Table Of Content

Gold Experience Introduction Welcome to Gold Experience, a fi ve-level exam The topics are from contemporary contexts such as the preparation and general English course for teenagers. The Internet, social media, television and magazines, as well fi ve levels, which correspond to the Common European as content-rich CLIL topics from which your students will Framework of Reference levels A1, A2, B1, B 1+ and B2, learn about the world. provide thorough preparation for Cambridge English Key Gold Experience offers a complete package of print and for Schools, Preliminary for Schools and First for Schools digital materials which provide maximum fl exibility for examinations and comprehensive language development. your teaching situation. Gold Experience is a fast-paced course written to engage and motivate teenage students with varied, age-appropriate topics and activities which will make English lessons enjoyable and productive for both you and your class. Blended package Print package Digital package Print and digital Gold Experience Print Gold Experience is a complete Digital Gold Experience is the ideal package offers maximum fl exibility teaching package with a print package for schools working in a fully with both print and online Workbook. digital environment. components. For the student: For the student: For the student: Students’ Book Students’ Book & Multi-ROM Students’ eText MyEnglishLab with audio and video MyEnglishLab Grammar and Vocabulary Workbook For the teacher: For the teacher: For the teacher: eText IWB software Students’ Book & Multi-ROM eText IWB software MyEnglishLab with audio and video MyEnglishLab Teacher’s Online Resource Materials Grammar and Vocabulary Workbook Teacher’s Online Resource Materials Teacher’s Online Resource Materials 4 Gold ExperieNce A03_GXP_TB_A2GLB_3683_INT.indd 4 19/02/2014 10:18 Gold Experience A2 Components Gold Experience A2 is ideal for pre- and young teenagers MyEnglishLab at pre-intermediate level in general English classes and Gold Experience MyEnglishLab includes all the Workbook those who are working towards the Cambridge Key (KET) exercises in interactive format along with additional for Schools examination. reading, writing, listening and speaking skills, as well as practice and review tests. With instantly graded activities Students’ Book plus tips and feedback, students are supported and The twelve topic-based units offer thorough input and guided to successfully complete the exercises. practice of reading, writing, listening and speaking Also on Gold Experience MyEnglishLab are the Students’ skills, with topic vocabulary and grammar presented in Book video and audio. situations which exemplify their meaning and use. There are many opportunities for students to share their Teacher’s Online Resource ideas, opinions and knowledge of the world. Lessons start Materials with a Power Up activity which is designed to activate All the support a busy teacher needs is available online on students’ existing knowledge and stimulate their interest in the Pearson Portal or through your local Pearson rep. the topic. (cid:127) Teaching notes with a wealth of additional classroom Learner training is an important aspect of Gold ideas, integrated answer keys and audio scripts Experience. Skill and Exam tips give clear, simple advice (cid:127) Photocopiable worksheets on how students can develop their language and exam (cid:127) Unit, mid- and end-of-year tests skills. Word XP boxes highlight aspects of lexis, for example, collocation and forming nouns from verbs, so eText for teachers students develop good vocabulary-learning strategies. eText for teachers is a digital component for classroom use Each unit in Gold Experience has a Video clip either on an interactive whiteboard. Available online or on disk, from TV or fi lmed especially for the course. The TV clips it contains the Students’ Book in digital format with links are fully integrated with the main reading text, while the to audio, video, games and the Teacher’s Online Resource other clips show teenagers involved in topic-based tasks, Materials. activities and mini-dramas that students use as a basis for project work. MyEnglishLab for teachers After every two units there is a Revision spread which The teacher view of MyEnglishLab gives you a full reinforces the vocabulary and grammar students have learning management system with a range of practical, learnt. problem-solving teaching tools. eText for students (cid:127) You can assign tasks to the whole class, groups or individual students depending on their needs. eText is the students’ online or tablet component which (cid:127) The communication tools allow you to send messages contains the Students’ Book pages with integrated links to to your students and, if you wish, keep in contact audio, video and games. outside of class. (cid:127) The gradebook lets you see how individual students Workbook and the whole class are progressing. The Workbook offers practice of all the vocabulary and (cid:127) The common error report enables you to see which grammar areas taught in the Students’ Book and is problems are the most common and which of your suitable for both classroom self-study and homework. students are making these mistakes. With this information, you can focus classroom time on the areas that need the most work. (cid:127) The review tests can be assigned at the time that suits your teaching programme. 5 A03_GXP_TB_A2GLB_3683_INT.indd 5 19/02/2014 10:18 Students’ Book Organisation Spread 1, pp 98–99 1 Discussion-based task to raise interest in the topic 2 Gist activities to familiarise students with the reading 1 text 3 Reading task in the style of the Cambridge Key for Schools exam 4 3 A task to help students 2 identify, summarise and rephrase main ideas in the text 5 An activity that allows the 4 students to use English in a personalised context 5 6 Topics are brought to life in the classroom through motivating video clips 6 Spread 2, pp 100–101 1 New vocabulary presented through engaging photos which make the meaning clear 1 2 A useful vocabulary learning tip 4 3 A fun activity that encourages the use of the 5 key words 4 2 Clearly presented grammar with example sentences from the main reading text and usage notes 5 6 Students practise the 3 pronunciation of the grammar in model sentences 6 An activity that allows the students to use the grammar in a personalised context 6 Gold ExperieNce A03_GXP_TB_A2GLB_3683_INT.indd 6 19/02/2014 10:19 Students’ Book Organisation Spread 3, pp 102–103 1 Carefully staged activities that develop listening skills 2 Exam tip to help students 1 4 succeed in the exam task 2 3 A second grammar point with example sentences from the listening and usage notes 3 4 Carefully staged activities that develop speaking skills and confi dence 6 5 Useful functional language that students need to express themselves 5 6 Skill tip to help students communicate effectively Spread 4, pp 104–105 1 An example of the text type which gives contextualised practice of the grammar and 5 vocabulary needed for the writing task 2 Carefully staged activities that develop writing skills 3 6 Teen-appropriate writing tasks that also prepare 2 students for the Cambridge Key for Schools exam 3 1 4 A tip to help develop good writing skills 5 4 An engaging video clip which 7 allows students to see and hear English in use 6 Pre-, while and post-view activities so students get the most from watching the video 7 An open activity so students present their ideas to their classmates 7 A03_GXP_TB_A2GLB_3683_INT.indd 7 19/02/2014 10:19 Starter 1 Focus students’ attention on the identity cards. Tell your Unit objectives students that they are going to read the identity cards very quickly to fi nd out information. Read through the items in Reading: have got; is/are; present simple numbers 1–7, checking that your students know what they Vocabulary: there is/are; personal possessions; mean, and ask students to fi nd examples of each, pointing countables/uncountables out that there are several possibilities in some cases. Grammar: Wh- questions Conduct feedback around the class. Listening: classroom language 1 Petit/Turan/Leyland/Yale 2 Kennett Street Speaking: pronouncing the English alphabet; asking 3 M11 2WH / OX2 6YN 4 Turkish/British and answering about spelling 5 Fabrice/Serap/Jacob/Jenny/John/Emma/Bonzo 6 2/4/2001, 24/08/2000, 12/07/2015, 03/08/2015, 13 November, starter 12/12/2010 (SB pages 6–7) 7 0161 443 5788 / 01865 767 534 That’s me! 2 Students answer the questions individually and check with To start a partner. Alternatively, you can conduct this activity as a race, where students work in pairs to fi nd the answer and If this is your fi rst class, spend a little time getting to know put up their hands as soon as they have found it. (You can your students and letting them get to know each other. Here personalise this activity by providing coloured card or paper are some possible fi rst day activities: and asking students to design and customise their own Learning names identity cards. They can then add a photo or self-portrait if If this is the fi rst time your students have met each other, they wish. These can be displayed on your classroom wall to make sure they learn each other’s names! Introduce yourself, help your students quickly learn each other’s names.) saying your name and something you like, e.g. My name’s 2 Serap 3 British 4 tennis 5 Sydney 6 Serap 7 Jenny . . . and I like swimming. Ask the student on your right to introduce you to the class, e.g. Her name’s . . . and she likes swimming. The student then must say his/her name and Vocabulary share something he/she likes. This continues around the class 3 Direct your students’ attention to the items in the photo and until the last student has to remember everyone’s name. to the words in the box. Students work in pairs to match the Three truths and a lie items in the photo with the words. Conduct class feedback, Write three sentences about you on the board. One must drilling the pronunciation of any diffi cult words. Ask students be a lie. Ask students to tell you which is the lie and give to close their books. How many words can they remember? reasons for their answers. This works best if your lie is not A bag B jacket C trainers D comic E watch F keys G apple too obvious! Now ask your students to write three sentences H money I sunglasses J mobile phone about themselves, only two of which must be true. Students read their sentences out in small groups and have to spot 4 Focus students’ attention on the sentences and ask them each other’s lies. to complete them with a , an , some or any . Ask students to Establishing ground rules check their answers with a partner, and monitor carefully, The fi rst class is a good opportunity to establish ground seeing how well your students understand this language rules. You might like to prepare a class contract with your area. Conduct classroom feedback, encouraging students to students, which you both sign. Alternatively, write your top discuss their answers as a class. fi ve most important rules on a piece of paper and pin it to 1 some 2 a, a 3 some 4 any 5 an, a 6 some, a 7 any the wall. Students work in small groups, taking it in turns to go and read a rule, remember it and then run back and tell their group members, who write it down. At the end of this Listening activity, students can compare their set of rules with the 5 Ask students to read the questions and choose the correct original. answer. Ask students where they think these conversations take place (in a classroom). 8 Gold ExperieNce A04_GXP_TB_A2GLB_3683_STA.indd 8 19/02/2014 10:19 ➤ Track S.1 8 Read the conversations aloud with one of the students. Give 1 students a minute to practise these with a partner. Focus A: Can I have a pen, please? your students’ attention on the spelling game, drawing their attention to the useful phrases in the Language XP box. B: Yes, here you are. Monitor as your students play the game, noting any issues 2 with spelling or pronunciation. A: What page is it, please? B: Page fourteen. Students’ own answers. 3 9 Organise students into pairs. Demonstrate the activity by A: Can I open the window, please? choosing a word from the page and nominating a confi dent B: Yes, of course. student to spell it out loud for you. Direct students to the instructions in Exercise 9 and let them play the game. 6 Students listen and check their answers. Monitor as students do this, listening out for any commonly 1 B 2 A 3 C mispronounced letters or spelling mistakes. Conduct class feedback. Who managed to win the most points? 7 Students work in pairs, taking it in turns to ask and answer the questions. Encourage students to use these phrases in Students’ own answers. the English classroom on a daily basis. Ask students to work in groups to choose a phrase and write it neatly on a poster- To finish sized piece of paper. Display it in a visible place so students will be reminded to use the target language. Ask students Tell students that they are going to get to know their Gold to generate other classroom phrases and display these too, Experience coursebook. Ask students to work in small groups e.g. Can I borrow your rubber, please? Could you say that again, and give them each a set of ten Treasure Hunt questions. See please? which group can be fi rst to answer all ten questions, e.g. In which unit can I learn about technology? What is the title of Speaking Unit 7? Which unit is all about food? What do we usually do on the fi rst two pages of a unit? Note Homework Before you start the students on this speaking activity, check their pronunciation and understanding of the English MyEnglishLab alphabet. Then draw a large box on the board and write the letter a on its own. Group the letters b, c and d together. Explain that the letters in the alphabet can be grouped into diff erent sound families and ask students to give you more letters to join the /i:/ (b, c and d family). Ask students to copy the box and fi ll it in with the remaining letters of the alphabet, grouping them in the appropriate places. Conduct class feedback. Say the alphabet around the class. Ask a couple of volunteers to spell their surnames and write them up on the board. /eɪ/ A H J K /i:/ B C D E G P T V /e/ F L M N S X Z /aɪ/ I Y /əʊ/ O /u:/ Q U W /ɑ:/ R 9 A04_GXP_TB_A2GLB_3683_STA.indd 9 19/02/2014 10:19 01 Enjoy yourself Read on Unit objectives Background Reading: multiple-choice questions; reading for detailed information Jasmine Van den Boegarde and Fergus Gill are both real people, so your students may wish to fi nd out more about Vocabulary: hobbies and leisure; forming nouns and them. Tell them that they can see Fergus’ photos or listen to verbs Birdy’s music online. You can do this in class if time permits. Grammar: present simple; adverbs of frequency; much/ Your students might ask why Jasmine’s nickname is Birdy. This many is because when she was a baby, she opened her mouth very Listening: completing notes; listening for detail wide when she was feeding. Her family thought she looked Speaking: completing a conversation; likes and dislikes like a bird and she has still kept this nickname. Writing: an invitation to a friend; punctuation Fergus lives in a small village near the Sidlaw Hills, a very beautiful part of Scotland. He is surrounded by woods and farmland and doesn’t have to travel far to fi nd wildlife. Reading (SB pages 8–9) 2 Tell students they are going to read about two teenagers To start with interesting hobbies. Focus on the photos and ask students to describe what they see. Ask them to predict Write the title of the unit on the board, and tell your what hobbies they are going to read about and write their students that that they are going to be learning about hobbies predictions on the board. Look at the text’s title: Teen Talent . and interests in the next few lessons. Ask students to think of Check that students know what the word talent means (an something they like doing in their free time and get them to ability to do something very well). write it down without showing anyone. Students now mime Ask students to tell you about their classmates’ talents their free time activity to their partner, who has to guess what and elicit the adjective: talented . If necessary, pre-teach it is. Conduct class feedback: ask students to report back on the following vocabulary using concept questions to check their partners’ free time activity, and write new vocabulary on students’ understanding. the board. (cid:127) fans (people who love watching or listening to someone or something very much). Is a fan a person or a thing? Are you a Power up fan of Britney Spears? 1 Focus attention on the photos and ask students to describe (cid:127) nervous (to be worried or anxious about something). I s what they see. Check students’ understanding of free time nervous a good feeling or a bad feeling? When do you feel by asking them when they have free time: are they having nervous? free time now? (cid:127) to perform (to sing or act in front of an audience). W here do Elicit that free time is the time we have when we are not people perform? What can people perform? at school or working. Nominate a student to answer the (cid:127) to hang out (to spend time with people in a relaxed way). D o questions. Then choose another student to ask you the you like hanging out with your friends? Where do you hang out? questions so that you model the kind of answers which should follow, e.g . I like reading in my free time. I love walking (cid:127) prize (something you get for winning a competition or doing in the hills . something very well). Are people usually happy when they win prizes? What can people win prizes for? Give students a couple of minutes to ask and answer the questions. Then fi nd out if any pairs had interests in (cid:127) Give students a few minutes to read the texts in silence. Ask common. Ask students to report back on shared likes and them if any of their predictions were correct. dislikes. Which is the most popular hobby among your A Birdy B Fergus C Fergus D Birdy students? 3 After students have had the chance to read the questions Students’ own answers. and reread the articles, give them two minutes to fi ll in the table. Give students the opportunity to check answers with their partner before fi lling in the table on the board. 10 Gold ExperieNce Vocabulary Isabella (SB page 10) First name: Ali Hobbies and leisure Country: USA Hobby: writing songs, singing and playing the piano and guitar To start Gill First name: Fergus Divide the class into two groups. One group has to Country: Scotland remember as many diff erent facts about Birdy as they can; Hobby: photography/taking photos the other has to remember as much as they can about Fergus. 4 Refer students to the Exam advice. Students choose the Give your students a minute to prepare and then draw a correct answers. Give them a minute to check their answers line down the middle of the board, with Birdy and Fergus’s with a partner before conducting whole class feedback. Ask names as headings on each side. Students from each group students to correct the wrong answers orally, by referring take turns to run to the board and write down key words them back to the text, e.g. in number 3, ask students to fi nd associated with each teenager, e.g. singing for Birdy and the word in the text which describes how Birdy feels before photography for Fergus. Read through the information on the concerts (she always get nervous before she performs). board as a class, and see which group remembered the most. 1 A 2 C 3 B 4 A 5 C 6 A 7 B Students then work in pairs, taking it in turns to make sentences about Birdy and Fergus with the vocabulary on the board as prompts. Sum up 5 Refer students back to the table they completed in Exercise 1 Focus students’ attention on the picture and then read 3. Direct students to the sentences in Exercise 5 and ask through the verbs in the box together. Ask students to work them to work with a partner to make sentences about Birdy in pairs and see who can be fi rst to match the people in the and Fergus. Monitor, noting any problems you hear with picture with the verbs. pronunciation and form, and discuss these in class feedback. Conduct whole class feedback, focusing students’ attention on pronunciation. Ask students what other hobbies in the Students’ own answers. picture have not been mentioned and board their answers: play chess . Speak up A fi sh B paint C dance D cook E sing F read G draw 6 Give students a minute or so to prepare a reason for why they think Birdy and Fergus have interesting hobbies, e.g. I think Birdy’s hobby is interesting because she can travel a lot . Word XP I think Fergus’s hobby is interesting because he can learn a lot about diff erent animals. Read the information in the Word XP box with your class and ask students if they can think of more examples, e.g. Ask students to share their ideas with their partner. swim → swimming, paint → painting. Reorganise the pairs into small groups and ask them to share their ideas with their new group. In this way, the class should Write fi shing and dancing on the board and ask students to generate plenty of ideas. Monitor the class, prompting, tell you which part of the word is stressed (the fi rst part). encouraging and supplying language where necessary. See if your students can think of any more verbs which Conduct class feedback. Board any new language which remove the fi nal letter e in this situation, e.g. ride, make, emerged in the group discussions. phone, bake, take. Students’ own answers. Game on To finish Organise students into pairs to play this game. Nominate a Ask students to choose the hobby which they found most student to demonstrate the activity with you in front of the interesting, and organise students with the same choice into class. Let students play the game for a couple of minutes. pairs. Students work in pairs to write fi ve questions which Monitor, noting down any particularly interesting hobbies they would like to ask Fergus or Birdy, e.g. Why do you like that students think of. These can be shared in the class your hobby? Where do you usually do your hobby? When do you feedback. usually sing? Do you usually take photos alone? 2 Ask your students to fi ll in the gaps, adding - ing to the verbs Circulate, off ering support and linguistic input. Once you have to make nouns. Check answers around the class, focusing on checked your students’ questions, organise a roleplay where natural sounding pronunciation and making sure that the -i ng students take on the roles of the interviewer or either one of the teenagers. is pronounced in its weak form: / ən /. Check that students have spelled dancing correctly. Homework 1 reading 2 fi shing 3 dancing 4 cooking 5 painting 6 singing MyEnglishLab 11 3 Look at the spidergram and read the verb–noun collocations Grammar (SB page 11) together. Focus students’ attention on the words/phrases in the box and give them a minute to attach the nouns to To start the correct verbs. Give students an extra minute to see if they can add any more collocations to the spidergram, e.g. Give each of your students a hobby from Exercise 3 in the play football , collect key rings , go horse riding . Conduct class vocabulary lesson. If you have a big class, you may need some feedback and collect new ideas. Draw a larger spidergram extra hobbies, but make sure they collocate with one of the on the board with your students’ contributions. verbs from this exercise. (Extra hobbies could be the piano, tennis, swimming, soft toys, etc.) listen: to my iPod Call out diff erent verbs: when the students hear the verbs watch: a fi lm, TV their hobby collocates with, they have to stand up. For play: chess, computer games example, if you call out play, then students who have the go: on a sleepover, to the cinema following hobbies should stand up: the guitar, computer games collect: comics, postcards and chess. 4 Students fi ll in the sentences with the verbs from Exercise 3. Quickly check they have collocated correctly by asking them Ask students to check with their partners that they have to say the verb with their hobby. If they have not got the right remembered to use the correct form of the verb in each collocation, they are out of the game! case. Conduct feedback around the class. Grammar XP 2 goes 3 play 4 listen 5 collects 6 watch Read through the examples in the Grammar XP box. Check that students understand the meanings of the words habit Speak up and routine. You could focus on students’ timetables and 5 Nominate a student to read the conversation with you. when they learn English, e.g. every Tuesday and Thursday, so Students work in pairs to ask and answer questions about they get a personalised concept of a routine. each other’s hobbies. Conduct class feedback, sharing Focus students’ attention on how to form questions and examples of good language you have heard. If students negatives in the present simple tense. You could mark the are fi nding it diffi cult to talk about why they like doing their rising intonation in questions and falling intonation in short hobby/free time activity, then pause the activity. Write answers on the board, which will be useful when students down a few hobbies on the board and brainstorm ideas practise speaking later on. about why your students might like doing them, e.g. It’s fun ; Nominate a confi dent student and ask them to tell you about It’s relaxing ; It’s exciting ; I can do this hobby with my best friend . what they do in their free time, and write this on the board using the third person form of the present simple, e.g. Cello Students’ own answers. goes fi shing with her brother. Look at the adverbs of frequency together. Ask your chosen To finish student to tell you how often they do their free time activity, Write down the questions What’s your favourite hobby? and using one of the adverbs on the timeline. Ask students where Why do you like it? on the board. they think this adverb should go in the initial sentence and Organise a class mingle, where students talk to as many other write it in the correct place. students as they can, asking these two questions. After three Ask the class to think of questions they could ask the student minutes, stop the activity and ask the students to return to about his or her hobby. Write these questions on the board their seats. Working with a partner, they have two minutes to for the student to answer. jot down everything they remember about their classmates and their hobbies. Conduct class feedback: who has managed 1 Play Track 1.1 for students to listen. Then play Track 1.2 and to remember the most about their classmates’ hobbies? ask students to repeat. Focus attention on the pronunciation of do you: / ʤu: / and on the weak form of I . Practise saying Homework / jesədu: / and / nəʊədəʊnt / with the class. Workbook pages 4–5 MyEnglishLab ➤ Tracks 1.1–2 A: Do you like dancing? B: Yes, I do. C: No, I don’t. 12 Gold ExperieNce