Table Of Content

JacI<y N ewb roo 1< with Richard Acklam and Araminta Crace oln Intermediate teacher's bool< .a. ~ a'a IIIIIIIW" Longman -------- Contents Introduction 4 Teaching procedures and advice 8 Overview of the PET,FCEand CElS exams 11 UNIT 1 A question of family 15 UNIT 2 Time out 21 UNIT 3 The senses 26 UNIT 4 Practice makes perfect? 33 UNIT 5 Behind the mask 39 UNIT 6 Whatever next? 45 UNIT 7 Body works 51 UNIT 8 lifestyle 56 UNIT 9 More than words 62 UNIT 10 Animal world 69 UNIT 11 Danger! 75 UNIT 12 Do you remember? 80 UNIT 13 Down under 85 UNIT 14 Elements of nature 90 UNIT 15 The business of food 95 Recording scripts 101 Unit and Progress tests 111 Test keys 146 Teacher's notes for photocopiable activities 150 Photocopiable activities 168 3 Introduction reported speech, etc. and to work on eliminating any errors they may make with basicstructures, such as The students with whom you will be using Going for direct questions. Itwill be necessaryto introduce them Gold Intermediate will have studied Englishfor around to some more complex structures such asconditionals. 300 hours. They may have taken or be planning to take They may feel that they lack vocabulary and they will the Preliminary EnglishTest(PET)or one or more want to increasethe number of words they can Certificates in English language Skills(CElS) at recognise and useeasily.Basiclexical setswill need to Preliminary level. Theseexams are based on the Council be revisedand extended, and they will need to expand of Europe Threshold level, or the Common European their knowledge of word formation and phrasal verbs. Framework level B1.Your students may also be They will need help and advice in developing strategies intending to take the Cambridge FirstCertificate in to extend their usable vocabulary, including useof a English(FCE)exam after another year or two yearsof dictionary and outside reading. study. When speaking, they will probably have an idea of According to the Threshold specifications, Intermediate- some of the communicative functions of English, but level speakers: they may not usethem naturally. They may feel that • should be able to cope in a range of everyday they need a lot of speaking practice to increasetheir situations which require a largely predictable useof confidence in their own communicative ability. Their language. pronunciation needsto be clear and comprehensible, • should be able to deal with authentic materials, such although not necessarilyperfect! Theywill be able to aspublic notices, guides and magazine articles. manage basic listening tasks, such aslistening for • should be able to get necessaryinformation from factual information, but they may have some difficulty information centres, understand acommentary and with more abstract texts. When they are reading, they ask questions to get more information when should be able to extract specific information, but they travelling abroad. will need help in handling more complex tasks such as • should not be expected to deal with technical identifying the structure of atext, identifying reference language. and inferring meaning from context. • if working, can describe their own job area, exchange factual information, receive instructions They will have had practice in writing various text and deal with telephone messages. types, such asletters, but they may need help in editing • can write personal letters within astandard format. and identifying errors sothat they can improve the • should be able to understand more than just facts accuracy of their work. They will also need to work on from reading and listening texts. a greater variety of writing task types, such asmemos, notes and articles. Although successin the Preliminary EnglishTestisa good indicator of later successat FCE,your students An Intermediate course should consolidate, refine and may not be interested in taking international exams at extend what students already know, provide them with this stage, but in improving their Englishfor study or techniques for continuing to learn and provide help personal reasons. with specific techniques required by any exams they may choose to take. During an Intermediate course, Intermediate-level students will have met many of the students should be developing their own study skills basicgrammatical areasbefore, but they may still and strategies for improving their own language ability. make fairly basicerrors and may have difficulty in using They should bethinking about ways of recording the structures naturally. They will need to revise and vocabulary that suit their own learning style, doing practise such familiar grammatical areasasverb tenses, further grammar work to build on what isdone in the ::::~-sebook, and identifying other ways of continuing Maximiser provides comprehensive exam training for =~=' -=~ ~e course. the PETaswell asrevision and practice of key grammar and vocabulary tested in the exam. It may also be used -Ie table below givesa general overview of the on itsown asan intensive short course for the PET. Common European Framework levelsand the Cambridge main suite and CELSexams, and where the Going for Gold and Gold seriesfits into this. Common Guided Cambridge Cambridge Gold series Organisation of the Coursebook European Learning ESOL ESOL Framework Hours Main suite Certificates The Going for Gold Intermediate Coursebook level from exams in English progressively develops students' competence in all areas beginner Language Skills (CELS) of language through 15 graded units. At the same A2 Approx. KET(Key time, graded tasks of the type found in the Cambridge 180-200 English Test) PETand FCEexams provide students with a gradual 81 Approx. PET CELS Going for Gold introduction to the requirements of the exams. Units 350-400 (Preliminary Preliminary Intermediate 1-7contain PETstyle tasks, while Units 8-15 move on English Test) to include tasks in FCEformat. The different task types 82 Approx. FCE(First CELSVantage Going for Gold 500-600 Certificate in Upper are labelled in the Teacher'sBook. English) Intermediate FirstCertificate Units 3, 6, 9 and 12are each followed by aProgress Gold check, which reviews students' knowledge of the Cl Approx. CAE CELSHigher Advanced language presented in the previous units. The Progress 700-800 (Certificate in Gold checks include exercisesin graded PETand FCEexam Advanced English) format. C2 Approx. CPE NEW Eachunit in the Going for Gold Intermediate 1,000-2,000 (Certificate of Proficiency Proficiency in Gold Coursebook provides an integrated package containing English the presentation and practice of grammar and vocabulary aswell asthe four skills, all linked to a theme. Features of the Going for Gold Inaddition to the units themselves, at the back of the course Going for Gold Intermediate Coursebook you will find a unit by unit Grammar reference, a Writing reference Going for Gold isatwo-level Intermediate and Upper and Communication activities. The Grammar reference Intermediate course designed to develop students' summarises and givesexamples of the grammar points language skillsand provide a gradual introduction to presented in each unit. TheWriting reference isdivided the requirements of the Cambridge PETand FCE into two sections. Section A provides help with the exams. Going for Gold Intermediate issuitable for PET basicsof writing, including how to construct accurate preparation, particularly if usedwith the PETGold Exam sentences, paragraphing, spelling and punctuation. Maximiser. Going for Gold Upper-Intermediate isthe Section Bprovides model answers for allthe types of perfect lead-in to First Certificate Gold. Going for Gold writing taught in the course (informal letters, stories, may also be usedwith students wishing to sit the compositions, reports, articles) together with Dosand Cambridge Certificates in English Language Skills. Don'ts and useful language. The components of the Going for Gold Intermediate Grammar course include: Going for Gold Intermediate Various different approaches are usedfor the Coursebook, classcassettesand CDs; Going for Gold presentation and practice of grammar points. Intermediate Language Maximiser, cassettesor audio Structures to be presented are often taken from CDs,and this Teacher'sBook. authentic texts used previously in the unit, and then Also available isthe PETGold ExamMaximiser, which presented through analysisof errors or matching rules may be used aswell asor instead of the Going for to examples. This isfollowed by a number of controlled Gold Intermediate Language Maximiser with students practice activities, both spoken and written, and freer planning to take PET.Infull colour, the PETGold Exam practice activities where students can usethe target structure for themselves in writing or speaking. The Writing Teacher'sBook provides notes and suggestions for Writing activities reflect real-life tasks, including some procedures for dealing with the grammar sections and of those expected in the international exams.There is there are cross-references in the Coursebook to the support for students in completing the tasks, including relevant sections of the Grammar reference. vocabulary, planning and editing. TheWriting reference at the back of the Coursebook also provides help in all Vocabulary these areas, including models and exercises.Students A variety of presentation and practice techniques is are encouraged to work together to help each other to used in Gaing far Gald. The vocabulary work puts correct their work, to enable them to develop their words into a context, and often links them to lexical editing skills.There isa marking scheme suggested in setswhich give the students keytopic vocabulary. There the Teaching procedures section on page 10which will isalsowork on word formation. also encourage students to develop their editing skills. The practice activities provide students with techniques Speaking for organising vocabulary in different ways aswell as The grammar, vocabulary, reading, listening and writing giving them the chance to usethe words they have sections all provide opportunities for speaking practice learned in speaking or writing. There isan emphasis on through pair and group work. This may be controlled dictionary work, and on ways of recording vocabulary. or free practice. There are also specific speaking Reading practice activities in each unit, and further speaking practice in some of the photocopiable activities. The Thissymbol ~ highlights general ways of dealing with teacher's notes also suggest some further speaking particular types of reading tasks. practice where appropriate. Authentic texts used in the Coursebook aretaken from There isan emphasis on communicative language and a range of sources(newspapers, magazines, etc.) and strategies, and students are encouraged to respond to many texts have photographs or illustrations, which can what issaidto them sothat their conversations sound be used asaway of getting students interested in the natural. topic of the text or predicting the content. A wide variety of real-life reading skillsare presented and Watch Out! boxes practised, including guessing unknown words through Theseare designed to pick up on mistakes that are context. Where the skillsare tested in an international commonly made by Intermediate students. They are exam, this ishighlighted in the Teacher'sBook and often language points that have already been taught at suggestions are made for helping students deal with lower levels,but which students continue to find this exam task. difficult. The boxes also identify possible problem areas There are often discussion tasksfollowing the reading with new structures sothat students are lesslikely to texts to allow students to discussthe topic further and have difficulty with them. The boxes are interactive, to enable them to useand remember keyvocabulary making it easierfor students to remember the point. from the text. Grammar reference Listening Students are referred to the Grammar reference The listening texts aretaken from a range of sources, throughout Going far Gold Intermediate Coursebaak. and the recordings present students with avariety of They should useit for revision and for checking when (mild) accents. Keyvocabulary isoften presented before they are not clear on a grammatical point. They should students listen, and there are activities providing be encouraged to develop the habit of checking for practice in the key skills areasof listening for specific themselves, asthis will foster independence and make information, listening for gist and inferring meaning. it easierfor them to continue learning after the course. The ~symbol highlights general ways of dealing with particular types of listening tasks. Writing reference Thewriting reference isan important component of There are alsosome songs, which provide further skills the course. practice aswell asthe opportunity for students to listen for pleasure. Section A provides help with basicwriting skills. Short Going for Gold Intermediate Teacher's Book taskscheck students' understanding of these skills, so ThisTeacher'sBook provides guidance on how to use the section can be usedfor teaching aswell as the material in the Coursebook effectively. The section reference. on Teachingprocedures and advice (p. 8) suggests Section Bprovides model answers for each of the text general approaches to the different sections of the types in the course, and students can refer to these for course and ways to deal with the different skills guidance when they meet a new text type. components. The general aims of each unit section are explained at Going for Gold Intermediate Language the start, to facilitate lesson planning. Exam Maximiser information boxes indicate when activities and tasks provide relevant training and practice for PET,FCEor The other major component of Going for Gold CELS.Teaching tips show how approaches to exam- Intermediate isthe Going for Gold Language type tasks in the classroom can also help students with Maximiser. Working through the exercisesin the improving their general language ability. Language Maximiser will help students consolidate and extend the language and skills presented in the Answers to all exercisesin the Coursebook arefound at Coursebook. The Language Maximiser isavailable in the end of each section of notes. Explanations of two versions, with or without key.The key contains righVwrong answers are often provided, where helpful. answers to all the exercises,and tapescripts for The recording scripts for all the listening tasks in the speaking and listening tasks. Cassettesor audio CDs units are at the back of the Teacher'sBook sothat they are available, containing all the listening material. can be photocopied easilyif you want to usethem with your students. Organisation of the Language Maximiser At the back of the Teacher'sBook you will alsofind a The Language Maximiser consists of 15 units which section of photocopiable activities, which provide extra correspond thematically to the Coursebook. Eachunit communicative practice in key skillsareas.Theseare provides extensive consolidation and extension of linked to the units and provide extra practice of an grammar and vocabulary covered in the Coursebook important area presented in the unit. Detailed teaching unit. There isalsofurther practice of writing to support notes state the aims and rationale of each the relevant section in each Coursebook unit. Speaking photocopiable activity, and provide astep-by-step sections consolidate and practise functions presented in procedure for using them in class. the Coursebook, such asexpressing opinions, negotiating and coming to a decision. Youwill alsofind a bank of 15 photocopiable tests, including ten Unit tests and five Progresstests. The In addition, the Language Maximiser provides eight Progresstests are to be used after your students have further topic-related reading tasks and eight listening completed Units 3, 6, 9, 12 and 15. These reviseand tasks. test the material covered in the previous three units. The Unit tests consist of exerciseswhich test the Using the Language Maximiser material covered in asingle unit. They are easyto The Language Maximiser can be used in classasa administer and should take no more than 30 minutes means of providing immediate follow-up work for for students to complete. The Progresstests should grammar and vocabulary or writing. Alternatively, take about one hour to complete. Answer keysto the students can do the appropriate exercisesfor tests are provided and students can correct their own homework. The additional reading, listening and work if you prefer. speaking practice can also be done in classor for additional practice at home. Teaching procedures and advice • guessing the meaning of unknown words and phrasesthrough context The Going for Gold Intermediate Coursebook aims to • understanding text organisation. develop students' overall language knowledge and Theseare also keyskills areasfor the PET,FCEand CElS ability to cope in general situations. Described below exams. aresuggested procedures for dealing with grammar, Students should be encouraged to usewhat they know vocabulary and skills.The unit-by-unit notes contain - layout, style, headings, title - to help them to deal further specific suggestions for activities where with any unknown parts of atext before they start to appropriate, together with suggestions asto when to read. Tohelp them do this, it isa good idea to start by usethe photocopiable activities at the end of this getting an overall impression of atext before looking at Teacher'sBook. The Coursebook also aims to train the different parts of it in detail. The Coursebook provides skillsand techniques required bythe PET,FCEand CElS pre-reading activities to train students to approach texts exams, and there are exercisesin exam format and in this way. exam hints. Some possible ways of approaching a reading text include: • introducing the topic of the text in a general discussion before students open their books. This will arouse their interest in the text, and may elicit When checking answers to work done in any section of some of the keyvocabulary and ideassothat the the Coursebook, it isa good idea to follow the same text will be easierfor them to read. approach. • encouraging students to notice the layout and to • Encourage students to work in pairs wherever usethe title of any text to get an idea of the text possible sothat they haveto justify and explain their type and to predict the content. answers to each other. This makes them refer back • telling students to skim through the text to check to the reading text, listening text or grammar their predictions and to get ageneral idea of explanation, and may often help them to see content, purpose and how the text isorganised. whether they have made a mistake. • If students have been working alone, then allow Make surethat students understand the task and what them to compare their answers before checking they haveto do. Explainthat the reading skills used are them with the whole classsothat they have to different for each different exercise,and encourage explain and justify their answers. them to talk about the approach they could take to • When checking answers with the class,always each reading task. discusswrong answers asthis helps students to see When you are reading atext in class,it isa good idea how to find the correct answer. to set atime limit. Thiswill make it easierto deal with the task in class,and it will also start to develop students' confidence in dealing with avariety of reading tasks in a limited time, asin exams. Useful real-life reading skills developed in Going Decide whether you want to allow students to use for Gold Intermediate Coursebook include: dictionaries in class.learning to usea dictionary • understanding main ideasand details correctly isavaluable skill and enables the students to • inferring writer's attitude or opinion work on other texts outside classwithout the help of a • identifying the purpose of atext teacher. (If the task includes working out the meaning of words from context, then obviously dictionaries • Write some keywords on piecesof paper and put should not be used.) these into a box. Ask individual students (or pairs of students) to pick out aword and then usethat word in a sentence. The classcan sayif the word was General procedures for vocabulary used correctly or not. development Students at this level often feel that they need more vocabulary work, and the Coursebook hasmany Pre-listening tasks in the Coursebook help students to sections providing key topic vocabulary. Words are predict the content of what they will hear.Aswith always given a context, sothat students can seehow reading activities, it iseasier if students have an idea of they are actually used. what the task isabout. Encourage students to work out the meaning of words • Introduce the topic of the text in a general for themselves wherever possible, and to recognise and discussion before students listen, to arouse their work out contextualised clues.They will gain interest. The discussion may also elicit some key confidence if they realisethat they do not need to vocabulary and ideasthat will make the listening understand every single word in atext, and that they task easierfor them. can often work out the meaning of the important key • Remind students to readthrough the task before items for themselves. they listen, to help them predict what they might hear. Encourage students to usea monolingual dictionary • After playing the recording once, encourage rather than a bilingual dictionary, asthis will help them students to compare their answers. Thiswill help to avoid direct translation. They should useagood them to understand and explain what they've heard, monolingual dictionary such asthe Longman WordWise and will also reinforce skillsthey need for exams. Dictionary, which gives information not only about • Usethe tapescripts if students have realdifficulty meaning but also about grammar and pronunciation, with the listening, but only asafollow-up activity. If and provides examples of possible contexts. you do allow students to readthe tapescript, then Encourage students to think about the bestways of play the recording while they follow it (stopping at recording vocabulary. Remind them that it isbetter not any points where they had particular difficulty). Then to write down single words, but to link them to finish the lesson bytaking the tapescript away and phrasesor put them in sentences. They could: playing the recording again to reinforce the target • useindex cards, with example sentences. listening skill. • usea notebook and record vocabulary under topics, • After completing any listening tasks, askfollow-up e.g. words connected with travel. This isespecially discussion questions sothat students can react to useful for exam work: the PETexam hasaclear topic the topic and give their opinions. There are list. suggestions in the Coursebook for these questions. • usea spidergram to give avisual picture of how words fit together. This may help them to remember the words more easily. General procedures for presenting and practising grammar Some suggestions for reviewing vocabulary in class • Develop a routine of starting each lessonby asking Inthe Coursebook, grammar isalways presented in a students to recallfive new words or phrasesthey context. There are taskswhich activate students' learned in the previous lesson. If they do this in small understanding of the rules for using the target groups, this will increasethe number of words structure, and opportunities for further practice. Ask discussedand remembered. Eachgroup could then students to check their answers with each other before report their words back to the class. you go through them with the whole class,and • Write some words from an earlier unit on the board encourage them to usethe Grammar reference for and ask students to write atwo-line dialogue or themselves. Thiswill make them more independent of short story using these words in a natural way. They the teacher and help them to develop their own could read their dialogues to the classor to another strategies for continued learning. pair. General procedures for writing General procedures for speaking Encourage students to usethe Writing reference The fluency activities in the Coursebook are avery section in the Coursebook, asthis provides help with important part of the course, and students should be keywriting skills, such asspelling and text organisation given time to complete them. There arethree ways of aswell asmodel answers for different types of writing. dealing with these speaking activities: • asawhole class Students should be encouraged to follow the following • in pairs procedure whenever they do any written task: • In groups. • Readthe question or task and highlight any key words and instructions on what to include. The teaching notes for individual units provide • Think about the topic and make notes. Make a plan. suggestions on the best approach to take with different • Expand the notes into the full writing task. speaking tasks. When the task mirrors an exam task • Readthe finished writing through to check that it then it isa good idea to do it in pairs, asin the exam. makes senseand isclear.Check carefully for There are alsoshort speaking sections at the end of spelling, punctuation and other mistakes. many listening or reading tasks, where students are Encourage students to exchange their writing for other asked for their opinions on what they have heard or students to check - this will help them to develop their read. Theseprovide an ideal opportunity for students to own editing skills.When students write in class, use new vocabulary in a meaningful and productive encourage them to work in pairsfor the same reason. way. When you mark students' written work, it will Encourage students to respond to what others say,and encourage them to edit and evaluate their own work if teach strategies for moving conversations along. There you usethe correction code that follows. Underline the ishelp in the Coursebook with this, and there are also part of the sentence where the mistake isand write the suggested activities in the teaching notes for individual appropriate code at the end of the line. Go through units and extra photocopiable activities. the code at the beginning of the course and make sure Trynot to 'assess'students when they are doing a that the students understand what it means. After that speaking activity. Instead, monitor their mistakes and they should be able to correct their own work. go through the mistakes with the whole class,either immediately after the activity or in a later lesson. Don't Correction code saywho made the errors. Alternatively, you could write Vf = verb form, e.g. My father always Q.@y football aworksheet with sentences containing the errors and on Saturdays. use it asa classdiagnostic activity or short test later. = Vt verb tense, e.g. Lastyear Ihave visited France. Ww =wrong word, e.g. We arrived to the meeting There ispronunciation work in the Coursebook and five minutes early. some extra practice in the photocopiable activities. Wo = word order, e.g. Ido usually my homework in When you write new words on the board, you could the evening. encourage students to mark the stresson the words, to G= grammar, e.g. Why you not tell me you were develop their awareness of the importance of this Italian? aspect of pronunciation. = Sp spelling, e.g. Ilike going out with my freinds. P= punctuation, e.g. Do you like teal ?= meaning or handwriting not clear,e.g. Iwent to London next week. /\ = missing word, e.g. Iwrote an email my friend yesterday. and Overview of the PET, FCE CElS exams Paper 1 Reading and Writing 1 hour 30 mins The Reading paper hasfive parts. There are 35 The PETexam tests the useof language in real-life questions and each question hasone mark. The situations in Reading, Writing, Listening and Speaking. student score isthen converted to afinal mark out Theexam isbased on the Council of Europe Threshold of 25. Level(Common European Framework B1,ALTELevel2), Part 1 Multiple-choice 5questions Students read and isapproximately two-thirds of the way towards the questions notices, signsor FirstCertificate in English. messagesand decide what they mean. Aims of PET Part2 Matching 5questions Students read PETreflects the useof language in real life. It descriptions descriptions of to texts people and match corresponds closelyto an active and communicative them to appropriate approach to learning English, while still placing holidays, books, etc. importance on clarity and accuracy.The successful PET Part3 True/false 10questions Students read a candidate should be able to communicate satisfactorily factual text and in most everyday situations with both native and non- decide if statements aretrue or false. native speakers of English. Thisaim corresponds to the recommendations of the Council of Europe'sThreshold Part4 Multiple-choice 5questions Students choose questions the best answer to Specification (Common European Framework B1). questions with four options. Assessment and marking Part5 Multiple-choice 10questions Students choose the Inthe exam the four skillsaretested in three papers. cloze bestword to fill a Eachcomponent carries 25% of the final mark. The gap inatext from four options. actual scoresareweighted to achieve this balance. There isno minimum passmark for individual papers. The Writing paper hasthree parts. There are two passing grades, Passwith Merit Part 1has 5 questions and 5 marks. (approximately 85% of the total mark) and Pass Part2 ismarked out of 5. (approximately 70% of the total mark). There are also Part3 ismarked out of 15. two failing grades, Narrow Fail(within 5% of Pass mark) and Fail. Part 1 Transformations 5questions Students rewrite five sentences. Part2 Short 35-45 words Students write short communicative messages,giving message three piecesof information. Part3 Continuous 100words Students choose to writing - an write either an informal letter informal letter or a or story story.