Pearson - Gold Experience

B2+ Teacher - S Book 2nd

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2ND EDITION

TEACHER’S BOOK

B2+
Pre-Advanced

CONTENTS

Introduction to Gold Experience 2 nd Edition 4–7

Course components 5– 6

Teaching pathways 7

Unit walkthrough 8–12

Student’s Book unit 8–11

Workbook unit 12

Classroom teaching ideas 13-21

How to teach for exams 13–15

How to flip the classroom 16–17

How to encourage independent learning 18–19

How to teach with projects 20

How to teach with Readers 21

Unit 1 Passions 22–38

Unit 2 Perceptions 39–54

Unit 3 Influence 55–70

Unit 4 Going places 71–86

Unit 5 Citizenship 87–101

Unit 6 Urban tales 102–118

Unit 7 Mind and body 119–134

Unit 8 Entertain me 135–149

Unit 9 It’s a wild world 150–165

Unit 10 Speak to me 166–176

Switch on videoscripts 177–180

Workbook answer key 181–197

Speaking: success criteria 198–200

Writing: success criteria 201–207

INTRODUCTION

GOLD EXPERIENCE Gold Experience second edition aims to bring new experiences to
ND students, and encourage students to bring their own experience
2 EDITION to the classroom. We believe that any text or discussion topic
should be interesting regardless o6 the language, and we have
Gold Experience second edition is an 8-level course that prepares
tried to balance light, quirky topics that students will have 6un
students 6or the Cambridge English exams while building
with, with more weighty themes to really get them thinking.
their language and real-world skills. The course gives students
thorough exam preparation in terms o6 both strategy and Where possible, we have used authentic texts and real people
language, while simultaneously developing the li6e skills that in reading texts allowing students to expand on anything that
students will need to use English success6ully in beyond the takes their interest. Authentic broadcast video 6rom a variety o6
classroom. Real-world, engaging materials ensure students are sources, and grammar ‘vox pop’ interviews with the general public
switched on and curious to learn more. This second edition is 6ully introduce students to authentic accents and real experiences and
updated with new content and a new design. stories.
As every teacher knows, when students are engaged with the
topic and the material, they are engaged with English and
Brand new 6or the second edition, the B2+ level is designed 6or everything else is just that little bit easier.
students who have success6ully taken a B2 level exam such as
Cambridge B2 First for Schools, and wish to start their journey
towards a C1 advanced level o6 English and qualification. As As well as language and exams, we know you care about
well as developing students’ confidence in using English 6or developing your students as citizens o6 the world. This means
communication and extending their knowledge o6 vocabulary helping them develop their ability to think critically, assimilate
and structures, the B2+ level will start to bridge the cognitive new in6ormation and points o6 view, and 6ormulate, express and
and experiential gap between a typical older teen and the more de6end their opinions. This means helping them develop research
abstract and adult demands o6 the Cambridge C1 Advanced exam. techniques, work both alone and with others, and reflect on
It will also develop the thinking and sel6-expression in English their own learning. In Gold Experience second edition, these skills
that students will need 6or university study. Gold Experience are developed throughout each unit in the Speak Up sections,
second edition aims to find surprising and engaging ways to make where students are encouraged to discuss and debate, and in
mature topics and themes accessible to very young adults, and a more 6ocused way, at the end o6 each unit in the Project and
equip them to succeed in both their exams, and in their upcoming Independent Learning strands. The Projects are designed to be
university li6e. flexible and you can decide to do them quickly in class, or expand
them into longer-term projects over several classes or weeks. The
Independent Learning syllabus builds over the course o6 the book
to help students discover both study tools and techniques, and
more about themselves as learners.
First and 6oremost, you need your course to help you achieve
students’ core aims o6 building language skills and passing exams.
With Gold Experience second edition, the syllabus is based on We know that the real classroom can ofen be 6ar more complex
a combination o6 exam requirements and the Global Scale o6 than the ideal classroom we imagine. For that reason, we’ve
English, ensuring comprehensive language coverage. Meanwhile, provided a wealth o6 materials to provide extra support or
we have brought together highly experienced authors and exam 6urther challenge 6or students who need it, plenty o6 additional
consultants to ensure accuracy and rigor in exam preparation, as and alternative ideas and resources 6or you, and a 6ull suite o6
well as managing the balance o6 general English, exam English components to allow you to tailor your teaching package to your
and li6e skills. This means you can rest assured that your students classroom.
will be learning the right language with suitable practice to help
them excel in their exams and communicate with confidence.

We believe that students need training and practice to excel

in exams, but that this doesn’t need to be the overarching 6eel
o6 a class. In Gold Experience second edition, exam tasks are
woven seamlessly into the flow o6 the lesson, but can be easily
identified by the icon. Each unit includes work on every
exam paper, giving students exposure to realistic tasks with a
6ocus on the target language o6 the unit. Over the course o6 the
book, students build their exam strategies and their confidence
through the step-by-step core activities and task-based exam
tips. For those classes or individuals wanting more targeted exam
preparation we have a 6ull practice test in the Workbook, and an
additional Exam Practice book 6or practice o6 6ull papers.

COURSE • Full Student’s Book in digital 6ormat with embedded audio,

video and interactive activities.
COMPONENTS • Suitable 6or computer or tablet

• Mirrors the Student’s Book lesson by lesson and consolidates

• Nine topic-based units divided
into 8 main teaching lessons, plus
video, project, independent learning,
wordlist and unit check.
• Final tenth unit review provides
revision o6 language and skills 6rom
the course in exam task 6ormat.
• Training and practice 6or the
Cambridge C1 Advanced exam is
seamlessly integrated into every
lesson.
• Students and teachers can easily
identify exam-like tasks with the
• Additional examples o6 vocabulary sets in Extend vocabulary
in the back o6 the book.
1 Workinpairs anddiscuss the questions.
1 What is the stereotype ofa typicalperson of
yourage in yourculture?
2 Howdo the mediatend to portray
teenagers?
3 Do you thinkthis is afairportrayal?
Why/Whynot?
2 Readthe headingand first sentence of
eachparagraphinthe article. What is the
article about?
3 Readthe exam tipand complete the task.
gappedtext
Writers usesubstitution(e.g.this, them, such,
one) andsynonyms/paraphrasingtoconnect
ideas ina text andavoid repetition.They
usuallyreferbackwards orforwardtoanother
word/phrase/idea inthetext andhelpto
createcohesion.
Findtwoexamples eachofsubstitution
andsynonyms/paraphrasinginthe firsttwo
paragraphsofthe article.
4 Lookat the words inboldinparagraphs A
andD. Whichmight referbackto aprevious
paragraph?Whichreferbackto anideain the
same paragraph?
5 Decide whichparagraph(AorD) fits gap1.
Useyouranswers toEx3and4to helpyou.
6 Readthe article. Choosefrom the
paragraphs (A–G) the one whichfits eachgap
(1–6). There is one extraparagraphwhichyou
donotneedtouse.
7 Findwords or phrases inthe article that mean
learning with targeted practice.
• Additional topic-related practice o6 reading, writing, speaking,
listening and use o6 English skills.
• Extensive practice o6 course grammar and vocabulary,
including practice o6 Extend vocabulary 6rom the back o6 the
Student’s Book 6or stronger students
• Complete practice exam in Unit 10.
• Designed 6or either independent study at home or in-class
extra practice.
• Audio 6or listening lessons available on the Student’s App.
icon.
A And thisparticularstereotype isnotthe onlyoneourteenshave to Media
are unfair ,
worryabout.There’salso theone o6thelazy,crazy,wildteenager
thatisofenseenon television.Manyshowshavebeenmade that
representteensassel6-centredpeoplewhocare verylittleaboutthe
peopleandworldaroundthem. say teens
B Suchresearchsuggeststhatteenagersarebeingusedbyproducers i
The media’sunfair portrayal of teenagersishavinga
whoaresimplylooking6orthe nextbigthingtobringin largenumbers 4
negative effectontheir lives, accordingto research.
o6viewers.Theyappeartobe moreconcernedwiththisthanwith Eighty-one percentof 14–17year-oldswho took part v
Thisindicatesyoungpeople do supportothers. They
showingtheyoutho6todayina 6airerandmorejustway. ina survey carried out by Demossaid they believe also believe they have a stronger sense of personal
their age groupisbeingportrayed ina false lightby responsibilitythanpreviousgenerationsdespitethe
the media, withmany suggestingthiswill have an mediaimageofself-obsession.TheDemosreport
C However,theyintendtoachievesuchatrans6ormationbyusing
impactonthemfindingwork infuture. findingsshowed thatyoungpeople are keento make
alternativeapproachestotheirparents.Ratherthantraditional
a difference to society and want to create positive
politics,today’steensseecharities,socialenterprisesandmost 1
change insome way. Many reported actively seeking
importantly,collaborationonlineasmoreinfluentialthesedays.
ii
Sucha situationisunlikely to be helped by the waysto do this.
negativestereotypesthatsurroundyoungpeople 5
D Thisresearch comesatatime o6highunemployment6or16–24year- inthe news. If yousearchfor ‘teenager’ oncurrent
oldswhoarenot ineducation,employmentor training(so-called affairswebsites, you’ll find the majority of articles vi
In fact, eighty-sevenpercentof teenagersbelieve
NEETs).Aweakenedeconomy,alacko6skillsandan increasein containwordssuchas ‘violent’, ‘threatening’ or thatsocial media isaneffective way to supportsocial
retirementagemeanthatthey arecompeting6or6ewerjobsagainst ‘irresponsible’ amid those storieson the topicof issuesand pushfor change. Over a third have signed a
olderpeoplewithmoreskillsandexperiencethan them. crimeandother illegalactivities. petitiononline. Justunder a third have used social media
to raise awarenessof a cause and nineteenpercent
2
havedonatedmoneyonline.Teachersalso agreedthat
E So,itseemsthat youngpeopletodayaresociallyactiveandwantto iii
The organisationWomeninJournalismdiscovered sharingopinionsonsocial networksisas impactful as
makeadifferencetothe worldtheylivein.They careaboutothersin thiswhenthey examined the language innews usingmoretraditional platforms.
theircommunityandvolunteertheirtimetohelpthem.And yetnone articles, and yetthe truthis thatfew 14–17year-
6
o6thisis6eaturedinthe media. oldsgetinto trouble with the law. The number of
offendersundereighteenhasactuallydecreased vii
Youthworker Rebecca Jonesthinksthisneeds to
considerably over the lastdecade, butstill the change. She says, ‘We all should take responsibility and
F Themajorityo6teachersalsotickedthesame box,describingyoung commonly accepted negative image of young startto share our positive experienceswiththe polite,
peopleas‘caring’and‘enthusiastic’.Itturnsout thatmanyteens peopleascriminalspersists. friendly, helpful teensof thisworld. If we use social media
volunteerinthecommunitybyhelpingstaffatoldpeople’shomesor to voice our viewson the wonderful things
byorganisingcommunitycampaigns. 3
these people cando, perhaps
iv
Despite the existence of thisstereotype, itwas found we canmake a difference
to be untrue by the Demosresearch. Adultsmay to the world and their lives.’
G Thisisbecausethemediaareonly interestedinstoriessuchasthese.
You’reunlikelyto findnewsaboutyoungpeoplethatcontainmore assume thatthey are uninterested inpoliticsand
positivewordssuchas‘caring’,‘help6ul’or ‘theper6ectstudent’ other suchthingsbutinfact, eighty percentof young
unlessit’stodescribeayoungpersonwhotragicallylosttheirli6e. people answered yesto the questionof whether this
generationismore concerned withsocial issuesthan
previousones. Thiswill come asno surprise to those
who work withyoungpeople.
8 Answerthe questions.
1 What opinion is put forward in this article?

‘ 87 percent of teens believe

thefollowing. 2 What evidence is provided to support this opinion? Is it persuasive?

• Fully interactive digital version o6 the Workbook, which

1 described orshown as (parai) 3 What conclusion is put forward?

that social media is an effective

2 doing things that aren’t sensible (paraii)
3 byquite alarge degree (paraiii)
4 not wanting to knowabout (paraiv)
5 looking for(parav)
6 having alot ofeffect (paravi–two words)
7 onlyinterested in yourself(paraA)
8 less powerful(paraD)
‘
9 Workin groups anddiscuss the questions. way to support social issues
and push for change. .
complements and consolidates the Student’s Book material.
1 Do you agree with the opinion put forward in the article?Why/Whynot?
2 What negative stereotypes are there about teenagers in your country?
Do theyinfluence the wayteenagers behave?
3 Howdo the mediaportraythese othergroups:old people,people from
othercultures,wealthypeople?

36 Beingateenagermeans textingtotell a6riendyou’reat theirhouserather thanknocking. 37

• Remediation videos and activities powered by MyGrammarLab.
M03 Gold E p B P 4 .indd 36 0 / / 0 6:38 M03 Gold E p B P 4 .indd 3 0 / / 0 6:38

• Students are encouraged to explore their ideas, opinions • Instantly graded activities with supportive 6eedback.
and knowledge o6 the world through 6requent discussion • Personal gradebook 6or students to review their per6ormance.
opportunities, 6or example through Speak up activities. • Access to Student’s Book video and audio 6or students.
• Video clips expose students to a variety o6 authentic
broadcasting 6ormats, accents and ideas, and encourage
students to think critically about what they watch. • Additional intensive practice 6or the Cambridge C1 Advanced
• Where appropriate, grammar vox pop interviews give exam.
authentic examples o6 target grammar in use. • Two complete practice tests, one with tips and guidance 6or
• End o6 unit projects can be adapted depending on the every task.
time available, and encourage students to explore a topic, • Extensive support 6or productive tasks at the back o6 the book.
collaborate and work creatively with classmates, and present
• Online answer keys, audio and speaking test videos with
back to the class.
teacher’s resources.
• Independent learning sections guide students through
different aspects o6 sel6-reflection and help them become more
success6ul learners.
• The back o6 book Grammar file gives a 6ull page o6 detailed
grammar and language explanation, plus a 6ull page o6 practice
activities 6or every unit.
• Writing file and Speaking file give task-by-task exam-related
help and use6ul language 6or productive tasks.
• Student’s App gives access to videos and the extensive class
and workbook audio, as well as additional 6un practice o6
course vocabulary. Accessed via a code in every Student’s Book

Resources
• Teaching notes (digital teacher’s book).
• Detailed grammar PowerPoint presentations 6or each unit’s
• Teaching notes with a wealth o6 additional and alternative grammar points.
classroom ideas, including 6or mixed ability classes, 6ast finishers, • Three photocopiable worksheets (Grammar, Vocabulary +
and additional questions to encourage critical thinking. skill or exam 6ocus) per Student’s Book unit, with 6ull teaching
• Exam in6ormation, including how Student’s Book activities may notes and answer key.
differ 6rom exam tasks (6or example, shorter text length, 6ewer • Class audio and video.
items, a 6ocus on unit language meaning less variety o6 tested • Assessment package (see below)
language than in the exam, etc.).
• ‘How to’ sections in the introduction, giving advice on teaching
6or exams, flipping the classroom, developing your students as
independent learners, teaching with projects and teaching with
readers.
• Speaking and Writing Success Criteria at the back o6 the book
to help you and your students understand what a solid answer,
a good answer and an ‘acing it’ answer looks like.
• Photocopiable audio scripts and videoscripts at the back o6
the book.
• Workbook answer key.
Assessment package
• Access code 6or all Gold Experience digital teacher tools.
• Extensive range o6 tests 6or use
READING SB pp36–37
throughout the course.
Organisestudents intosmallgroups.Givethemtwominutes
tobrainstorm adjectives whichare oTenusedtodescribe or
portrayteensinthemedia. Thengivestudents anothertwo
minutestobrainstormadjectiveswhicharecommonlyused
3 Askastudent toreadthe exam tiptothe class.Findthe
first example of substitutioninthe text as aclass. Focus
students’attentiononthe firstoccurrenceofthephrase
‘14–17year-olds’.Askstudentstotell youwhichwordsare
• A/B versions o6 core tests to
todescribe elderly people. Bringthe class together. Collect usedtoreferto this age grouplateronin the sentence
students’answers aroundtheclassandwritethemon the
board.Comparethewordswhichare associatedwiththetwo
differentgroups.Askstudents: Whatdoesthistellusabout
the wayoursocietyviewsthese twogroupsof people?
(they , them). Elicit why the writerhas done this (to avoid
repetition). Askstudentstofindtwomoreexamplesof
substitutionfromparagraphsoneandtwo ofthetext.
Allowstudentstocomparetheiranswerswitha partner.
prevent cheating.
Askstudentstogive youasynonymfor‘teenagers’from
thefirsttwoparagraphs(youngpeople).Elicitthat,once

• Versions 6or students with special

SB p35
Askastudent toreadthe quote andask
the class what they thinkit means and
whetherornot they agree withit. Focus
students’attentiononthephotograph.
Askthem todescribe it,prompting
them withquestions suchas: What do
youthink the relationshipisbetween
the manandthe boy? Do youthink that
Dividetheclassintotwoteams.Telloneteamthatthey
aretoimaginethattheyareold people;telltheotherteam
thattheyarejustthemselves.Askthe‘old’teamtothink
abouttypicalteenagers.Howdotheyseethem?Askthem
toworkinpairsto drawpicturesofatypicalteen.The
otherhalfoftheclassshouldworkin pairstodrawpictures
ofatypicalold person.Askstudentstolabeltheirpictures
todrawattentiontoanyspecificfeaturesofhowold(and
teenage)peopledressandbehave.Theclassshouldthen
gettogethertopresenttheirpicturesandtalkaboutthem.
Usingthepicturesasthebasisfora classdiscussion,ask
yourstudentsquestions,forexample: Whatdothepictures
again, the writerhas done this toavoidrepeatingthe
same wordandtoallowthe text to‘flow’ sothat the
ideas connect toeachother. Askstudents tofindanother
twoexamplesofsynonymsfrom thesetwoparagraphs.
Substitution
Paragraphi:their(teenagers),they(14–17year-olds),
their(14–17year-olds),this(portrayedina falselight),
them(14–17year-olds)
Paragraphii:Sucha situation(mediaportrayingyoung
peopleinafalselight),those(articles)
educational needs.
Synonyms/Paraphrasing

• Available as ready-to-print pd6s or

differentgenerationsunderstandeach
other? Why/Whynot? What are the
maindifferencesbetweenolderand
youngergenerations?
Organise students intopairs. Give them
teenagers/young people
ofoldpeoplehaveincommon(ifanything)?Whatabout
effect/impact
thepicturesofyoungpeople?Howtrue-to-lifedoyouthink
news/currentaffairs
thesepicturesare?Areoldpeopleviewedpositivelyor
articles/stories
negativelyinyourculture?Whatdoyouthinkaboutthis?
4 Focus students’ attentiononparagraphs AandD and the

editable word documents.

aminute todiscuss the questions,
thenopenthis intoaclass discussion. words inbold.Askastudent toreadthe question.Give
Generate as muchlanguage as possible students aminute todiscuss theiranswers withapartner
1 Focusstudents’attentiononthephotograph.Ask: What beforeconductingclassfeedback.

3
X
andwrite newwords andphrases on
adjectiveswouldyouusetodescribe hisappearance?
the boardforstudents torecord. Whatdoyouthinkhispersonalityislike? Organise A thisparticularstereotype couldreferbacktothe
students intopairsandaskthemto discussthequestions. negativeimageofyoungpeopleascriminals; theone
Possibleanswers
Monitorasstudents dothis,offeringsupportwhere refersbacktotheideaofa stereotype,tointroducea

Influence
1

2
Mygrandmotherhashada big
influenceonmylife.Weareveryclose
andwespendalot oftimetogether.
Ifindherlife storyquiteinspirational.
Ithinkpeoplemyageareo>en
necessary.Conductclassfeedback.

Possibleanswers
1 Ithinkthestereotypeisthatwearealwaysgluedtoour
differentone .
D Thisresearch couldreferbacktotheDemosresearch;
they and them referbacktoNEETs/16–2 4year-olds.
• Answer keys and audio files.
phones,thatweare quiteself-obsessedandalittlebitvain 5 Askstudents todecide whichparagraph(Aor D) fits the
influencedbypeopletheirownage. andthatwedon’tworkashardaswe should. gap, underliningthe part of the passage whichhelped
READING USEOF ENGLISH
Ithinkit’sbecauseteenagersgenerally

• Test pack includes:

2 Themediaportray
susasbeingobsessedwithourimage themfindtheanswer.Allowstudentstocomparetheir
topic:teenstereotypes keywordtransformation wanttolookandbehavelikethe most andgluedtoourphonesthewholetime. answers withapartnerandtell them that they must be
skill:understandingcohesion multiple-choicecloze popularandbestdressedpeoplein preparedtoexplaintheirchoice. Conduct feedback.
3 Ithinkthereisa littlebitoftruthin thisportrayal,butI
task:gappedtext theiryeargroups.Peoplemyageare don’tthinkit’stotallyfair.Mostofmyfriendsworkhard
SPEAKING
alsoinfluencedbycelebrities,andthat andcareaboutalotofimportantissues,althoughitis TheanswerisD.TheDemosresearchinparagraphidoes
GRAMMAR topic:influences onchildren hasalotto dowiththemediaandhow notcoverthetopicofTVbutparagraphBclearlydoes
truethatwespendalotof timeonsocialmedia!
thepassive skill:conversationalstrategies celebritiesareportrayedashaving (producers, viewers).
2 Nominate astudent toreadthe headingandthe first

• Diagnostic test to help confirm

reportingverbs andthepassive task:collaborativetask ideallives.
3 IsupposeIinfluencemylittlesister. sentence of eachparagraphof the text. Askstudents to
VOCABULARY WRITING task: gappedtext
She’salwaystryingtocopytheclothes tellyouwhat they thinkthe article is goingtobe about.
themedia;collocations topic:youngpeopleandscience IwearandthethingsI say. Askstudents: What doyouthink the negative effect 6 If necessary,pre-teachthefollowingwordsand
words withsimilarmeanings skill:organisingparagraphs (mentionedinthefirstsentence)is? Doyouhave anyideas phrases: threatening , offenders , self-obsession and
about this?

place students and identi6y

task:essay petition.Useconceptquestionstocheckunderstanding,
LISTENING
Point out tostudents that this readingstrategy (making e.g. Ifapersonis‘threatening’,howmightIfeel?
topic:falsebeliefs SWITCH ON Askstudents toworkinpairs and (frightenedorworried);Isan‘offender’someonewho
predictions basedonthe headingandfirst sentence of
skill:understandingidiomatic video:fashionfollowers discussthefollowingquestions: aparagraph) canbe areally useful exam strategy.Ask breaksthelaworsomeonewhohelpstoenforceit?
language project:bloggingcampaign What canyoungerpeople learnfrom students: Howdoyouthink thisstrategycanbe usefulin (Someonewhobreaksthelaw);IfIam self-obsessed,
task:multiple-choicelongertext olderpeople? What canolderpeople anexam? (It helps youtoprepare forreadingindetail.) whoorwhatamImostinterestedin? (myself);Whydo
learnfromyoungerpeople? Bringthe
class togethertoshare theirideas. It’saboutthemedia’sportrayalofteenagersandthe
negativeeffectthisis havingonthem.
peoplesignpetitions? (becausetheywantsomeonein
authoritytodosomethingorchangesomething).
strengths or weaknesses.
55 56

• Unit tests with two papers: Grammar, vocabulary and use o6

English; Listening and reading
• Review tests every three units with three papers: Grammar,
All the support a busy teacher needs in one place, accessed via vocabulary and use o6 English; Writing; Speaking.
the access code in the back o6 the Teacher’s Book or via your
• End o6 Year test with three papers: Listening, Reading and
Pearson consultant.
use o6 English; Writing; Speaking.

Presentation tool
Online Practice for teachers
• Teacher view o6 Online Practice provides a 6ull learning
management system .
• Assign tasks to the whole class, groups or individual students
depending on their needs.
• Automatic marking to save time.
• Per6ormance area lets you see how individual students and the
whole class are progressing overall and by skill.

• Front-o6-class teacher’s tool with 6ully interactive version o6

every Student’s Book and Workbook activity with integrated
audio and video.
• Planning mode, including teacher’s notes, and teaching mode.
• Easy navigation via either book page or lesson flow.
• Additional whole-class game activities – plus score and timer
tools 6or teacher-led games.

TEACHING PATHWAYS
We know that not every class is the same, and there are many influences, 6rom your course hours, teaching context and personal style to
your class size, and the needs o6 every one o6 your students. Gold Experience 2nd Edition has been designed to be as flexible as possible,
allowing you to add relevant sections and support to the core content, and tailor the course to your classes and students.

Component To focus on …

Blended / Core Grammar and Exam 21st Century Fun

Print
Digital material vocabulary preparation skills activities
Student’s Student’s Units 1–9: • Unit checks • Unit 10 (review • Independent • Game on
Book + eBook • core • Grammar file unit) Learning section activities in
App lessons (re6erence & practice) • Writing file • Switch on video main units
• Extended Vocabulary • Speaking file project • Switch on
lists • Speak up & video &
extended project
• App: Vocab activities
discussions • Footers in
• Authentic ‘on-the-
• Improve it writing main units
street’ interviews
sections

Workbook Online Practice Units 1–9: • Extend vocabulary • Unit 10 (6ull • Writing tasks • Puzzles (e.g.
• core sections practice exam) crosswords)
lessons • Unit checks
• Online Practice:
MyGrammarLab
videos & activities

Teacher’s Units 1–9: • Alternative and extra • How to teach • How to encourage • How to teach
Book • core activities in teaching 6or exams independent with projects
lessons notes • Writing Success learning • Extra
• Additional activities Criteria • How to flip the activities
6or 6ast-finishers • Speaking classroom in teaching
• In6ormation about Success Criteria • How to teach with notes
common student • Extra activities projects
errors in teaching • How to teach with
notes readers
• Critical thinking
activities in
teaching notes
• Project extensions

Teacher’s Online Resources Units 1–9: • Grammar PowerPoint • Photocopiable • Photocopiable

(including Teacher’s • audio & Presentations activities activities
Presentation Tool) video • Photocopiable • Presentation
activities Tool games

Assessment package (Word Unit tests: • Diagnostic test • Unit tests: Skills Tests used as
or pd6 - part o6 Online Grammar & • Review tests (main) • Review tests: assessment for
Resources) Vocabulary Writing learning
• Review tests:
Speaking
• End o6 Year
tests

Exam Exam booklet

practice • 2 6ull practice
booklet tests
• Guidance, tips &
re6erence

UNIT WALKTHROUGH

STUDENT’S BOOK U NIT

Each unit has a lead-in photo,

quote and discussion questions
Everyone
to get students thinking about has a
the unit theme, and using their
existing topic vocabulary.
story
to tell.

3
Look at the photo and discuss the questions.
1 Who has had a big influence on your life?
2 Who or what do you think generally influences
people of your age? Why?
3 Who do you influence? How?

Influence
READING VOCABULARY USE OF ENGLISH WRITING
topic: teen stereotypes the media; collocations key word transformation topic: young people and
skill: understanding cohesion words with similar meanings multiple-choice cloze science
task: gapped text
LISTENING SPEAKING
skill: organising paragraphs
task: essay
The Unit overview
GRAMMAR topic: false beliefs topic: influences on children
the passive skill: understanding idiomatic
language
skill: conversational strategies SWITCH ON
video: fashion followers
gives a brie6 outline o6
reporting verbs and the task: collaborative task
passive task: multiple-choice: longer
text
project: blogging campaign
topics, key language, skills
35
6ocus and exam tasks.
4 . 7 11 17 1

The main reading text previews grammar

that students will meet in the next lesson.
Power up sections
get students
thinking about the
lesson topic. A And this particular stereotype is not the only one our teens have to Media
are unfair,
worry about. There’s also the one o6 the lazy, crazy, wild teenager
that is ofen seen on television. Many shows have been made that
represent teens as sel6-centred people who care very little about the
people and world around them. say teens
1 Work in pairs and discuss the questions.
B Such research suggests that teenagers are being used by producers i
The media’s unfair portrayal of teenagers is having a
1 What is the stereotype of a typical person of who are simply looking 6or the next big thing to bring in large numbers 4
negative effect on their lives, according to research.
your age in your culture? o6 viewers. They appear to be more concerned with this than with Eighty-one percent of 14–17 year-olds who took part v
This indicates young people do support others. They
2 How do the media tend to portray showing the youth o6 today in a 6airer and more just way. in a survey carried out by Demos said they believe also believe they have a stronger sense of personal
teenagers?
their age group is being portrayed in a false light by responsibility than previous generations despite the
3 Do you think this is a fair portrayal? the media, with many suggesting this will have an media image of self-obsession. The Demos report
Why/Why not? C However, they intend to achieve such a trans6ormation by using
impact on them finding work in future. findings showed that young people are keen to make
alternative approaches to their parents. Rather than traditional
a difference to society and want to create positive
2 Read the heading and first sentence of politics, today’s teens see charities, social enterprises and most 1
each paragraph in the article. What is the change in some way. Many reported actively seeking
importantly, collaboration online as more influential these days.
article about? ii
Such a situation is unlikely to be helped by the ways to do this.
negative stereotypes that surround young people
5
D This research comes at a time o6 high unemployment 6or 16–24 year- in the news. If you search for ‘teenager’ on current
olds who are not in education, employment or training (so-called affairs websites, you’ll find the majority of articles vi
In fact, eighty-seven percent of teenagers believe
3 Read the exam tip and complete the task. NEETs). A weakened economy, a lack o6 skills and an increase in contain words such as ‘violent’, ‘threatening’ or that social media is an effective way to support social
retirement age mean that they are competing 6or 6ewer jobs against ‘irresponsible’ amid those stories on the topic of issues and push for change. Over a third have signed a
older people with more skills and experience than them. crime and other illegal activities. petition online. Just under a third have used social media
gapped text
Exam skills and Writers use substitution (e.g. this, them, such,
2
to raise awareness of a cause and nineteen percent
have donated money online. Teachers also agreed that
sharing opinions on social networks is as impactful as
one) and synonyms/paraphrasing to connect E So, it seems that young people today are socially active and want to iii
The organisation Women in Journalism discovered

strategies are built ideas in a text and avoid repetition.They

usually refer backwards or forward to another
word/phrase/idea in the text and help to
make a difference to the world they live in. They care about others in
their community and volunteer their time to help them. And yet none
this when they examined the language in news
articles, and yet the truth is that few 14–17 year-
6
using more traditional platforms.

o6 this is 6eatured in the media. olds get into trouble with the law. The number of
up through both core create cohesion.
Find two examples each of substitution
offenders under eighteen has actually decreased
considerably over the last decade, but still the
vii
Youth worker Rebecca Jones thinks this needs to
change. She says, ‘We all should take responsibility and
and synonyms/paraphrasing in the first two F The majority o6 teachers also ticked the same box, describing young commonly accepted negative image of young start to share our positive experiences with the polite,
activities and exam paragraphs of the article. people as ‘caring’ and ‘enthusiastic’. It turns out that many teens
volunteer in the community by helping staff at old people’s homes or
3
people as criminals persists. friendly, helpful teens of this world. If we use social media
to voice our views on the wonderful things
by organising community campaigns. these people can do, perhaps
tips.e 4 Look at the words in bold in paragraphs A
and D. Which might refer back to a previous
paragraph? Which refer back to an idea in the
iv
Despite the existence of this stereotype, it was found
to be untrue by the Demos research. Adults may
we can make a difference
to the world and their lives.’
G This is because the media are only interested in stories such as these.
sameparagraph? assume that they are uninterested in politics and
You’re unlikely to find news about young people that contain more
positive words such as ‘caring’, ‘help6ul’ or ‘the per6ect student’ other such things but in fact, eighty percent of young
5 Decide which paragraph (A or D) fits gap 1. unless it’s to describe a young person who tragically lost their li6e.
people answered yes to the question of whether this
Use your answers to Ex 3 and 4 to help you. generation is more concerned with social issues than
previous ones. This will come as no surprise to those
6 Read the article. Choose from the who work with young people.

Exam tasks are easily

paragraphs (A–G) the one which fits each gap
(1–6). There is one extra paragraph which you
do not need to use. 8 Answer the questions.

identified by the 7 Find words or phrases in the article that mean 1 What opinion is put forward in this article?

‘ 87 percent of teens believe

the following. 2 What evidence is provided to support this opinion?Is it persuasive?

symbol. 1 described or shown as (para i) 3 What conclusion is put forward?

that social media is an effective

‘
2 doing things that aren’t sensible (para ii)
3 by quite a large degree (para iii)
4 not wanting to know about (para iv) 9 Work in groups and discuss the questions. way to support social issues
5 looking for (para v) 1 Do you agree with the opinion put forward in the article? Why/Why not? and push for change..
6 having a lot of effect (para vi – two words) 2 What negative stereotypes are there about teenagers in your country?
7 only interested in yourself (para A) Do they influence the way teenagers behave?
8 less powerful (para D) 3 How do the media portray these other groups:old people,people from
othercultures,wealthypeople?

36 Being a teenager means texting to tell a 6riend you’re at their house rather than knocking. 37
Sum up sections
require students 03 l p 9 9 9.in 36 07 0 7 6 38 03 l p 9 9 9.in 37 07 0 7 6 38

to think about the

text as a whole. Speak up sections develop critical thinking, asking students
to think more deeply about the topic and consider different
viewpoints, and provides extra speaking practice.
8

Editable PowerPoint presentations 6or each Language is contextualised in authentic Grammar vox
core grammar area save valuable preparation pop interviews, scripted conversations or short texts.
time and bring the grammar to li6e. Grammar vox pops are provided as both audio and video.

3 Choose the best options to complete the facts about lying. Both collocations
options are grammatically correct but one is more appropriate.
4 Choose the correct words to complete the language box.
1 Read the grammar box and look at the passive forms the media
in the example sentences. What tense is used in
each one? WH Y AN D WH EN WE LIE: 1 Choose the correct words to complete the sentences in
the quiz. Where is the stress in each word?
explore language p160

explore grammar p146 1 None of us are completely honest. On average, ten facts collocations
we tell ten lies / ten lies are told by us each week. What are your online reading habits? A collocation is a pair or group of words that typically go
together.For example,journalists 1collect / gather news,
the passive 2 In one study, participants talked to a stranger for ten minutes.
Three lies caught them out / They were caught out in three lies, Decide if each sentence is mostly true (3 points), they don’t 2collect / gather it.News can be 3extremely /
We use the passive when: highly happy,but not 4extremely / highly happy.
despite them being convinced they’d told the truth/ the truth had sometimes true (2 points) or not true (1 point).
1 we don’t know who did the action or it’s
been told.
understood who did the action and we want to
My understanding of the news mostly comes
1
focus on the action or object. 3 Lying starts at a young age. By the time a child is three, they’ll 5 3.2 Match a word on the lef with a word on the right to
have told their first lie / their first lie will have been told. from reading viral / virus stories online. @orm a collocation. Listen again and check your ideas.
Active explore Teenagers believe their age group is being
portrayedin a false light by the media. 4 There’s a myth that children cover their mouths when lying butno
one has proved it / this has never been proved. 2
I sharenews storiesabout people in the public
contribute critically expose analyse fig ure the lie money
2 we want to avoid taking responsibility or ear / eye, even if I’ve not read them.
fall for go high- publicise profile a trick viral
grammar boxes apportioningblame.
Many shows have been made that represent teens
5 Early childhood lying is not necessarily a bad thing.It may be linked
to good social skills / Good social skills may link it later in life.
3
I tend to believe the propaganda / revelations
that the media print about celebrities.
public their website

as self-obsessed.
require students 3 we want cohesion between clauses in a text.This
means starting consecutive clauses with the same
4 Complete the rest of the facts. Put the words in brackets in the
correct order and into the correct active or passive form. Do any
4
Balanced / Sensational headlines catch my eye
and I regularly click on them.
6 Complete the sentences with collocations @rom Ex 5. You
might need to change the @orm o@ the words.
I’m not objective / subjective when I read news 1 I once embarrassed myself by and
5
subject or starting a clause with the object from
to engage with the previous clause.In both cases,it forces the use
of the passive form. 6
of the facts surprise you?

Our ability to detect a lie is not much better than guess work,
stories and pay attention only to certain bits.
2
believing something that wasn’t true.
I’ve to a good cause before.
6
I prefer to read news stories that are biased /

the taught While this stereotype exists, it was found to be according to research. (it / establish) as disclosed to my point of view. 3 When I read someone’s opinion,I it
untrue by research. just fifty-four percent. rather than just believe it.
I don’t usually assess the source of a news story
They care about others and volunteer their time . 7 People think that (give away / lies / we /
7 to decide if it’s exclusive / legitimate.
4 I think the media does a good job of

grammar. And yet none of this is featured in the media. our body language / with), but because we all behave differently,
it’s actually hard to do.
8
I never do research to see if emotional editorial /
human-interest stories I read are true.
5
that people tell.
I’d hate to hang out with people.
8 Of course, machines can do the work for us. There’d be photographers everywhere.
2 Work in pairs. Is it ever OK to tell a small lie?
If so, in what situations? (detect / they) our lies since the 6 I know how to create an attractive
early twentieth century, but they are still not completely reliable. and it.
9 (alternative methods / currently /
2 Do the quiz in Ex 1. Keep a note o@ your score and turn to 7 The only news I read are stories that
page 171 to read the results. Then work in pairs and share
investigate) to see if these methods can detect lies more on social media.
your results. How accurate are they?
accurately than a lie detector. 8 I think it’s harder for to maintain
10 The perfect lie detector machine is so unlikely that even by the end 3 3.1 Why do you think people believe @ake news stories their privacy these days.
of the century, (create / it / still / not). online? Listen to an expert discussing this. What does he
say about these things? 7 Work in pairs. Which statements in Ex 6 are true @or you?
Give more in@ormation.
• reading headlines • repetition of stories
• checkingsources • confirmation bias
• relatedstories
Complete the sentences with two truths and one lie.Your partner
will ask you questions about them.Can he/she spot the lie? 8 Work in pairs and discuss the questions.
1 Afamily nickname I’ve oDen been called is … 1 Have you ever believed a fake story?What was it?
2 Aprize I was once given is … 2 Whose responsibility is it to stop fake news spreading on
social media?Why?
3 Adream I hope will have come true by the time I’m thirty is …
3 How could people learn to spot fake stories better?

5 Work in groups and discuss the questions.

1 Is it possible to tell when someone is not telling the complete
truth?If yes,how? If no,why not?
2 How would the world be different if we were unable to lie?

38 A white lie is one that we tell because we don’t want to upset someone or make them angry. 39

03 l p 9 9 9.in 38 07 0 7 6 38 03 l p 9 9 9.in 39 07 0 7 6 38

Frequent opportunities The explore language boxes

6or personalisation and provide explanation and
discussion using new language. examples o6 key language areas.

Use of English lessons 6ocus on language 6requently tested in the exam.

All audioscripts are printed Lesson 1 6ocuses on more lexical topics,
in the back o6 the book. Lesson 2 on more grammatical topics.

Extend vocabulary 5 3.4 Listen to the podcast. For 3 Work in teams. Decide if the statements in Ex 2 are fact or
questions 1–6, choose the answer (A, B, C or fiction. Try to get as many correct answers as possible.

section in the back o6 D) which fits best according to what you hear.
1 Paul created his website in order to
1 Read the language box and complete the example
sentences with the correct form of the words in brackets.
4 3.5 Listen and check your answers to Ex 3.

the Student’s Book

A learn why false beliefs persist. Check your answers in audioscript 3.4. 5 Complete the second sentenceso that it has a similar
1 Work in pairs. Think of something you once believed and then discovered
was false. What was it? Why do you think you believed it? How did you B inform a book on dishonesty. meaning to the first sentence using the word given. Do not
change the word given. Use between three and six words.
feel when you learnt the truth? C collect a list of untrue ideas. explore language p146
and related Workbook 2
D exposeincorrect information.
According to Sally,all types of false beliefs or reporting verbs and the passive
1 The media o+en wrongly say that people should drink eight
glasses of water a day.
misinformation REPORTED

activities provide more 2 Read the exam tip and answer the question. A

B
are treated equally in the believer’s mind.
should be corrected immediately.
We can use the passive with reporting verbs (e.g. say,believe,
think) to report what people say,believe,think,etc.in a
general way,without stating who.
It by the media that
people should drink eight glasses of water a day.

use6ul vocabulary. multiple choice: longer text

Because the meaning o/ idiomatic l anguage isn’t always obvious /rom the
C

D
are influenced by a person’s fears.
are best analysed in a laboratory setting.
To refer to the same time period,we can use:
• it + passive reporting verb + that clause
2 The first cola customers thought cola provided medicinal
benefits.
BELIEVED
individual words,it’s important to use the context to help you understand 3 According to Sally,the results of a study in It 1 (say) that there are
the meaning. Cola medicinal
Australia showed that health benefits to drinking raw milk.
benefits by its first customers.
What is the meaning of the highlighted idiom? A false beliefs are connected to a person’s It 2 (once / falsely /
3 People have suggested that shaving causes hair to grow
My parents ofen disagree but when it comes to me,they only ever speak principles. claim) that Obama didn’t have a US birth certificate.
back thicker.
with one voice. B misinformation affects a person’s view of • subject + passive reporting verb + ( not) to-infinitive CLAIMED
politics.
Once false information 3 It causes it to grow
3 3.3 Listen to five speakers using the idioms below. How else could you C some types of actions affect a person’s (believe / be) true, it sticks in people’s minds. back thicker.
express the meaning of each one? existingbelief.
To refer back to a previous time period,we can use: 4 Parents o+en tell their children that going outside with wet
1
D accurate information is seen as less
take something on board 4 turn a blind eye to something • subject + passive verb + ( not) to have + past participle hair will cause a cold.
influential than false beliefs.
2 stick in your mind 5 set the record straight SAID
4 Paul and Sally agree that correcting Obama’s mother 4
3 a hidden agenda (still / think) by some 5 Wet hair cause a cold
misinformation is best achieved through
(give) birth to him outside the USA. if children go outside with it.
4 You are going to listen to two experts. They will use the idioms in Ex 3. A quoting facts and evidence.
5 Some people still think we use just ten percent of our
Vocabulary-from-the- Read the questions (but not the options) in Ex 5. What topic will the
speakers talk about?
B

C
identifying a person’s beliefs.
creating a feeling of self-assurance. 2 Write statements using the prompts.
brains.
THOUGHT
D making people more tolerant.
text activities encourage 5 Why does Paul quote the example of raw
milk?
Fact or fiction?
6
It
ten percent of our brains.
we use just

People used to think that if you swallowed your chewing

students to notice A

B
to explain a theory about staying healthy
to point out a possible medical problem
1 Mount Everest / understand / be / highest mountain
in the world. But is it?
gum,it stayed in your stomach.
ONCE
C to prove a point about science 2 it / often / believe / body heat / mostly disappear / Chewing gum in your
and absorb vocabulary 6
D to justify a proposed course of action

What does Sally suggest can prevent the 3

through the head. But does it?
Elvis Presley / understand / have / naturally black
stomach if you swallowed it.

spread of false beliefs?

they find. A the use of online networks 4
hair. But did he?
blood without oxygen / know / be / blue. But is it?
6 Work in pairs. What other similar popular modern myths or
B a pact between politicians 5 the Great Wall of China / believe / be / the only
superstitions have you heard of? What influence have they
C a consensus among experts man-made object visible from space. But is it? had on you, if any?
D the opinions given by celebrities 6 people / consider / have / more than five senses.
But do they?
7 Einstein / believe / do / badly at school. But did he?
8 water / report / drain / in different directions on each
6 Work in pairs and discuss misinformation in side of the equator. But does it?
politics, health and business. Think about:
• who might spread misinformation in
each case
• why they might spread it
• what effect the misinformation might have
on people.

40 ‘A lie gets halfway around the world before the truth has a chance to get its pants on.’ (Winston Churchill ) 41

03 l p 9 9 9.in 0 07 0 7 6 38 03 l p 9 9 9.in 07 0 7 6 38

Task layout reflects Fun footers, loosely connected to the topic, can
the exam. be explicitly exploited or lef 6or students to notice.

S ep by ep app oach o exam a

5 Read the article. Decidewhich answer (A, B, Cor D) best 6 Read the language box. Match the f unctions
fits each gap. with the phrases in Ex 4. Can you think of any
more phrases for these functions?
1 Choose the correct word in each question. Why is the
incorrect option wrong? Vloggers for hire explore language
1 What appeal / attraction do vloggers have for young 1 Look at the diagram. How could you use these words and phrases to
people? Vloggers are rapidly replacing celebrities as thepeople to discuss the question?
2 What consequence/ influence do they have on you or follow online with many of them known for their expertise conversational strategies
your peers? in fashion, make-up, music and gaming. They have a simple broaden their minds have admiration for influential inspire reassure Aconversation involves each speaker taking
1
: they’re fun and entertaining, and you may aspire a role model turns to speak.Set phrases can help us to
2 Read the language box and use the information to check to be like them. Because they are persuasive public 2 , start and end a conversation and manage it in
your answer to question 1 in Ex 1. Then use a dictionary to vloggers make money from advertising, often charging 3 between.Learn phrases to:
check your answer to question 2. running into the thousands. Companies are jumping at the • begin the discussion
4
to get these next-door-neighbour-type people to tell ask for agreement
parents teachers •
the world about their goods but if vloggers aren’t careful, the
explore language system will break down. • change the subject
How influential are • redirect the discussion
words with similar meanings The best 5 to discover a brand is through a real-life
these people on a • disagree politely
To recognise small differences in the meaning ofsimi lar words
friend. Word of mouth is still highly 6 when it comes
child’sdevelopment? • ask for clarification
and checkwords theygo togetherwith,use the example to brand awareness. Since a vlogger is just like a friend, their
recommendation can have the same effect as a face-to-face • interrupt politely
sentences and collocation information in a dictionary.
friend. The problem is that many vloggers have become neighbours friends • come to a conclusion.
appeal: The film has great appealfor young audiences.
popular because of their honesty and authenticity. If they start
attraction: Being your own boss is one of the attractions of promoting 7 simply because they’re being paid, fans celebrities
owning your own business. will 8 this and stop watching.
2 Work in pairs. Discuss the question and prompts in the diagram. Use the
3 Work in pairs and discuss the questions in Ex 1. 1 A attraction B appeal C charisma D quality words in Ex 1 to help you. 7 Work in pairs. Discuss the question and
2 A movers B figures C profiles D citizens prompts in the diagram again. Follow the
4 Choose the correct words to complete the sentences. 3 3.6 Listen to two students discussing the question in Ex 1. Which instructions below. Use the phrases in Ex 4 to
3 A rates B costs C scales D degrees
Why are the incorrect options wrong? ideas do they mention that you didn’t? help you manage the discussion.
4 A opening B occasion C access D chance
1 Avlog is a fairly new aspect / form of television. Student A,you’re very talkative and you try
5 A source B way C method D means 4 Match the first half of each phrase (1–6) with the second half (A– F). to dominate the conversation.Make sure your
2 Avlogger’s audience / crowd tends to be young adults.
6 A influential B powered C dominant D worthwhile 1 Let’s start A on parents. partner sticks to the topic.
3 One striking feature / element of a successful vlog is
interestingcontent. 7 A objects B articles C products D pieces 2 Would you agree B say something? Student B,you don’t always stick to the topic
8 A glimpse B concentrate C tell D spot 3 Shall we move C what we were saying, and ofen go off track.Make sure your partner
4 Vlogs are considered/ regarded as a key source of
doesn’t dominate the conversation.
information by some. 4 Getting back to D mean exactly?
6 Read the exam tip and check your answers to Ex 5.
5 Vlogs probably have less meaning / significancefor the 5 I know what E with that? 8 Work in new pairs. Turn to page 171 and
oldergeneration. 6 What do you F by talking about parents. complete the task. Use the phrases in Ex 4 to
6 Clients / Consumers are influenced by what vloggers buy multiple-choice cloze help you manage the discussion.
7 Sorry,can I G you mean but …
and talk about. When you’ve completed the task,read through the text a
8 So,we’vedecided H onto the next one?
final time to checkthat all the words you’ve chosen fit,both
Common 7

8
The recent launch of a vlogger’s book was a huge media
activity/ event.
Free video websites allow / approve ordinary people to
in meaning and use. 5 3.7 Listen again and check your answers to Ex 4. Which word has the
main stress in each phrase? 9 Work in pairs and discuss the questions.

examp e a e make a name for themselves. 1 Who do you think has had the biggest
influence on these things in your liBe?How?
• your character • your taste in
7 Work in pairs and discuss the questions.
p e en ed and 1 How ethical is it for vloggers to take money to promote
products?
•

•
your hobbies
your taste in •
Bashion
yourte mperament
music • your skills
pa ed on he 2 Who or what influences what you purchase the most?
2 Some people say that being an eldest child,
a middle child,the youngest child or an only
child can shape who you are.Do you agree?
page Fu he 3 What Borm oB media has had the biggest
influence on you?Why?How?

examp e a e
n Ex end 42 Someone who tries hard to sell you something gives you ‘the hard sell’. The opposite is ‘ the sof sell’. 43

vo abu a y a he 03 l p 9 9 9.in 07 0 7 6 38 03 l p 9 9 9.in 3 07 0 7 6 38

ba o he boo
Speak ng ex a p ov de mo e
gene a pea ng p a e on he op

P an on a uden o
• ana y e he exam a w h
a and p o he p hem
• wo on app op a e anguage
W e on wa uden
• b ea down a u h a how o h ough p ann ng and
make an a gumen n w ng w ng he own an we

4 Look at paragraph 2 in the essay. Match each sentence 9 Read the task on page 172. Then read the exam tip. Work in
(1–4) with its purpose (A–C). Does paragraph 3 follow a groups and complete the task in the exam tip.
similar pattern?
1 Work in pairs and discuss A give a reason or explanation
the questions. essay
B come to a conclusion
1 To what extent do the To help you think of solutions, first think of
C state the main idea reasons for the problem.
followinginfluencethe
interests of boys and girls? What stops young people from studying
5 Read the language box and check your answers to Ex 4.
• parents sciences at university?Make a list of ideas.
• friends Then use these to think of solutions.
explore language
• the media
2 Some research suggests girls have less developing ideas in a paragraph 10 Share your best idea with the class. Which two ideas are
confidence than boys,which continues into the best overall?
To present and develop your ideas in a paragraph,start by
adulthood.Do you think this is true?What
stating your main idea.Then provide reasons,explanations 11 Prepare to write your essay. Complete the paragraph plan
could be the reasons?
and examples to support this idea.End with a concluding with key words and phrases.
3 Read the essay. What do you think of the writer’s ideas? What is the main sentence that says why the previous information is
point of each paragraph? important or what the impact of a course of action will be. Paragraph 1:
introduction
2 Work in pairs. Read the task and think of one
suggestion for each of the three prompts. Typically at school, girls are more academically successful than boys, 6 Put the sentences in the correct order to form a paragraph.
with many going onto university and successful careers. However,
despite this success, girls and women continue to suffer from lower
Follow the structure in the language box.
1 This gender difference may prevent girls from feeling they
Paragraph 2:first
idea and reasons mp ove
In your class, you have watched a television
confidence levels than boys and men. This essay suggests two possible
debate about how to encourage young
women to feel more confident. You have
ways to overcome this problem. 2
can relate to the role models.
The reason they need to do this is that male role models
seem to have greater coverage by the media.
Paragraph 3:second
idea and reasons
en ou age uden
made the notes below:
The first is to provide confidence-building activities for girls at
o eflec on he
1
3 Parents could make a conscious effort to highlight positive
Conclusion:which
How can young women be helped to school. This is because although more academically successful,
2
female role models to their daughters.
idea is best and why
become more confident? girls are known to be quieter in class when it comes to classroom 4 So, if daughters are shown achievements made by women,
• parental support
• encouragement at school
discussions. Girls still often resort to traditional behaviour and let
3

the boys take control of the conversation. Confidence-building 4

they may feel they too can be successful.

12 Write youressay in 220–260 words. Develop your main

wo and ma e
7 Find a phrase in the essay which introduces:
• influence of the media
Some opinions expressed in the
activities at a secondary school age to target girls specifically
will give them confidence to speak their mind throughout their
1

2
an opinion.
a reason.
3

4
an example.
aconclusion.
ideas well in your paragraphs.
mp ovemen
discussion: school life.
‘Parents can point out more female role 8 Complete each gap with one word to create a cohesive
paragraph. 13 Work in pairs. Read your partner’s essay and answer the
models to their daughters.’ In addition to this, the media could do more to improve girls’ questions about content and organisation.
‘Despite people saying girls talk all the self-assurance by spending less time focusing on their physical 1
time at school, research suggests boys do Girls should be encouraged to set higher career goals Can you identify your partner’s main points easily?What
appearance, for instance, celebrating a singer’s dress sense. This focus are they?
more talking in a mixed group.’
simply reinforces the view that girls only exist to look pretty. If more than 1
currently do while at school.
‘The media continue to reinforce old- 2 Is each paragraph organised well so that each main point is
fashionedgender stereotypes.’ time were spent on celebrating the achievements of women in a 2
is because research suggests that when developedclearly?
range of fields in and out of work, girls might feel they could achieve asked what their salary will be at different future ages, girls 3 Are the ideas in each paragraph linked appropriately with
Write an essay for your teacher discussing two the same and could result in more equal confidence levels among give a much lower figure than boys. It is known that equal substitutionwords?
of the ways in your notes. You should explain both sexes. pay in some industries still does not exist and girls may 14 Work in the same pairs. Share your answers to Ex 13 with
which way is more effective in encouraging
cont your partner. Say one thing you liked about the essay and
young women to be more confident, giving To sum up, both schools and the media could do more to help young one thing that could be improved.
reasons in support of your answer. women develop the confidence they need to be successful in life.
Write your essay in 220–260 words. 15 Revise your essay in light of your partner’s feedback. Read
From my perspective, the media has the greatest influence on
it yourself and check you are happy with the content,
how girls see themselves and I believe that if they changed their organisation and use of language.
perspective on women, it would have the greatest effect on women’s
self-esteem.

44

03 l p 9 9 9.in 07 0 7 6 39

10

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Un he k
The Sw h on v deo e on p ov de p ov de wo page
au hen p on a va e y o engag ng o pa e o ev ew
and hough p ovo ng op he un anguage

Ac v e
W CH ON
move om
g oc o e
wa ch ng
o gene a
d cu on
que on

P o ec nvo ve e ea ch
ndependen
co abo a on c ca Wo d n ude
ea n ng e on
h nk ng and c ea v y a he exp y
bu d h ough he
and a e flex b e a ow ng augh vocabu a y
un and he p
ea he o a e a qu e om he un
uden efle on
o mo e n dep h app oa h
he own ea n ng

Ea h un ha one
page o e e ence and
G amma fi e a he ba o he S uden Boo one page o p ac ce
g ve de a ed exp ana on o a g amma op wh h an be u ed
o emed a on
ex a p ac ce o n
a fl pped c a oom
ena o

11

WORKBOOK UNIT
W ng and Speak ng page o u on ub
ana y and u e u anguage and n ude an Un check page a end o ea h un
Wo kbook un
op ona p odu ve a n eve y un he p uden he hey unde and
m o he S uden
he o e anguage om he un
Boo w h add ona
pa e o a anguage
and exam a

Ex end e on
g ve p a eo
add ona Ex end
vo abu a y em
om he ba
o he S uden
Boo

Reco ded aud o

o ma n ead ng
ex o a mo e
n u ve ea n ng
env onmen

Vocabu a y om he ex
Exam a k a e flagged
a he p uden expand
w h he on e
he ange even u he

Aud o c p o a Wo boo
aud o n he ba o he boo

U e o Eng h e on eve y h ee un
g ve uden ea U e o Eng h p a e
o u ng on ey anguage augh o da e
Un 10 a e
he o ma o
a omp e e
pa e exam

12

CLASSROOM TEACHING IDEAS

HOW TO TEACH FOR EXAMS

find ou abou nd v dua uden e pe ve eng h and
wea ne e n o de o o u a mu h me a po b e on
1 Wha do you do when no a uden naca ae ho e a ea uden have oub e w h n o ma on hey
ak ng he exam need n ude

Tea he hou d ma e u e ha uden who a e no a ng a The o ma and con en o he exam

he exam a e engaged w h he wo done n a and • How many pape a e he e and wha doe ea h
ee hey an benefi om he pe fi p a e ha exam one e
uden need Th mean exp a n ng ea y exa y wha • How many d ffe en pa a e he e n ea h pape Ae
be ng e ed n exam a and how he e a o benefi hey a ompu o y o he e a ho e
uden ou de he a oom Camb dge exam e • Wha he g amma y abu o he exam
ha a e an e ab e o he ea wo d and h hou d
be exp a ned o uden On e an exam a ha been • How a e he e ed – mu p e ho e que on
omp e ed ou d be o owed by gene a d u on on gap fi … Wha e hn que a e equ ed o dea ng
he op o ex ended vo abu a y p a e o ha non exam w h ea h one
uden ee he benefi b The p ac ca e o ak ng he exam
• How mu h me a owed o ea h pa o he exam
2 How each ng o exam d ffe en om each ng
How hou d uden ba an e he me
gene a Eng h c a e
• Whe e do uden w e he an we he e an e
• Exam a e ofen p a e mo e empha on ead ng me
w ng and g amma Gene a ou e ofen n ude mo e
c Ma k ng he exam
pea ng a v e and gene a en ng a ha a m o
deve op ommun a ve and fluen y • Wha he we gh ng o d ffe en pape
• An exam ou e fixed w h an exam y abu ha mu • How many ma a e he e o ea h que on
be omp e ed Th mean he ea he may ee he e • Wha a e he a e men e a o ea h pa whe e
e me o do many ex en on a v e om he he e no gh an we e pe a y when e ng he
S uden Boo ha a e e he op ona o no n exam p odu ve o w ng and pea ng
o ma even hough he e a e ea y u e u When do ng d Wha happen afe he exam
he e a v e mpo an ha ea he exp a n he
• How a e he e u p e en ed Do uden e e ve
va ue ea y o he uden o ha hey unde and how
eedba A e he g ade n ed o he CEFR Wha eve
hey e a e o he exam
a e hey n ed o
• Exam uden may no be n e e ed n ea n ng Eng h
• Wha an you uden do w h he qua fi a on
o own a e – hey may mp y wan o pa he exam
e ogn ed n e na ona y
Th mean hey may be een o do exam p a e bu
may no ee he va ue o pend ng me on ommun a ve • Wha he nex exam ha you uden hou d
o fluen y a v e Non exam uden on he o he p og e o
hand w wan o do fluen y wo ha mp ove he
ommun a ve ab y
4 Wha make a ucce u exam eache

• S uden may ee unde p e u e o u eed Th ou d Tea h ng o an exam ve y ewa d ng bu a o

ome om pa en ea he o om he uden ha eng ng A good exam ea he
hem e ve and ead o a ee ng o u a on hey e • now and unde and he exam we n ud ng he
no do ng we e ng o u o ea h pa and wha e hn que uden
• The e an be p ob em uden a e no a he eve need o dea w h ea h one
o he exam hey e udy ng o S uden an be ome • unde and how o a h eve a ba an e be ween deve op ng
demo va ed and ea he an ee u a ed and do ng exam p a e n e on o a o engage a
• The e a ve y ea end goa wh h ea e a ha ed uden n he wo
bond among exam uden a o mean ha non exam • en oy ea h ng owa d a goa
uden an ee a p og e on h ough he ou e and ga n • manage he own and he uden me effe ve y and
a en e o p og e and a h evemen n he ove a ab y effi en y
3 Wha do exam eache need o know a he a o a • en o uden on e n and wo e
cou e • g ve hone and d e eedba on uden pe o man e
v a ha ea he now abou he exam be o e hey • mo va e uden and o e onfiden e and
a he ou e o hey an ma e u a de on abou ndependen ea n ng
how mu h me o pend on he d ffe en a pe o he
exam when o a exam p a e and o on They a o
need o now he ba an e o exam and non exam uden
Tea he hou d find ou abou uden p o e and how
many uden n end o a e he exam They hou d hen

13

5 How mpo an ba anc ng each ng and e ng

S uden en o ed on an exam ou e w expe o go Exam a equ e uden o demon a e a ange o anguage
h ough a o o p a e e and exam p a e Howeve a he app op a e eve Go d Expe en e ha g amma and
h a you do you w p odu e ex e en e a e bu vo abu a y e on ha deve op h ange n op e a ed un
poo anguage u e You may a o o ng he n e e wh h ma e ea y o uden o app y hem o exam a and
o non exam uden When me e ed you need o o he ea wo d
ma e he mo o he me you hoo e o ea h and he me
you need o be e ng Th ba an e d ffe en w h eve y
a Lea ne a e he ped o unde and no u he po n o wha hey
• Aca be ow he eve a e do ng bu a o how o be u e u Unde and ng he po n
The p o y ea h ng S uden may a bo h e a ng o ea h a ype and he p o e hey need o o ow n o de o
and anguage now edge o you need o den y he omp e e enab e uden o ea h he ove a goa
need and y o fi n he gap Te ng oo ofen m gh
de mo va e hem a hough you may wan o e p og e
e o you own a e men o wha hey need o udy Exam a a e n odu ed o uden ea y n he ou e bu n
mo e Ma e u e ha hey have ea a m and ha hey a g aded way Th may mean ha a a ha ewe que on o
ma n a n a en e o p og e You may de de no o ma a mp e ex o ha e a mo e m ed ange o u ue
he wo u ng exam e a bu o ma on u ve y Th he p hem o unde and he exam a and he e o e dea
wh h w a o benefi non exam uden w h mo e effe ve y
• Aca a he eve
S uden have he ba e a ng and anguage
bu hey need o on o da e and ev ew he e a we a The ea ea n ng goa o ea h e ab hed a he a o
ex end he ange o u u e and anguage hey an u e ea h un p u he equen mode h oughou he boo o he
p odu ve y Regu a e ng an g ve he e uden a p odu ve how uden wha hey need o do n ea h a
en e o p og e Howeve you need o on de how you and how o do
ma he wo n o de o p ov de po ve eedba and S uden a e ofen ne vou abou e a n pa o he exam u h
o e mp ovemen po b y by no ma ng o he eve o a he pea ng and en ng pape The e a e ofen pe fi
he exam oo ea y ea on o h
• Aca above he eve • Spea ng – uden may be emba a ed abou pea ng n
The empha on enab ng uden o a h eve he on o an exam ne o may be ne vou o ha he m nd
h ghe ma hey an The anguage and e a ng goe b an and hey ay oo e
hou d be good and he p ob em may be o eep hem • L en ng – uden ofen ee ha hey a e no n on o a
mo va ed Cha enge hem by e ng hem a above hey an op he ape o p ay aga n and h an au e
he eve o he exam and nvo ve hem n unde and ng hem o pan hey a e un u e o an an we
wha hey have o do o ge a h ghe han ave age ma Go d Expe en e p ov de p en y o p a e n he e wo
n he exam They hou d be a m ng h gh ex end ng he and ea adv e on how o dea w h he p ob em uden find
ange o anguage and no e ng o good enough w h hem n h way uden deve op onfiden e
6 He p ng exam uden he p hem e ve
En ou ag ng a o abo a ve app oa h o deve op ng exam The e a e exam p n eve y un wh h dea w h pe fi exam
w mp ove uden onfiden e enab e hem o a The p o u on a pe o he a ha w he p uden
he p ea h o he and ma e ea h a eem mo e am a dea w h effe ve y The e ofen p e ede p a e n ha
and a h evab e By nvo v ng uden n unde and ng pa u a a o ha uden an ee he p n a on The e
wha exam a nvo ve ea he an o e onfiden e p bu d h oughou he S uden Boo and he p uden o
and a ae u e ea y u a ha uden ee unde and exa y wha be ng e ed wha o oo ou o and
om o ab e w h he a and ha he e a e no u p e deve op a ban o app op a e exam e hn que ha uden an
when hey en e he exam oom e e o A hey wo h ough he S uden Boo and be ome
am a w h he p he a w be ome ea e

Go d Expe en e wo n a g aded and uppo ve way and To he p uden den y good p a e n w ng a e on n

p ov de a numbe o e ou e ha he p o deve op he he S uden Boo p ov de mode an we The e a e a o a
e hn a uden need o dea w h exam a wh e a o ha en ou age uden o ana y e he mode an we wh h
mp ov ng and ex end ng he gene a anguage The ou e g ve hem g ea e unde and ng o how o omp e e he a
benefi a o bo h exam and non exam uden and p ov de hem e ve The e ana y a a o u on he app oa h on en
uppo ve and ex ended p a e n ea e The op a e and anguage equ ed by he d ffe en w ng gen e The e a
engag ng and g ve uden he oppo un y o ead abou and a a he end o ea h w ng e on wh h m o he mode
d u n e e ng and e evan op o ha uden an p a e w ng an an we hem e ve
The e a o an mp o e e on wh h gu de uden and
he p hem ev ew and mp ove he wo n he e e on
uden a e en ou aged o wo oge he o ev ew and ana y e
ea h o he w ng a and o op ope a e n unde and ng
whe e mp ovemen equ ed The e a W ng F e w h
u he p on how o app oa h he a w h u he mode

14

S uden A
Th oughou he S uden Boo he e a e d u on que on 1 A ve – don be a e o you w be
ha en ou age uden o a abou dea e a ed o op hey e ed
have been ead ng o w ng abou Th pa u a y benefi a 2 Say and ma e you e om o ab e
o non exam uden n e on pe fi a y devo ed o exam
a he e a e mode an we o uden o ana y e The e 3 L en a e u y o he n u on A he exam ne
an we g ve ea mode o ong u n and g ve examp e o he you a en u e
be way o n e a w h a pa ne 4 you e a ng he exam w h a pa ne
5 G ve an we Don u ay ye o no
6 T y ou ea u u e and
The e a e ea ey p ov ded o he exam a n he ead ng
7 Sm e you do be e
and en ng a he ne whe e he an we an be ound a e
quo ed n he U e o Eng h a he e a e exp ana on o he
S uden B
an we
1 A ve n good me – don be a e
2 Say ha o o he exam ne and
A we a wo ng h ough egu a un e uden ompe e 3 L en a e u y A he exam ne o epea
he ou e by do ng a u exam p a e e n he Wo boo you a en u e
wh h hey an he aga n he an we ey 4 you e a ng he exam nea w h
hem
5 G ve n e e ng an we Don
The e a e a numbe o e ou e wh h p ov de oppo un e o
6 T y o u e a ange o and vo abu a y
e udy and a o g ve upp emen a y n o ma on and u he
pa e The e an be u ed n a o a home They n ude 7 Sm e you en oy you
• A Wo d a he end o ea h un n he S uden Boo
• An Ex ended Vo abu a y e on a he ba o he S uden
2 Rem nd uden o he exam p
Boo A uden o wo n pa and w e down a many exam
• A Spea ng fi e e on n he ba o he S uden Boo p a hey an emembe D u wh h p hey have
ound mo u e u and why You ou d do h egu a y
• AW ng fi e e on n he ba o he S uden Boo
h ough he ou e o ha uden be ome ve y am a
• A G amma fi e e on n he ba o he S uden Boo w h hem
• A u pa e e n he Wo boo
3 U e he ma k ng c e a
• An Exam P a e boo e
The w ng a a e ma ed unde e a wh h n ude
• Aud o p o he en ng a
o gan a on y e anguage and on en Sha e he e e a
• The Wo boo w h uden ea y n he ou e and exp a n wha hey
• On ne p a ea v e mean G ve examp e om he mode n he W ng fi e
A uden o he he own wo aga n he e e a
be o e hey hand any h ng n Th w deve op good hab
He e a e five a v e ha m gh he p you uden w h he a we a o e unde and ng o wha he a equ e U e
ud e o exam hem you e when you ma uden w en wo

1 Deve op ng confidence w h he Speak ng e 4 Sha e uden expe ence

uden ee om o ab e w h he p a a e o a ng A uden o ha e h ng ha hey find ea y and any h ng

he Spea ng e hey on y have o h n abou he anguage hey have ound he p u when hey do exam a Th w
hey need and an a v y e h w he p hem e ax a o boo he onfiden e a hey ea e how mu h hey do
a ua y now and w g ve bo h exam uden and non
1 Pu uden n o pa A and B G ve ou he app op a e
exam uden a f
wo hee
2 They ead h ough he own en en e and p ed he 5 He p uden unde and wha be o hem
m ng n o ma on
W e he n omp e e en en e abou do ng exam a on
3 They d a e he en en e o ea h o he and omp e e he boa d S uden hou d omp e e hem o hem e ve
he gap Then d u he an we w h he who e a Th a v y
w a o he p non exam uden o ee he va ue o exam
pa e o hem

1 pee when he ea he w h exam a

2 unde and mo when
3 e don e do ng pea ng a v e n a be au e

4 When we do p a e e n a ee
be au e
5 ee onfiden abou he exam be au e

15

HOW TO FLIP THE CL ASS ROOM

2 S uden wa ch he v deo o homewo k
The fl pped a oom an app oa h whe e a oom n u on n he p ev ou e on he ea he e he a oom
g ven o uden a home v a a v deo and app a on u ua y n u on a a homewo u ua y w h an a ompany ng
g ven o homewo omp e ed n a w h he ea he a v y o he unde and ng S uden do he a
uppo a home The a ha he unde and ng m gh be
omp e ed on ne a h a ow he ea he o he
Tea he began fl pp ng he a oom n ub e u ha
unde and ng be o e he e on and ma e ad u men
en e when hey be ame u a ed ha many o he e on
o he e on p an uden have ound he anguage
we e a en up w h g v ng uden n o ma on S uden who
pa u a y ea y o d ffi u A e na ve y uden may b ng
ugg ed o omp e e he homewo w hou he ea he he e
he omp e ed a on pape o d u a he beg nn ng o
o uppo hem we e unab e o ma e he op
he e on
The ea he exp o ed new e hno og e by ea ng ho v deo
ha p ov ded a oom n u on S uden wa hed he e 3 nca ev ew
n he own me be o e a e on and hen a me wa pen
n he e on he ea he beg n by he ng uden
on app y ng ha n o ma on w h he ea he he e o uppo
unde and ng o he on en o he v deo ou d be
hem The ea he ou d d ffe en a e a o d ffe en ea ne
h ough he ng an we o he homewo a o a
o en u e ha eve yone wa ha enged and uppo ed a an
que on ng o a qu pa ed qu S uden a e g ven he
app op a e eve
oppo un y o a que on
n anguage ea n ng e m fl pp ng he a oom mean
uden en ng o o ead ng n o ma on abou anguage 4 P ac ce p ac ce p ac ce
a home be o e a e on eav ng mo e me o p a e o ha S uden a e hen g ven eve a p a e a o omp e e o
anguage n he a oom A e na ve y ou d be n o ma on he e o he e on wh e he ea he mon o and offe
abou an exam e hn que o how o w e an n o ma e e uppo Th p a e m gh be nd v dua a fi a hey
Le on hen p ov de mo e oppo un e o p a e o anguage omp e e w en exe e an hen be ommun a ve
and deve opmen w h he ea he he e o uppo o e a uden wo n pa o g oup o omp e e o a a
and ha enge he uden a hey omp e e a S uden an Fa fin he an move on o new a o ha hey a e
wo on he ame a o wo n g oup on d ffe en a o ha enged Wea e uden an e e ve ex a uppo u h
en u e hey wo a a eve u ab e o hem a p omp
The fl pped a oom a a y new app oa h and o e ea h
on effi a y ongo ng Ane do a y ea he who fl p he 5 Reflec on on pe o mance
a oom be eve ha he app oa h a ow uden o be ome F na y a he end o he e on uden efle on wha hey
mo e ndependen n he ea n ng They ea n how o ea n have ea n o he p hem den y p og e and a ea whe e
Ra he han e e ve n o ma on n he a oom hey have o hey need o mp ove The e efle on a ow uden
a e mo e on o and en u e hey ea n ou de he a oom o ga n a g ea e unde and ng o he eng h and
wa h ng he v deo o e ead ng w en ma e a eve a me wea ne e and en ou age hem o e a h evab e ea n ng
ne e a y n a hey have me o a he ea he que on goa o u u e e on
hey don unde and and hoo e when hey need uppo
Th au onomy mo va e uden and e u n a h ghe eve o
engagemen a o d ng o ea he n e m o anguage ea n ng
Keep ng a o ea ne p og e one way o find ng ou
uden an ga n mo e p a e me and e e ve mo e eedba
whe he fl pp ng he a oom effe ve o no Th an be
om he ea he on pe o man e
h ough p og e e – o pea ng and w ng a – oa e
whe he uden a e mp ov ng he u e o anguage an a o
be h ough e efle on Fo examp e you ou d a uden
The o ow ng a e he yp a age o a e on when fl pp ng he o eed ba u ng que on u h a he o ow ng offe ng a
a oom an ng o 1–5 1 = no 5 = ve y Th an be v a a que onna e
o oa y n a
1 P epa ng he homewo k
• How u e u a e he ma e a you do a home n ea n ng new
Tea he an p ov de n u on h ough v deo o w en anguage
ma e a The e an be ea ed by he ea he o ou ed
• How ea y h ma e a o wo w h
om an a e na ve ou e e g he ou eboo o on ne
ea he ma e v deo hey a e u ua y five o en m nu e • How he p u he ex a me o p a e n a u eu
ong and omp e he ea he e o d ng hem e ve • How he p u he ea he uppo when do ng a
w h he dev e and ng a he boa d and exp a n ng • How mu h do you p e e h app oa h
he anguage A e na ve y a v deo an be made u ng
een a ng ofwa e wh h a ow vo e e o d ng • A e you ma ng mo e p og e u ng h app oa h
ove de

16

He e a e ome p o he p you o fl p you a oom effe ve y

Go d Expe en e p ov de he o ow ng e ou e ha w he p Tp1 you c ea e you own v deo pe ona e hem
you o fl p you a oom u a we wou d y o pe ona e anguage n a when we
a y o uden y o pe ona e n v deo oo Fo
examp e g ve a ho ane do e abou you e u ng he a ge
The A ve Tea h ofwa e on a n p e en a on de w h anguage You an hen u e en en e om ha ane do e o
ep by ep wa h ough o he g amma po n augh n ea h exp a n how he anguage u ed o med and p onoun ed
e on The e an be u ed by he ea he n a when exp a n ng T p 2 Mo va e uden o wan o comp e e he homewo k
anguage bu hey an a o be p n ed ou o uden o ead a k
a home when fl pp ng he a oom The de on a n de a ed mpo an ha uden omp e e he homewo be au e
n o ma on abou he mean ng un on and o m o he a ge hey don hey find d ffi u o omp e e he p a e a
anguage w h examp e The e a fina a ha he uden n a Po e a que on and e an we bu don g ve he
unde and ng o e an we Te uden ha hey have o do he homewo
a o find ou Fo examp e be o e a e on on he pa ve
w e he o ow ng en en e on he boa d
On Thu da e en ng o de ed a bag on ne The po man
de e ed wa de e ed e han 12 hou a e
Te uden ha bo h ve b a e g amma a y o e bu ha
one mo e p e e ab e E an we and ea on
you ma e you own v deo engage uden by ea ng he
on ex o ha hey wan o now mo e and have o wa h he
v deo o find ou Le mag ne ha you e a ho ane do e
n he v deo u ng he a ge anguage be o e exp a n ng
You ou d how a pho o ha ep e en he ane do e o e
he beg nn ng o an ane do e bu no he end E wha he
ane do e bu don e he uden he o e an we They
do he homewo o find ou
The wo boo on a n exe e on he g amma po n augh T p 3 Wha o do when uden don do he homewo k
n ea h un The e an be u ed e he a homewo p o o po b e a ange o uden who haven done he
he g amma e on n o de o he wha ea ne a eady homewo o go o he ba o he a and do wh e he o he
now W h uden a h eve he g amma un e y o be uden a op a e u ng Ma e e hno ogy ava ab e
omp e e y new o hem and o a e ea h e app oa h an he e he homewo a v deo On e uden ge n o he hab
be u ed o a fl pped a oom hey end o do he homewo bu even
A e na ve y he wo boo exe e an be omp e ed n a he be uden ome me o ge o a e unab e o
o p ov de a mu h p a e a po b e wh e he ea he T p 4 Wha o do when uden don have he echno ogy
ava ab e o offe uppo and a y any on u ng a pe o he T y o a ange o a uden o have a e o any on ne
anguage ma e a hey need do he homewo afe hoo o be o e
hoo no eve yone n he a ha a dev e o n e ne a e
a home A e na ve y ea e udy pa o g oup whe e a ea
one uden ha a dev e and an wa h he v deo w h omeone
who doe no
T p 5 He p ea ne o become mo e ndependen n he
ea n ng
A d u ed n he e on Be om ng an ndependen ea ne
uden ofen need o be a ned o wo ndependen y To he p
hem do h ma e ea n ng goa ea o hey now why hey
a e do ng he homewo be o e he anguage e on and how
w he p hem A he end o he e on en ou age uden o
efle on he pe o man e n he e on o hey an den y
p og e and e ogn e eng h and wea ne e Th an
he p hem o e pe ona ed ea n ng goa and p og e mo e
n he Tea he Boo n he To fin h e on p o o a g amma qu y
e on he e a e no e o he ea he on wha ma e a a e
ava ab e when fl pp ng he a oom

GRAMMAR
O
m m m m
W m

w
m w

17

HOW TO ENCOURAGE INDEPENDENT

LEARNING

ndependen ea n ng a p o e a me hod and a ph o ophy o Lea ne unde and no u wha he ea n ng goa bu a o

edu a on whe eby a ea ne a qu e now edge by h o he own how o a h eve Unde and ng wha u e oo e and he
effo and deve op he ab y o enqu y and a eva ua on p o e hey need o o ow n o de o be u e u w p ov de
Ph p Candy 1991 n a anguage ea n ng on ex ndependen hem w h a g ea e ab y o a h eve he goa
ea ne a e ho e who a e ab e o e ogn e he ea n ng
need o a e e evan n o ma on abou anguage and deve op
e evan anguage on he own o w h o he ea ne The
e pon b y o ea n ng no onge w h he ea he bu w h
Se and pee a e men o pe o man e a we a efle on
he ea ne who mo e a ve y nvo ved n de on ma ng
on whe he ea n ng goa have been me a he p uden o
Rev ew o bo h e a u e and e ea h ugge ha ndependen be ome mo e awa e o he eng h wea ne e and p og e
ea n ng an e u n he o ow ng Re ogn on o p og e he p o bu d onfiden e and mo va on
• n ea ed e ogn on o eng h wea ne e and p og e Oppo un e o a e men and efle on need no a e oo
• n ea ed eve o onfiden e mu h me u wo m nu e afe a a o a he end o a e on
an we ng he que on Wha an ou do be e now ha ou
• n ea ed mo va on
ou dn a he a o he e on an g ve uden me o
• Be e managemen o ea n ng deve op mpo an me a ogn ve
• mp oved pe o man e
he e o e appea ha be ng an ndependen ea ne an be
ex eme y benefi a o uden bo h a hoo and beyond Feedba one o he mo powe u nfluen e on ea n ng
Lea n ng o ou e e ong and a h evemen Ha e & T mpe ey 2007 and e any
A o u an den y uden n ou a e who a e a eady qu e ome h ng on de ed o be mpo an n he p ng ea ne o
ndependen They have a good unde and ng o wha hey a e deve op he hey need o be ome ndependen Feedba
do ng n he e on and why wha he need a e and how doe no on y have o ome om he ea he hough Pee an
o mee ho e need They bu d on wha hey ea n n a by ofen p ov de u e u eedba and ugge on when en ou aged
wo ng ndependen y ou de he a oom and a e ab e o o do o n a uppo ve and en ve manne Ha e & T mpe ey
a h eve app op a e goa Howeve many uden a he ugge ha o eedba o be effe ve mu he p ea ne o
hey need o be ab e o do h and need he oppo un y o ea n unde and whe e hey a e now n he ea n ng whe e hey a e
hem w h he uppo and en ou agemen o he ea he The e go ng and how o ge he e
n ude ogn ve e h n ng me a ogn ve
e an ab y o de be how hey ea n and affe ve e
managemen o he ee ng Meye e a 2008
S uden anno be ome ndependen ea ne a o he
ea n ng de on a e made o hem A ow ng uden n a a
To he p uden be ome mo e ndependen ea he an uppo he oppo un y o ma e ome de on abou how hey ea n
hem n a numbe o way g ve hem a g ea e eve o au onomy S a w h ma de on
a fi o examp e a ng uden o de de whe he o
• do a a a one o n pa
Sha ng n ended ea n ng goa w h a a he p uden o ee • u e a e o u e u ph a e o uppo o no n a pea ng
wha hey a e y ng o a h eve and hen a e a e whe he hey a
have a h eved Sha ng goa an be done a he beg nn ng o a
e on o e e o e on o a a e on p og e e They an be • d u que on abou one op o a d ffe en op
g ven by he ea he o he a e e ed om he uden Th devo vemen o e pon b y bu up ove me w he p
No e ha hey a e de bed a n ended ea n ng goa Th ea ne o be ome mo e ndependen
be au e ea he anno u y de e m ne wha uden w O ou e a w h any app oa h o a egy ha you n odu e
a ua y ea n n a e on Howeve an n ended ea n ng goa an a way benefi a o e e ve ome eedba om ea ne
he p uden o unde and wha a de ed goa hou d be when du ng and a he end o a ou e o find ou hey have been
wo ng owa d an advan ed eve o Eng h he p u We ou d a ou uden o a e he o ow ng a o d ng
o how u e u hey have been 1 = no u e u 5 = ve y u e u o
an hem a o d ng o wh h hey have ound he mo u e u
Th doe no mean ha eve y ea ne w be wo ng on a 1 = mo he p u
d ffe en goa n ea h e on bu n ead ha hey a e g ven he • C a y o ea n ng goa
oppo un y o e goa e evan o he own need be o e
• Se efle on oppo un e
wo ng ou de he a oom o when do ng a n he
a oom Fo examp e be o e omp e ng an exam a n a • Ab y o pe ona e ea n ng goa
pea ng e on uden ou d e he own goa n e a on o • Feedba on ea n ng om he ea he
an a ea o wea ne e g n h a m goa o pea mo e • Ab y o ma e ome de on abou he ea n ng p o e
fluen u e a w de ange o o abu a u e he h d ond ona
The a ng an ng an hen be a p ngboa d o u he
a uae
d u on

18

To he p ea ne o a h eve he goa he e a e a numbe o

e ou e ha ea he an d e hem o The e e ou e an
Go d Expe en e p ov de a numbe o e ou e ha w he p you be u ed n a he ea he wan o a o a e pa o a e on o
o deve op mo e ndependen ea ne e udy o hey an be u ed a home They n ude
• A Wo d a he end o ea h un n he S uden Boo

Lea n ng goa o ea h a e ou ned a he beg nn ng o • An Ex ended Vo abu a y e on a he ba o he

ea h un n bo h he S uden Boo and Tea he Boo The e S uden Boo
de be wha he uden w be ab e o be e ab e o do a he • Spea ng W ng and G amma fi e e on a he ba o he
end o he e on S uden Boo
• The Wo boo
• MyEng hLab On ne Wo d a v e
• F pped a oom a n he Tea he Boo

He e a e ou a v e ha you ou d y n he a oom o he p
you uden be ome mo e ndependen n he ea n ng

A he end o ea h un a ded a ed e on ha he p uden 1 Confidence ca e

o be ome mo e ndependen h ough e efle on The a Afe wa m ng up he uden w e he n ended ea n ng
he p ea ne o unde and he benefi o e efle on and goa o he e on on he boa d e g unde and mp ed
en ou age hem o be ome be e eedba g ve o pee mean ng n an a adem a e and d aw a onfiden e a e
They he p uden – and you – o be e unde and hem e ve e he one be ow A uden o no e down he numbe
a ea ne They a o p omp a g ea e unde and ng o n he no eboo ha efle how onfiden hey ee hey
eng h and wea ne e wh h hen he p uden o e an a h eve ha goa now Mon o and ge a en e o he
ea u e u pe ona ed goa onfiden e eve o he a A he end o he e on a
uden o a e he onfiden e eve aga n w ng he
new numbe nex o he o d one Aga n mon o and find ou
whe he uden onfiden e eve have gone up o no n
ome a e hey m gh go down F na y a uden o wo
n pa and d u how hey an ga n u he onfiden e

No confiden Ve y confiden
To he p uden den y good p a e n pea ng and w ng
a e on n he S uden Boo p ov de mode an we The e 1 2 3 4 5
a ea o a ha en ou age uden o ana y e ho e an we
and ga n a be e unde and ng o how o omp e e hem 2 Se ec ng he eedback ocu
u e u y Ana y o u e on app oa h on en and anguage Be o e uden omp e e a w ng a a hem o den y
The e a Spea ng fi e and a W ng fi e w h u he p on a pe ona ea n ng goa e g d e o w e an e a ha
he p o e and how o a h eve u e n pea ng and w ng u u ed effe e En ou age hem o oo ba a you
exam a eedba on p ev ou w en wo o he p hem den y h
Te hem o w e h goa a he op o he wo when hey
ubm and ha you w p ov de eedba pe fi a y on
n ea h W ng e on he e an mp o e e on wh h he p ha goa when you ma When you ma he wo o u
uden o ev ew wo he own and he pee and ma e on y on ha pa u a a ea
mp ovemen The e a e affo ded a o he p uden o
deve op he hey need o do h effe ve y 3 Reco d and eflec
A uden o u e he mob e phone o e o d hem e ve
omp e ng a pea ng a o hey an en ba and
ompa e he pe o man e o a mode an we Re o d ng
app a e u ua y ee o down oad o a e p e oaded on o a
ma phone

4 W en eedback
When ma ng a uden wo p ov de one ommen unde
ea h o he e head ng o he p ea ne den y whe e hey
n ea h un he e a p o e wh h uden an wo on n a e n he ea n ng now whe e hey need o go nex and
g oup The e p o e he p he uden o deve op ea ve how o ge he e a we a e ogn e ha hey have made
bu hey a o a ow hem o ma e de on abou he ea n ng p og e o boo uden onfiden e
p o e and how hey omp e e ha p o e A e eng h An a ea o wo on
An a ea o p og e How ou an wo on

19

HOW TO TEACH WITH PROJECTS

P oe nvo ve uden wo ng oge he o p odu e ome h ng

n Eng h They an equ e uden o e ea h and p e en
A he end o ea h un n Go d Expe en e he e a Sw h On
n o ma on ea e ome h ng o de gn ome h ng S uden
e on wh h p ov de v deo npu and en ng a o owed by
m gh do wo o a o he e h ng Fo examp e uden
ap oe a The en ng a and p o e an be omp e ed
mag ne hey a e nfluen a b ogge who have de ded o
n one e on o uden an wo on hem ove a onge pe od
p omo e a p odu o b and They hoo e he p odu b and
o me e g one e on a wee ove a mon h p u homewo By
e ea h ea e a d g a ma e ng ampa gn and p e en o
ex end ng he p o e uden an mo e u y benefi om
he g oup
Be ow he p o e a om Un 1
P oe n he Eng h anguage a oom p ov de eve a
benefi

1 Au hen c u e o anguage
S uden wo on an au hen a wh h equ e hem o
u e Eng h au hen a y P o e a o ofen deve op a ou
ead ng w ng en ng and pea ng

2 Deve opmen o pe ona k

To expand he p o e ove a onge pe od o me you ou d do
P oe equ e ea ne o o abo a e enab ng hem o he o ow ng
deve op u h a he ab y o o ope a e o ve p ob em
and ommun a e

3 Deve opmen o au onomy nca

S uden wa h he v deo and omp e e he en ng a
A p o e wo nvo ve uden ma ng de on abou
S uden a e pu n o pa and e he homewo a ee
how o a h eve he ea n ng ob e ve hey a e ab e o
be ow
deve op ea ne au onomy w h uppo and gu dan e om
he ea he Homewo k
Ea h uden e ea he hobb e ha hey have neve hea d o o
4 Deve opmen o h nk ng k do no now we and a e no e
S uden an deve op n o ma on e a y and med a e a y
when do ng e ea h on ne de e m n ng wha n o ma on
u e u b a ed m n o med e They an a o deve op a nca
h n ng when ana y ng ha n o ma on eva ua ng S uden ha e he e ea h w h he pa ne Pa hen
and de d ng how o u e e e he one hobby hey a e mo n e e ed n
5 Deve opmen o c ea v y Homewo k

Many p o e equ e ea ne o be ea ve n ome way S uden go away and do mo e e ea h on he hobby hey have
C ea v y a ong w h o abo a on ommun a on and e e ed They a e no e They p an a b og po abou he hobby
a h n ng a e on de ed o be ey o
21 en u y ea n ng
nca
6 nc ea ed mo va on Pa wo oge he and w e he b og po w h eedba
P o e wo an p ov de a b ea om e on wh h have a om you a hey w e Pa wap b og po w h ano he pa
ve y pe fi anguage o o u n add on o ha a Homewo k
o he o he benefi men oned he e an ma e p o e wo
S uden ead he o he pa b og po and p ov de w en
mo va ng o uden
eedba on e g he n o ma on o gan ed ea y A e he
mpo an o no e ha wh e p o e wo p ov de many hobb e exp a ned ea y he anguage ea y o o ow
deve opmen oppo un e uden a e e y o need uppo
n exp o ng ho e oppo un e u h a adv e om he
ea he on how o wo ndependen y o eedba on he
nca
ommun a on
Pa wo oge he and g ve ea h o he o a eedba and
ugge on on he b og po They hen ed he own po
They ha e hem on ne when fin hed
Homewo k
S uden ead ea h o he b og po and de de wh h hobby
he mo n e e ng
nca
S uden vo e on he avou e b og po and d u why

20

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HOW TO TEACH WITH READERS

Reade a e boo ba ed on we nown o e wh h a e The e a e many way ha Reade an be exp o ed n a He e

de gned o anguage ea ne They a ow ea ne o ead a a e a ew o ho e dea
a eve app op a e o hem whe he ha A1 o C1 S o e • S uden ead and umma e a hap e o ano he uden n
n ude mode n a on empo a y fi on ho o e and he a
p ay Reade a ow ea ne o ead ex en ve y n on a o he
• S uden no e down u e u vo abu a y and ea h o ano he
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uden
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hey ead
1 Au hen c y
• S uden w e he d a ogue o and a ou he ene om
A hough Reade a e mp fied o d ffe en eve o a boo
ea ne he o e ema n au hen a hey a e ba ed on • S uden w e a ev ew o he boo
ex ng boo o fi m
• S uden w e a ompa on o he boo and he fi m
2 Sk deve opmen
No ma e wha he eve uden an deve op a ou
S uden p edom nan y deve op ead ng bu hey an The e a e benefi and d awba o a ng a a o ead he
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3 L anguage npu ana y d u on and ea on ba ed on ha boo Howeve
en ou ag ng uden o e e a boo o he ho e may e u
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an he p uden o no e new vo abu a y On h page you an find a e o he a a ogue o boo a we
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4 Deve opmen o au onomy Leve 5 boo a e ho e app op a e o B2 ea ne wh e eve 6
S uden an be en ou aged o ma e de on abou he boo a e ho e app op a e o C1 eve ea ne You may wan
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o no e down e When ead ng a e p a e ou de he may benefi om a mo e ha eng ng eve 5 boo u h a
a oom ea ne deve op ndependen e Cha e D en A Ta e o Two C e a d ama e du ng he
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5 Mo va on Le M é ab e eve 6 abou he ugg e o ean Va ean an
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pend me deve op ng he anguage whe he ha
n o ou de he a oom Lea ne an en oy u ng
he Eng h o expe en e ano he me and p a e
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a omp hmen when fin h ng a boo n Eng h an he p o
e ogn e he p og e n Eng h a we a mo va e hem
o on nue he ud e

21

1 Pass ons

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wha he pa on a e Conduc a c a
b a n o m e c ng a many d ffe en
pa on a po b e and w ng hem
on he boa d Nex ocu uden
a en on on he pho og aph and a k
hem o de c be wha hey ee E c
anguage uch a u fing u +oa d
and d ng he wave A k he c a
anyone ha ed u fing be o e Read
he quo a on y o do ome h ng
ove eve y day o he c a and a k
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a e pa ona e abou ome h ng you
a e ea y n e e ed and ha an
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a uden o ead he que on a oud
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hem o d cu he que on be o e
ge ng he c a back oge he and
a k ng a uden om each g oup o
ha e he an we you have me
a k ome add ona que on Why
do you h nk mpo an o have
a pa on pa on ome h ng you
a o a e w h a pa u a age g oup
o why

Po b e an we
1 ove w mm ng n he ea and do
eve y day – even n w n e n umme

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1
an u wea a w m u bu when
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and we u boo
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Passions he e a day when he an go

unn ng he ge ea y g umpy
3 When wa younge wa pa ona e
abou o e ng oo ba e – had
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my o e on ome me bu no
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