 happy Photo B: Jessica Watson 4 Photo C: Bronwyn Taylor Studentsʼ own answers. The blog is about her photos. numbers 3 Sam has got longer hair than Gina. Sam and Gina They are talking about the cat and the dog photos.Gold Experience A1 Studentsʼ Book answer key Writing (SB page 88) 6 1 Studentsʼ own answers. 6 2 Who is the tallest person in your family? 3 Thatʼs me on the right.

dancing. surfing. Studentsʼ own answers. swimming. Studentsʼ own answers. 3 4 Studentsʼ own answers. T-shirt 6 Winter at school: boots. 4 Studentsʼ own answers. beach volleyball. surfing. skiing.Gold Experience A1 Studentsʼ Book answer key 10 3 Studentsʼ own answers. 1 T 2F 3F 4T 5F 11 4 Emma is planning to go to Scorpion Island. shorts B a TV show on an island 7 2 Emma GOLD EXPERIENCE A1 Studentsʼ own answers. sunglasses. Jay is planning to go to a summer camp. PHOTO C OPIABLE © 2014 Pearson Education Ltd. E skirt F sandals G hat H sweatshirt I shorts J shirt K tights L boots 4 3 1C 2A 3B 4A 1 Sandy 2 Jack 3 Emma 4 Sam 5 play: basketball. swimsuit. shopping. hat. tennis go: cycling. 22 . boots. Lou is planning to go to Paris. shopping. skirt. 1 Studentsʼ own answers. trainers 2 go 3 play 4 go 5 goes Reading (SB page 91) 6 1 jeans. dancing. swimming 4 1 Sandy 2 Jack 3 Emma 4 Sam 5 A hot summer on Scorpion Island: hat. tights. 2 Grammar (SB page 92) 1 F 2T 3T 4F 5T 6F 2 3 Studentsʼ own answers. swimsuit. rock climbing. sandals. 2 A skiing B rollerblading C baseball D cycling Vocabulary (SB page 93) E skateboarding F camping 1 A jeans B trainers C sunglasses D T-shirt The activities not in the photos are: basketball. 10 Summerʼs here Vocabulary (SB page 90) 5 Studentsʼ own answers. beach volleyball. Switch on (SB page 89) 1 5 1 at a dance hall Studentsʼ own answers. tennis. trainers. rollerblading. skateboarding. jeans. 6 Studentsʼ own answers. Studentsʼ own answers. T-shirts. shirt. rock climbing.

4 Writing (SB page 96) Studentsʼ own answers. 1 5 1C 2A Studentsʼ own answers. Studentsʼ own answers. 2 Weʼre seeing … 2 3 I canʼt wait! Studentsʼ own answers. above the address Speaking (SB page 95) 3 on the left. 2 6 1B 2A 3A 4B 5B Studentsʼ own answers. 2 Annaʼs got big green eyes. they donʼt. at the top Studentsʼ own answers. at the bottom 1 4 on the right. Heʼs having a sightseeing holiday in Paris. They decide to look for a different holiday. Studentsʼ own answers. They want to go camping by the sea. 5 3 1 having 2 seeing/doing 3 canʼt 1 A 2B 3D 4C 6 5 2 great 3 went 4 playing 5 go 6 wait 2 acting 3 to be 4 to do 5 to be 6 doing 7 playing 8 watching 7 See 8 Love 7 6 1 on the right Studentsʼ own answers. 7 sweatshirt 8 beach volleyball 3 2 Heʼs writing to his grandfather. 2 on the right. 8 2 1 b 2a 3c No. 3 Louʼs got long straight hair. 1 Revision (SB pages 98–99) a sightseeing holiday 1 2 2 pretty 3 toes 4 fair 5 cycling 6 skirt Studentsʼ own answers. 23 . 4 Switch on (SB page 97) Studentsʼ own answers.Gold Experience A1 Studentsʼ Book answer key Listening (SB page 94) 4 1 1 Weʼre having a great time … Studentsʼ own answers. 3 10 Studentsʼ own answers. 9 Studentsʼ own answers. 3 7 Studentsʼ own answers. GOLD EXPERIENCE A1 PHOTO C OPIABLE © 2014 Pearson Education Ltd.

6 Is she the tallest student in her class? 8 Studentsʼ own answers. 9 2 F 3B 4D 5A 6C 10 2 A 3C 4A 5C 6C 7B 8B GOLD EXPERIENCE A1 PHOTO C OPIABLE © 2014 Pearson Education Ltd. slower than 8 the youngest 7 2 Do you like playing tennis? 3 Do you want to go to Scorpion Island? 4 Theyʼre going to see their friends on Saturday.Gold Experience A1 Studentsʼ Book answer key 4 Iʼve got two hands and ten fingers. 24 . 3 2 long 3 face 4 knee 5 foot. foot 6 neck 4 2 B 3A 4C 5B 6C 7A 8A 5 2 sunglasses 3 swimsuit 4 jacket 5 tights 6 2 shorter than 3 the longest 4 taller than 5 bigger than 6 stronger than 7 the fastest. 5 Jayʼs legs are longer than my legs. 5 I donʼt like playing basketball.

3 Yes. 5 & 6 basketball/football/swimming 7 & 8 cat/mouse Grammar 1 2A 3C 4B 5A 6B 7C 2 2 How old are you? 3 What’s your favourite colour? 4 Who’s your favourite singer? 5 What’s your favourite TV channel? 6 Is this your sister’s bag? 3 2 No. it isn’t. she isn’t. C 5 This is Natalie’s dog. 7 Yes. 5 2 That’s Daniel’s ruler. there are. it is. F 1 This is Carmen’s mouse. 4 Yes. brother. I am. GOLD EXPERIENCE A1 5 2 behind 3 under 4 on 6 2 bathroom 3 lift 4 living room 5 balcony 6 kitchen 7 2 stairs 3 bedroom 4 upstairs 5 downstairs 6 living room 7 kitchen 8 2C 3A 4B 5B 6A 9 2 garden 3 living room 4 lift 5 bedrooms 6 garage Grammar 1 2b 3e 4f 5a 6c 2 2 Yes. 6 Those are Josef’s books. 3 That’s Amelia’s dog. 5 That’s my mum’s sister. 1 . dad. poster 4. 4 B 4 These are Yuri’s dogs. they are. there isn’t. 6 Yes.5 & 6 electric guitar. there aren’t. there is. 5 No. 4 No. 5 Yes. 3 Yes. he is. aunt. 8 No. grandfather. D 6 This is John’s cat. 6 No. E 2 This is Tom’s dog. there is. they aren’t. 3 2 are 3 a 4 any 5 some 6 ’s 7 aren’t 4 2 Is there a pencil case in your bag? 3 Are there any books on your shelves? 4 Is there a poster in your bedroom? 5 Is there a mobile phone in your bag? 6 Are there any trainers in your cupboard? 5 2 hasn’t 3 ’s 4 have 5 have 6 ’s 6 2 has 3 ’s 4 got 5 has 6 it 7 you 8 haven’t 7 2 Has your house got a garden? 3 Have you got stairs in your house? 4 Have you got pets? 5 Has your apartment got a lift? 6 Have you got a garage outside your house? 8 2A 3C 4A 5B 6B PHOTOCOPIABLE © 2014 Pearson Education Ltd. grandmother. mobile phone 4 mum. cousin.Gold Experience A1 Workbook answer key Starter 01 Vocabulary 1 2a 2 3c 4e My space Vocabulary 5f 6g 7b 1 2 curtains 3 shelf 4 clock 5 electric guitar 6 cupboard 7 computer 2 2 shelves 3 poster 4 curtains 5 mobile phone 6 music player 3 2 & 3 noticeboard. 4 Those are my cousin’s pens. uncle 3 2 brother 3 dad 4 grandparents 5 uncle 6 aunt 7 cousin 4 2 the USA 3 China 4 Turkey 5 Poland 6 Britain 7 Australia 5 2 & 3 picture/ruler 4. music player.

November. 4 Sam’s grandmother doesn’t go to the shops on Monday. May. 4 Yes. 5 No./Yes. 4 There aren’t (any) pictures in the kitchen. 5 2 play volleyball 3 play the guitar 4 play card games 6 2 to the cinema 3 a party 4 fun 5 singing lessons 6 football 7 the drums 8 volleyball 7 2 2 get 3 have 4 don’t 5 play 6 have 7 don’t 8 have 3 2A 3B 4A 5B 6A 7B 8B 4 2 His school day doesn’t start at 7. 2 . 7 Yes. I haven’t. there are. 7 Silvia hasn’t got a desk in her bedroom. it has. 5 No. 5 2 do/get up 3 Does/play 4 does/end 5 Do/go 6 Does/help 7 do/meet 6 2g 3d 4a 5f 6b 7c 8e 7 2A 3C 4B 5C 6A 7C 8 2 When do you get up in the morning? 3 What time do you have lunch? 4 Do you watch TV in the evening? 5 Do you go to the cinema at the weekend? 6 Do you play volleyball? 7 Do you like school? Revision Units 1–2 Vocabulary 1 2 noticeboard 3 cupboard 4 chair 5 poster 6 stairs 7 clock 2 2 guitar 3 February 4 on 5 cushions 6 near 7 downstairs 8 between 3 2 February 3 March 4 April 5 May 6 June 7 July 8 August 9 September 10 October 11 November 12 December 4 2A 3B 4C 5A 6C 7B 8A 5 2 art 3 geography 4 maths 5 Tuesday 6 science 7 history 8 English Grammar January. 6 We haven’t got a dining room in our house. we haven’t. 3 No. 3 2 Do 3 Is 4 Does 5 Are 6 Have 7 Do 8 Has 4 2 Yes. she doesn’t. 5 There isn’t a garage downstairs. 6 No. 3 I have breakfast with my parents. 5 I go to the shops on Wednesday. July. 02 My week Vocabulary 1 2 Tuesday 3 Wednesday 4 Thursday 5 Friday 6 Saturday 7 Sunday 2 2c 3a 4h 5d 6g 7e 8f 3 2 meet/friends 3 play computer games 4 talk to 5 go to the shops 6 have lunch 4 2 I have a shower in the morning. 3 There isn’t a cupboard in the living room. 3 Sam’s mum and dad don’t watch TV in the afternoon. 4 I watch TV in the evening. December. 6 Sam and his sister don’t go to the beach on Sunday. 4 Yes. we have. October 8 2 March 3 December 4 February 5 June 6 September 9 2 art 3 English 4 maths 5 geography 6 science 102 on 3 at 4 at 5 in 6 on 112 on 3 in 4 in 5 at 6 on 7 at Grammar 1 2 get up 3 have 6 doesn’t 4 ends GOLD EXPERIENCE A1 1 2 isn’t 3 Are 4 are 5 ’s 6 ’ve 7 Have 8 haven’t 2 2 My dad doesn’t play card games. 5 Sam’s sister doesn’t play the guitar.00. it hasn’t. it has. there is.Gold Experience A1 Workbook answer key 9 2 Yes. 6 I have lunch in the afternoon. it hasn’t. I have. they haven’t. August. 5 2 have 3 go 4 have 5 on 6 don’t 7 play 6 2 from 3 of 4 ’s/has 5 doesn’t 6 meet/see 7 play 8 don’t/can’t 5 don’t PHOTOCOPIABLE © 2014 Pearson Education Ltd. I haven’t./No. April. we haven’t./No. 7 I meet my friends on Saturday. 3 No. 6 No.

/Cats don’t like the sea. 5 2 water 3 on a mountain 4 a desert 5 cave 6 a forest 7 lakes 8 on land 6 2 run 3 fly 4 walk 5 swim 6 jump 7 2T 3T 4T 5F 6F 8 2B 3A 4A 5A 6B 9 2 Sharks swim in the sea. 3 He sometimes meets his friends on Saturday. taxi. 6 Meerkats eat spiders. 3 Don’t touch the pictures. 1 2 museum 3 bridge 4 village 5 hospital 6 bus station 7 town centre 8 sports centre 2 2/3 supermarket/market 4/5 theatre/cinema 6/7 square/park 3 2 bus stop 3 swimming pool 4 supermarket/café 5 bus stop 6 supermarket 4 2 sports centre 3 town 4 park 5 cinema 6 bus station 5 2B 3B 4A 5C 6B 7C 8A 6 Grammar 1 2d 3f 4a 5c 6e 2 2B 3B 4A 5B 6C 3 2 He doesn’t usually go to the shops. 5 2d 3f 4a 5e 6b 6 2 Where 3 When 4 What 5 How 6 Do 7 Why GOLD EXPERIENCE A1 bike. they do. 5 Giorgio never watches TV. PHOTOCOPIABLE © 2014 Pearson Education Ltd. 4 It hasn’t got any legs. 7 He often plays football. 3 . 5 Its home has got lots of rooms. 6 She usually does her homework in the evening. 6 He doesn’t often go to the cinema. 6 How do lions get their food? They hunt. 3 She doesn’t usually play volleyball. 6 Look at the map. 4 Listen. 6 It is small and dangerous. 5 When do sloths eat? At night. plane. 5 Cats don’t like water. 4 He’s usually happy. 5 Don’t run. 5 She doesn’t often play computer games. 3 Where do kangaroos live? In Australia. 4 She never plays the drums. boat. motorbike. 8 His brother is usually with him. 3 It has got two legs. tram 7 2 sea 3 road 4 road 5 air 6 road 7 air 8 2A 3C 4C 5A 6B 9 2 car 3 bus 4 train 5 tram 6 plane 102 bus station 3 bus 4 car 5 train 6 plane Grammar 1 2d 3f 4a 5c 6e 2 2 taxi 3 museum 4 cinema 5 school 6 museum 7 bus stop 3 2 Close the doors. 4 Bats sleep in caves. 8 2 What’s your name? 3 How do you spell your name? 4 Where do you live? 5 How old are you? 6 Who’s your best friend?/What’s your best friend’s name? 7 What’s your favourite sport? Wild animals Vocabulary 1 04 Around town Vocabulary 2 2 Meerkats 3 Pandas 4 Bears 5 Spiders 6 Llamas 3 2 meerkats 3 camels/goats 4 camels/goats 5 whales/sharks 6 whales/sharks 4 2 It eats plants. bus. 4 2 She sometimes has singing lessons.Gold Experience A1 03 Workbook answer key 7 2 Do bats live for 30 years? Yes./Sharks swim in water. lorry. 4 What game do meerkats play? Hide-andseek. 3 Camels walk in the desert.

he/she can. 6 You can play volleyball. she can’t. he can./No. they can’t. 4 Can we watch TV. 8 2c 3a 4b 5e 6f 9 2 No. please? 5 Can I take photos. cloudy 2 2 camel 3 square 4 llama 5 supermarket 3 2B 3B 4A 5B 6C 7A 4 2 city 3 stops 4 trams 5 museum 6 River 7 boats 8 under 6 warm snowy hot cool foggy 7 1 hot 2 rainy / cool 3 cloudy / warm 4 snowy / cold 8 2 summer 3 autumn 4 winter 9 2 autumn 3 winter 4 summer 5 spring 6 winter Grammar Grammar 1 2 I often walk to school.Gold Experience A1 Workbook answer key 4 5 6 7 2 you 3 him 4 her 5 it 6 us 7 they 2 them 3 us 4 his 5 them 6 her 2 him 3 They 4 It 5 her 6 us 7 She 2 Mireia can swim. he can’t. 102 You can’t talk. She can’t play volleyball. 4 Don’t sit down. he/she can’t. 4 . she can./No./No. 2 2 does 3 Where 4 do 5 does 6 Why 7 When 1 2 He/She/It 3 ’re (are) 4 isn’t (is not) 5 playing 6 We/You/They 7 taking 2 2 ’s/is having 3 aren’t playing/are not playing 4 ’s/is flying 5 ’re/are swimming 6 ’m/am making GOLD EXPERIENCE A1 PHOTOCOPIABLE © 2014 Pearson Education Ltd. 112 Can I walk my dog. 5 You can walk. they can. She can’t run 2km. rainy. 6 My aunt is always in her car. 6 Yes. She can’t play volleyball. sunny. 3 You can play football./Walk. please? 5 You can’t run in this museum./You can play football (here). She can run 2km. 5 We never go to the beach in December. 3 Yes. 5 Don’t swim (here). 4 Yes. please? Revision Units 3–4 Vocabulary 3 2 Can we have a party this afternoon? 3 I can’t play football on Friday. snowy. 7 Yes. She can’t speak English. 7 Felipe can run to the village./Stand up. 3 Bears sometimes swim. 5 2 am 3 How 4 you 5 go 6 you 7 do/can 8 it/one/them 05 Media magic Vocabulary 1 2 film-maker 3 dancer 4 taxi driver 5 police officer 6 photographer 2 2 actor 3 teacher 4 pilot 5 basketball player 6 zoo-keeper 3 2d 3a 4b 5f 6e 4 2 teacher 3 driver 4 officer 5 dancer 6 actors 5 1 windy . 4 Meerkats don’t usually eat at night. we can’t. please? 6 Can I jump in the water. 4 2 Play football (here). 6 People can swim in this lake. 3 Kirsten can swim. 4 You can’t run. please? 3 Can I sit here. 7 You can’t sing. 5 Yes. we can. 3 Don’t feed the animals/camels. She can speak English. 6 Don’t run./No. please? 4 Can I open the/a window.

(or I’ve got an earache. 5 It’s hopping. she is. carrot. 102 don’t have to play 3 have to get up 4 have to go 5 doesn’t have to watch 6 have to run 7 have to drink 112 b 3 a 4 c 5 f 6 d 7 g 122 Does your brother have to go to the shops today? 3 Do your friends have to walk to school? 4 Does your mum have to go to work on Saturday? 5 Do we have to meet at the café? 6 Do I have to take the dog for a walk? PHOTOCOPIABLE © 2014 Pearson Education Ltd. 3 Yes. orange. 6 I’m having a singing lesson. 3 He doesn’t have to get up at 7 o’clock at the weekend. 5 Bob is having a shower. 5 I’ve got stomachache.Gold Experience A1 Workbook answer key 3 It’s 11 o’clock. 8 2 Is she having a guitar lesson? 3 Are they getting up? 4 Is he playing volleyball? 5 Are they taking photos? 6 Are you filming this? 9 2C 3A 4C 5B 6A 102 Where 3 Who 4 Why 5 What 6 Who 112 What are you 3 Why are you 4 Who/What are you 5 What/What song/Which song are 6 Who’s/is playing 06 Fantastic food Vocabulary 1 rice. 4 You have to be at school at 8 o’clock. 4 We don’t have to play volleyball today. egg. milk grains: bread. rice 2 2B 3C 4C 5A 6B 3 2 How much rice is there? 3 How many eggs do you need? 4 How many carrots are there? 5 How much pasta do you need? 4 2e 3f 4a 5d 6c 5 2 many 3 some 4 many. (or I’ve got an earache./The kangaroo’s hopping. chicken sandwich uncountable: bread. 4 I’m meeting my friends. 5 Yes. orange protein and dairy: chicken.) Grammar 1 countable: banana. a lot 5 much 6 a lot 6 2 not many 3 a lot of 4 egg 5 cheese 6 some 7 2 has to 3 have to 4 has to 5 have to 6 has to 8 2 You have to walk. you/we are. 6 Bob is getting up. 5 2 ’m making 3 ’m writing 4 is using 5 works 6 makes 7 ’m learning 8 ’re having 6 2a 3b 4e 5d 6c 7 2 No./We’re meeting our friends. 9 2 I don’t have to do my homework. 5 You don’t have to eat salad with pasta. salad. 4 I’ve got a cold. 5 . 6 No. I’m not. salad GOLD EXPERIENCE A1 2 2 crisps 3 bread 4 cheese 5 fruit 6 yoghurt drink 3 fruit: grapes. milk. 3 They’re watching TV. carrot. Bob and Jock are having a cup of tea. 4 Yes. 6 Pasta doesn’t have to have cheese. they are. 4 Bob is having lunch. fruit./We’re having a singing lesson. 6 I’ve got earache/a headache. 3 Bob is getting dressed. 3 You have to wash your hands. cheese. pasta 4 2 yoghurt 3 salad 4 milk 5 chicken 6 orange 5 2A 3C 4C 5B 6C 6 2 cold 3 cough 4 toothache 5 sore throat 6 stomachache 7 2 stomachache 3 sore throat 4 headache 5 toothache 6 earache 8 2A 3B 4C 5A 6B 9 2 temperature 3 sore throat 4 cold 102 I’ve got earache/a headache. beans. it isn’t.) 3 I’ve got a sore throat. 2 4 2 He’s taking the train. egg.

3 2 There’s an egg. having 2 2 What are they doing here? 3 She’s talking to her friend on the phone. it wasn’t. 4 There aren’t any oranges. 4 What are you watching now? 5 You have to do your homework. 6 No. there weren’t. they weren’t. 5 No. 4 No. 7 There isn’t any pasta. 6 There are some crisps. 3 There’s some bread. Cristina wasn’t busy. PHOTOCOPIABLE © 2014 Pearson Education Ltd.Gold Experience A1 Workbook answer key Revision Units 5–6 Vocabulary 1 2 pilot 3 zoo-keeper 4 chicken 5 toothache 6 headache 7 Carrots 2 2 maker 3 player 4 photographer 5 throat 6 cold 7 stomachache 8 temperature 3 2 snowy 3 officer 4 driver 5 spring 6 warm 4 2 2 the twelfth of May 3 the fifteenth of May 4 the twentieth of May 5 the twenty-fourth of May 6 the twenty-fifth of May 7 the twenty-ninth of May 8 the thirty-first of May 3 2 the sixth of August 3 the thirteenth of August 4 the sixteenth of August 5 the twenty-first of August 6 the twenty-sixth of August 7 the thirtieth of August 4 2 14 October/14th October 3 20 June/20th June 4 National Flag Day 5 Britain/UK 6 Bonfire Night 7 23 April/23rd April 8 26 January/26th January 5 2f 3h 4e 5a 6c 7d 8b 6 Grammar 1 2 ’m doing/am doing 3 ’s making/is making 4 ’re playing/are playing 5 ’s sitting/is sitting 6 Are. 6 Do we have to have swimming lessons? 7 Does Pietro have to make his lunch? 8 We have to get up at six o’clock. I wasn’t. Frontier houses weren’t very big. 7 6 . 3 No. she wasn’t. finishing 8 Are. 4 2B 3B 4A 5C 6C 7A 8B 5 2 don’t have to 3 have to 4 don’t have to 5 doesn’t have to 6 has to 07 Life in the past Vocabulary 1 2 third 3 fourth 4 five 7 eighth 8 ninth GOLD EXPERIENCE A1 5 sixth 6 seven 7 2c 3d 4f 5b 6a 7e 8 2C 3C 4A 5B 6A 9 2 help 3 walk 4 arrive 5 stay 6 text Grammar 1 2 2 3 4 5 6 3 2 were 3 is 4 were 5 are 6 was There weren’t any eggs. 5 There are some/two bananas. going 7 Is. 2 was 3 were 4 weren’t 5 were 6 was were 8 weren’t 4 2f 3e 4a 5c 6d 5 2 No. The food wasn’t very good at that restaurant. My mum and dad weren’t happy with me.

give 4 Did. 6 In 1920 most people walked to school. they were 7 Were. sang 5 give. write 4 2 Did Ed Stafford walk along the Amazon River? 3 Did John Lennon play the drums? 4 Did Alejandro Sanz start playing the guitar when he was a boy? 5 Did Kristen Stewart want to be famous? 6 Did Maria Sharapova arrive in the USA when she was six? 5 2B 3C 4A 6 2 did 3 did 4 Was 5 When 6 was 7 Why 7 2C 3B 4A 5A 6C 8 2 What was your favourite picture? 3 When did the train leave? 4 Where did your sister go to school? 5 Who did you see at the café? 6 Where did you find the geography book? 9 2g 3d 4c 5e 6a 7f 10 2 Where did he study? 3 When did he become a film-maker? 4 Where did he learn to be a film-maker? 5 What were his first films?/What type of films did he make first? 6 When did he make Jaws? 7 When did he win the Academy Award for Schindler’s List? 8 Why did he start making films? Revision Units 7–8 Vocabulary 1 2 first 1 3 eighth 8 4 twelfth 12 5 sixteenth 16 6 twentieth 20 7 twenty-second 22 2 2f 3e 4c 5b 6a 3 2 give 3. 3 Julius Caesar didn’t travel by bus. 4 They’re happy. 5 William Shakespeare wrote Romeo and Juliet around 1590. she wasn’t 5 Was. studied 4 sing. 2 2 didn’t have 3didn’t want 4 didn’t eat 5 didn’t sleep 6 didn’t know 7 didn’t have 8 didn’t win 3 2 Did. 4 & 5 arrive at/go to/stay at 6. 3 They’re dirty.Gold Experience A1 Workbook answer key 6 2 Was. 9 2C 3B 4A 5B 6C 7A 102 Ruby 3 Jet 4 Lightning 5 Buddy 6 Ned Grammar 1 2 Neil Armstrong went to the moon in 1969. 4 Spain won the football World Cup in 2010. won 3 study. 7 & 8 play/sing/write 4 2A 3C 4B 5B 5 (short) tall (old) young (loud) quiet (slow) fast GOLD EXPERIENCE A1 (dirty) clean (happy) sad PHOTOCOPIABLE © 2014 Pearson Education Ltd. gave 6 write. 5 It’s fast. 7 . 3 Elvis Presley sang Jailhouse Rock for the first time in 1957. 6 They’re tall. have 6 Did. wrote 2 2 go 3 learn 4 leave 5 say 6 see 3 2e 3b 4f 5a 6d 4 2B 3A 4B 5A 6C 7B 5 2 studied 3 wrote 4 played 5 said 6 had 6 2 sad 3 tall 4 happy 5 short 6 difficult 7 2 happy 3 quiet 4 good 5 young 6 bad 7 easy 8 2 It’s difficult. 11 2 didn’t travel 3 changed 4 washed 5 didn’t watch 6 didn’t talk 7 helped 8 didn’t play 08 Young people. 4 Michelangelo visited Rome. there weren’t. she was 6 Were. 7 2 stopped 3 arrived 4 tidied 5 changed 6 travelled 7 walked 8 2B 3A 4A 5B 6C 9 2 didn’t visit 3 played 4 didn’t play 5 didn’t tidy 6 tidied 10 2 Christopher Columbus didn’t arrive in America in 1942. there was 3 Were. big ideas! Vocabulary 1 2 win. 4 Was. 5 In 1750 people didn’t clean their teeth every day. buy 3 Did. 7 Catherine Hardwicke made the first Twilight film in 2008. leave 5 Did. 6 Barack Obama became president of the USA in 2009. I was./Christopher Columbus arrived in America in 1492.

teeth. 5 Our classroom is the coldest in the school. 5 2B 3C 4A 5C 6B 6 6 back. toe. 4 This is the happiest day of my life. 4 She wants long curly hair. 3 The kitchen is dirtier than the living room. 3 I’ve got three cousins. 6 He’s got long straight hair. Pablo is the loudest. Rafael is the tallest. 3 Did you play baseball on Friday? 4 They went skiing in January. arm. face. mouth. 3 I like long straight hair. 4 Your singing is worse than my singing. 5 That boy’s got wavy fair hair. 6 My sister’s got long red hair. 8 . 5 Art is easier than maths. foot. 5 Did you go camping near the sea? 6 Did he play basketball at school? 7 My dog went swimming in the river. 6 They’ve got three dogs. 5 2 the biggest 3 the funniest 4 bad 5 the saddest 6 the best 7 the nicest 6 2 I think this is the worst DVD I’ve got. 4 She’s got short straight hair.Gold Experience A1 Workbook answer key Grammar Grammar 1 2 were 3 Is 4 wasn’t 5 wasn’t 6 are 7 Were 2 2 arrived 3 went/travelled 4 studied 5 won 6 didn’t stay 7 travelled/went 8 bought 3 2B 3B 4C 5A 6C 4 2 loved 3 learn 4 have 5 did 6 left 7 play 8 didn’t 5 2 When was the party? 3 What did you talk about?/What did you do? 4 Why did she become a photographer? 5 Where was the group’s first show? 6 Why was your little sister happy? 7 How did they travel to the forest? 1 2 easier 3 better 4 older 5 than 6 nicer 7 smaller 8 than 2 2A 3A 4B 5C 6C 7B 3 2 taller 3 shorter 4 curlier 5 happier 6 louder 7 better 4 2 Planes are faster than trains. 5 They’ve got long dark hair. 3 They’ve got long spiky hair. 5 10 Summer’s here Vocabulary 1 1 surfing 2/3 camping/rock climbing 4/5/6 rollerblading/shopping/skateboarding 2 2 baseball 3 skiing 4 dancing 5 cycling basketball 7 beach volleyball 3 2 play 3 go 4 go 5 play 6 go 4 2 She played tennis at the sports centre. 7 2 fastest 3 smallest 4 longest 5 youngest 6 best 8 2 snowiest 3 hottest 4 rainiest 5 worst 6 nicest 09 Head to toe Vocabulary 1 2 spiky 3 short and straight 4 wavy 5 curly 6 long and fair 2 2 long 3 curly 4 spiky 5 short 6 straight 3 2 Owen’s got short spiky hair. shoulder 6 2 nose 3 neck 4 left hand 5 leg 6 knee fingers 7 2/3 face/back 4/5/6 hands/shoulders/feet 7 toes 8 2B 3A 4B 5C 6A 7B GOLD EXPERIENCE A1 7 PHOTOCOPIABLE © 2014 Pearson Education Ltd. 4 2 He’s got short wavy hair. 6 Pandas are bigger than meerkats.

sunglasses 3 shirt.Gold Experience A1 Workbook answer key 7 jeans. trainer GOLD EXPERIENCE A1 PHOTOCOPIABLE © 2014 Pearson Education Ltd. sweatshirt 5 shorts. 3 2 ’re/are going to 3 ’m/am going to 4 Are. 5 Kara: A doctor? That’s fantastic. 3 Yes. 6 She’s going to go surfing. 3 They’re going to play tennis. I don’t like studying! 2 Maria: But you love playing sport. 6 She’s not/She isn’t going to go dancing. 5 Yes. jacket 4 jeans. trainers 8 2 jacket 3 boots 4 jeans 5 shorts 6 hat 9 2 swimsuit. 3 Kara: Yes. You can study sports science at university. tights. that’s true. 2 2 He’s not/He isn’t going to sing in the show. sandals. I like going swimming and playing football. he is. dancing. going to fly 7 ’s going to see 4 2 Does your dad like making lunch on Sunday? 3 Does Helena want to learn French? 4 Do pandas like swimming? 5 Do your parents want to go camping this year? 6 Do you like playing basketball? 5 2 meeting 3 better/nicer 4 playing 5 to 6 easier/nicer 7 swimming 8 going Revision Units 9–10 Vocabulary 1 2 wavy 3 hands 4 fair 5 finger 6 leg 7 straight 2 1 shorts. What about you? You don’t like playing sports. nose. shirt 3 boot. 4 They’re going to go skiing. shoes. we are. T-shirt 102 swimsuits 3 shorts 4 sunglasses 5 sandals 6 boots 3 2d 4 3f 4g 5a 6c 7b Grammar 1 2 They’re going to play football. going to play 5 ’m not going to watch 6 Are. I want to be a doctor. Do you know what you want to be? 4 Maria: Yes. sunglasses. 5 You aren’t going to clean your bedroom. shorts. they’re not. skirt 2 jacket. shopping. 6 102 travelling 3 watching 4 going 5 to be 6 to write tennis. 5 2 Are you going to travel by plane? 3 Is the weather going to be hot? 4 Is your sister going to go with you? 5 Are you all going to stay in a hotel? 6 Is the holiday going to be in the summer? 6 2 playing 3 to go 4 playing 5 to go 6 doing 7 2 tidying 3 to listen 4 watching 5 going 6 to stay 7 playing 8 2C 3A 4B 5C 6C 9 The correct order is: Maria: Do you know what you want to study after school? 1 Kara: No. it isn’t. you are. 4 No. I do. tooth. knee. I like studying science. 5 He’s going to play basketball. going to 4 2 Yes. cycling 5 2 tights 3 hands 6 T-shirts 4 swimsuit 5 shorts Grammar 1 2B 3A 4B 5C 6C 7A 8B 2 2 Eva 3 Heidi 4 Isabel 5 Jana 6 Marta 3 2 ’m going to have 3 ’re not going to go 4 Is. 3 They aren’t going to have a party. sandal. hand. going to 5 ’s/is going to 6 Is. 6 No. 4 I’m not going to go shopping. 9 . I don’t … but I don’t want to go to university.