Pearson gold experience c1 advanced teachers book 2nd edition

2ND EDITION

C1

TEACHER’S BOOK

Advanced

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CONTENTS
Introduction to Gold Experience 2nd Edition
Course components
Teaching pathways

Unit walkthrough
Student’s Book unit
Workbook unit

Classroom teaching ideas

4–7
5–6
7

8–12
8–11
12

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

Look ahead, look back

22–38

Unit 2

Winners and losers

39–54

Unit 3

Choices and changes

55–69

Unit 4

Same or different?

70–85

Unit 5

All or nothing

Unit 6

Image and reality

102–117

Unit 7

Be seen, be heard

118–134

Unit 8

Healthy body, healthy mind

135–151

Unit 9

Leaders and followers

152–168

Unit 10

Moving on

169–178

86–101

Switch on videoscripts

179–182

Workbook answer key

183–203

Speaking: success criteria

204–207

Writing: success criteria

208–216

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INTRODUCTION
GOLD EXPERIENCE
2 ND EDITION
Gold Experience second edition is an 8-level course that
prepares students for the Cambridge English exams while
building their language and real-world skills. The course gives
students thorough exam preparation in terms of both strategy
and language, while simultaneously developing the life skills
that students will need to use English successfully beyond the
classroom. Real-world, engaging materials ensure students are
switched on and curious to learn more. This second edition is fully
updated with new content and a new design.

The C1 level

Brand new for the second edition, the C1 level is designed for
students at an advanced level of English, who are preparing for
an advanced exam such as the Cambridge C1 Advanced exam.
As well as developing students’ confidence in using English for
communication, and extending their knowledge of vocabulary
and structures, the C1 level aims to help bridge the cognitive and
experiential gap between a typical older teen and the mature
and academic demands of the Cambridge C1 Advanced exam. It
will also develop the thinking and self-expression in English that
students will need for university study. Gold Experience second
edition aims to find surprising and engaging ways to make
mature topics and themes accessible to very young adults, and
equip them to succeed in both the Cambridge C1 Advanced exam,
and in their upcoming university life.

The principles and methodology
Reliable
First and foremost, you need your course to help you achieve
students’ core aims of building language skills and passing exams.
With Gold Experience second edition, the syllabus is based on
a combination of exam requirements and the Global Scale of
English, ensuring comprehensive language coverage. Meanwhile,
we have brought together highly experienced authors and exam
consultants to ensure accuracy and rigor in exam preparation, as
well as managing the balance of general English, exam English
and life skills. This means you can rest assured that your students
will be learning the right language with suitable practice to help
them excel in their exams and communicate with confidence.

Engagement

Gold Experience second edition aims to bring new experiences to
students, and encourage students to bring their own experience
to the classroom. We believe that any text or discussion topic
should be interesting regardless of the language, and we have
tried to balance light, quirky topics that students will have fun
with, with more weighty themes to really get them thinking.
Where possible, we have used authentic texts and real people
in reading texts allowing students to expand on anything that
takes their interest. Authentic broadcast video from a variety of
sources, and grammar ‘vox pop’ interviews with the general public
introduce students to authentic accents and real experiences and
stories.
As every teacher knows, when students are engaged with the
topic and the material, they are engaged with English and
everything else is just that little bit easier.

‘Whole student’ development
As well as language and exams, we know you care about
developing your students as citizens of the world. This means
helping them develop their ability to think critically, assimilate
new information and points of view, and formulate, express and
defend their opinions. This means helping them develop research
techniques, work both alone and with others, and reflect on
their own learning. In Gold Experience second edition, these skills
are developed throughout each unit in the Speak up sections,
where students are encouraged to discuss and debate, and in
a more focused way, at the end of each unit in the Project and
Independent Learning strands. The Projects are designed to be
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 of the book
to help students discover both study tools and techniques, and
more about themselves as learners.

Flexible resources
We know that the real classroom can often be far more complex
than the ideal classroom we imagine. For that reason, we’ve
provided a wealth of materials to provide extra support or
further challenge for students who need it, plenty of additional
and alternative ideas and resources for you, and a full suite of
components to allow you to tailor your teaching package to your
classroom.

‘Under-the-hood’ exam preparation
We believe that students need training and practice to excel
in exams, but that this doesn’t need to be the overarching feel
of a class. In Gold Experience second edition, exam tasks are
woven seamlessly into the flow of 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
focus on the target language of the unit. Over the course of 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 full practice test in the Workbook, and an
additional Exam Practice book for practice of full papers.

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COURSE
COMPONENTS

eBook for students

For students

Workbook

Student’s Book with App

• Mirrors the Student’s Book lesson by lesson and consolidates
learning with targeted practice.

• Nine topic-based units divided
into 8 main teaching lessons, plus
video, project, independent learning,
wordlist and unit check.

• Suitable for computer or tablet

• Additional topic-related practice of reading, writing, speaking,
listening and use of English skills.
• Extensive practice of course grammar and vocabulary,
including practice of Extend vocabulary from the back of the

Student’s Book for stronger students.

• Final tenth unit review provides
revision of language and skills from
the course in exam task format.

• Complete practice exam in Unit 10.
• Designed for either independent study at home or in-class
extra practice.

• Training and practice for the
Cambridge C1 Advanced exam is
seamlessly integrated into every
lesson.
• Students and teachers can easily
identify exam-like tasks with the

• Full Student’s Book in digital format with embedded audio,
video and interactive activities.

App.
• Audio for listening lessons available on the Student’s App

icon.

• Additional examples of vocabulary sets in Extend vocabulary
in the back of the book.

Online Practice for students
• Fully interactive digital version of the Workbook, which

complements and consolidates the Student’s Book material.
• Remediation videos and activities powered by MyGrammarLab.
• Students are encouraged to explore their ideas, opinions
and knowledge of the world through frequent discussion
opportunities, for example through Speak up activities.
• Video clips expose students to a variety of authentic
broadcasting formats, accents and ideas, and encourage
students to think critically about what they watch.
• Where appropriate, grammar vox pop interviews give
authentic examples of target grammar in use.
• End of unit projects can be adapted depending on the
time available, and encourage students to explore a topic,
collaborate and work creatively with classmates, and present
back to the class.
• Independent learning sections guide students through
different aspects of self-reflection and help them become more
successful learners.

• Instantly graded activities with supportive feedback.
• Personal gradebook for students to review their performance.
• Access to Student’s Book video and audio for students.

Exam practice books
• Additional intensive practice for the Cambridge C1 Advanced
exam.
• Two complete practice tests, one with tips and guidance for
every task.
• Extensive support for productive tasks at the back of the book.
• Online answer keys, audio and speaking test videos with
teacher’s resources.

• The back of book Grammar file gives a full page of detailed
grammar and language explanation, plus a full page of practice
activities for every unit.
• Writing file and Speaking file give task-by-task exam-related
help and useful language for productive tasks.
• Student’s App gives access to videos and the extensive class
and workbook audio, as well as additional fun practice of
course vocabulary. Accessed via a code in every Student’s Book

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INTRODUCTION

For teachers

Resources
• Teaching notes (digital teacher’s book).

Teacher’s Book
• Teaching notes with a wealth of additional and alternative
classroom ideas, including for mixed ability classes, fast finishers,
and additional questions to encourage critical thinking.
• Exam information, including how Student’s Book activities may
differ from exam tasks (for example, shorter text length, fewer

items, a focus on unit language meaning less variety of tested
language than in the exam, etc.).

• Detailed grammar PowerPoint presentations for each unit’s
grammar points.
• Three photocopiable worksheets (Grammar, Vocabulary +
skill or exam focus) per Student’s Book unit, with full teaching
notes and answer key.
• Class audio and video.
• Assessment package (see below).

• ‘How to’ sections in the introduction, giving advice on teaching
for 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 of 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 of
the book.
• Workbook answer key.
• Access code for all Gold Experience digital teacher tools.
5 All or nothing

READING

SB pp64–65

To start
If you have the technology available, play an interesting

advertisement in English. Discuss the techniques the
advertisement uses to influence the buyer.
Ask students to work in pairs to see how many forms of the
word advertisement they can come up with: advertise (verb),
advert, advertisement (noun), ad (informal nouns), etc.

1 Share an example of something you’ve been persuaded

Lead-in SB p63
Write the unit title All or nothing on
the board and ask what the expression
means (it is used to say that unless
something is done completely, it is not
acceptable, i.e. half-heartedness won’t
do – it’s got to be all or nothing).
Ask students to look at the picture on
page 63. Read the quote aloud and
elicit ideas of what it means (people
today are so busy thinking about
money that they lose sight of what
is really important in life or forget
to be grateful). Students discuss the
questions in pairs. Elicit some ideas.

All or nothing

X
5

READING

USE OF ENGLISH

topic: future of advertising
skill: identifying expansion or
exemplification of points
task: gapped text

open cloze
word formation

GRAMMAR
ways of talking about the future
verb phrases + prepositions

VOCABULARY
buying and selling
separable and inseparable
phrasal verbs
nouns from phrasal verbs

LISTENING
topic: business start-ups
skill: understanding points of view
task: multiple matching

SPEAKING
topic: gender pay gap
skill: speculating
task: long turn

WRITING
topic: a charity event
skill: writing topic sentences
task: report

SWITCH ON
video: the scenic route
project: trip around the world

Possible answers
1 The child is enjoying the simple
pleasure of feeling rain on his/her
face. The photo contrasts with the
quote because it shows someone who
appears grateful for a small pleasure
that doesn’t cost anything.
2 Spending time with friends and family,
having some time alone, a break,
working towards goals, etc.
3 • I value my phone the most because
it contains my most important
information and is the possession I
use most often.
• I was given a special locket by my late
grandmother and I always wear it to
remind myself of her.
• I have a signed poster from one of
my favourite stars who I was lucky
enough to meet. It’s more than a

signature to me – it’s the memory of
meeting my idol.

extra
Ask: To what extent do you think
the quote reflects society in your
country? Does it depend? If so,
on what?
Ask students to work in pairs to
think of some simple pleasures
that they are grateful for. Elicit
some ideas.

to buy recently by an advertisement. For example,
say: Recently, I saw an online advert for a new kind of
chocolate biscuit and I just had to buy a packet. Check
pronunciation of persuade /pəˈsweɪd/. Ask students to
discuss the questions in pairs then elicit some responses
to each one.
Possible answers
1 • I’m a sucker when it comes to advertising, and I know it.
I’m quite easily persuaded, especially when it comes to
online advertising. The advertisers seem to know exactly
what I’m looking for and put it right in front of me.
Who am I to resist? For example, recently …
• I’m quite critical of advertisements and that helps me
not to be taken in. For example, am I really going to be
popular, rich and good-looking just because I wear a
new fragrance? However, recently, I did buy …
2 My favourite advert at the moment would probably be the

one for … . I say this because …
One ad I really like is … because …
It’s hard to top the advert for … as …

alternative
Students could show each other a favourite advertisement
and discuss how persuasive it is, and why it is memorable
for them.

Read on
extra: whole class
Focus students on the picture on page 65 and elicit/
point out that it represents virtual reality (VR), which
allows a person wearing a headset to watch or experience
an environment produced by a computer that looks
and seems real. Ask: Have you ever tried VR? What is
it like? How do you think the rise of virtual reality may
change advertising?

2 Students discuss the question in pairs. Elicit
some responses.

Possible answer
By 2030, I think most advertising will be done online and
print advertising will be a thing of the past.
I’d say adverts are going to get more and more responsive
to the individual. We might walk by the same billboard and it
will show one advert to me, and a different one to you.
By then, heaps of people will have access to virtual reality
headsets so we will be able to view online purchases much

more closely before buying. Imagine walking around a hotel
before you booked, or getting to walk around a university
campus abroad before you enrolled – that’s the future!

3 Remind students that quickly reading for gist is an

important strategy for understanding the main ideas in
all the Reading and Use of English tasks, and will prepare
them to answer the individual questions more accurately
and efficiently. Give students three minutes to read the
article and paragraphs to see if any of their ideas from
Ex 2 were mentioned.

exam task: gapped text
Read through the exam tip with students, giving them
time to follow the instructions in the second part.
Elicit the answers.
C The highlighted phrases in paragraph iii all relate to
the idea of personalisation, first generally (that means
personalisation; all about us) and then with the specific
example of personalised customer service operatives, based
on what each individual finds attractive or not. Paragraph
C gives other examples of personalised products: As well as
this, … you’ll be able to buy a robot friend … use a small chip
to measure how many times a day you blink, to assess your
eye health and find the perfect mascara. Driverless public
transport will interact with us all individually.)
The linking phrase As well as this, at the beginning of
paragraph C, provides a clue that this paragraph is likely
to fit after a paragraph where another example of a

personalised product has been given.

4

• Extensive range of tests for use
throughout the course.
• A/B versions of core tests to
prevent cheating.
• Versions for students with special
educational needs.
• Available as ready-to-print pdfs or
editable word documents.

Ask students to do the remainder of this examstyle exercise.

1 B (At the end of paragraph i, it says … the defining
point of the whole film was when the proud creator of
Hawking’s world-famous voice synthesiser turned it on
and announced, ‘Welcome to the future.’ This moment
is referred to in B as … a single moment summed up so
wonderfully the extent to which technology can change
lives for the better …)
2 G (Paragraph ii ends with a question: how is this going to
happen? i.e. how is every single advertising message
going to be relevant to the receiver? Paragraph G
responds directly to this: To put it briefly, over the next
ten years, advertising will move from communicating to
predicting, and emoting …)
3 C (See exam tip answer key above)
4 E (Paragraph iv ends with the question how will brands

actually use it [VR]? This question is referred to at the
beginning of paragraph E: That is where the imagination
must take a leap because in reality, even the experts don’t
know. Paragraph E goes on to speculate on how the
question from paragraph iv might be answered: A logical
progression would be … and to give a current example of
VR use In fact, there is actually a VR advert now …)
5 A (The first sentence in paragraph vi says Wearable and
connected devices will be providing the data to enable
this targeting to become more detailed, referring to
Screens and posters will display different images based on
the information on your mobile in paragraph A.)
6 D (Paragraph vi ends with We’ll enter a store to hear our
own playlist playing and be immediately directed to …
This links to the similar example in paragraph D, Tom
Cruise walks past a number of digital ads that address
him by name as he passes.)

86

Assessment package

• Answer keys and audio files.
• Test pack includes:
• Diagnostic test to help place
students and identify strengths
or weaknesses.
87

Teacher’s Online Resources

All the support a busy teacher needs in one place, accessed via
the access code in the back of the Teacher’s Book or via your
Pearson consultant.
Presentation tool

• Unit tests with two papers: Grammar, vocabulary and Use of
English; Listening and reading.
• Review tests every three units with three papers: Grammar,
vocabulary and use of English; Writing; Speaking.
• End of Year test with three papers: Listening, Reading and
Use of English; Writing; Speaking.
Online Practice for teachers
• Teacher view of Online Practice provides a full learning
management system .
• Assign tasks to the whole class, groups or individual students
depending on their needs.
• Automatic marking to save time.
• Performance area lets you see how individual students and the
whole class are progressing overall and by skill.

• Front-of-class teacher’s tool with fully interactive version of
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 for teacher-led games.
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TEACHING PATHWAYS
We know that not every class is the same, and there are many influences, from your course hours, teaching context and personal
style to your class size, and the needs of every one of 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
Print
Student’s
Book +
App

To focus on …

Blended / Core
Digital
material
Student’s
eBook

Grammar and
vocabulary

Exam
preparation

21st Century

skills

Fun
activities

Units 1–9:

• Unit checks

• core
lessons

• Grammar file
(reference & practice)

• Unit 10 (review
unit)

• Independent
Learning section

• Writing file

• Switch on video
project

• Game on
activities in
main units

• Extended Vocabulary
lists

• Speaking file

• Speak up &
extended
discussions

• App: Vocab activities
• Authentic ‘on-thestreet’ interviews
Workbook

Online Practice Units 1–9:
• core
lessons

• Extend vocabulary
sections

• Improve it writing
sections

• Switch on
video &
project
• Footers in
main units

• Unit 10 (full

practice exam)

• Writing tasks

• Puzzles (e.g.
crosswords)

• How to teach
for exams

• Speaking
Success Criteria

• How to encourage • How to teach
with projects
independent
learning
• Extra
activities
• How to flip the
in teaching
classroom
notes
• How to teach with

• Extra activities
in teaching
notes

• How to teach with

readers

• Unit checks
• Online Practice:
MyGrammarLab
videos & activities

Teacher’s
Book

 

Units 1–9:
• core
lessons

• Alternative and extra
activities in teaching
notes
• Additional activities
for fast-finishers
• Information about
common student
errors

• Writing Success
Criteria

projects

• Critical thinking
activities in
teaching notes
• Project extensions
Units 1–9:

Assessment package (Word
or pdf - part of Online
Resources)

Unit tests:

• Diagnostic test

• Unit tests: Skills

Grammar &
Vocabulary

• Review tests (main)

• Review tests:
Writing

• audio &
video

• Grammar PowerPoint
Presentations

• Photocopiable
activities

Teacher’s Online Resources
(including Teacher’s
Presentation Tool)

 

• Photocopiable
activities

• Photocopiable
activities
• Presentation
Tool games

Tests used as
assessment for
learning

• Review tests:
Speaking
• End of Year
tests
Exam
practice
booklet

 

Exam booklet
• 2 full practice
tests
• Guidance, tips &
reference

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UNIT WALKTHROUGH
STUDENT’S BOOK UNIT
Nowadays
people know
the price of
everything
and the value
of nothing.

Each unit has a lead-in photo,
quote and discussion questions
to get students thinking about
the unit theme, and using their
existing topic vocabulary.

Look at the picture and discuss the questions.

1 How does the quote relate to the photo?
2 What things do you value most in your day?
3 What possessions do you value the most?
Why?

All or nothing

5

READING

VOCABULARY

USE OF ENGLISH

WRITING

topic: future of advertising
skill: identifying expansion or
exemplification of points
task: gapped text

buying and selling
separable and inseparable
phrasal verbs
nouns from phrasal verbs

open cloze
word formation

topic: a charity event
skill: writing topic sentences
task: report

GRAMMAR

LISTENING

ways of talking about the future
verb phrases + prepositions

topic: business start-ups
skill: understanding points
of view
task: multiple matching

SPEAKING
topic: gender pay gap
skill: speculating
task: long turn

The Unit overview
gives a brief outline of
topics, key language, skills
focus and exam tasks.

SWITCH ON
video: the scenic route
project: trip around the world
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The main reading text previews grammar
that students will meet in the next lesson.
Power up sections
get students
thinking about the
lesson topic.

5 All or nothing

READING
Power up
1 Work in pairs and discuss the questions.
1 Do you find adverts persuasive? What has
an advert persuaded you to buy recently?
Why did it persuade you?
2 What’s a favourite advert of yours? Why?

Read on
2 Work in pairs. Imagine it’s the year 2030. How
has advertising changed?

3 Read the article. Ignore the gaps. Does it

Exam tasks are easily
identified by the

symbol.
Exam skills and
strategies are built up
through both
core activities and
exam tips.e

mention your ideas from Ex 2?

4

Read the article again and choose from
the paragraphs (A–G) the one which fits each
gap (1–6). There is one extra paragraph which
you do not need to use.

exam tip: gapped text
The paragraph you are looking for may contain
an example of, or expand on, something
mentioned in the previous paragraph.
Read paragraph iii. Look at the highlighted
phrases. Read paragraphs A–G and choose the
one where these phrases are exemplified or
expanded on. Which phrases give links?

5 Match the words and phrases in bold in the

A Advertisers will also know how much we like their ads
because our pulses, via our smart watches, will tell them.
Every ad you see will be based on who you are. Screens and

posters will display different images based on the information
on your mobile – your purchase history, the brands you like
on social platforms, who your friends are, your gender and
your age. Already, seventy-five percent of consumers expect
and want retail experiences to be personalised, and over the
next ten years most marketing will become like the ‘Amazon
Recommends’ feature, only bigger!

B Rarely has a single moment summed up so wonderfully the
extent to which technology can change lives for the better,
allowing us to interact in ways beyond any initial realms of
possibility. And it’s these almost unimaginable developments
in technology, according to futurists, that will play a major
part in persuading us what products to spend our money on.

5 husbands/wives

2 first

6 produced

3 believing in, accepting

7 major part

4 portraying emotion

8 likely to be/do
something

Sum up
the article says about the following.
1 Stephen Hawking

what will it look like in ten years’ time?

1

D In the sci-fi film Minority Report Tom Cruise walks past
a number of digital ads that address him by name as he
passes. Science fiction perhaps then, but as we have seen,
not so far away from the realities that we may be confronted
with relatively soon, albeit perhaps more subtle and
sophisticated. But who really knows?

3 virtual reality

7 Work in pairs. Some people say that

Sum up sections
require students
to think about the
text as a whole.

advertising is a ‘necessary evil’. What do you
think they mean? Do you agree?

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The consumer is hard to impress and the next ten years of advertising will
be relying completely on them buying into the largely tech-driven, utopian
vision of making every single advertising message relevant to the receiver.
So how is this going to happen?

E

That is where the imagination must take a leap because in
reality, even the experts don’t know. A logical progression
would be that people will be able to ‘step into’ brand
experiences and ads will be filmed with 360-degree cameras.
In fact, there is actually a VR advert now that allows the
prospective customer to experience what a hiking boot feels
like when walking.

Other than the obvious novelty and excitement around these
ideal marketing tools, the latter is also quickly becoming the
only truly immersive experience to capture people on an
emotional level. All exterior stimuli are blocked out and we
are cocooned in our own individually created world.

2
iii

G To put it briefly, over the next ten years, advertising will
move from communicating to predicting, and emoting,
based on human needs. According to a recent study by
neuroeconomist Paul Zak, three out of eight people now love
brands more than their spouses; thinking of brands releases

more oxytocin in the brain – the same reaction generated
when being hugged.

How advertising makes us feel will become more important than how it
looks, and that means personalisation. By 2025 we’ll have developed the
technology to make the bulk of our interaction with products all about us.
One example is that customer service operatives will be holograms, based
on what each individual finds attractive or needs – imagine holograms in
airports and train stations providing customer information.

3
iv

The term we use to describe this method of reaching each individual is
‘immersive creativity’ and the way into this is already well established
through advances in virtual reality (VR). VR is big business – it’s
estimated the VR market will soon be worth 5.2 billion dollars. The
experience is unparalleled, taking the user into another mind-blowing
world that feels real. But how will brands actually use it?

4
v

2 relevance to individuals

Speak up

The award-winning film about Stephen Hawking The Theory of Everything
has plenty of touching scenes. From the initial diagnosis of Motor Neurone
Disease to the academic brilliance and final passionate exchanges, this is

a film that ticks every emotional box. But for me, the defining point of the
whole film was when the proud creator of Hawking’s world-famous voice
synthesiser turned it on and announced, ‘Welcome to the future.’

i

ii

F

6 Work in pairs. Take turns to summarise what

of

advertising:

C As well as this, in 2025 you’ll be able to buy a robot friend
and even use a small chip to measure how many times a
day you blink, to assess your eye health and find the perfect
mascara. Driverless public transport will interact with us all
individually.

article with their meanings (1–8).
1 significant

The

This is just one technological step in the new emotional journey that
brands and consumers are about to embark upon. The most used word in
social media last year was the heart emoticon, but in ten years’ time, most

of our words will be emoticons and customers will give feedback in Snaps.
5

vi

Wearable and connected devices will be providing the data to enable this
targeting to become ever more detailed and clever. By the end of the ten
years advertisers will have been mining our personal data for a long time.
We’ll enter a store to hear our own playlist playing and be immediately
directed to clothes we’ve looked at in other stores.

6
vii

There is not, nor ever can there be, a fixed
answer. Hawking described the future as
‘indefinite, existing only as a spectrum of
possibilities’. Unexpected things will occur;
we don’t know the names of the next big
entrepreneurs, nor what the biggest platform
will be in ten years. But whatever happens,
advertising in the future will be exciting, powerful
and impossible to ignore.

Over to you! Comments, please.
RALPH Worrying stuff, but this is going to
happen, guys – whether we like it or not.
JONBOY Great timing! I’m to see my course
tutor later about a project I’m starting next
week on the very same topic. Useful stuff!

JENNIWREN 11 Just want to give a heads
up: brilliant VR exhibition starts on Saturday
at the Brack Centre. Some experts will be
demonstrating how the latest stuff works.
Can’t wait!

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Speak up sections develop critical thinking, asking students
to think more deeply about the topic and consider different
viewpoints, and provides extra speaking practice.
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Language is contextualised in authentic Grammar vox
pop interviews, scripted conversations or short texts.
Grammar vox pops are provided as both audio and video.

Editable PowerPoint presentations for each
core grammar area save valuable preparation
time and bring the grammar to life.

5 All or nothing

GRAMMAR

3

1 Complete the example sentences in the grammar box with

explore grammar

(happen), guys – whether we like it

C There is a brilliant VR exhibition which starts on Saturday
at the Brack Centre.
D By 2025 we
(develop) the technology to
make people genuinely happy.

F I’m to see my course tutor later about a project.
(demonstrate) how the

future in the past
We use was/were going to, was/were (about) to and would to
express a future idea in the past.
I was going to throw out my old school books, but my mum

stopped me.
I knew I would never get the job.
I was about to text Megan when she called me.

2 Match the sentences in the grammar box (A–G) with the
descriptions (1–7).

1 something that is inevitable or unstoppable
2 something that will be completed before a certain time
limit
3 something that will have been in progress up to a time
limit

audioscript.

5 Complete the article with the correct future form of the

verbs in brackets. Do not use the future simple if another
form is possible.

1 The museum has

an old map dating back 700 years.

2 Households today
few years ago.

far less fresh food than they did a

Not just a problem for the oldies

We’ve all seen them: the programmes about people
who have 1possessed / accumulated way too much
stuff and have 2cluttered / untidied up their space
with piles of old newspapers or clothes. And we all
think these guys are older, with a lifetime of stuff that
they have 3collected / hoarded away in case it’s ever
needed. I’m living proof that that isn’t the case. I’m
nineteen and my hoarding tendencies started back
when I was about eleven. I know where it began:
with my dad losing his job, which meant moving to a
much smaller house and having to 4chuck / bin out
huge amounts of things that had been part of my
life – stuff with 5monetary / sentimental value like
toys and presents. I was terrified of losing my stuff
again and developed this 6undeniable / insatiable
desire to 7keep / collect things. I wasn’t 8giving /
splashing out loads of money on buying 9off / up the
local clothes shops; I just couldn’t 10pass / miss up
an opportunity to pocket free things and store them
away. I’ve since learnt that this can develop into a
full-blown disorder. We hoarders give an abnormal
meaning to things which we simply can’t part
11
from / with. We believe they’re part of our identity
and 12throwing / dumping things will mean we’ll be
losing a bit of ourselves. I was lucky and I got help,
but it could have gone so badly wrong.

4 Most children like to
swap them with friends.

things like stamps or coins and

5 My grandfather used to
lots of things, like old
newspapers. He thought he might need them one day!

As I 1
(move) into a shared flat next weekend –
I 2
(sleep) in this room for seventeen years by
then – the idea behind the challenge really hits home. There’s
no way all my stuff 3
(fit) into the bedroom
I’ve got, so I 4
(have to) get rid of a load. My
mum won’t stand for me leaving it here as she 5
(use) my old room for guests, so let’s see if I can cut it down
to 100 things! It 6
(be) hard, but all the soft
toys must go. And come next weekend the bags of concert
ticket stubs and programmes 7
(be) long gone.
I 8
(give) a lot of old books to charity and, really,
who needs twenty pairs of shoes? Just think that this time next
week I 9
(throw out) all the junk of my old life,
ready for the new one! Obviously, I can’t throw out my old
CDs or DVDs, but maybe as a group they just count as one?

And I’ve clearly got to keep the T-shirt with a wolf on – my best
friend gave me that. Mmm, maybe I 10
(just /
have) another look through the books …

2

5.2 Listen to two people answering a question about spending
habits. Do you know anyone who is like either of the people
described?

3

5.3 Work in pairs. Listen again and complete the collocations.
Then talk to your partner about these things.
Tell your partner about:
1 someone you know who is a(n)

touch.

2 someone you know who is

prey for advertisers.

3 something you’ve bought recently at a(n)
4 a time you experienced a(n)

price.
sell.

5 a time when you had a(n)

desire for something.

6 something you own that has

value.

4 Complete the sentences with prepositions. Check your answers in
the audioscript.

an opportunity to get a good deal.

1 Never pass

2 No one can convince me to part
trainers even though they’re falling apart!
3 My mum hangs
way she’s ever going to use.

my favourite

tons of old recipes that there’s no

4 All these souvenirs just clutter
5 I’ll have to go

1 Could you do the 100-thing challenge? What would
you keep?

7 an action in progress, repeated in the future, or part of the
anticipated programme

3 I’m going away with the school in July, so until
then I’ll have to watch my money.

6 Choose the correct words to complete the blog.

3 I have
a lot of rubbish over the years and I need to
have a good clear-out.

Too much clutter? Try the 100-thing challenge

6 something that is organised or timetabled

2 It is easy to persuade people to part with their
money if you know their unique preferences.

accumulate acquire collect consume hoard

4 Work in pairs. Find all the examples of future forms in the

6 Work in pairs and discuss the questions.

5 something that is arranged officially and formally

1 Advertisers know how to push all the right
buttons.

Then make your own sentences with the verbs. Try to show the
differences in meaning.

Speak up

4 something that is considered or believed to be a future
fact

5 Rephrase the expressions in bold in your own words.

1 Complete the sentences with the correct form of these verbs.

Dave Bruno set himself a challenge: to live for a period
of time with only 100 possessions. Could you do it?
One of our readers gives it a go.

E By the end of the ten years advertisers
(mine) our personal data for a long time.
G Some experts
latest stuff works.

buying and selling

4 What will you have spent money on in five years’ time?

A Over the next ten years advertising
(move)
from communicating to predicting, and emoting.

Active explore

grammar boxes
require students
to engage with
the taught
grammar.

VOCABULARY

1 What do you think will be your next big purchase? Why?

3 What will you have done with the rest of your possessions?

p150

ways of talking about the future
B This
or not.

5.1 Watch or listen to two people answering these
questions. Make notes about their answers.
2 Which of the possessions that you have now do you think
you will still have in ten years’ time?

the correct form of the verbs in brackets.

Speak up

the room.

chocolate this week as I’m on a diet.

7 Work in pairs. What would

someone learn about you by
looking at the possessions
you have in your room?

explore language

2 Answer the questions in Ex 3 and compare answers.

separable and inseparable phrasal verbs
Remember and record which phrasal verbs are separable and which
are not.
he splashed a load of money out on …
my mum hangs tons of recipes onto
Also remember that we cannot separate phrasal verbs when the
object is a pronoun object.
He splashed it out on …

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The explore language boxes
provide explanation and
examples of key language areas.

Frequent opportunities
for personalisation and
discussion using new language.

All audioscripts are printed
in the back of the book.

Use of English lessons focus on language frequently tested in the exam.
Lesson 1 focuses on more lexical topics,
Lesson 2 on more grammatical topics.

5 All or nothing

Task layout reflects
the exam.

LISTENING

USE OF ENGLISH 1

5 Look at the picture of a pop-up shop. What do you think a pop-up

Power up

1 Work in pairs. What strategies can you think of to

6 Read the article about a pop-up shop. How successful have the Bray

1 Work in pairs. In which situations

2 Read the language box and underline the verb

remember fixed phrases? Which do you use?

would you use these different
buying methods?

explore language

auction bargain barter haggle trade

A A fixed phrase is often a verb + a noun/an
adjective + a preposition that go together.
You need to play a part in the campaign.
B The phrases can only be expanded before the
noun, usually with an adjective or determiner.

3 Read the two tasks. Identify the key words in the

You need to play a bigger part in the campaign.

lists (A–H). Then think of different ways these

words can be expressed.

Vocabulary-fromthe-text activities
encourage students
to notice and absorb
vocabulary they find.

p150

verb phrases + prepositions

5.4 You are going to hear five people talking
about a retail business they have started. Listen
and decide what product each speaker sells.

Task 2

Choose from the list (A–H) the reason each speaker
gives for setting up their business.

Choose from the list (A–H) how each speaker feels about
their future business.

A
B
C
D
E
F
G

H

A
B
C
D
E
F
G
H

a recommendation by a friend
the financial security
the rise in popularity of a certain product
the cheap set-up costs
the international opportunities
the best way to use a talent
to fund a lifestyle
a commitment to help others
1
2
3

Speaker 4
Speaker 5

Pop-up stores are everywhere at the moment and 0
they
offer
budding entrepreneurs a great opportunity 1

 publicise
their brand for a few weeks during the year. These stores allow
people who ordinarily sell goods online to gain 2
to
customers in the street.
Twin sisters Tanya and Linda Bray 3
currently finding
pop-up stores to be a great solution to marketing their fashion
and accessories label. The twenty-five-year-olds normally sell
through their website but they use pop-up stores 4
so often and, when they do, have succeeded in making money
5
them. Their first one brought in around £2,000 in
the first month, which was surprising as they 6
only
just launched the brand and were relatively unknown. Apart from
the money, the sisters said they also enjoy the feedback they get
from speaking face-to-face with their customers, which has had
7
positive influence on their product design. By next
month they 8
have established their brand to the
extent that they may be able to open a permanent shop.

You need to play your part in the campaign.
C The noun in the phrases can sometimes be
substituted, as long as the noun has the same
meaning.

Task 1

Speaker 1
Speaker 2
Speaker 3

sisters been?

OUR POP-UP SUCCESS

phrases with prepositions.

Listen up
2

shop is?

4
5

You need to play a bigger role in the campaign.

3 Complete the sentences with the correct preposition.

reassured that big companies want to partner with them
optimistic about expansion into different products
inspired by the opportunity to be more international
encouraged that they can run an ethical business
hopeful that they can make a difference
excited by the chance to develop a new type of business
surprised that the company will be able to grow so quickly

convinced that they will do better than their competitors
6
7
8

Speaker 1
Speaker 2
Speaker 3

Speaker 4
Speaker 5

1 We will need to examine the evidence
shoplifting.
2 She has a strong relationship
customers.

her

3 It’s important to identify the causes
any poor sales results.
4 The company based their theory
very unreliable data.

9
10

5 I can provide the information
not-for-profit organisation.

our

6 They are investigating attitudes
recycling of used goods.

4

5.5 Listen again and complete the tasks.

Speak up

Make sure you listen for all the options in every extract. When
you listen for the first time, pencil in all the possible answers,
then confirm your answers when you listen for the second time.

these verbs. Then ask and answer them.

1 Which speaker do you think had the most
interesting way of selling? Why?

1 Do you think younger people
aptitude for creative tasks?
2 Should you always
a sales site you use?

5 Match the expressions (1–6) with their meanings (A–F).
A be beating one’s competitors

2 be ahead of the game

B sell something you have bought for a profit

3 be hot property

C understand and be able to do something

4 get the hang of something

D be the object of a reaction, often negative

5 flip something

E

be something very valuable and marketable

6 come in for

F

use something and not replace it

Try to identify if a gap is part of a fixed phrase. Look at the language
around the gap.

create have impose make take

2 Do you think haul videos are showing off or
genuinely interesting?

1 eat up something (e.g. resources)

exam tip: open cloze

4 Complete the questions with the correct form of

6 Work in pairs and discuss the questions.

exam tip: multiple matching

1 They offer an opportunity
a comment on

3 Is it worth
a chance on
crowd-funding new businesses?

2 It was his

7

4 Will online marketing
more
opportunities for individuals to sell things?
5 Do you think we need to
the number of haul videos?

Read the sentences. Which gap needs you to focus on the word
before and which one on the words after?

an

a limit on

win more customers.

opportunity and his last.

Read the article again and complete the gaps with one word only.

Speak up
8 Work in groups and discuss the questions.
1 If you had a shop, what would you like to sell? Why?
2 Why do you think we like products that are less ‘available’?

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Did you know more people watch haul videos than the most popular music videos?

The Cuddle Café, a pop-up in London, allows customers to pay for tea and cake with hugs.

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Fun footers, loosely connected to the topic, can
be explicitly exploited or left for students to notice.
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UNIT WALKTHROUGH
Step-by-step approach to exam tasks.

Common
examples are
presented and
practised on the
page. Further
examples are
in Extend
vocabulary at the
back of the book.

5 All or nothing

USE OF ENGLISH 2

5

2

How much do they get? Is this a good idea?

POCKET MONEY EQUALITY

5.6 Listen to two people talking about pocket money.
What points do they make? Do you agree with them?

There are a fair number of 0 drawbacks
to being a girl. The workplace is still a
man’s world and there have been very
few 1
in women’s rights. That
glass ceiling still exists. It doesn’t make
us 2
; it just means that we
need to work that much harder to get
where we should be. But that’s not the
point of this blog – it’s understood. My
concern today is related to how early
this 3
 actually starts and you
might be surprised to know that it’s at a(n)
4
young age – when we get
pocket money from our parents!

3 Read the language box. Find examples of A–D in the
audioscript.

explore language
nouns from phrasal verbs
A When forming nouns from phrasal verbs, we can put the
preposition before or after the verb.
downpour

breakdown

B The noun may have a similar meaning to the phrasal verb.
A lot of people turned out for the rally in the park.
There was a great turnout for the rally in the park.
C The noun may have a different meaning to the phrasal
verb.
Look out for James in the school play. He’s in the
second act.
The weather outlook for the weekend is pretty bleak.
D Nouns may be single words (e.g. outbreak) or hyphenated
(e.g. write-up). Check in a dictionary.

4 Read the email extracts. Complete the nouns with these
prepositions.

back down out (x4) over (x2) up (x2)

Extend
vocabulary
section in the
back of the
Student’s Book
and related

Workbook
activities provide
more useful
vocabulary.

SPEAKING

Read the blog. Use the word given in capitals at the end
of some of the lines to form a word that fits in the gap in
the same line.

1 Do children in your country get regular pocket money?

According to a recent survey, boys receive
thirteen percent more pocket money than
! It sets the
girls. I find that 5
bar from the outset and continues into the
working life. So, just why do parents favour
their male 6
? Could it be that
boys’ toys are pricier or that boys bargain
harder? Whatever, there should definitely
be a(n) 7
in the pocket money
system from now. There needs to be a(n)
8
from all the girls out there:
‘Equality in pocket money!’

1 Look at the picture. Do you think the

DRAW

man earns more, less or the same as
a woman doing the same job? Why?

2 Read the extract from an article and

BREAK

EXTREME

GRACE

CRY

3

5.7 Look at the pictures (A–C) and listen
to a student talking about them. Which two
questions is she answering?

4

5.8 Listen to the teacher and check your
answers to Ex 3.

5

5.9 Listen to the student again and
complete the phrases she uses to speculate.
1 I

1 Do you think people should always earn the same money
for doing the same job? Why/Why not?
2 Should employers be forced to make public the amount
they pay their staff ? Why/Why not?
3 Some people say that women lose out on promotion
because of family responsibilities. Is this a valid reason, in
your opinion?
4 More and more men are staying at home to bring up
children while their wives work. Is this a good thing?
Why/Why not?

A

B

be wrong but …

2 I’m

that …

3 As

as I can gather, …

4 It could

do with …

Work in pairs. Student A, complete the exam task in
Ex 3 on this page. Compare a different combination of
pictures from the recording. Student B, turn to page 172
and complete the task.

7 Work in pairs and discuss the questions.

SPRING

HAUL

p162

Speaking extra

OK, time out on all those ‘women
don’t earn enough’ moans. Check
this out: guys who model get up to
seventy-five percent less than the
girls! Can you believe it? Reasons
given include the excuse that women
spend more on fashion and beauty
products than men but that’s changed
big time over the last five years. So,
why are they still paid less? Time male
models stood up for themselves
and refused to work until
they get pay parity.

EQUAL

unexpected. The company has experienced several
1
set
s in the last financial year and
2
turn
 was far less than anticipated.
A contributory factor was the initial 3
lay
for opening the two new branches. If there is no
improvement in the situation, a 4buy
or 5take
 will be likely and we should
all be prepared for this.
date
on what’s happening at work. The rumour is that
there have been some dodgy dealings at the top
and there’s been a 7cover. They’re
on overtime
planning to have a 8crack
and there’s going to be an 9
cry, I’m
convinced. The 10fall
 from all this will
be people having to look for a second job.

6

check your answer to Ex 1. Do you
agree with the ideas in the article?
Why/Why not?

AMBITION

A The outcome of the financial meeting yesterday was

B This is just to give you a quick 6

exam tip: long turn

In the long turn, you will need to use your imagination to
speculate about the situation or the people in the pictures.
Remember that the questions asked by the examiner are
also printed on your sheet; so use them to remind yourself
about what you need to speculate about.

Power up

have something to

5 I think I’m

in that.

6 … have nearly always been male,
I 
say.

C

useful language: speculating

exam tip: word formation

It’s highly likely that …
In all probability, …
There’s no way she could …
It’s a pure guess on my part, but …
There’s a faint chance that …
There’s a (strong) possibility that …
The likelihood of … is pretty low.
It’s a foregone conclusion that …

Remember to reread the text when you’ve finished, to check
whether the words you have formed make sense in context.

Speak up
6 Work in pairs. Do you think the things children spend their

pocket money on has changed a lot since you were a child?
How?

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Speaking extra provides more
general speaking practice on the topic.

Plan on asks students to:
• analyse the exam task, with
tasks and tips to help them;
• work on appropriate language;
• break down tasks such as how to
make an argument in writing.

Write on walks students
through planning and
writing their own answer.

5 All or nothing

WRITING

exam tip: report

Report on the school fair

Power up

1 Work in pairs and discuss the questions.
1 Why might people want feedback after an event they
have organised?
2 What kind of information would it be most helpful to
report on and why?
• numbers of attendees
• amount of money taken
• quality of what was offered
• layout or design of the event
• who helped
• things that went wrong
• things that could be changed for any future event
• how much attendees enjoyed the event or activity
3 What sorts of things can go wrong with an event?

Plan on
2 Look at the picture and read the writing task. What do
you have to write about? Who will read your report?

Your school recently held a fair where students sold
products and services to raise money for charity.
Write a report for the organising committee describing
the fair, explaining how successful it was and what you
would recommend for next time.

3 Work in pairs. Read the report opposite and discuss
the questions.

1 Is a report formal? Why?
2 Why does the report use headings?

3 Which of these language features might you typically
need in a report?

This report gives information about the charity fair which
was recently held at our school. The report outlines what
took place at the fair and comments on its success as well as
giving recommendations for any similar events in the future.
The fair
The one-day fair was set up in order to raise money for a
children’s charity which the school supports. There were
twenty stands selling a range of products. Some of these
were homemade, such as the cakes and biscuits and the
handmade jewellery, made by the students. In addition,
many of the stalls sold second-hand goods. Over 250 people
attended the fair and most of the goods were sold by the end
of the day.
Results
The fair was very successful, raising over £2,500 for the
charity. Many of the people attending commented on
how well organised it was and most said they had bought
something. The homemade products were the most
successful and many of these had sold out by lunchtime
on the day. The charity was grateful for the support and
promised to spend the money on toys and books for the
children it helps.

9 Work in pairs. Read the writing task and decide what
details you need to write about.

Your school recently held a quiz night in order to raise

money for a school trip.
Write a report for the organising committee describing
the event, explaining how successful it was and what you
would recommend for next time.

2 Think about the balance of information you are giving. Is
the amount of text after each heading roughly the same
or different? Why?

4 Work in pairs. Read the first sentence under ‘The fair’ in the
report in Ex 3. Answer the questions.

10 Follow these steps to plan your report.

1 What is the purpose of this topic sentence?

1 Think about the objectives of the event.

2 Does the sentence include detail or a general point?

2 Make notes on the information you need (e.g. people
attending, how entertaining it was, profit).

3 What kind of information comes after this sentence?

3 Decide what went well and what might need
improving. What suggestions do you have?

5 Identify the topic sentences in the other sections of the
report in Ex 3.

4 Work out which headings you need (a maximum of
four). Think about the focus of each section.

6 Which of these is a topic sentence?
1 The fair was a great success and there were several reasons
for this.
2 I think, of the people who attended, only a small
percentage will return next year.

5 Work in pairs and check your ideas.

11

Improve it
encourages students
to reflect on their
work and make
improvements.

Write your report in 220–260 words. Remember to
use formal language.

3 One student sold ten-minute sessions of football coaching.

7 Write a topic sentence for this paragraph.

Recommendations
Due to its success, it would definitely be sensible to run this
fair again, but there are a couple of improvements that

could be made. We should start organising the fair earlier
so that students have time to produce more of the popular
handmade goods. In this way we may make even more money.
We could also offer more refreshments, to encourage people
to stay longer and buy more.

The most successful stalls were those selling food
and also those where the students were offering to do
something for someone, like clean their car. The less
successful ones were craft stands where people were
selling items that they had made, like jewellery.

words in these phrases?

1 This report outlines …

4 We should consider …
5 It would be a good idea
to …

2 The results show that …

• describing

• thanking

3 In this way we can …

6 In conclusion, …

• recommending

• suggesting

useful language:

4 Do you need to give your
own opinion? If so, in
which part?

Improve it
12 Read your report and make notes on these assessment
points.

Communicative achievement
• Did you use formal language? Underline any examples.
Content
• Did you cover all the points in the task fully?

8 What other words can you use to replace the highlighted

• complaining

• Did you give clear reasons for your recommendations?
Language
• Did you use formal language?
Organisation
• Did you organise your information and use headings?

13 Work in pairs. Read your partner’s report and discuss

which of the things in Ex 12 you each did better and
why. What can you learn from each other?

making recommendations
It would be best (+ to-infinitive)
You should (+ bare infinitive)
It may be a good idea (+ to-infinitive)
You might need (+ to-infinitive)
You could try/think about (+ -ing form)
I would suggest (+ that clause)

73

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M05 Gold XP C1 95056.indd 72

Write on

1 Match the headings in the report in Ex 3 with words
in the writing task in Ex 2. What is the relationship
between the headings and the task?

• explaining
• persuading

p168

Use headings to make your report easy to read.

09/11/2017 13:12

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Useful language boxes provide
a wide range of language
options for a specific function.

09/11/2017 13:12

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Unit checks
provide two pages
of practice to review
the unit language.

The Switch on video lessons provide
authentic clips on a variety of engaging
and thought-provoking topics.

UNIT CHECK
Review
1

5.10 Listen to two friends discussing adverts on phones
and answer the questions.
1 What is the boy’s prediction about the situation with
phone ads?
2 How do we know the girl is irritated with the ad
companies?

INDEPENDENT
LEARNING

UNIT CHECK

2 Think about the listening skills you have

Buying and selling

practised in this unit and answer the questions.

a soft touch (phr)
clutter up (phr v)
easy prey (for) (phr)
go without (phr v)
hang onto (phr v)
hard sell (phr)
insatiable desire (for) (phr)
knock-down price (phr)
part with our money (phr)
pass up an opportunity (phr)
push the right buttons (phr)
sentimental value (phr)

spare cash (phr)
splash out (on) (phr v)
watch your money (phr)

1 Were they global or specific skills? Why do
you think both are important?

SWITCH ON

2 When you listen, which skills do you feel
more confident in: listening for global
meaning or listening for detail?

The scenic route

3 How do you think you can improve the
skill you are less confident in? Think of two
ways. Then work in small groups and share
your ideas.

1 Work in groups and discuss the questions.

3 Look at the speaking skills you have practised

1 What is more valuable to you, time or money?

so far. How confident are you that you can
use these skills? Number the skills 1–4 (1 = the
skill you feel most confident in; 4 = the skill
you need to improve most).

2 What sort of trade-offs would you be prepared to make?

2

Watch the clip. Jordon was going to take the train home.
Why did he change his mind?

3

collaborating in discussion

Watch again. Work in pairs and answer the questions.

making comparisons

1 List the stages in Jordon’s journey home via Berlin. How many
were there in total?

justifying choices/decisions

A We haven’t got the ad ready yet.
3 A:
B Don’t worry. I
B:
I 

1 How can you get feedback on your speaking?

1

3 Can any of the exam tips you have seen
help you?

2 Jordon’s story will inspire other people to save money.

Work in groups of three to plan three different journeys to one
destination.

wordlist.
2 Work in pairs. Find the following in the
B: Yes. In fact, she

Then test your partner: give them a definition or
manager in the next month.
part of the item. Your partner has to say the item.

5 How can you practise more? What kind of

2 Agree on a specific meeting point at your destination, because
you’re each going to travel there in different ways.
3 Pick a different main mode of transport for each person.

2 four idioms
3 four phrasal verbs

• Timing and durations of every journey (and total).

M05 Gold XP C1 95056.indd 75

present tenses

ways of talking about the future

The exam starts at 9.30.

future simple

They’re putting the plan to the shareholders at tomorrow’s
meeting.

• facts.
Most stores will be closed over the holiday period.
• decisions made when speaking.
Don’t worry, I’ll ask my dad to pick us up after the film.
• an assumption about the present.
He’ll be home right now, sitting in front of the TV with a bag
of crisps!

future continuous
We use the future continuous for:
• an activity that will be in progress at or around a point of time
in the future.
Come round this evening. I’ll be doing my homework, but you
can help me!
This time next month we’ll be working on a completely new
project.
• an activity that is part of a normal or organised sequence of
events.
I’ll be seeing Tom sometime tomorrow, so I’ll tell him to

phone you.

future perfect simple and continuous
We use the future perfect simple for:
• an assumption about the present:
The conference will have finished by now.
• an activity that will be completed before a point in the future.
The storm will have passed by this time tomorrow.

an aptitude

in

provide

the information

investigate

attitudes

the
the
ethical

mine 5(v)In our business project they
innovation.
pocket (v)
school-leavers
pulse6(n)We

entering the business world.
set the bar (phr)
spouse
(n) the blog and complete the gaps with one word only.
5 Read
stumble (n, v)
the rumour’s going round that
(idiom)
the time is ripe (idiom)
tick a box (phr)
unparalleled
(adj)
You think
we 0
are
just there to serve you, and
utopian
we(adj)
are. But in this blog I’m 1
to tell you what

Sales assistants:
what we really think

effect you have 2
us. We want to help you,
but sometimes you don’t behave very well 3
understand our role. For instance, we don’t like it when
you come into the shop five minutes before when we are
4

to close. It shows a complete disregard for
us. Another thing is we can’t change the prices no matter
how much you ask. The prices are fixed by the store,
5
us. And please understand we cannot
always 6
 you a refund. Just because you
want one does not mean you are entitled to one. Also, we
do not know every single item in the store by heart. We
7
try to help you, but don’t blame us if we
don’t know everything. What you can do is ask for our
assistance rather than rummaging through everything and
making a mess. What we 8
asking is please
be considerate of us when you come shopping.

09/11/2017 13:12

Independent
learning sections
build through the
units and help
students reflect on
their own learning.

REFERENCE

I’m positive you’ll get through the exams easily.

play

the reasons
create
generate
(v)
get the hang of (idiom)
1 He tried to
give a heads
up (idiom)
slowdown
in customers.
glass 2ceiling
(n)
They want to
hot property
(phr)
management
of the company.
immersive
3 We(adj)
need to
initial (adj)
businesses and see if they are more popular.
living4proof
(n) you need to
I think
the customers
as soon as you can.
mind-blowing

(adj)

75

09/11/2017 13:12

Wordlists include
all the explicitly
taught vocabulary
from the unit.

GRAMMAR FILE UNIT 5

Pam and Mike won’t arrive before 8.30 – they never do.

towards

09/11/2017 13:12

Grammar file at the back of the Student’s Book
gives detailed explanations for all grammar topics

• predictions and beliefs (often following I think, I know, I’m
sure, etc.).

Preposition
for

more opportunities

2

M05 Gold XP C1 95056.indd 74

We use the future simple for:

Noun
a part

demonstrate

76

5 Compare the three routes and choose the one you would like to
take as a group and present it to the class, explaining why you opted
for this route above the others.

Projects involve research,
collaboration, critical
thinking and creativity,
and are flexible, allowing
teachers to take a quicker
or more in-depth approach.

Verb
identify

which have the same form for both noun and verb.
Student A, write example
sentences

for the
M05 Gold
XP C1 95056.indd
76 verbs.
Student B, do the same for nouns. Copy each other’s
sentences to keep as a record.

• Prices of every journey (and total).
• Any linking moments (do you have to take a bus to the airport,
do you have to wait for a train?).

the words in the table. Use one word from each column
for each phrase. You may need to use some words more
than once.

3 Work in pairs. Find five words in the wordlist

1

4 Research and create a real timetable and annotated map for each
person, which should include:

(take up) a role as

1 four adjective + noun collocations

things can you listen to in order to hear
different skills being used? Write down
two things you will do to improve your
speaking skills.

1 Brainstorm where it is you want to go. It can be anywhere on Earth.

B No, but they
B:
(be) before the end of
the year.
Choose five nouns formed from phrasal verbs from
A Have you
A:
spoken to the charity we are helping yet?
the wordlist and write five gap-fill5sentences.
Then
B No,
B:
but I
(do) by the end of the day.
work in pairs and complete each other’s
sentences.
6 A:
A She’s very good at her job, isn’t she?

4 What do you want to focus on next time you
practise speaking? Is there a specific skill you
want to practise?

Project

( just / do) it.
(start) now.

A Are the adverts going on the web this month?
4 A:

Practice

2 What do you think are some ways you can
improve your pronunciation?

1 Jordon may be able to save money, but the time he spends on doing
so simply isn’t worth it.

74

of second-hand
goods,
hold4upOnce I’ve sold / I sell this batch
cocooned
(adj)
buy more
upsell.
intake I go / I’ll go online and try tocome
in forto
(phr
v)
angry that
we’ve sold so few
5 David is being / going to be defining
offspring
(adj)

things. He’ll be / have been working for over three months
outcome
diagnosis (n)
on his new site.
outlay
dodgy (adj)
6 When will the ad be / is the ad ready? I’ll have to / I’m
outsethaving to get it up on the site
dole
out (phr
before
the v)
weekend.
setback
downward spiral (phr)
Complete
the
conversations
with
the(phr
correct
3
takeover
eat up
v) future form of
the verbs in brackets.
turnover
embark upon (phr v)
A
A:

The
products
we
ordered
haven’t
arrived!
1
upbringing
emote (v)
B OK, so what
B:
workout
flip(we
(v) / do)?
A My train might be delayedflooded
2 A:
on Saturday.
(with) (adj)
B I don’t mind. I
B:
(wait) (adj)
for you in the
full-blown
car park.

4 Work in pairs and discuss the questions.

4 Discuss in pairs. Report your answers to the class.

Other words and phrases

the sentences.
2 Choose the correct words to complete
breakthrough
a faint chance (that) (phr)
1 I think as entrepreneurs theyahead
will get
/ get
the prize
buyout
of the
game
(idiom)
because the judges will expect / are expecting to reward
cover up
aptitude (for) (n)
innovation above everything else.
crackdown
bring in (phr v)
2 My parents are helping / will be helping us at the charity
cutbacks
event once we’ve opened upbudding
/ we’re (adj)
going to open up.
downturn
bulk (n)
They’re going to / ’re to organise
the refreshment stand.
drawback
buyuse

into
(phrhave
v) used
/ will
3 I think more entrepreneurs will
expect
/ will
fallout pop-ups by the end of the decade
checkand
sth we
outwill
(phr
v)
be expecting to see new products
week
feedback
chuckevery
out (phr
v) on our streets.

speculating

2 Did Jordon pay the money to offset his carbon footprint?
How do you know?

5

Nouns from phrasal verbs

accumulate (v)

acquire (v)
collect (v)
consume (v)
hoard (v)

connection is between listening and
speaking? Is this important? Why?

Activities
move from
gist to close
watching
to general
discussion
questions.

6 What effect does the boy say the girl’s plan will have?

Owning

1 Work in groups. What do you think the

4 What does the girl predict about how her time will
be used?
5 What is the girl’s plan for managing ads?

Wordlist

Listening and speaking

3 What does the boy predict about sales?

4 Complete the sentences with fixed phrases formed from

PRACTICE

We use the present simple for timetabled, organised events.

1 Choose the correct verb forms to complete the sentences.

We use the present continuous for arrangements.

1 In 100 years’ time sea levels will rise / have risen
dramatically and we’re all living / we’ll all be living in
houses on stilts.
2 What time does the exam finish / is the exam finished? I’ll
try / have tried to catch Jenna when she comes out.

We use be to for official plans or obligation.
No one is to touch the light switch until it’s been checked.
We use present tenses (including the present perfect) after time
clauses (e.g. clauses with when, before, as soon as, once, after).
When/As soon as they give us the right information, I’ll
complete the forms.
After/Once we’ve spoken to the teacher, we’ll be able to make a
start on the research.
We use an infinitive after be due to, be about to, be bound to, be
expected to and be hoped to.
He’s due to arrive at 6.30. We’re about to break for lunch.
They’re bound to be late.

The government is expected to make an announcement soon.
He’s hoped to make a full recovery.

3 I think the president will win / wins another term in
office because people will want / are wanting to see him
carry through some of the policies he’s promised during
this term.
4 Jack and Gary are / will be waiting for us at the Arrivals
gate when we’ll land / we land. They are going to / to give
us a lift home.
5 When I’m finishing / I’ve finished doing these last
exercises, I shut / I’ll shut down the computer and relax for
a while.
6 Sue is being / going to be shattered when she gets here.
She’ll travel / have been travelling for ten hours non-stop.

2 Complete the blog with the correct form of these verbs.

verb phrases + prepositions

Sometimes more than one answer is possible.

A fixed phrase is often a verb + a noun/an adjective + a preposition
that go together.

apply be (x2) get (x2) have head meet say start (x2) try

We want to impose a ban on people copying our products.
We can only expand the phrases before the noun. We typically use
an adjective or a determiner before the noun.

You need to consider the long-term consequences of your
actions.
He addressed most of his comments to Paula, who seemed to
agree with him.
We can sometimes substitute the noun in the phrases as long as
the meaning does not change.
We wanted to explain his effect on employee morale.
Many nouns are followed by the same prepositions as their
adjective or verb.
We get complaints about our prices. People complain about our
prices.

We use the future perfect continuous for an activity that will have
been in progress up to a certain point in the future.

The book had an influence on his thinking. The book was
influential on his thinking.

We need to hurry. Charlie will have been waiting for ages by the
time we get there.

Note: There is no rule to explain which prepositions go with
which verbs or nouns. It is important to learn and record these as
complete phrases.

going to

I just can’t believe that this time next week we
all
goodbye to each

other. We 2
our last lesson together
and we 3
ready for the big final
party! It 4
at 7.00 and I don’t think
I5
home much before midnight.
Of course, I 6
to stay in touch with
everyone and I’m sure a lot of us 7
up
from time to time but some people 8
bound to lose touch. We 9
off in
different directions – some, like me, 10
college in September, others, like my friend Val,
11
for jobs. It’s a bit odd not knowing
quite where we 12
in six months.
1

3 Complete the second sentence so that it has a similar

meaning to the first sentence, using the word given. Do not
change the word given. Use between three and six words.
1 At this time of day there won’t be a table available for a
long time, I’m afraid.

We use going to for:
• actions that are inevitable or unstoppable.

GOING

It’s going to get dark soon. She’s going to faint.

I’m afraid it
table at this time of day.

• intentions or plans made before the time of speaking.

wait for a

3 Consultation with local people over the next few months
is part of the process of the council’s plans for the
redevelopment.

Each unit has one
page of reference and
one page of practice,
which can be used
for remediation,
extra practice or in
a flipped classroom
scenario.

BE
The council
about the

redevelopment plans over the next few months.
4 Without boosting the river defences, there is no doubt
that it will flood again.
BOUND
The river
the defences.

they boost

5 They’re holding the French oral exams in Room 7 from
10.00.
TO
The French oral exams
in Room 7 from 10.00.
6 When you land, please call me so that I know all is well.
ONCE
Please call me
know that all is well.

let me

4 Read the article and complete the gaps with one word only.

LEGO DESIGN
When thirteen-year-old Shubham Banerjee
0
from
Santa Clara, California, discovered
Braille printers, he was
the high price 1

cheaper alternative
determined to find 2
for the visually impaired. And he did, out of an unlikely
medium: LEGO. He had read that most Braille printers
than $2,000 and was determined to
cost 3
reduce that price. Using a LEGO MINDSTORMS EV3
set and parts from a local hardware store, Banerjee built
his first prototype of a Braille printer, with a retail cost
the
of about $350. The product, which 4
capacity to make computing more affordable for millions
of visually impaired people, also caught the attention of
his idea.
companies that wanted to invest 5
Now a new company has formed and they 6
expecting to launch the new printer for commercial sale
later this year. It also means that Banerjee has gained a
reputation as an innovator, which means his investors
be able to come up with many
hope he 7
to be working
more ideas. Meanwhile, he’s 8
on his next project as soon as school ends.

2 The company’s plans are to open four new stores in this
area by next September.

They’re going to make everyone pay more tax.
I’m not going to invite Harry because he doesn’t get on well

with Jenny.

OPENED
By next September
four new stores in this area.

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UN T WALKTHROUGH

WORKBOOK UNIT
Wr t ng and Speak ng pages focus on subsk s
ana ys s and usefu anguage and nc ude an

opt ona product ve task n every un t

Workbook units
mirror the Student’s
Book with additional
practice of all language,
skills and exams tasks.

Un t check pages at end of each un t
he p students check they understand
the core anguage from the un t

5 All or nothing

WRITING

Report on

True (T) or False (F)?

5 All or nothing

UNIT CHECK

4 Read the report and check your answer to Ex 3.

1 Are the statements about writing a report
1 It should be informal.

Art Club Sale

3 Complete the text with the correct prepositions.

1 Complete the sentences with the correct

Trends in shopping

form of the verbs in brackets.

(stay)
1 A month from now I
at a campsite with my friends in Italy.

Most people’s attitude 1
online shopping is that in time
it will replace the high street. However at certain times of the year the
2 By the end of this month I
high street shops are still flooded 2
customers, so I’m not
(know) my neighbour for exactly a year.
3
sure
whether there
enough
a decline in high
5.4 Read the examiner's
introduction
to aislong
turn evidence
task below

and
4
3 I have been told all students
are
4 It often contains passive forms.
look at the pictures. Listenstreet
to a student
doing
thethink
task we
andhave
answer
the information 4
spending.
I
don’t
enough
(attend) the interview.
5 It is usually one long piece
of textthe
with
the in bold in The
questions.
nouns
the sentences
sale (1–8) to the meanings (A–H).
2 Match
spending patterns to be able to make this assumption, and theories
dancing.
complete

the long
turnBy the end of this term I
1 Read the clues (1–6) below and
1 Tick (✓) what you should do4 inI love
heading
‘Report’.
Members
of thehas
club
were asked
5 talk about?
Which
student
1 I can’t believe what a show-off
Daniella
become
since to
she got her
bechoose
basedto
more reliable data than we currently
(go) to 1classes
forpictures
three does theshould
the notes about a problem at a college
exam task.
6 It should start by outlining its purpose.
donate paintings or drawings on the topic of ‘animals’ to be displayed in
new job.
2 Which of these questions

doesItshe
answer?
years.
using these words. You do not need two
have.
is true
that some of the larger department stores are in financial
1 speak on your own for a minute
the town library for a fortnight in June. The artworks were priced by the
7
It
sometimes
includes
a
complaint.
of the words.
6
2 The recent cutbacks mean
there isn’tand
enough
money
for the teachers’
A (see)
Whyyou
might
about
money
in these
ways?
5 The doctor

in they be learning
difficulty,
but the
causes
this could be many. It could
committee
the prices
indicated
beneath each piece. People visiting 2 comment on your partner’s
long turn
8 It should include some form of
association.
ten minutes. Apologies for the
7
B delay.
How useful might these
waystoofpeople’s
learningdissatisfaction
about money be?
the library could contact the Art Club to buy a piece. Posters advertising 3 discuss issues raised in the long
be due
the current offer on
turn with
recommendation.
breakthrough cover-up crackdown
drawback
3 It’s important that we keep
details
to ourselves
so there

6 The shop
(close)
19.00,the people
thethese
sale were
displayed
by local
shops.isn’t an
C Howatmight
behigh
feeling?
the
street or it could be that their relationship 8
the
your partner
fallout intake setbacks turnover
Choose
the correct
to complete the text.
of panic.
so I don’t 3
think
I’m going
to makewords
it in time.
are
2 Read the extracts (1–5). Whichoutbreak
D How memorable might
these situations
customer

needs tobe?
change.
Theabout
results
4 choose two out of three pictures to talk
her abilities
contributed
her percent of the artwork on
7 This time next week I
(fly)
inappropriate for a report? 4 Unfortunately, her arrogance
The sale
proved
very successful
andto
seventy
about
Here at Shopping
Hub we
asked
you about
your attitudes
downfall.
Examiner:
Your
pictures
show people
learning about money in different
over the Alps.
display was sold, raising over £2,000 for the Art

The money
will be with
in which people are talking about beginning start-up
Complete
the sentences
the correct
form of these
1 You are going to listen to five short extracts
1 Club.
1
5 describe
the pictures
you choose in detail
impose
/
identify
a
to
e-shopping.
We
decided
not
to
Choose
the
correct
words
to
complete
the

text.
1
ways.
4
5 No
matter
what happens,invested
Mark continues
have a for
positive
outlook
Problem:
staff
1 key
Wewords
reallyin
enjoyed
the fashion
show
and
8 In April I
(live) here for
in paint to
supplies
members
and on
visits
to art exhibitions in
companies. Look at the two
tasks and

underline the
the options
(A–H)
in both
tasks.
verbs.
time limit
on thetime
survey,
but to keep it open for as long as
6 answer one question about three
the pictures
would like to congratulate the life.
organisers
years
exactly.
Doesn’t
fly!
London.
Buyers
were
very
impressed
by
the
standard
of
the
artwork,
and

College head’s solutions:
Task 1
Task 2
needed.
What aAresponse! So far, more than 1,000 people
on their efficient planning. 6 Negotiations stopped after
use wordsinvestigate
and phrasestake
to9talk
about
is concert
many
commented
the art sale had attracted them
to theexamine
library have7 impose
B
a breakdown
in that
communication.
Don’t
be what
late. The
establish
2
For questions 1–5, choose from
the list (A–H)
theproblem
reason and
For questions 6–10, choose from the list (A–H)

thethey
advice
each
of the
have taken part and have 2let / made comments on our
similar and different about the
pictures
then
discovered
other
library services. So, it appears
(start)
at 21.00.
Is it
true that women are where
expected
tohad
wear
make-up
to work
in some
each speaker gives for starting their3company.
speaker gives to 7new
entrepreneurs.
blog. You only have to 3provide / examine the evidence,
that the sale benefitted both the library and the Art Club.
8 choose your favourite picture
highlight
of students
companies?

10 Don’t worry about forgetting your lines
your
to see
that
Shopping Hub is a1 hit!
2
I1feel
future
eventoverreact
such
this
would
A encouragement from friends
and family
Speaker
1 (A,
don’t
to embarrassing
situations Speaker 1 6
second-hand
Choose
the best
answer
B oraC)
toA complete
theas
sentences.
5.1 Listen
to
thecomments,

conversations
and
check
2Reaction
4
tonight.
Nobody
(notice).
Recommendations
I had accumulated / consumed so much stuff that it was almost
8 Although the college set-up
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4
or B?answers to
t from
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play / make an essential part in shaping
B reassessing priorities
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shut out advertising,
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7 sale would indicate that we should definitely repeat 2 Which student is correct, Ayour
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3.

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impossible
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anxious about
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the future
ofto
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Hub and your responses have
Choosebecause
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complete
TOPthe teachers:
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it next
year 3and 8we could consider extending the two-week display to
C experience living abroad

Speaker 3 3
C don’t get too comfortable
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4
5
even short radio advertisements.
acquire
text.
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provided
/ given the
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you’ll need
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them
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ways of talking aboutDthe
future
buying
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A something that causes loss

or failure
it my imagination
second-hand?
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a full
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also suggest
we haveIsadditional
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listening to an expert
Speaker 4 4
D don’t expect to still have a social life
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9
sometimes quite long. You
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to 6create
deliver
away.
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I decided that I had 3acquired / consumed far too many
and
drawings
to replace
those that are sold. It may1 also be a good the
ideaevidence
1 can

Why
isn’t it
the man’s
favourite
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B something you put on your
face
to enhance
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head: no55 5
of flea markets and junk
the money for charityFrom the college Speaker
the crossword.
1 Match the examples (1–7) with
E raising
E don’t worry too much about mistakes
Speaker 5 101 Use the clues to completewe
the examiner to repeat them though. higher quality products.
to others
offer toadmire
draw orthem
paint library visitors’ pets. In this way, we would
things. I’ve thrown away over ten pairs of shoes, but I did keep my first
6
1 Itthe
is clear
that
social
media
consumption in 2030.

2 What does the woman want to buy?
C a person who tries to make
descriptions (A–G).
shops,
it
seems
we
do.
From
college
board:
F meeting people with the same problems
don’t
everywill
piece
of advice you’re given
maximise the amount of money raised for the 1club.
B: Don’t only talk about what’s happening
3 It is hopedFthat
the accept
next show
be equally
ever running shoes for their 4sensitive / sentimental value! I’m keeping
Tiny
3 Where does the woman want to go?
A will be driving
B will have driven
C drives
D the failure of a system or relationship
in the pictures,

you’ve got to use your Here are just a few things you told us …
G talking with a foreign friend
G don’t
lose
your enthusiasm
as successful
as this
one.
I wanted to 22
attitudes
towards buying
away from the shops, because I’m easy 5prey / ploy when it comes to a
What istoo!
the present for?
E reductions in expenses
imagination and do some4guessing
Influenceradvice
marketing promotes products and servicessecond-hand and here’s what you
H getting advice from peers
Hthe
don’t listen to your careers department’s
‘Commerce is evolving and I think that Shopping
told me.
12More
teachers have upon
left the
college inanalytics.
advanced
Marketeers
3

bargain. I’m such a 6soft / gentle touch, I can’t say no! It doesn’t even
Where istoheget
going
to put
the Irose
bush?
F a general attitude
towards
I’m5desperate
my own
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knew
that
using
peoplesomething
that consumers admire and respect. Called
last
previousBfive
years.
Hub 7takes / has an aptitude for creative thinking.’ 7
with these
synonyms.3a Complete
A year
willthan
havethe
relied
will
rely
C will have been relying
phrases

fornever
speculation with
3
5 Replace the highlighted words in the sentences
chance onthe
markets.
You
have to be hard- / soft- sell marketing to tempt me. I think it’s the knock41. The auction got off the ground
at way
about
6 Has
she eaten
takeaway
thisaweek?
I 1will
/ would
neverabe
able to get
mortgage,
G the
something
is arranged
or organised
‘influencers’,
these
people are usually prominent users‘It’s worth
5.3 Listen and complete
two tasks
2
2 Thethe

college
head in
hasExdecided
not to tell the
these words.
8
8
2
4.30
which
was
way
too
late
as
loads
of
‘
Take
/
Create
a
chance
on
shopping
at
Shopping
know what you’ll find.’
down
/ up prices that are so irresistible for me. But I am determined

so I’ve been looking for a rented flat. I am / was
ofhappens
social media
platforms
as Facebook,
Instagram
It’s official! We are spending less money on
H something
suddenly
an outthat
3college
Salesboard
indicate
by why
2030
the
majority of us time
the that
reasons
and
instead
by
doing thissuch
consider
indicate
might outlines purpose
4
Complete the text with theseCwords / phrases.
6going
visitors had got fed up and left by then.

the definitions withhas
these
3 Complete
Hub. Sally
You won’t
regret
to ask my
friend
if I could
stay it!
with her,
luxury goods and our consumer
behaviour
and YouTube,
impressive audiences.
Social
media
not fall back on bad habits and 9consume / collect things that essentially
saidwords
that
he/ phrases.
is going to implement a new
The UK TV show Dragon’s
Den iswith
a very
recommend
to sum
up
highly
likelihood

may
electric
car.
‘I 4
an aptitudeallfor faint
findinggather
a bargain.
I always
Look at the phrasal
verbs in bold
in theassentences
(1–8).
Dotrusted
they have
a
3 popular
is changing. Here are some examples.
organisational structure.
then
I heard about ‘tiny dwellings’. Just in time,
influencers
arebeen
seen
an authentic
and
source
business
format
that
has

pure
right
well
would
just
take up space. I’m also going to take a long hard look at what I
bought overwhelmed
B will buy
C are going
to buy
find knock down prices!’
a soft touch
buy up easy prey go without
similar
(S) or different (D) meaning to the nouns in Ex 2?
cliché embrace intuition Aonwill
thehave
backburner
replicated in many– countries
overaim
the world.
abouthoard
to / would
neverdesire
give up
because
I 3wasonto
and using
can
be an effective

In5a It may
1allthem
The
of strategy.
this
be a good
3 There have been record number of
10
5
hanging
insatiable
consume / acquire in terms of food each week because I am sure that I
1 We holiday in other people’s houses.
prototype retreat seek out
1 and
Theevaluate
organiserssomewhat
spend all day
setting
the hall
preparation
for theidea
‘Itto
is …
important to 5
the
5 This
report
aims
describe

report
is up
to twist,
…
1 It’sa relationship with
likely
that
… and stay
to the
this
year, so
the toglasses
the
search
with my parents.
paradoxical
theinmost
forward-thinking
virtual
reality
as
4applications
Expertsaudience
say
thatcollege
we
sentimental
value
Predictions say that this will have
Even if an influencer’s

never
grows
above
the
buy far more than I need. Enough is enough!
Below
are
some
business
ideas,
some
are
real
ceremony.
the
success
of
the
recent
charity
event
held
head will emphasis this in his reports.
seller, it makes parting with 2money
The report
describes
6 In conclusion
brands are2 relying
on the
simplest, most traditional

It’s a easier!’
guess
my part,are these cheap micro apartments
‘Tinyon
dwellings’
gifts.
completely changed the1way we holiday. tens of thousands,
: notcommonplace
dealing
something
a while
ideas
thatnobody
appeared
on the
show
and some
that with
doesn’t
automatically
mean
atfor
Barton
School.
2 Sadly,
believed
Fern
because
she is …
known for making up stories

I should say that …
but …
4 The teachers
areconsidered
concerned
that
there
will
ofbox
advertising:
word-of-mouth.
designed for single people like me. I am so
it’s
not
priority
fake. Write
‘R’form
in the
for the ones
you Down
A will
beimpact
seeing
going
to see
C are
seeabout
that they will havebecause
less
of an

than B
oneaare
with
hundreds
‘I don’t have to watch my money! I 6
a limit
2 We hail taxis by smartphone apps and
A year without
her life.
be negative consequences to the college
would
Theyou
results
show 1 To use something7or Iuse
3 In
probability
…because by the end of this month I
the sentences with the correct prepositions.
pleased
5 Complete
think are real and ‘F’ for the3ones
think
Complete the text with thesepeople
wordssay
/ phrases.
2 business
the first
examplecan
or production
something

upmyself
/suggest
finishand
something
(7)over.’
of thousands as :larger
followings
sometimesofresult
in
that on-demand
Read the text and complete the gaps
with one word only.
4
on
I never go
plan of
action.shopping
3 Everyone
is tired of Dan showing
4
that …off about his talents and
that
…
online for thirty-five years.
5head’s
By 2030
we
are
fake.
There is one word / phrase you

do not
need.
will have been
4 There’s
a
chance that … looking / will have looked
clothes, because they always
1 It’s not a good idea hanging
models
will
become more
3 common.reduced engagement.
: ask or look for something in particular
2 To bring or gather things together from different places
and sources,
accomplishments.
5 According
to have
the college
however,
Read the
How
many sections
do you
3 head,
4 We should bear in mind
8 In(7)this
wayon your comments,
we I’d
Based

for aall
flat…
for nearly six months! And by then I
A will be
shopped
B task.
will be
shopping
go out of fashion.
5 say
I second-hand
bepushes
wrong,
but
1 Umbrella vending machine
over a period of time
: know
something
because
of thethe
way
you feel,
3 We choose to buy online4over the high
he
has
experienced
no
obstacles
in
4

She
let
the
issue
fall
down
her
list
of
priorities
and
will
address
it
as
soon
think
report
should
contain:
1,
2,
3,
4,
5
would
…
5 It may sound amazing, but
buy into bulk defining generated initial
This type of attitude

from
influencer
may be frustrating
will have
the …
right buttons!
Cbased
will
have
been
shopping
2 Try not to clutter
your room with too many things.
6 As far as I can
… seen / will have been seeing more
2 Money
mouse trap
not
onan
athe
fact
street, and in 2020 and beyond we are to
implementing
new
structure.
as possible.
or 6?
prospective spouses
Across
Michelle

McGagh
decided
to
and even surprising to company executives who are used
than fifty!
3 Don’t pass
the opportunity to try rafting. It’s a great
Read
task
Ex 3 to
again
andthat
write
your own report for another 7 I think I’m
in saying that …
35 Egg
6
that has
been
said sorealise,
often that
it’s
see global e-commerce 5
conferences.
6 : something
What the college
head
doesn’t
is that
We boiling

should machine
break the session
downthe
into
twoinparts
ensure
people
1
Streetthe
markets
around
the world
are being forced
to
to focusing on thenot
bottom
line.
However,
the
freedom
to
choose
3
To
store
something
away
out
of
sight,

typically
in
a
secretive
way
(5)
I
have
a
meeting
with
agency
on
Monday
and
experience.
club.
Make
notes
about
what
you
will
include.
Think
about:
useful
An art
club you belong to recently
8 It could

be that …
the considered
college board
has anymore
decided
to investigate
4 Collapsible
water
bottle
This
could also be indicative of a certain level of cynicism from
don’torganised
get bored.
4 We like niche advertising and Berlin will
1
luxuries
a year.
what they will3endorse
in in
athe
level
of authenticity
that
issentences.
as the4pressures
from
evolve
reinvent
theresults
words

toto
form
4 Toproducts
getthe
antask
increasing
number
I 6am
to seefor
/ will
see She
a and
flatrealised
the
same day. I am
I splashed
on the gorgeous sandals for the summer. I just
an
activity
raise
money for
the
You
all the
colleges
thecorrect
area
toorder
learn
more

consumers,
get tired
of having
pushed on
them or quantity of things (10)
6 this next spring.
:Put
accept
an
idea,inopinion
or event
willingly
1 who
including
allcosts
the
points
be hosting a trade fair on
9 I
say that …
56 Dog
grooming
vacuum
We club.
need
to cut
back on administrative
as far in
as possible.
Time to get away from stereotypes

7
thatexcited
she had
ahypermarkets
tendency
tosure
important in ensuring
the
marketing
campaign
isisbeen
successful,
e-commerce
being
felt.
Itthe
would
seemfrom Ex 3 that the
will be
/are and
really
about
it and I’m
itListen
couldn’t
resist.
5 use,
To obtain
something
by

buying
it or being given it (7)
asked
a report
for the
about
ng
rates
it
determined
Thinkstyle
about
it this
way:
are will
you
morethe
likely
to
was
/staffi
the
/ about
/because
investhave
/or
intelligence
/ into/ write
artificial
/ company

/ to /by
. companies.
5.5
again
tick
(✓)
phrases
5 andthat
:1move
away
from
something
someone,
you
who
read
report
10 There’s a strong
that …
67 Storytelling
teddy
bear
The company
prides
itself2onwhich
looking
out
forwill
its’ teachers’
well-being.

5 We shop with our mobile7and tracking
2
in the resolve
long run. the
clubcurrent
organiser outlining the event, evaluatingbuy something that your friend recommended or something
to identify
is to be the one for
So, vendors
friends,
stay
tuned,
student
thefact
challenge
thatme.
street
are uses.
rising 2
5 In
I could have bought
the whole shop. I loved it all.
From the 1
scenemeans
of the we are going to see more making it more worthwhile
usually
afterand
a negative all
experience
3 being

objective,
using
passive
Insert
one
offorms
these
words
to complete the sentences.
8 Despite the security
measures,
of the2suspects
managed
tothat
break
the outcomes and making One
recommendations
problems.
recommended
bysome
the company
making
money
off
product?
things,
including
that
she adidn’t
be having

/ ’m
going
to
have
flat
I 8’ll
of these
businesses
ideas received
grandmother’s sadness as she peeled
andthings
a more
creative
vision of trading 3
6 I’ve decided to go
a summer holiday because I want to get
knew
/ something
society
/ impact
a / weor
/ too
that
/It’s
technology / would
mobile
/ on station.
/
:2feel
that

is too /much
tailor-made advertising. 8
Knowing who
and
what
you are
working
key.time
out /of
the police
4 dividing your report into sections with clear headings
5.6 Look at the pictures again. Listen to the instructions for a
forwith
theisnext
the activity
takes
place.
6
need,
and
so
she
decided
to
give
them
warming
party
in
no

time!
£140,000
in
investment
on
the
show.
away in
November.
potatoes in the kitchen to the closing shot
have
/to
massive
/ . a history of interaction with
cult
deal
with
before is evident.
The regeneration
of urban
city
important fordiffi
the
brand
to have
out onto up (x3) without
different
task and record
yourinner
response.

6 We love second-hand shopping apps and
5 using phrases from Ex 5
Write your report in 220–260
words.
Which
one do you think it was?
away. She made a selection of items, only
of the men laughing around the table as
more
In addition to freedom over who they work3 with, most areas has created the opportunity 4
the for
influencer in order to understand factors such as how they
by 2020 we will have been using them
things
served them dinner,
their 2
Listen
to
your people
recording
and check.
Celine
Leroy,
a
fashion
and
lifestyle
blogger,
claims
to

only
7
1
I
could
have
gone
mad
in
that
shop.
It
was
so
me,
I
could
have
bought
influencers
prefer
to
have
freedom
over
how
they
work.
One
of

3
by
/
big
data
/
become
/
have
/
will
/
key
/
a
company’s
/
2030
/
success
/
respond
to
negative
feedback,
how
often
they
post
new

content
vibrant
market
stalls.
Young
are
also
rising
to
the
over ten years.
which wereinfluencers
either valuable or that had a
accept offers from companies whose
products have something
your latest advertising campaign reinforced
the shop.
the crucial mistakes brands make when approaching
to / .
54
55
Did youorganised
talk for a and
minute?
challenge with1markets
run 5
7 Don’t take your eye off the ball. The and
nextwhether it is of consistent quality.
4
to do with her brand identity, saying,

‘For example,
I recently
.
is to assume
know best.
to forget
that
stereotypes and didn’t reflect
modern family
2 My mum
is a bit low
so I’m going to splash
and buythat
her they
something
nice. It’s easyspecial
2 Did
you use language for comparing?
future consumer global conference starts
teenagers.
Giving
young
nail varnishes on my vlog.
although an influencer may have limited tools
their disposal,
She at
decided
that
for a whole
year

she people the opportunity to exhibit
structures. It seems foolish that you really
So, why this
These
pop / robotics / month / a / . reviewed some rainbow-coloured
3 I’d love some new clothes, but I’ll have to go until I get my allowance.
4 return
take /to
in the
/ topromotional
/ I’m / next /basics?
advanced
/ course
3 Did you
for speculating?
6
on 6 September.
It made sense because my logo has a rainbow in it. On the
tools were
enough
to
enable them towould
become
theirmoney
entrepreneurial
skillsuse
as language
either a trader
onlypowerful
spend

on the mortgage,
customers would
believed that 3
culture personalities are so effective precisely because
highlighted
word
in eachthat
sentence.
2 Correct the those
4 lucrative
I’m goingoffers
for the
I’ll throw away
anything
other hand, I turned down some
tominimalist
advertise look andmarketing
4 Did you
avoid
giving detailed
force.
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4
performer;
offering
locals
an eclectic

range ofdescriptions?
products
the ideas presented in your
of how much influence they have over their audience; they are
utility bills anda food.
Her friends
were
clutters
my
fl
at.
the
1
The
article
provides
information
of
products
because
they
had
nothing
to
with
what
I
stand
for.
I’m

5 years / have / here / five / September / will / working / by / I / been / for / .
A something
7
second-hand
ad. Having long considered your
company’sthat is inevitable or unstoppable
so engaged and responsive to the people that follow them
sceptical saying
that she had always
been clothes, food products and
growth
of hang
second-hand
not just going to push any old product
followers.’
5 Thoseonto
jeansmy
don’t
fit anymore,
but I’ll
them in shopping.
case I lose some
B offensive,
something
a
5
campaigns to be outdated and
I that will be completed before
that these
followers are more likely to trust something that

when it of music, magic or theatre.
crafts through to performances
weight.
2 People who sell second-hand goods usually develop a
certain
time limit
was pleased to see the discontent
that this
As of
with most
in business,
timing is everything.
While
they endorse. 6 everyone / used / will / by / banking / soon / online / be / very / .
relationship
their
customers.
came to luxury
goods
and that
she wouldn’t
An
incredibly
successful
scheme with clear benefits for all.
6 I love a bargain and I never pass
the opportunity
tothings
go sales
shopping.

C online
something
bidding on
for a well-known influencer
to represent
product
and that will have been in progress up
campaign has 5
be ableyour
to resist
temptation.
Michelle
also
3 There is evidence
an increasing
tendency
Whilst
these are
still challenging
times for market vendors,
53
52 successful blogger is Daniella Barbosa, who
Eric Woodward, a video game
YouTuber,
need
to a timea limit
One such
might get aasbrand
immediate
coverage, building a relationship

the confirms
sentencethis
halves.
3 Match
in the press. I hope that this represents
to
buy
second-hand
opposed
to
new.
thought
that
at
the
end
of
the
year
she
would
correct
to complete
these initiatives
are having
a positive impact 8
4 Choose
for caution. ‘A lot of my followers have been watching my
with someone with fewer followers could bring bigger returns
in

writes about
healthythe
eating.
Shewords
says that,
the mostthe text.
6
something
moment forDyour
companythat is considered or believed to
1 The design
of Ithe
shop
pushes
all theberight
buttonsto identify the cause on
4 bad
It would
interesting
have an 6
videos
since
they
were
the
poorly-edited
ones
made
with
the

long
run.
the
health
of
market
commerce.
be aapproach.
future fact
effective campaigns she has worked on were those that
and that you use it to change your
second-hand
markets. to spend money as fast as possible and that
salesman
was some
insistent
putboom
me offinbuying
it;
lighting in my university halls,’ 2he The
says.
‘They helped
get that it reallythe
her
determine
the content. ‘I once worked
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XPto
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52
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E something that is arranged officially allowed
to where I am now, by liking and
my videos,
so I of
don’t
5 my
One
way of obtaining
information would be to investigate
3 sharing
I’ve already
spent most
allowance
this month,
she would want to go on a shopping spree
with a supermarket
chain who
turned had
up with
a list of
F something that is organised or timetabled
The economic
recession
an impact
onrecipes
people’s attitude to money, but feel it’s fair to exploit that to make some quick cash. There isattitudes of

buying
used
goods.
and 7
4 My sister is really mean when it comes to spending,
1
me to cook;
I felt they
me /for
mygoing
skills / will lead to minimalistic so much competition nowadays
perhaps
we just
neverwanted
realisedtoit use
would
was
that I feel protecting my brand
So, should
at the same
timewith
as brands are moving
into a future of social
an article,
action in
progress, repeated in thefor
future,
6 The
be based
data

Read the first paragraph ofGthe
then
the shops. But it didn’t happen. Whilst
5 I just couldn’t
resist
it findings
On the other
another
whole
food
brand
people will
justbuying
unfollow
media-based
strategies,
Younghand,
people
now buy
‘green’
and
it is predicted that we 2are to / is the most important thing. Otherwise
or part
of the anticipated programmeand audience.lifestyles.
about people’s
attitudesadvertising
and shopping
habits. they are also leaning on the
read paragraphs (A–G). Underline
information

before the experiment she had been
me and follow someone else.’ 6 I have this insatiable desire
age-old adage of quality over quantity.
told me whichgoing
products
wanted
asked
to / they
will see
more to
of promote
this in theand
future.
Tendencies to recycle and
in the paragraphs that is similar to the first
8
51
50
for most
3
me to use them
in the way
I though
It was
a much
repurpose
mean
that inbest.
the future
people

aremore
to live / are going to be living /
paragraph in the article to help you decide
A for a pepperoni pizza.
salespeople, she now felt indifferent to their
enjoyable experience.’
will have been living well for less. Hopefully this mindset 4will have created /
which option goes in the first gap.
B I hate it when they give you the hard sell.
hard sell.
will have been creating / is to create a more conscientious approach to
The key isspending
to find someone
is ‘on brand’,
own
C because it’sM01
such
a lovely place to wander around.
Read the text. Six paragraphs have been
for future who
generations,
and wewhose
can say
with confidence that in the
M01 Gold XP C1 95162.indd 50
19/12/2017 16:37
Gold XP C1 95162.indd 51
19/12/2017 16:37
Match the highlighted words
and

phrases
in these price.
comments from social media influencers to the words in bold in the text.
personal brand
and5will
audience
aligns with
target
market
removed. Choose from the paragraphs (A–G)
D at
such
a knock-down
future we
be spending
/ willthe
have
spent
/ are to spend less on luxury 4
the one which best fits each gap (1–6). There
6
of the company’s
products.
readily
1 ‘I have to admit, it was aEgood
feeling
toto
know
severalmy money.
5 ‘Building my follower base has been slow going, but in the

goods.
It looks Many
like theinfluencers
concept ofwill
living
‘light’turn
will be / will have been /
so I’m
going
havethat
to watch
is one extra paragraph which you do not need
well-known companies were competing to offer me more
future I know I’ll appreciate having had this time to perfect
down an offer is
that
fit stay.
with their ideology, even if it means
to doesn’t
be here to
F and never wants to part with money.
to use.
money to be part of their campaign.’
my editing skills.’
rejecting a large fee.

The aim of this report is to describe
an event the art club organised to
raise money for the club and to offer
recommendations should the event

be repeated in the future.

2 It should be objective.

3 It is usually for someone official or in
authority.

USE OF ENGLISH 2

Extend

SPEAKING

Extend sect ons
g ve pract ce of
add t ona Extend
vocabu ary tems
Enough is enough!
from the back
of the Student s
Book

5 All or nothing

LISTENING

USE OF ENGLISH 1

5 All or nothing

GRAMMAR

5

dwellings

All
or
nothing
Global
luxury
slowdown
A

READING
1

VOCABULARY

5 CONSUMER TRENDS FOR 2030

B

1

C

2

luxuries

The revival of markets

4

D
E

Minimalism. A trend to stay?

2

3

G

There are so many social media personalities and bloggers
nowadays that it’s hard to stand out from the crowd.
Influencers have to believe in their own potential to sell a
product or a brand.

M01 Gold XP C1 95162.indd 48

Exam tasks are flagged
w th the
con e

2 ‘I don’t prepare a script before recording videos and I only
edit them lightly; I want my followers to get to know the
real me.’

6 ‘Allowing you to make decisions about the direction of a
campaign is usually a sign that the company respects your
voice.’

3 ‘It’s a misconception to think that all advertising deals make
M01 Gold XP C1 95162.indd 49
bloggers a lot
of money.’

7 ‘I’m always wary of companies who only want to use my
name for their own advantage.’

4 ‘Being in direct contact and involved with my followers is
what I love most about making these videos.’

8 ‘I try to promote only products that I would use
myself.’

19/12/2017 16:37

46

19/12/2017 16:37

USE OF ENGLISH UNITS 1–9
PART 1

PART 2

For questions 1–8, read the text below and decide which answer

(A, B, C or D) best fits each gap.

For questions 9–16, read the text below and
complete the gaps with one word only.

USE OF ENGLISH UNITS 1–6

PART 3

M01 Gold XP C1 95162.indd 47

PART 1

PART 2

magic

The power of

Living the

dream

PART 3

PART 4

For questions 17–24, read the text. Use the word given in capitals at the end
of some lines to form a word that fits in the gap in the same line.

For questions 25–30, complete the second
sentence so that it has a similar meaning to the
first sentence, using the word given. Do not
change the word given. Use between three and
six words, including the word given.

A well-paid job that
no one wants

Amazing
under-water
vision
PART 3

0 The organisation wants to make people aware
that these social issues exist.

Standing out from the crowd

PART 2

AUD OSCR P

Small changes make a big difference

of sugar

10

PART 4

PP ac
ac ce
ce e
e

AD NG AND U

B challenging

C mitigating

7 A eternal

B lukewarm

C futile

D dismal

8 A failings

B losses
66

C damages

D casualties

Audioscript for all Workbook

audio in the back of the book.

Silence please!

PART 4

6 A resounding

Vocabu ary from the text
tasks he p students expand
the r range even further

19/12/2017 16:37

RAISE
Most employers advertising a job with an
The organisation wants
For questions 17–24, read the text. Use the word given in capitals at the end of some of the lines to form
annual salary of almost half a million dollars
to raise awareness of
these
a word that fits in the gap in the same line.
According to Darwin, all smiles are a universal human
setting
would
and a beautiful 0
SET
social issues.
understandably expect that the advert would attract
expression and the cause and the 0result of smiling

25 I was too afraid to let him know that I crashed
17
interest from potential
CONSIDER
the car.
doesn’t vary from culture to culture. However, there are
candidates. Unfortunately for one doctor who owns
For questions 1–8, read the text
and decide
answer
(A,all
B,are
C orwhat
D) best
For questions 9–16, read the text and complete
DARED
different
types ofwhich
smiles
and not
they seem.
fits each gap.
the gaps with one word only.
a practice in rural New Zealand
he
has
so
far
been
I

him that
The easiest way for a company to separate itself
from its 0
competitors
COMPETE
, is a
First there is the genuine smile of happiness, which when words 1
of
unsuccessful in his 18
PURSUE
I crashed the car.
is to have something unique. Simple factors such as providing excellent
way of transmitting your happiness, joy or gratitude. Then there is a ‘grin
a 17second doctor to work alongside him. Despite
26 I can’t think of any word to describe the
about the capabilities
customer
service,
speaking
TRUTH
For questions 17–24, read the text
below.
Use the
word given
capitals
at the
beinginoffered
more
than twice the average wage
it’ smile, which means things are not alright, but you are going to

and 2
documentary other than appalling.
Some years 0
it to form
of
your
product
and demonstrating a
anda 18
LIMIT
end ofago
some of the lines
word that fits in the gap
the
same
line.area,
for in
a doctor
in the
the job advert is still to
Technology
dependence, social media and
put on a brave face. There is the smile which is not really
a smile, which
WANT
19
was reported by various media sources
to social responsibility can build a good reputation
COMMIT
applicants.

attract 19
ENTHUSE
up
precious
use 0
. When we feel obliged to smile,mobile
wherephones
we haven’t
shows contempt, a 3
9
For
word,
the children of the
dominated by
among consumers. In a world 20
INCREASE
Prospective candidates may be put off by the
9
4
time.
Recent
theories
show
that
the
documentary
was
appalling.
up any trust with the other person, we offer a fake smile.
competition, some companies

prefer to rely on gimmicks to grab consumers’
Moken tribe, living on an island off the West
20
of the practice’s remote
ISOLATE
Read the text and decide which answer (A, B, C or D) best fits each
gap.
For questions 9–16, read thewe
text
andtocomplete
27 People in many cultures say that the key to a
were
limit our screen time and to
coast of Thailand, had exceptional vision when attention and0 turn it into cash.
an atmospherethe
of goodwill
and
if word
all those
around you are
Smiling 5
andit’s
its related
lack of atohigh-speed
internet
gaps with
one
only.
healthy body is a healthy mind.
Deciding to make a change in your life,

regardless location
of whether
your
REGARD
dedicate less time to technology, then we
1.1
21
swimming under water. A Swedish scientist,
of
connection.
This 21
to many
be
Gimmicks largely depend on
natural human
WILLING
CURIOUS
looking straight-faced and gloomy, then go ahead and flash them a10smile.
BELIEVED
Miranda
time to daydream. fitness, career or personal life, usually comes after months, and maybe years, of growing
would free
0
We all love magic. We only
have
reflectwhether
on the runaway
6
professionals
to Zoo

accept
less than
ideal working
Copenhagen
wanted
to increase
its visitor
Anna Gislen, heard about the tribe and insisted effective. For example, when
the to
initiative
it be for success
friends, family, colleague or strangers
When I look back on my childhood, I think now that my
In many cultures,
17
Yes,
daydream!
You
heard
it
correctly.
It
may
22 longer.
until
you
declare
that
you
can’t

go
on
any
SATISFY
10
The
dangers
parents
were
really
quite unconventional. They were,
conditions
in
exchange
for
excellent
financial
of Harry Potter to see this.
The
haunted
mansion
of
Hogwarts
and
of
passers-by
stopping
numbers,
it
counted

on
the
PROBABLE
going to see their
seat and don’t be shy. It doesn’t
matter if
on the street. Don’t take a 7
that
the
key We didn’t have a TV because
and still are,
both
writers.
madness, but it is
sound 11
compensation
another
interesting
to
look atwhat
buses
that had been
painted
soadds
that they
looked
like theydimension
were being
the tales of power and corruption
created

a classic
to a healthy body is a healthy they
mind.
didn’t believe in TVs and so it was actually quite
amazing ability for herself.
Annathis
was
delighted
affecting
your
happiness
and
Although
can
help you to
address
is 18
NEGATIVE
by example.
you are thehave
firstall
one;
it’s good
to 8 which
boring. I used to plead with them to get a ‘normal’ job,
becoming clear that whilst daydreaming
our
controversial debate
crushed by a huge snake. the 22
TYPE

from the rest when it comes to fantasy. The Harry
really does 1
28 Sam’s boss recommended herbut
forthey
thehad
promotion
she
found that doesn’t 19
with 11
been writing all their lives so I wasn’t
mean that will finally 23push you into
needs to be
changed,
NECESSARY
. As
on money versus
HAPPY
minds are creatively active. In 12
going
to change them. I guess they have always been
because she works really well in
groups.
all the right buttons with young
Potter books and films really did 2
However, things don’t always go to plan. One company made the
on the island; a group of young children who
a bit hippyish in their thinking. You know, no rules
making any real changes. 23
for the doctor’s practice in New Zealand, the only
0 A reflection

B end
C result
D final
words, by limiting the time we spend in front
PLAYER
and we were able to express our feelings and all that.
decision
to
build
the
world’s
largest
ice
and old alike and we were transported to a wizard school where
DISASTER
spent their days playing and hunting for fish
24
they have is to extend
OPT
Looking back, it seems that most of my childhood
20
1 A fail
B leave
C crumble
D depart
of a screen we give our minds the opportunity
over aday.
longIt was SUSTAIN
Too many people fall into the
trap and

of making
that
arecity
Sam is a
cream
displaychanges
it in New
York
on a hot summers’
a
supernatural powers. Why did we love it? Perhaps
children 3
consisted of chilling on the sofa while my parents were
and seemingly 12
the
campaign
online
in
the
hope
of
finally
securing
13
24
so her boss recommended herworking
for a promotion.
0
away writing. From a six-year-old’s viewpoint,
2 A support

B have
C bear
D that
accept
from the constant
to switch
mistake
that the
company
will always be remembered
FOOL
are
sugar is
changes to someone
your lifestyle,
most
life
coaches
period.
Rather
than make 21
because for a few minutes the idea seemed real and notWe
just
a 4all aware
to swim with their eyes
fully open.
Anna
their work seemed awesome, and my parents used
to occupy
their

vacant post. DRAMA
To most people the idea of living on a 0desert island
instantlyB smirk
29 In the end, we weren’t allowedtoto
3 A sounds
sob
C laugh
D giggle
for, rather than for their range of drinks.
barrage
and to be truly creative.
be enter
very laidthe
back about stuff. What was there not
badfrom
news
for our health,
yet
most of
of information
us are
onto memories
our
of our imagination. Or perhaps, we all 5
to your daily routine that you can
advise
thathave
you should aim to make small 22
assumed that the children
must

ADJUST
to like!
executive lounge at the airport.
your life4byAexchanging
appealing. Just imagine, you could 1
built
B constructed C caught
D got
9
a little bit of sugar
13
childhood of bewitching adventures into the unknown. addicted
Sally
bornbuild
with up
a different
ones.
gradually
into more 23
SIGNIFY
PERMISSION
Recent social experiments confirm, not
your dull flat for white sands and crystalline waters.
of us at B warms a day, Cwhether
5 AMost
constructs
createsit be added
D opens
to coffee or an
I guess that as a child I always took it for granted that

vision,
but what was challenging for her
I believe our fascination with magic is understandable. Why would
In the end, we were
surprisingly, that the peopletype
canofboost
their
we would always be a large family. Having two older
quitting your job because you’ve decided you
An example of this might be 24
some point in our lives have roughed it on camping
but B Hold
6 Aexpeditions,
Take
C of
Hand
Deal
IMPULSE
illicit bit
chocolate.DHowever,
are we really
14
sisters was
fun even
with
was toto
come
enter
thethough I would complain about
up the opportunity of escaping from our day-to-day lives

anyone 6
creativity by limiting their access
social
A front the best B middle awareCjust
side
D back
memories, we only 7remember
because we have quite 2
them most of the time. When Beth left home I didn’t
10
need a career change rather than switching careers gradually by dedicating some time in
harmful sugar can
executive
lounge
at
the
airport.
7
a scientific
explanation
for the phenomenon.
really think about it. I felt fine I think. But it was only
world?
to that of a
media. Statistics currently suggest
that
in five
8 A not
lead
B stand be? Figures

C show
guide
bits. The moments of cold and hunger are generally
the ones
after by
Charlotte
from lastDyear
show that whilst
For questions
each day with
to studying
new. 25–30, complete the second sentence so that it has a similar meaning to the first sentence 30 The interviewers were impressed
Joan’shad left that it really hit home and
She carried
out an experiment
a groupsomething
of
8
I realised just how lonely I was going to feel. After
3 interesting
spending
years’ time we will 14
on is
why
magic intrigues
us is that believing in fate
the most, which
perhaps
why
which we are most likely toAn

using the word given. Do not change the word given. Use between three and six words, including the word given.
performance in the group task.
we were consuming less sugar than we
both of them had left home it dawned on me that
European
even more screen time than
now. So,children
perhapsin the same location. The
superstition
makes
us feel that
we have a greater control
over
the youngest gets a raw deal. I had been sharing a
their
lives around
by moving
to remote
some people decide to 4 and
11
IMPRESSION
0 The garage is full of old newspapers that my grandma has
28 Fred didn’t want to clean the car so he decided
to do it later.
been doing the previous year,
bedroom with my sister Charlotte for years and then
children
needed
to 15
it’s time to reflect. I, for one,

don’t want
to look
our lives. Perhaps. Who knows.
collected over the years.
the next
locations.
Joan’s performance in the group
taskthing I knew it was just me. Charlotte and I
OFF
sadly obesity in the Western world is still
supported
in
the
task,
but
findings
revealed
would talk about our plans for the future for hours.
15
with regret in five years’ time,
AWAY
12
Mum andthe
Dad were great and they did tell me that I
Fred
the car until later.
the increase.
According to real-life accounts of people who, driven by some 5
interviewers.
was going to feel a bit lonely for a while. But I don’t

used my vision did improve.
and think that I could 16 that their underwater
The garage is full of old newspapers that my grandma
29 ‘I’ll leave the office very soon,’ said Jenny.
think I really listened to them and it all just seemed to
Recently we have seen a sugar
Elsa concluded that
ability might
ambition, have actually exchanged their comfy lives for island life, it
put away
years.
time more inventively.
change so quickly.
Forthis
questions
25–30, complete thehas
second
sentence soover
thatthe
it has
a similar meaning to the first sentence,
0 A reflect
B recall
C remember
D remind
ABOUT using the word
16
tax introduced on most soft drinks
due to years
Lucas

given. Dobeen
not change
the25
word
given.
Useabout
between
three
and
six words,
including
the word given.
can be tough, very tough. There are some accounts of idyllic lives
Just
thinking
flying
made
Peter
break out
in a sweat.
1 A stand out
B stand up
C stand over
D stand
away
Jenny said that she
the office.
13
Our family is from another culture and I think that as I
a way of encouraging

of practice and familiarity
with the
success, but there are also stories
which have clearly been a 6
THOUGHT
28 The doctor’s suggestion was that we eat less fatty foods.
0 Recording
mywater.
notes is something
that I used to do after
was growing up I noticed the cultural difference more
2 A touch
B pull
C push
D bang
30 To make a complaint fill out this form.
people to take the issue seriously and to cut
each lesson.
and more. You know, when friends came round and
failures. Sadly, some of these
which can be only classified
as 7
Just
flying made
Peter break out
ADVISED
3 A possess
B collect
C own
D hoard

SHOULD
we
used
to
eat different food from them. Sometimes
14
in a sweat.
on the amount of sugar we
WOULD
my mates would comment on it. Now I look back and
andB return
home. C creation
people end up having4 toAcut
their 8
The doctor
so many
piece
fabrication
D figment
You need to fill out this form,
make
think that’s really positive because the more you look
26 notes
Erin sees life
in aeach
very lesson.
different way tofatty
other
people.
all consume. Doctors say that the sooner that

I
foods.
would record my
after
around you and see how other people live, the better
a complaint.
5 A suspend
B hang
C keep
D clutch
you understand your own background. Our parents
ONover in front of the whole
29 How much effort to do you need to make to become an
25 William tried to forget falling
this is extended to other items, the better.
moved here when I was eight years old, but I think my
6 A give C lonely B breakD single C let
D leave
0 A solitary
B desert
Olympic
athlete?
school.
Erin’s
is very
different
to that
parents had been considering the move for ages. Our
the
If you are concerned 15

7 A fantasy
D fallacy
parents were special. They took the time to talk to us
1 A transform
B swap
C adjustB illusion
D alter C delusion
of other people’s.
INTO
BLOCK
98
and see how we were99
getting on and if we had been
amount of sugar that you are eating, then
8 A look C discerning
B take D discriminating
C vision
D stand
2 A choice
B selective
27 I can’t concentrate on my of
work if there
is too
much
noise.
having a tough time at school they would give us a
How
much
effort
do you have

William tried to
you should visit your doctor. Put your health
special treat. They didn’t spoil us though! Quality time
falling over in front of the whole
an Olympic athlete?
3 A remind
B memorise
C recognise
D recall
HARDschool.
with us mattered to them. That felt good.
the sugary
first and don’t 16
26 I have to say that I found your
behaviour at the event
30myDespite
of her
hard work, she got a poor grade on her
4 A make
B get
C turn
D move
I find
on
work ifall
there
is too
M01 Gold XP C1 95162.indd 98
16:38
M01 Gold XP C1 95162.indd 99

19/12/2017 16:38
1.2
temptation get the better of you.
extremely embarrassing. 19/12/2017
essay.
much noise.
5 A endearing
B burning
C colossal
D eternal

WHAT’S IN A SMILE?

USE OF ENGLISH UNITS 1–3

49

19/12/2017 16:37

47

M01 Gold XP C1 95162.indd 46

PART 1

Recorded aud o
of ma n read ng
texts for a more
nc us ve earn ng
env ronment

6

F

48

16:37

5

3

D running

BY

ENDED

I have to say that I
your behaviour at the event.

Despite all of her hard work, she

w

essay.

67

ONLY
19/12/2017 16:37

H

m

m

C: Do you know I think that I’ve got a really bad
memory. At least a bad long-term memory. I
can remember the stuff I need to remember
on a day-to-day basis, but when it comes to
remembering my childhood … it’s another matter.
J: But I understood that we can all remember back as
far as three and a half, or at least that’s what I’ve
read anyway. Is that not your case?
C: Well, to be honest, I can’t remember anything
from before I was six. I think I blocked out some
memories from early childhood, perhaps because
my mum was quite ill and she was in and out of
hospital. She did get better, in fact she recovered
fully, and now she’s fine. But I think that I had a
hard time of it seeing her ill and I just wante

We checked our bank account

M01 Gold XP C1 95162.indd 66

NG

C = Carla J = Jim

a poor grade on her

27 When we checked our bank account, we found that all the
money had been spent.

O

M01 Gold XP C1 95162.indd 67

19/12/2017 16:37

all the money had

been spent.

35

34

M01 Gold XP C1 95162.indd 34

19/12/2017 16:37

M01 Gold XP C1 95162.indd 35

Use of Eng sh sect ons every three un ts
g ve students rea st c Use of Eng sh pract ce

focus ng on key anguage taught to date

19/12/2017 16:37

Un t 10 takes
the format of
a comp ete
pract ce exam

12

F02 Go dXP TB C1 G oba 39842 P e ms ndd 12

4 18 18 3 12 PM


CLASSROOM TEACHING IDEAS
HOW TO TEACH FOR EXAMS
What do teachers need to consider?
1 What do you do when not all students in a class are
taking the exam?

Teachers should make sure that students who are not taking
the exam are still engaged with the work done in class and
feel they can benefit from the specific practice that exam
students need. This means explaining clearly exactly what is
being tested in exam tasks and how these skills also benefit
students outside the classroom. Cambridge exams test
skills that are transferable to the real world, and this should
be explained to students. Once an exam task has been

completed, it could be followed by general discussion on
the topic or extended vocabulary practice so that non-exam
students feel the benefit.

2 How is teaching for exams different from teaching
general English classes?

• Exam classes often place more emphasis on reading,
writing and grammar. General courses often include more
speaking activities and general listening tasks that aim to
develop communicative skills and fluency.
• An exam course is fixed, with an exam syllabus that must
be completed. This means the teacher may feel there’s
little time to do many extension activities from the
Student’s Book that are either optional or not in exam
format, even though these are clearly useful. When doing
these activities, it’s important that teachers explain their
value clearly to the students so that they understand how
they relate to the exam.
• Exam students may not be interested in learning English
for its own sake – they may simply want to pass the exam.
This means they may be keen to do exam practice but
may not see the value of spending time on communicative
or fluency activities. Non-exam students, on the other
hand, will want to do fluency work that improves their
communicative ability.
• Students may feel under pressure to succeed. This could
come from parents, teachers or from the students
themselves, and leads to a feeling of frustration if they’re
not doing well.

Teachers should find out about student’s priorities and how
many students intend to take the exam. They should then
find out about individual student’s respective strengths and
weaknesses in order to focus as much time as possible on
those areas students have trouble with. Information they
need includes:
a) The format and content of the exam.
• How many papers are there, and what skills does each
one test?
• How many different parts are there in each paper? Are
they all compulsory or is there a choice?
• What is the grammar syllabus for the exam?
• How are the skills tested – multiple choice questions,
gap-fill … ? What techniques are required for dealing
with each one?
b) The practicalities of taking the exam.
• How much time is allowed for each part of the exam?
How should students balance their time?
• Where do students write their answers? Is there transfer
time?
c) Marking the exam.
• What is the weighting of different papers?
• How many marks are there for each question?
• What are the assessment criteria for each part where
there is no ‘right ‘ answer, especially when testing the
productive skills of writing and speaking?
d) What happens after the exam?
• How are the results presented? Do students receive
feedback? Are the grades linked to the CEFR? What level

are they linked to?
• What can your students do with the qualification? Is it
recognised internationally?
• What is the next exam that your students should
progress to?

4 What makes a successful exam teacher?
Teaching for an exam is very rewarding, but it is also
challenging. A good exam teacher:

• There can be problems if students are not at the level
of the exam they’re studying for. Students can become
demotivated, and teachers can feel frustrated.

• knows and understands the exam well, including the
testing focus of each part and what techniques students
need to deal with each one

• There is a very clear end goal which creates a shared
bond among exam students. It also means that non-exam
students can see a progression through the course, and gain
a sense of progress and achievement in their overall ability.

• understands how to achieve a balance between developing
skills and doing exam practice in lessons so as to engage all
students in the work

3 What do exam teachers need to know at the start of
a course?

It’s vital that teachers know about the exam before they
start the course, so they can make crucial decisions about
how much time to spend on the different aspects of the
exam, when to start exam practice and so on. They also
need to know the balance of exam and non-exam students.

• enjoys teaching towards a goal
• manages their own and their students’ time effectively and
efficiently
• listens to students’ concerns and worries
• gives honest and direct feedback on students’ performance
• motivates students and fosters confidence and
independent learning

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CLASSROOM TEACHING IDEAS
5 How important is balancing teaching and testing?
Students enrolled on an exam course will expect to go
through a lot of practice tests and exam practice. However,
if this is all you do you will produce excellent test takers but
poor language users! You may also risk losing the interest
of non-exam students. When time is restricted you need to
make the most of the time you choose to teach, and the time
you need to be testing. This balance is different with every

class.
• A class below the level
The priority is teaching. Students may lack both test taking
skills and language knowledge, so you need to identify their
needs and try to fill in the gaps. Testing too often might
de-motivate them, although you may want to set progress
tests for your own assessment of what they need to study
more. Make sure that they have realistic aims and that they
maintain a sense of progress. You may decide not to mark
their work using exam criteria, but to mark constructively
which will also benefit non-exam students.
• A class at the level
Students have the basic test-taking and language skills,
but they need to consolidate and review these as well as
extend the range of structures and language they can use
productively. Regular testing can give these students a
sense of progress. However, you need to consider how you
mark their work in order to provide positive feedback and
foster improvement, possibly by not marking to the level of
the exam too early.
• A class above the level
The emphasis is on enabling students to achieve the
highest mark they can. Their language and test-taking skills
should be good, and the problem may be to keep them
motivated. Challenge them by setting them tasks above
the level of the exam, and involve them in understanding
what they have to do to get a higher than average mark
in the exam. They should be aiming high, extending their
range of language and not settling for ‘good enough’.

6 Helping exam students help themselves
Encouraging a collaborative approach to developing exam
skills will improve students’ confidence, enable them to
help each other and make each task seem more familiar
and achievable. By involving students in understanding
what exam tasks involve, teachers can foster confidence
and facilitate success. It is really crucial that students feel
comfortable with the tasks, and that there are no surprises
when they enter the exam room.

How does Gold Experience second
edition help with exam teaching?
Gold Experience works in a graded and supportive way, and
provides a number of resources that help to develop the
technical skills students need to deal with exam tasks, while also
improving and extending their general language skills. The course
is beneficial for both exam and non-exam students, and provides
supportive and extended practice in real-life skills. The topics are
engaging and give students the opportunity to read about and
discuss interesting and relevant topics.

Development of language
Exam tasks require students to demonstrate a range of language
at the appropriate level. Gold Experience has grammar and
vocabulary sections that develop this range in topic related units,
which makes it easy for students to apply them to exam tasks and
to the real world.

Focus on the process as well as the goal
Learners are helped to understand not just the point of what they

are doing but also how to be successful. Understanding the point
of each task type, and the process they need to follow in order to
complete it, enables student to reach the overall goal.

Graded exam tasks
Exam tasks are introduced to students early in the course, but in
a graded way. This may mean that a task has fewer questions or
a simpler text, or that it tests a more limited range of structures.
This helps them to understand the exam task, and therefore deal
with it more effectively. 

Developing confidence with exam tasks
The clear learning goals for each skill established at the start of
each unit, plus the frequent models throughout the book for the
productive skills, show students what they need to do in each task
and how to do it.
Students are often nervous about certain parts of the exam, such
as the speaking and listening papers. There are often specific
reasons for this:
• Speaking – students may be embarrassed about speaking in
front of an examiner, or may be nervous so that their mind
goes blank and they say too little.
• Listening – students often feel that they are not in control as
they can’t stop the tape to play it again, and this can cause
them to panic if they are unsure of an answer.
Gold Experience provides plenty of practice in these two skills,
and clear advice on how to deal with the problems students find
with them. In this way students develop confidence.

Regular exam tips

There are exam tips in every unit which deal with specific exam
tasks. The tips focus on aspects of the task that will help students
deal with it effectively. These often precede practice in that
particular task, so that students can see the tip in action. These
tips build throughout the Students’ Book and help students to
understand exactly what is being tested, what to look out for, and
develop a bank of appropriate exam techniques that they can
refer to. As they work through the Students’ Book and become
familiar with the tips the tasks will become easier.

Focus on the process of writing
To help students identify good practice in writing tasks, lessons in
the Students’ Book provide model answers. There are also tasks
that encourage students to analyse the model answers which
gives them greater understanding of how to complete the tasks
themselves. These analytical tasks focus on the approach, content
and language required by the different writing genres. There is a
task at the end of each writing section which mirrors the model
so that students can practise writing an answer themselves.
There is also an Improve it section which guides students and
helps them review and improve their work. In these sections,
students are encouraged to work together to review and analyse
each other’s writing tasks, and to cooperate in understanding
where improvement is required. There is a Writing file with
further tips on how to approach the tasks, with further models.

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Focus on speaking
Throughout the Student’s Book there are discussion questions
that encourage students to talk about ideas related to topics they
have been reading or writing about. This is particularly beneficial
for non-exam students. In sections specifically devoted to exam
tasks, there are model answers for students to analyse. These
answers give clear models for long turns and give examples of the
best ways to interact with a partner.

Explanatory answer keys
There are clear keys provided for the exam tasks. In the reading
and listening tasks the lines where the answers can be found are
quoted. In the Use of English tasks there are explanations for
the answers.

Student A
1 Arrive
stressed.
2 Say

  – don’t be late or you will be
and make yourself comfortable.

3 Listen carefully to the instructions. Ask the examiner
if you aren’t sure.
4 If you’re taking the exam with a partner,
5Give

6 Try to use a
7Smile!.

structures and

Student B
1 Arrive in good time – don’t be late
2 Say hallo to the examiner and

As well as working through regular unit tests, students complete
the course by doing a full exam practice test in the Workbook,
which they can check against the answer key.

3 Listen carefully
repeat if you aren’t sure.

There are a number of resources which provide opportunities for
self-study, and also give supplementary information and further
practice. These can be used in class or at home. They include:
• A Wordlist at the end of each unit in the Student’s Book
• An Extended Vocabulary section at the back of the Student’s
Book
• A Speaking file section in the back of the Student’s Book
• A Writing file section in the back of the Student’s Book
• A Grammar file section in the back of the Student’s Book
• A full practice test in the Workbook
• An Exam Practice booklet
• Audioscripts for the listening tasks
• The Workbook
• Online practice activities

Extra activities
Here are five activities that might help your students with their
studies for exams.

1 Developing confidence with the Speaking test
If students feel comfortable with the practicalities of taking
the Speaking test they only have to think about the language
they need, and an activity like this will help them relax.
1 Put students into pairs (A and B). Give out the appropriate
worksheets.
2 They read through their own sentences and predict the
missing information.
3 They dictate the sentences to each other and complete
the gaps.

.

  , you’ll do better.

Practice test

Resources for self-study

.

answers. Don’t just say yes or no.

.
.

  Ask the examiner to

4 If you’re taking the exam
them.

  , interact with

5 Give interesting answers. Don’t
6 Try to use a range of

.
and vocabulary.

7 Smile! If you enjoy it, you’ll

.

2 Remind students of the exam tips
Ask students to work in pairs and write down as many exam
tips as they can remember. Discuss which tips they have
found most useful, and why. You could do this regularly
through the course so that students become very familiar
with them.

3 Use the marking criteria
The writing tasks are marked under criteria which include
organisation, style, language and content. Share these criteria
with students early in the course and explain what they
mean. Give examples from the models in the Writing file.

Ask students to check their own work against these criteria
before they hand anything in. This will develop good habits
as well as foster understanding of what the tasks require. Use
them yourself when you mark students’ written work.

4 Share students’ experiences
Ask students to share things that they find easy, and anything
they have found helpful when they do exam tasks. This will
also boost their confidence as they realise how much they do
actually know, and will give both exam students and nonexam students a lift!

5 Help students understand what is best for them
Write the incomplete sentences about doing exam tasks on
the board. Students should complete them for themselves.
Then discuss their answers with the whole class. This activity
will also help non-exam students to see the value of exam
practice for them.
1 I prefer it when the teacher
tasks.
2 I understand most when

with exam
.

3 I like/don’t like doing speaking activities in class
because
.
4 When we do practice tests in class I feel
because
.

5 I feel confident about the exam because

.

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CLASSROOM TEACHING IDEAS

HOW TO FLIP THE CLASSROOM
What is it and why is it important?
The flipped classroom is an approach where classroom instruction
is given to students at home via a video, and application usually
given for homework is completed in class with the teacher’s
support.
Teachers began flipping their classrooms in subjects such as
science when they became frustrated that many of their lessons
were taken up with giving students information. Students who
struggled to complete their homework without the teacher there
to support them were unable to master the topic.
The teachers exploited new technologies by creating short videos
that provided classroom instruction. Students watched these
in their own time before a lesson and then class time was spent
on applying that information with the teacher there to support
them. The teacher could differentiate tasks for different learners
to ensure that everyone was challenged and supported at an

appropriate level.
In language learning terms, flipping the classroom means
students listening to or reading information about language
at home before a lesson, leaving more time for practice of that
language in the classroom. Alternatively, it could be information
about an exam technique or how to write an informal letter.
Lessons then provide more opportunities for practice of language
and skills development with the teacher there to support, correct
and challenge the students as they complete tasks. Students can
work on the same tasks, or work in groups on different tasks to
ensure they work at a level suitable for them.
The flipped classroom is still a fairly new approach and so research
on its efficacy is ongoing. Anecdotally, teachers who flip their
classrooms believe that the approach allows students to become
more independent in their learning. They learn how to learn.
Rather than receive information in the classroom, they have to
take more control and ensure they learn it outside the classroom,
watching the video or re-reading written material several times if
necessary. In class, they have time to ask the teacher questions if
they still don’t understand and choose when they need support.
This autonomy motivates students and results in a higher level of
engagement according to teachers. In terms of language learning,
students can gain more practice time and receive more feedback
from the teacher on performance.

Current best practices and methods
The following are the typical stages of a lesson when flipping the
classroom.

1 Preparing the homework

Teachers can provide instruction through video or written
material. These can be created by the teacher or sourced
from an alternative source, e.g. their coursebook or online.
If teachers make videos, they are usually five to ten minutes
long and comprise the teacher recording themselves
with their device, standing at the board and explaining
the language. Alternatively, a video can be made using
screencasting software which allows voice recording
over slides.

2 Students watch the video for homework
In the previous lesson, the teacher sets the classroom
instruction task as homework, usually with an accompanying
activity to check understanding. Students do the tasks
at home. The task that checks understanding might be
completed online as this allows the teacher to check
understanding before the lesson and make adjustments
to their lesson plan if students have found the language
particularly easy or difficult. Alternatively students may bring
the completed task on paper to discuss at the beginning of
the lesson.

3 In class review
In the lesson, the teacher begins by checking students’
understanding of the content of the video. It could be
through checking answers to the homework task, oral
questioning or a quick paired quiz. Students are given the
opportunity to ask questions.

4 Practice, practice, practice

Students are then given several practice tasks to complete for
the rest of the lesson while the teacher monitors and offers
support. This practice might be individual at first as they
complete written exercises. It can then be communicative
as students work in pairs or groups to complete oral tasks.
Fast finishers can move onto new tasks so that they are
challenged. Weaker students can receive extra support such
as prompts.

5 Reflection on performance
Finally, at the end of the lesson, students reflect on what they
have learnt to help them identify progress and areas where
they still need to improve. These reflections allow students
to gain a greater understanding of their strengths and
weaknesses, and encourage them to set achievable learning
goals for future lessons.

Efficacy
Keeping track of learner progress is one way of finding out
whether flipping the classroom is effective or not. This can be
through progress tests – or speaking and writing tasks – to assess
whether students are improving their use of language. It can also
be through self-reflection. For example, you could ask students
to feed back using questions such as the following, offering a
ranking of 1–5 (1 = not at all, 5 = very/definitely). This can be via a
questionnaire or orally in class.
• How useful are the materials you do at home in learning new
language?
• How easy is this material to work with?
• How helpful is the extra time for practice in class?

• How helpful is the teacher’s support when doing tasks?
• How much do you prefer this approach?
• Are you making more progress using this approach?

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How does Gold Experience second
edition help me with that?

To take it further …

Gold Experience provides the following resources that will help
you to flip your classroom. Teacher's Online Resources include:

Tip 1: If you create your own videos, personalise them

Grammar presentations
The Powerpoint presentation slides contain step-by-step
walkthroughs of the grammar points taught in each lesson. These
can be used by the teacher in class, when explaining language,
but they can also be emailed or printed out for students to read
at home when flipping the classroom. The slides contain detailed
information about the meaning, function and form of the
target language with examples. There is a final task that checks
students’ understanding.

Here are some tips to help you to flip your classroom effectively:
Just as we would try to personalise language in class when we
clarify it for students, try to personalise it in videos too. For
example, give a short anecdote about yourself using the target
language. You can then use sentences from that anecdote to
explain how the language is used, formed and pronounced.
Tip 2: Motivate students to want to complete the homework
It’s important that students complete the homework because if
they don’t, they’ll find it difficult to complete the practice tasks
in class. Pose a question and elicit answers but don’t give the
correct answer. Tell students that they have to do the homework
task to find out. For example, before a lesson on comparatives,
write the following sentence on the board:
The better/more/most I practise, the better I get.
Ask students to choose the correct option and say why.
If you make your own videos, engage students by teasing the
context so that they want to know more and have to watch the
video to find it out. Let’s imagine that you tell a short anecdote
in the video using the target language before explaining it.
You could show a photo that represents the anecdote or tell
the beginning of an anecdote but not the end. Elicit what the
anecdote is but don’t tell the students the correct answer. They
do their homework to find out.
Tip 3: What to do when students don’t do the homework

Workbook support
The workbook contains exercises on the grammar points
taught in each unit. These can be used as homework prior to
the Grammar lesson in order to check what learners already

know. With students at this level, the grammar is unlikely to be
completely new to them and so a test, teach, test approach can
be used.
Alternatively, the workbook exercises can be completed in class
to provide as much practice as possible while the teacher is
available to offer support and clarify any confusing aspects of
the language.

If possible, arrange for students who haven’t done their
homework to go to the back of the class and do it while the other
students start to practise using it. Make technology available
there if the homework is a video. Once students get into the habit
of a flipped classroom, they tend to do the homework but even
the best students sometimes forget or are unable to.
Tip 4: What to do when students don’t have the technology
Try to arrange for all students to have access to any online
material they need do the homework after school or before
school if not everyone in the class has a device or internet access
at home. Alternatively, create study pairs or groups where at least
one student has a device and can watch the video with someone
who does not.
Tip 5: Help learners to become more independent in their
learning
As discussed in the section Independent learning, students often
need to be trained to work independently. To help them do this,
make learning goals clear so they know why they are doing the
homework before the language lessons and how it will help them.
At the end of the lesson, encourage students to reflect on their
performance in the lesson so they can identify progress and
recognise strengths and weaknesses. This can help them to set

personalised learning goals and progress more quickly.

Teacher’s Book support
In the Teacher’s Book, prior to a Grammar lesson, there are notes
for the teacher on what materials are available when flipping
the classroom.

GRAMMAR

extra: mixed ability

SB p66

To start
If you haven’t already asked students to do so in preparation
for class, refer students to the ways of talking about the
future section in the Grammar file on page 150 and read
through it with students, asking questions to check they
understand the main points. Ask students to complete Ex 1
on page 151 in class and go through the answers. Set Exs 2–3
for homework or for fast finishers to complete in the class.

explore grammar

SB p150

1 Go through the PowerPoint Grammar Presentation.

Students complete the example sentences in the
explore grammar box, then compare in pairs. (Do not

worry about the future in the past section yet.)

A will move
B is going to happen
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D will have developed

This activity is suitable to extend stronger classes. Read
out the following pair of sentences twice or write on
the board:
1 I’ll wait for you at the bus stop.
2 I’ll be waiting for you at the bus stop.
Tell students that the meaning is similar but not identical.
Read the sentences one more time. Students discuss the
difference in meaning in pairs then elicit some ideas.
(Suggested answer: In 1, the future simple indicated that
the speaker is making the decision now, whereas in 2, use
of the future continuous implies that this is part of an
original plan or normal sequence of events.)
Repeat with the following sentence pairs.
1 We’re to arrive at 9.30 and to check in with security
before going to the conference room.
2 We arrive at 9.30, check in with security, and go to the
conference room.
(In sentence 1, the use of the verb be + infinitive shows
they’ve been officially requested to carry out a sequence

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CLASSROOM TEACHING IDEAS

HOW TO ENCOURAGE INDEPENDENT
LEARNING
What is it and why is it important?

Focus on the process as well as the goal

Independent learning is 'a process, a method and a philosophy of
education whereby a learner acquires knowledge by his or her own
efforts and develops the ability for enquiry and critical evaluation'
(Philip Candy, 1991). In a language learning context, independent
learners are those who are able to recognise their learning
needs, locate relevant information about language and develop
relevant language skills on their own or with other learners. The
responsibility for learning is no longer with the teacher but with
the learner, who is more actively involved in decision-making.

Learners understand not just what their learning goal is but also
how to achieve it. Understanding what success looks like and the
process they need to follow in order to be successful will provide
them with a greater ability to achieve the goal.

Reviews of both literature and research suggest that independent
learning can result in the following:
• Increased recognition of strengths, weaknesses and progress
• Increased levels of confidence
• Increased motivation

• Better management of learning
• Improved performance
It therefore appears that being an independent learner can be
extremely beneficial for students, both at school and beyond.
Learning is, of course, lifelong.
All of us can identify students in our classes who are already quite
independent. They have a good understanding of what they are
doing in their lessons and why, what their needs are and how
to meet those needs. They build on what they learn in class by
working independently outside the classroom and are able to
achieve appropriate goals. However, many students lack the skills
they need to be able to do this and need the opportunity to learn
them with the support and encouragement of their teacher. These
skills include cognitive skills (i.e. thinking skills), meta-cognitive skills
(i.e. an ability to describe how they learn) and affective skills (i.e.
management of their feelings) (Meyer et al, 2008).

Current best practices and methods
To help students become more independent, teachers can
support them in a number of ways.

Make intended learning goals clear to learners
Sharing intended learning goals with a class helps students to see
what they are trying to achieve and then later assess whether they
have achieved it. Sharing goals can be done at the beginning of a
lesson or series of lessons, or as a lesson progresses. They can be
given by the teacher or, if mid-lesson, elicited from the students.
Note that they are described as intended learning goals. This
is because teachers cannot fully determine what students will
actually learn in a lesson. However, an intended learning goal can

help students to understand what their desired goals should be
when working towards an advanced level of English.

Help learners to personalise learning goals
This does not mean that every learner will be working on a
different goal in each lesson but instead that they are given the
opportunity to set goals relevant to their own needs before
working outside the classroom or when doing tasks in the
classroom. For example, before completing an exam task in a
speaking lesson, students could set their own goal in relation to
an area of weakness e.g. In this task, my goal is to speak more
fluently/use a wider range of vocabulary/use the third conditional
accurately.

Provide opportunities for reflection on
learning
Self- and peer assessment of performance, as well as reflection
on whether learning goals have been met, all help students to
become more aware of their strengths, weaknesses and progress.
Recognition of progress helps to build confidence and motivation.
Opportunities for assessment and reflection need not take too
much time. Just two minutes after a task or at the end of a lesson
answering the question ‘What can you do better now that you
couldn’t at the start of the task/lesson?’ can give students time to
develop important meta-cognitive skills.

Provide feedback on learning
'Feedback is one of the most powerful influences on learning
and achievement' (Hattie & Timperley, 2007) and it is certainly
something considered to be important in helping learners to

develop the skills they need to become independent. Feedback
does not only have to come from the teacher though. Peers can
often provide useful feedback and suggestions when encouraged
to do so in a supportive and sensitive manner. Hattie & Timperley
suggest that for feedback to be effective, it must help learners to
understand where they are now in their learning, where they are
going and how to get there.

Gradually transfer learning decisions to
students
Students cannot become independent learners if all of their
learning decisions are made for them. Allowing students in a class
the opportunity to make some decisions about how they learn
gives them a greater level of autonomy. Start with small decisions
at first, for example asking students to decide whether to:
• do a task alone or in pairs;
• use a set of useful phrases for support or not in a speaking
task;
• discuss questions about one topic or a different topic.
This devolvement of responsibility built up over time will help
learners to become more independent.
Of course, as with any approach or strategy that you introduce, it
is always beneficial to receive some feedback from learners during
and at the end of a course to find out if they have been helpful.
We could ask our students to rate the following according to how
useful they have been (1 = not useful, 5 = very useful) or rank
them according to which they have found the most useful
(1 = most helpful).
• Clarity of learning goals
• Self-reflection opportunities

• Ability to personalise learning goals
• Feedback on learning from the teacher
• Ability to make some decisions about the learning process.
Their ratings/rankings can then be a springboard for further
discussion.

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button for
my memories.

INDEPENDENT
LEARNING
Resources for self-study

How does Gold Experience second
edition help me with that?

There are a number of resources to help learners to achieve their
Listening
and speaking

Gold Experience provides a number of resources that will help you
to develop more independent learners.

1

Look at the picture and discuss the questions.

1 What kinds of things do you regularly
photograph or video?

the content of a recording?

longer
recordings?
• An
Extended
Vocabulary section at the back of the Student’s
3 Book
Do you find formal or informal content

3 Do you think
some people
Learning
goals
forovershare
eachtheirskill are outlined at the beginning of
photos and videos? Why/Why not?
each unit in both the Student’s Book and Teacher’s Book. These
describe what the student will be able or better able to do at the
Look
ahead, look back
end
of the lesson.

SWITCH ON
READING

VOCABULARY

USE OF ENGLISH

WRITING

topic: memory and recall
skill: using content clues to
establish coherence
task: gapped text

memory: verbs and
collocations
affixation

open cloze
word formation

topic: biopics
skill: writing persuasively
task: review

GRAMMAR

topic: using social media
skill: understanding the main

points
task: multiple matching

Frozen lands
LISTENING
1

SPEAKING
topic: learning about the past
skill: collaborating in
discussion
task: collaborative task

Work in groups. Think about the food that you eat.

review of past tenses
participle adjectives and
dependent prepositions

An

more challenging? Why? How can you help

• Speaking,
Writing
and Grammar
yourself improve
your listening
skills to file sections at the back of the
approach those

challenges?
Student’s
Book
over previous units to remind
Theback
Workbook
2 •Look

yourself of Listening tips. Which ones do you

•find
MyEnglishLab/Online
activities
most useful? Write two World
tips to practise.
• Flipped classroom tasks in the Teacher’s Book

SWITCH ON

1

video: life through film
project: recording your life

1 How important is food to you? How important is it compared to: your
home, your interests, leisure activities, your education?
2 Are you vegetarian, vegan or meat eating? What are the pros and
independent
learning section
cons of each eating choice?

At2the end
of the
each
unit
is makes
a dedicated
that
Watch
clip.
What
survival section
possible for
thehelps
Dolganstudents
people in
such extreme
cold? learners. The tasks help students
to become
more
independent
to understand
the benefit of self-reflection and encourage them
Watch again. Work in pairs to answer the questions.
3
to give better feedback to peers. They help students – and you
1 What do the reindeers eat?
– to better
understand themselves as learners. They also prompt
2 How do the Dolgan people keep their food fresh?

a greater
understanding of strengths and weaknesses which then
3 How do the small children avoid frostbite?
helps4students
to set realistic, useful, personalised goals.
Why do they move their houses so often?
4 Work in pairs. Discuss and finish the sentences.
1 The Dolgan eat to live because …
2 In the West, we live to eat because …

5 In groups, discuss: what can we learn from the Dolgan culture?

Would it benefit us to experience that way of life for a while?
A focus
on process

To help students identify good practice in speaking and writing
Project
tasks,
lessons in the Student’s Book provide model answers. There
are6 also
tasks that encourage students to analyse those answers
Work in groups. Find out about other cultures with an integral
and gain
a better
of how to complete them
relationship
withunderstanding
their animals.
successfully.

Analysis
focuses
on
approach,
content and language.
1 Research groups of people living in remote locations.
The Speaking
le focus
and Writing
filerelationship
give further
theaff
process
2 Pick one fi
and
on how their
with tips
their on
animals
ects
their
lives: whatin
they
eat, where
theywriting
live.
and how
today-to-day
achieve success
speaking

and
exam tasks.
3 Prepare a short presentation either on slides or on a poster.

4 Presentitit sections
to the class. Each
of the lesson
group presents a different
Improve
inmember
Writing
aspect (e.g. food, location, work, animals).

In each
Writing lesson, the Improve it section helps students
5 Vote for the best presentation.
to review work and make improvements. Scaffolded tasks help
students to develop the skills they need to do this effectively.
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Project work
In each unit students can work on a project in groups. These
projects help the students to develop creative skills, to make
decisions about the learning process and how they complete
that project.

1 What can you do to help yourself prepare for
include:

•2 ADoWordlist
at the end of each unit in the Student’s Book
you find it easier to listen to shorter or

Clear learning goals and models for success
2 Do you share the photos or videos you take?
How?

goals. These can be used in class if the teacher wants to allocate

Thinkof
about
these to
questions.
1 part
a lesson
self-study or they can be used at home. They

To take it further …
7

Try these activities to help your students become independent
2
learners.

1 Confidence scale
Write the intended learning goal of the lesson on the board
(e.g. understand implied meanings in an academic article)
3 Work in pairs. Make a specific plan for how

and draw
confi
scale like
to improve
youraskills
in dence
global listening
andthe one below. Ask students
listening
for detail,
what you
willreflects how confident
to note
downincluding
the number
that
listen
to and
you
will work
on each area.
they
arehow
that
they
can achieve
that goal now. Monitor and
assess
the
confi

dence
levels
of
one class. At the end of the
4 Number these speaking skills 1–7 (1 = the the
you lesson,
feel mostask
confi
dent in, 7to
= the
one you
students
assess
their confidence levels again,
feelwriting
you needthe
to improve
at the most).
new number
next to the old one. Again, monitor
collaborating
in discussions
confidence
levels. In some cases they might go down! Finally,
making
askcomparisons
students to work in pairs and discuss how they can gain
justifying
choices/decisions
further

confidence.
speculating

structuring
answers
Not confi
dent

Very confident

using appropriate language

1

2

understanding paraphrases

3

4

5

Work
in pairs. Give
each
other advice
on how
Selecting

the
feedback
focus
5 2
to improve in your weaker areas.

Before students complete a writing task, ask them to identify

the sentences.
6 Complete
a personal
learning goal, e.g. I’d like to write an essay that is
1 I structured
would like to improve
my speaking
becausethem to look back at your
effectively.
Encourage
.

feedback on previous written work to help them identify this.

2 Next time I do a speaking activity, I will try to
Tell them to write this goal at the top
of their work when they
.

and that
you willskills
provide

feedback specifically on
3 I submit
think I canitimprove
my speaking
by
that goal when you mark it.
.

3 Record and reflect
Ask students to use their mobile phone to record themselves
completing a speaking task so they
can listen back and
09/11/2017 13:14
compare their performance to a model answer. Recording
apps are usually free to download or are pre-loaded onto a
smartphone.

4 Written feedback
When marking a student's work, provide one comment under
each of these headings to help learners identify where they
are in their learning now, where they need to go next and
how to get there, as well as recognise that they have made
progress to boost students’ confidence.
A key strength

An area to work on

An area of progress

How you can work on it

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3 Is it ethical for this to be done without your consent?

2
3

CLASSROOM TEACHING IDEAS

3 Complete

Watch the clip. What was the aim of the TV show?

1 Self-asse

Watch again and make notes. What do Nick and Suzy say about
the scenes that have been chosen to represent their lives?

4 Work in groups and discuss the questions.

HOW TO TEACH WITH PROJECTS

1 How might Nick and Suzy have edited the programme differently
themselves?

2 I think it
assess

2 How do you and your friends edit, post and share your lives online?
Why do you do it in this way?
3 Would you want to be part of a similar television series?

The benefits

Below is the project task from Unit 1.

Projects involve students working together to produce something
in English. They can require students to research and present
information, create something or design something. Students
might do two or all of these things. For example, students
research a sub-culture in music, lifestyle, sport, etc. and then
create the premise of a film on that topic and design a poster to
advertise it.
Projects in the English language classroom provide several
benefits:

1 Authentic use of language
Students work on an authentic task which requires them to
use English authentically. Projects also often develop all four
skills: reading, writing, listening and speaking.

2 Development of personal skills
Projects require learners to collaborate, enabling them to
develop skills such as the ability to cooperate, solve problems

and communicate.

3 Development of autonomy
As project work involves students making decisions about
how to achieve their learning objective, they are able to
develop learner autonomy with support and guidance from
their teacher.

4 Development of thinking skills
Students can develop information literacy and media literacy
when doing research online, determining what information is
useful, biased, misinformed, etc. They can also develop critical
thinking skills when analysing that information, evaluating it
and deciding how to use it.

5 Development of creativity
Many projects require learners to be creative in some way.
Creativity, along with collaboration, communication and
critical thinking skills are considered to be key skills for
21st century learning.

6 Increased motivation
Project work can provide a break from lessons which have a
very specific language or skills focus. In addition to that, all
of the other benefits mentioned here can make project work
motivating for students.
It is important to note that while project work provides
many development opportunities, students are likely to need
support in exploiting those opportunities, such as advice
from their teacher on how to work independently or feedback

on their communication skills.

How to extend Gold Experience
projects
At the end of each unit in Gold Experience, there is a Switch on
lesson which provides video input and listening tasks followed by
a project. These can be completed in one lesson, or students can
work on them over a longer period of time, e.g. one lesson a week
over a month plus homework. By extending the project, students
can more fully benefit from it.

3 I can wo
by

Project
5 Work in pairs. Plan a way to record your own life.
1 Research different ways people have done this (e.g. a photo each
day/year, written journals, blogs, vlogs, posting on social media).
2 Choose one of these methods or create a new way of recording
your life.
3 Plan your work, e.g. What aspect of your life would you record?
How you would record it? How often?
How you would present it?
Who would your audience be, and why?

6 Make your first entry and add others if you have time. Present your
To expand
the
project
a longer

period
of time,
you could do
idea and
include
howover
you see
your work
growing
over time.
the following:

Week
1
18
In class
Students watch the video and complete the listening tasks.
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Students are put into groups and allocate one or two methods of
recording lives to each member, e.g. journal, blog, vlog, etc.
Homework
Each student goes away and researches examples of people who
have recorded their lives using the method allocated to them.

Week 2
In class
Students work in their groups and share their research. They
discuss the benefits of each method and rank them in order
of most to least useful. They try to think of a new method of

recording their lives. Finally, each group then chooses one method
and plans how they could use it, i.e. what aspect of their life they
would record etc.
Homework
Each student follows their plan and records an entry.

Week 3
In class
Students share their entry with their group (and their teacher).
They discuss the benefits and drawbacks of the method they had
chosen. They try to solve any problems they have come across.
They discuss their next entry, revising their original plan where
necessary.
Homework
Students follow their revised plan and create a second entry.

Week 4
In class
Students share their entry with the group (and their teacher) and
discuss whether the method was more effective the second time.
They discuss how they might see their work develop over time.
Groups prepare and present a short summary of their experience
to the class, outlining their method, how they used it and how
successful or not it was.
Homework
Students could be encouraged to continue to record their lives
using their chosen method for the rest of the term and then
share it with the whole class.

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HOW TO TEACH WITH READERS
The benefits

How to exploit Readers

Readers are books based on well-known stories which are
designed for language learners. They allow learners to read at
a level appropriate for them, whether that is A1 or C1. Stories
include modern classics, contemporary fiction, short stories and
plays. Readers allow learners to read extensively, in contrast to the
intensive reading usually done in class. There are questions which
help learners to check their comprehension as they read. There is
also a wordlist and additional teacher support materials to help
teachers create interesting lessons based around readers. Readers
come with or without an audio CD.

There are many ways that readers can be exploited in class. Here
are a few of those ideas:

There are many benefits to students using readers in the English
language classroom.

1 Authenticity
Although readers are simplified for different levels of learners,

the stories remain authentic as they are based on existing
books or films.

2 Skills development
No matter what their level, students can develop all four skills.
Students predominantly develop reading skills but they can
also develop their listening skills through the use of the audio
CD. They can develop speaking and writing skills through
classroom or homework tasks and activities.

3 Language input
Students receive language input at a level appropriate to
them. They consolidate their existing knowledge of language
by seeing it in action. They can also develop their vocabularies
by seeing new language. Extra practice materials in the books
can help students to notice new vocabulary.

4 Development of autonomy
Students can be encouraged to make decisions about their
learning by selecting the book they want to read, deciding
when to read it, how often to read it, what kind of vocabulary
to note down, etc. When reading takes place outside the
classroom learners develop independence.

5 Motivation

• Students read and summarise a chapter for another student in
the class.
• Students note down useful vocabulary and teach it to another
student.

• Students write a social media feed from the perspective of one
of the characters in the book.
• Students roleplay an interview with one of the characters in
the book.
• Students make predictions about what will happen as
they read.
• Students write the dialogue for and act out the scene from
a book.
• Students write a review of the book.
• Students write a comparison of the book and the film.

Selecting Readers
There are benefits and drawbacks to asking a class to read the
same book and encouraging students to choose a book for
themselves. With the former, the class can participate more easily
in activities based on that book as everyone is reading the same
thing. The teacher can create wonderful lessons that encourage
analysis, discussion and creation based on that book. However,
encouraging students to select a book of their choice may result
in more motivation to read that book, as not everyone in the class
will have the same interests.
Pearson readers can be found at On
this page you can find access to the catalogue of books as well as
sample teaching resources which accompany readers.
Level 6 books are those appropriate for C1 level learners.
The Moonstone by Wilkie Collins is one of the first and best
detective stories and may be appropriate for the core of the class.
I Know Why the Caged Bird Sings by Maya Angelou is a story
about growing up as a young black girl in the segregated south of
the USA. It is likely to stretch those learners who are already at a

solid C1 level.

When readers have the right book, they are motivated to
spend time developing their language skills, whether that
is in or outside the classroom. Learners can enjoy using
their English skills to experience another time and place,
or see the world from a different perspective. The sense of
accomplishment when finishing a book in English can help to
recognise their progress in English, as well as motivate them
to continue their studies.

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1 Look ahead, look back

Lead-in SB p7
The lead-in page is an opportunity for
you to see what students know about
the topic of the unit, both conceptually
and linguistically.
Write the unit title Look ahead, look
back on the board. Ask the class:
What do you associate with ‘looking back’?
Elicit some ideas, such as remembering
things that have happened, learning

from your mistakes, finding out about
history, etc. Ask: What do you associate
with ‘looking ahead’? Elicit more ideas,
such as planning for the future, setting
goals, or predicting what life might be
like in the future.

Look ahead,
look back

X
1

READING

USE OF ENGLISH

topic: memory and recall
skill: using content clues to
establish coherence
task: gapped text

open cloze
word formation

GRAMMAR
review of past tenses
participle adjectives and
dependent prepositions

VOCABULARY
memory: verbs and collocations
affixation

LISTENING
topic: using social media
skill: understanding the main points
task: multiple matching

SPEAKING
topic: learning about the past
skill: collaborating in discussion
task: collaborative task

WRITING
topic: biopics
skill: writing persuasively
task: review

SWITCH ON
video: life through film
project: recording your life

Focus students’ attention on the photo
and quotation on page 7 (My phone
is the save button for my memories).
Ask students to discuss in pairs whether
the quote is true for them.
Write My phone is … on the board,
and ask students to note down a few

other ways they could complete the
sentence that would be true for them.
Ask students to share their ideas with
their partner. Ask a few students to
share something their partner said.
Organise pairs into small groups of
three or four to discuss questions
1–3 on page 7. If it is appropriate
at your school, invite students with
smartphones to show a few pictures
they have taken recently and to
talk about them with their group.
Ask someone from each group to
report back to the class.
Circulate to listen during the discussion
to get to know the learners and what
they already know. This will help you
to identify students who may require
extension and any students who
may require extra encouragement
and support.
Point out that the unit summary
at the bottom of page 7 gives an
overview of the unit. For students
focused on the exam, point out that
the items labelled ‘task’ provide
specific exam-style practice.

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READING

SB pp8–9

To start
Ask students to work in pairs to think of something good
that happened to them yesterday, a week ago, a year ago,
and ten years ago. Ask a few students to share a memory
that is particularly vivid (or clear) with the class.
Elicit some answers to the following questions: Why are
some memories clearer than others? Are your most recent
memories the most vivid? Have you watched any films or
TV programmes which focus on memory?
Tell students that the topic of this lesson is memory and
the aim of the lesson is to complete an exam-style gapped
text task.

Power up
1 Give students a couple of minutes to think about and

choose a memory for A–D. Encourage weaker classes
to make a few notes and/or look up any necessary
vocabulary in a dictionary. Put students into pairs to take
turns to share their memories. Encourage fast finishers
to continue the conversation by asking their partner

questions about their memories. Ask a few students to
share a memory with the class.
Possible answers
1 AMy earliest memory would probably be my first day at
school. I was so proud to be able to write my name and
was very excited to play on the jungle gym.
B My happiest memory? Well, maybe it would be my
tenth birthday. I was allowed to have a party with ten
friends and we made a sort of disco in the living room
with coloured lights and loud music. It’s funny to think
about it now, but at the time, I was in heaven.
COne time, I got a huge fright when I was at home alone
and I heard a strange tapping noise on my window.
I looked up and found myself face to face with a huge
man. I was convinced he was a burglar. As it turned out,
he was actually my neighbour’s brother who had got
the wrong address.
DI guess the most exciting thing that has ever happened
to me was when I travelled abroad last summer to
visit my cousin in Scotland. As well as having a great
time when I got over there, it was also my first time on
a plane.
2 Students’ own answers.

2 Share something you find easy and difficult to remember,
for example: I always remember faces, but I find names
really difficult to recall, especially if I haven’t seen
someone for a while. Ask students to discuss what they
find easy and difficult to remember with their partner.
Then elicit some responses from the class.

Ask students to read the quote. Elicit a few ideas about
what it means.
Possible answers
• I think this quote means that our brain couldn’t possibly
remember absolutely everything, so it has to select and
discard certain memories, making sure it doesn’t forget
anything too important.
• My guess is that this quote is about how forgetting is
good for us. If you can’t forget bad things that have
happened, it could hold you back from enjoying life.

Read on
3 Point out that it is a good strategy to start by reading an

article quickly for gist (to understand the main points).
Give students a few minutes to read the article then elicit
why the documentary is called Memory Hackers.
The documentary is about how memories can be changed
or erased. It says that the way the brain stores memories is
analogous to a computer system. A hacker is someone who
breaks into a computer system to change or erase data.

exam task: gapped text
In the Cambridge exam no words, phrases or sentences in
the texts for reading tasks are ever highlighted.
Remind students that the gapped text task is Part 7 of the
Reading and Use of English Paper. Students will be given

an article with numbered gaps and a list of paragraphs.
Students will need to select the best paragraph for each
gap. Ask a student to read the first sentence of the exam
tip aloud. Point out that content clues could include
discourse markers, demonstratives or vocabulary. Read
the second part of the exam tip and give students time to
find the clues/connections between the first paragraph of
the article and paragraph G. Elicit the answers. Point out
that the content clues have similar topics.
clues: science fiction, memory manipulation

4

Give students about ten minutes to read the
article again and decide which paragraphs (A–G) fit
in the gaps (1–6). Students compare their answers in
pairs, explaining to each other the clues they used. Go
through the answers with the class, eliciting the clues
for each one.
1G(according to recent research, the era of memory
manipulation is not very far off at all in paragraph i
and scientific breakthroughs in paragraph ii link with
sweeping advances in technology, neurochemistry
and cognitive science in paragraph G)
2 D(where and how long-term memories are formed,
stored and recalled in paragraph ii links with It has
always been thought that memory is a recording
device in paragraph D)
3A(The parallel would be more like bringing up a file on
the computer, modifying it slightly and then saving

it to the hard drive in paragraph iii links with This
understanding has been crucial in paragraph A)
4F(rodents that have been genetically modified for
this purpose, and manipulate them with lasers in
paragraph iv links with a mouse is put into a totally
new, barren environment in paragraph F)
5C(was to focus on the people behind some of the
most provocative discoveries, both researchers and
subjects in paragraph v links with Three people who
feature in it are Jake Hausler Merel Kindt and Julia
Shaw in paragraph C)
6B(Merel, a professor from the University of
Amsterdam, succeeded in in paragraph vi links with
What is perhaps more unnerving is London South
Bank professor Julia Shaw’s study, in paragraph B;
she persuaded them that they had committed crimes
in the past in paragraph B links with Implanting false
memories is clearly now possible in paragraph vii)

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1 Look ahead, look back
READING (Continued)

extra: fast finishers

Ask fast finishers to check their answers carefully and to
underline the clues they used to work out each answer.

5 Write the word flawed on the board, which is from

paragraph iii. Elicit which of the meanings 1–8 it has
(3 imperfect). Students match the remaining words
and phrases.
1 realm 2 current 3 flawed 4 modifying 5 advent
6 facilitating 7 paving the way for 8 cutting-edge

extra: whole class

extra: whole class
Ask students to write their own short post about the
article. Invite students to take turns to read their post to
the class or post in a private class online space.
If possible, set up a private online space for your class
to use throughout the course, for example, on Google
Docs, a Facebook group or within your school’s online
learning management system. Set some expectations of
appropriate online behaviour. For example, discuss the
importance of keeping comments positive. Make sure you
moderate your class online area regularly.
If you have a large class, you could set up groups within
the online area of about six to ten students for online
discussion activities.

Write the following questions on the board. Ask students
to complete the questions with one of the words in bold

from the article (they may need to change the form of the
word). Put students into pairs or small groups to discuss
their answers.

Fun footer

1 How has the
of the smart phone changed how
we remember things? (advent)
2 What other
technology have you heard
about? (cutting-edge)
3 What less invasive methods could someone try in order
to
someone’s memory? (modify)

To finish

Sum up
6 In pairs, ask students to make notes on each topic,

re-reading the article as required. If time allows, ask
students to swap partners to compare their summaries.
Possible answers
1 People used to think there was a central memory bank
where memories were filed away like a books in a library.
It was also thought that memories were permanent
and unchangeable.
2 Nowadays, we know that memories are stored in separate
areas of the brain, that they are not always accurate, and

that they can be altered.
3 Forgetting bad things that have happened to us helps us
to get over the experiences and move on.

Speak up
7 Ask students to read the posts and discuss the questions
in pairs.

Read through the fun footer with the class and ask them
to discuss it in pairs. Then elicit any interesting points from
the students.

Ask students to close their books. Tell them that they are
going to do a memory quiz on the vocabulary in the article.
Ask students to write the numbers 1–8 on a new piece of
paper. Say: Number 1: can you remember the word in the
article which meant ‘a special area or field’? Students should
write down the word realm. Continue reading the remaining
meanings from Ex 5. Then elicit the answers.
Ask and elicit answers to the following questions: Did you
find it easy or difficult to remember the new vocabulary?
Do you have any system for recording new vocabulary?
If so, what?
Encourage students to adopt a system that works for them
for recording new vocabulary, such as a vocabulary notebook,
making lists on their smartphones, etc.
In preparation for the Grammar lesson, consider using the
technique of flipping the classroom by asking students
to complete Ex 1 of the Grammar lesson on page 10,
then reading the Grammar file review of past tenses on

page 142 or looking at the PowerPoint Grammar Presentation
before class, allowing more time for discussion and questions
during class.
Presentation tool:

Unit 1, Reading

Workbook / Online Practice:

pp4–5

Extra Practice App

Possible answer
I agree with Pushko3 that memory manipulation is quite
frightening. What if these sorts of technologies were to fall
into the wrong hands? I’m sceptical of what BaileyBoy says
about it being a good application of science. In my view,
there are far more important things that scientists could
be dedicating their time to, like trying to tackle diseases or
climate change.

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GRAMMAR

Possible answers
1 Could you help me with this homework? / I was wondering
if you could help me with this homework?
2 Did you want to tell me what’s wrong? / I was wondering
if you wanted to tell me what’s wrong?
3 I was hoping you might have enough time to come
shopping with me. / Did you have enough time to come
shopping with me?
4 I was thinking we might put our heads together to
brainstorm some ideas. / My idea was that we could put
our heads together to brainstorm some ideas.
5 I was wondering if I could borrow ten pounds from you. /
Could I (possibly) borrow ten pounds from you?

SB p10

To start
Use the start of this lesson to assess students’ existing
knowledge of the target grammar point. Write the following
on the board:
1 something you remember from the previous lesson
2 something you hadn’t heard of until recently
3 something you used to like but have changed your
mind about
4 something you hadn’t done before coming to the
lesson today
Put students into pairs to think of something in each
category. Circulate, listening to their use of past forms,
and noting down any errors to spend more time on later.

Ask a few students to share what they talked about.

explore grammar

SB p142

1 Go through the PowerPoint Grammar Presentation

and give students time to read the review of past
tenses in the explore grammar box. Ask students
to discuss in pairs why each bolded past form has
been used. Focus students’ attention on each pair
of sentences, eliciting the reason for the past form in
each sentence. Elicit the names for each form
(A: past simple, past continuous; B: past perfect,
past perfect continuous; C: used to/would).





Read through the section on creating distance.
Point out that the past forms to indicate politeness are
widely used in the workplace and in social situations,
especially in Britain. Point out the phrases I was
thinking, I was hoping and add that another common
one is I was wondering. Point out that tone of voice is
also very important in conveying politeness in English.
For more detailed notes on past forms, ask students
to read the Grammar file on page 142 for homework

and complete practice activities 1–3 on page 143.
Atook = completed period; was touching = focus on
experience/activity in progress
Baction before the simple past of ‘remembered’
Cemphasis on something true in the past but not now;
repetition of single action in the past; descriptive

watch out for
Would is only used for habits in the past, not states.
We use used to to talk about states (or habits): A few
years ago, I used to belong to a film club (NOT A few years
ago, I would belong to a film club).
Would is often used after used to to avoid repetition:
I used to belong to a film club and we would watch a new
film every week.

2 Write an example on the board: Can you give me a hand

with this? Elicit how it could be made more polite with the
past tense (Could you give me a hand … ?). Ask students
to rewrite the sentences to show politeness. Elicit the
answers. Ask students to practise asking the questions in
pairs. Their partner can make up an answer.

extra: fast finishers
Give fast finishers a few more questions to make more
polite using the past. Write the following on the board.
6 Can you remind me what time the show starts?
7 Are you able to change the plan?
8 Do you want to come tomorrow?

3

1.1 Tell students they are going to listen to an
interview with a woman talking about some of her
memories. Play the recording while students answer the
questions. Then elicit the answers.
1 When she was younger, it was better.
2 She could remember all the details of their appearance.
3 She remembered a list of verbs (she has a
photographic memory).

4 Ask students to choose the correct forms, then compare

their answers in pairs. Go through the answers as a class.
Point out that both alternatives are possible in 2 because
used to/would can often be used interchangeably,
although used to places more emphasis on something
which is no longer true now. In 3, the continuous tense
emphasises that the action was ongoing.
1 used to ​​2 would/used to ​​3 ‘d been following/
’d followed ​​4 was watching ​​5 had been pouring ​​
6 started ​​7 ordered ​​8 found ​​9 was actually staying

5 Ask students to read the text quickly to find out what

happened to Ethan. Ask students to choose the correct
forms. Students compare their answers in pairs.
1 would/used to check ​​2 faded ​​3 started ​​4 recorded ​
​5 had never experienced ​​6 began ​​

7 hadn’t been watching ​​8 hadn’t been drinking ​​
9 had warned ​​10 arrived ​​11 used to start/started ​
​12 was lying ​​13 woke up ​​14 had disturbed

6 Ask students to talk about their ideas for Ethan’s

recurring nightmare before writing their paragraph.
Elicit and write on the board a list of narrative tenses
for students to include: past simple, past perfect,
past perfect continuous, used to, would.
Possible answer
In his dream, he was lying in bed and he woke up because
some noise had disturbed him. When he looked up, he saw
that his cat had transformed into a giant spider which was
crawling up over his bedspread. It climbed over his face.
He tried to scream but no sound came out …

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1 Look ahead, look back

VOCABULARY

GRAMMAR (Continued)

Speak up
7 Consider sharing the possible answers in the answer key

or your own personal answer as a model. Give students a
moment to think about their ideas before sharing in pairs.
Remind students to think about using the appropriate
narrative tense during the discussion. Ask a few students
to share a response to one of the questions with the
class. It may be helpful to keep a note of who you have
called on to share to ensure every student gets invited to
share regularly.
Possible answers
1 Once, I had this awful nightmare about sitting an exam
I had been studying for. In the dream, I got to the exam
room, but then I found that I had forgotten a pen. I kept
rummaging in my bag, trying to find one, but it was
empty. I tried to get the attention of the examiner and
the other candidates, but everyone just ignored me, I was
waving my hands and even called out but no one did
anything. It was like I was completely invisible! I was so
relieved when I woke up and discovered it was all only a
dream! When I sat the real exam, I took at least a dozen
pens. A few people looked at me strangely, but I wasn’t
taking any chances after my bad dream!
2 When I was four, I got separated from my dad at an
open market. Apparently, I had wandered off while he
was buying something from a stall. Anyway, after a few
minutes, I was getting pretty upset, so one of the other
stallholders asked if I was OK. Here’s where the memory
bit comes in: even though I was only four, I had memorised

my dad’s mobile number. He had been looking for me
everywhere and was very relieved to get a call saying I was
all right. It’s just lucky that I was able to remember the
number when it mattered, I guess!

memory: verbs and collocations
To start
Tell students that the aim of this lesson is to revise and
learn verbs and collocations (words that go together) related
to memory.
Put students into groups of three and give them two minutes
to write down as many verbs or phrases related to memory as
they can. Elicit the words and write them on the board.
Write these topics on the board: memorise song lyrics, remind
yourself what you have to do, remember birthdays and special
events. Ask students to discuss the best strategies they could
use to do these things. Ask each group to report back with a
couple of strategies, especially any unusual ideas.

1 Ask students to look at the photograph for eight seconds
and then cover it or close their books. Elicit any people
that students can remember and what they looked like.
Possible answers
• young man at the front with light brown hair and two
thumbs up
• tanned man with short hair, smiling
• young man with blue hair and a painted face
• blond young man with black t-shirt, arm in air
• four slightly older men in fluorescent orange tops, two
with wigs

• young man with heart-shaped sunglasses
• woman with dark hair and dark glasses with two arms
raised, dark glasses, fringe

2 Put students into pairs to discuss the questions. They

might consider looks or personality for question 1. Ask a
few pairs to share their ideas.

Fun footer

Possible answers
1 I’m really into fashion, so I tend to notice and remember
what people wear. / I tend to notice how people are
feeling, did they have a happy vibe or were they stressed? /
I often remember faces or hair.
2 People always seem to remember my name because it’s
unique. / People probably remember my glasses and that
I’m quite tall. / I’ve been told that people remember my
sense of humour because I make so many jokes.

Ask students to read the footer. Ask students to think of
three things they would like to know about dreaming.
If students have the internet, they can research this
information, then share it with the class. Otherwise,
ask students to find out for homework.

To finish
Ask students to work in pairs and discuss the following
question: Do you think the content of our dreams comes from

memories of recent events, events from a long time ago or
just our imagination? Elicit some ideas.
Presentation tool:

Unit 1, Grammar

Workbook / Online Practice:

p6

Photocopiable activities:

1A, 1B

Grammar reference and practice:

SB p142

Audioscript:

SB p175

SB p11

3

1.2 Ask students to predict what a ‘super recogniser’
might be and what kind of work they could do for the
police. Play the recording for students to check their
ideas. Elicit the answers.

1 someone with an extraordinary memory for faces
(it’s what we call people who have an extraordinary
memory for faces)
2 They can spot criminals in crowd scenes. (The police use
people like me to scan photos of individuals and groups to
spot people, like petty criminals in potential riot situations
and so on.)

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