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Ask students to skim (read quickly for gist) and find out who Josh Freese is and what is unusual
about the relationship with his fans. 2 Tell students that a process of elimination (a way of finding
the right answer by gradually deciding that none of the other answers are possible) is a very useful
technique when answering a multiple-choice cloze. It is often said that an apple a day keeps the
doctor away. Ask how the story ended (she dug her way out and was rescued). Students share their
sentences in pairs and ask questions as in the example. 9 Put students into small groups to discuss the
questions. Introduce question 2 by focusing on the code used for the same amount with a question
such as: Does it matter what number the “bag of gold” is worth. If it is a noun, students should
decide if it is singular or plural. 10 Ask students to fill in the gaps using the words in capitals at the
end of each line. I really want to learn to play it. 4 My friend and I haven’t got a lot each other when
it comes to music. 5 They often at the weekend. Remind students of the importance of tone (a
higher-pitched, varying tone is more likely to sound polite than a low, monotone). Next, students
should repeat the task by turning to page 136 and swapping roles. Ask students to work in pairs to
discuss what the answers might be. 3 Remind students that they may need to change words from the
recording to complete the gaps. Refer students to the Grammar Reference on page 146 and ask them
to read through the notes and examples. Students complete the text with one word in each gap. 5
Students compare their answers in pairs. When students finish, ask them to check their answers with
a partner. Prompt student A in each pair to start, allowing one minute to talk about the photos. Give
students a couple of minutes to write down as many jobs they can think of related to each category.
Note that the verb to project has a different stress to the noun project. Ask students to check in pairs
before doing a class check. Elicit the correct answer (like) and the reason (the subject not many
people is plural, so the verb like also needs to be plural so that it agrees with the subject.) Ask
students to work in pairs to complete the activity then do a class check. Elicit what it means (to
successfully complete something or get a good result). Play the recording. Ask students to discuss the
answers in pairs, then play the recording a second time. Students read the article, then answer the
questions in pairs. Answers 1 1 informal, because it’s for young people 2 describe a possession and
say why it’s important to you 2 A and B both answer the question, but Paragraph A is most effective.
3 Suggested answers: Paragraph two: B, C, F, G Paragraph three: A, D, E, H 4 Sample answer By
simply looking at my tablet, you wouldn’t be able to see how important it is to me. Write the
following example on the board: James is good friends with his brother, although there’s a big age
difference between them. Then ask students to indicate how they feel about the statements by
writing a tick, cross or question mark. If necessary, play the recording again for students to repeat the
intonation. 5 Read the Exam Tip aloud. Put two or three chairs in front of the class for volunteers to
sit in. Show students a coin and elicit what the names are for the two sides: heads and tails. One
person from each pair completes task 1 and the other completes task 2. Students put the reasons in
order of importance before comparing with a partner. 6 Check students understand all vocabulary
items. Students match the crimes and punishments in the way they think is most suitable. Students
complete the exercise, then compare answers in pairs.
Note that the verb to project has a different stress to the noun project. Alternatively, allow about 30
minutes in class while you monitor, providing help. All Silver projects are assessed by CREST
assessors via our online platform. Elicit what students remember about Reading and Use of English,
Part 6, asking them: What do you have to do. Check students understand salary (money that you
receive as payment from the organisation you work for, usually paid fortnightly or monthly). They
need to think about different ways in which they can do this. Teaching tip: Feedback Monitor
students’ discussions to ensure there is a balance between speakers. I even have a picture of myself
as a newborn baby with Bertie right next to me in my cot. Put students into small groups to discuss
the questions, eliciting a few responses to each one from the class. 35Unit 4 Forces of nature 4
Answers 2 1 What was unusual about Leo’s team. Monitor and check that students are able to
explain the differences correctly. 10 Model the activity by asking a few questions using the
sentences, e.g. Does the shop sell any cakes. I admired her energy, but I was a little afraid of her at
first. Elicit the meaning of pessimist (someone who always expects bad things to happen) and harm
(to damage or injure). Explain it briefly, then keep it displayed for the rest of the lesson. 1 Students
discuss the questions in pairs. Give them a minute to look at the instructions and photos for Task 1 on
page 134. Problems and discussion will vary. 4. Explanations will vary. Read the question aloud and
give students a minute to read through the text to find out the answer. If students have recording
devices, they could record themselves and then listen back to their pronunciation. Project work at
Silver level is designed to stretch your students and enrich their STEM studies. The front inside
pocket is for Important Papers from School such as school newsletters, fliers, etc. Ask students to
stand up and tell them you are going to flip the coin. Allow students time to compare their answers
in pairs, then elicit the answers. 11 Ask if anyone has missed or almost missed a flight, and what
happened. If you feel you are already familiar with the third conditional, you can start the third
conditional activity on p.X.’ Have a plan for fast finishers If your class is particularly diverse, there
may be a significant variation in the time it takes for students to complete an exercise, especially
during timed tests or writing activities. Students who can see the words take turns to give clues
about what each word is, and the volunteers try to guess what it is. Continue until only one or two
students are left standing. Discussing reasons for their answers in an activity can be particularly
useful by providing both the challenge of articulating a reason effectively and the support of having
someone else’s thought process explained. Ask students to cover the examiner’s Comments at the
bottom of the page, and to only read the Sample answer. In the exam, students will have 1 hour 20
minutes to complete two writing tasks. Do a class check, and make sure students have the correct
spelling of the adjectives. 16 Unit 2 Relative values 2 6 Ask students to underline the stressed
syllable in each word. Answers 6 1 C 2 A 3 B 4 C 5 C Ask students to turn to section 3 in the
Grammar Reference on page 155 for more information. Supplies for Making the Folders - flexible,
plastic 3-pronged folders (1 per student) - zipper pouch, 3-holed (1 per student) - plastic page
protectors (4 per student) - plastic pocket dividers like these (1 per student) - notebook paper (3-5
sheets per student) - shipping style labels, 10 per sheet (1 sheet per student, but you won't need a
whole sheet) We're sharing for free download some of the papers for the folders.
Grammar Reference answers Exercise 1 1 He refused to go to school. 2 He asked us who was in
charge. 3 He suggested that we go to a new restaurant. 4 She insisted on letting her pay for the
tickets. 5 She didn’t blame me for getting lost. 6 She wondered who she could ask. 7 She
recommended that I reserve a place. 8 She warned me that it wouldn’t be easy. 9 He reminded me
that it was Carlotta’s birthday soon. Students could repeat the task with a new partner for further
practice. Elicit a few responses to the questions. 2 Ask students to read the task and answer the
questions. Remind students to focus on providing full answers. Tell students to follow these
strategies to complete the rest of the task. When they have finished, remind them to re-read the
whole text and check their answers. Some students may like to show any lucky items they have with
them. Old is Gold Solution of Chemistry (Class 12) Asmita Publication PDF. Tell students that this
part of the exam often tests adverbs, pronouns and determiners. After discussion, ask one student
from each group to briefly share their ideas with the class. 2 Put students into pairs to make the
sentences. Play the recording. Students listen and choose the correct answers, then compare their
answers in pairs. The family business has about 2,800 stores around the world. Ask them to work as
a group to write a paragraph about how their group spends their time and money. Answers 1
Students’ own answers 2 ambition, fitness, personality, determination, talent, confidence 3
confidence: sure of your ability talent: ability fitness: good health Compensation strategies Aim. One
student should start talking and the student on their left should interrupt, using a phrase the board.
Each wrestler tries to make their opponent step out of the ring or make a part of their opponent’s
body touch the ground. Students practise saying the other sentences in pairs. 6 Give students a few
minutes to complete the sentences. 7 Ask a student to read one of their sentences aloud and
demonstrate a response using one of the questions in Activity 7. (The student should then try to
reply.) Students take turns to do this in pairs. 8 Read the Exam Tip aloud and elicit a few other
possible phrases for interrupting politely. Elicit why the author recommends taking a chance. 3
Remind students to carefully read the sentences before and after each gap to help work out which
missing sentence fits each one. Ask them to do Exercise 3 as a quick check. 61Unit 7 A place to live
7 Grammar Reference answers: Exercise 3 1 very 2 enough 3 so 4 too 5 such 6 enough Use of
English focus p.77 1 Read through the Language Tip with the class. Make sure you keep in mind
what you notice to include in future teaching. Focus students on the example (0) and ask students to
discuss in pairs why A, B and D are wrong. Reading focus p.8 Aim ?? to practise exam strategies for
approaching a gapped text activity (Reading and Use of English, Part 6) 1 Put students into pairs to
discuss the questions. Encourage students to use this Useful language when completing the writing
task. 6 Give students a few minutes to read the task. Ask students to discuss the following questions
in pairs: 1 What tasks would you need to do in order to survive? 2 Do you have any skills that would
help in the situation? 1 Put students into pairs to do the task. Introduce question 2 by focusing on the
code used for the same amount with a question such as: Does it matter what number the “bag of
gold” is worth. Lesson plans with answers, audio scripts and writing task sample answers.
Supplementary ideas for warmers and extension activities. If time allows, put them in new pairs to
practise the discussion again. As an extension activity, put students into pairs and ask them to write
five more examples using the verbs. Answers 1 1 B 2 A 3 C 4 A 5 B Multiple choice (Part 4) Aim.
Teaching tip: Giving personal examples Many students enjoy it when a teacher shares a personal
example. Remind students that in the exam, they will have 40 minutes for this task, and as well as
spending some time on planning, they should allow themselves five minutes at the end to read
through what they have written and check their work. 7 After students have written their articles,
they swap with a partner. Grammar Reference answers Exercise 1 1 don’t have to 2 must not 3 must
4 not allowed to 5 didn’t need to take 6 have 7 had to 8 needn’t have invited 4 Students complete
the activity, then check with their partner. I have a lot of experience with children and teenagers,
including regular babysitting and coaching a junior swimming team at my high school for three
years. The lesson plans in the Gold B2 First New Edition Teacher’s Book include pairwork in every
lesson. Then focus students’ attention on the missing word for gap 1. Put students into small groups
to discuss the questions, eliciting a few responses to each one from the class. 35Unit 4 Forces of
nature 4 Answers 2 1 What was unusual about Leo’s team. Note that the verb to project has a
different stress to the noun project. Elicit any additional adjectives that students know which use the
suffix -less (e.g. thoughtless, powerless). Then say had to brake so suddenly and students repeat it. If
there is time, students could change partners and repeat the activity for extra practice. 8 Give
students a few minutes to discuss the question in pairs, then elicit a few responses to finish. Ask
students to discuss in pairs whether they agree with each of these ideas. 2 Students complete the
activity, then compare their answers in pairs before you do a class check. 3 Write the rules on the
board and elicit the best way to complete them. 4 Students choose the correct alternative. Offer
choices Many students respond well to choices that help them make a decision about their own
learning. These cookies do not store any personal information. Make the most of the gradebook
Check the gradebook regularly to see how your students are doing. Why? 1 Give students a few
minutes to discuss the questions in pairs. Elicit a few ideas from the class. 3 Put students into pairs to
choose which paragraph to include the details in. 4 Read the Exam Tip aloud. If you have a large
class, divide each larger group into smaller groups of no more than five people. Speaking focus p.29
Long turn (Part 2) comparing Aim. The students could get a feel for 1 ounce by putting 2 full
tablespoons (30 millilitres) of water in a plastic bag. Three engaging photocopiable activities per unit
with detailed teaching notes to revise and extend the Coursebook material. Additional activity Ask
students to discuss these questions in pairs or small groups. 1 Do you agree that beautiful things
make people happy? 2 Have you ever persuaded your family to let you do something? 3 Would you
like to be part of a famous family dynasty. I am captain of the volleyball team at college and I also
play basketball and tennis and swim regularly. Answers 1 1 childhood 2 teenage years 3 college 4
adulthood 5 retirement 2 1 shall 2 could, with childhood 3 Don’t 4 Actually 5 Go on 6 Like 7 Would
you say 8 say 3 A 1, 2 B 4 C 3, 5, 7 D 6, 8 emphasis Aim. Some students may like to show any lucky
items they have with them. What was the last film you saw at the cinema or on television. Ask
students to skim (read quickly for gist) and find out who Josh Freese is and what is unusual about the
relationship with his fans. 2 Tell students that a process of elimination (a way of finding the right
answer by gradually deciding that none of the other answers are possible) is a very useful technique
when answering a multiple-choice cloze. Ask students to find and underline the sentences that give
the correct answers. Use of English focus p.87 Concrete and abstract nouns Aim. Invite a few
students to share some of their tastes with the rest of the class. 1 Put students into pairs to discuss
how far the statements are true for them.
Then put students into pairs to discuss their answers. Check students understand salary (money that
you receive as payment from the organisation you work for, usually paid fortnightly or monthly). To
help students who find the activity hard, tell them that each missing word in this activity is either a
noun or an adjective. 3 Use the example (0) to show how the word in capitals needs to be changed to
fit the gap. Ask students to work out what kinds of words fit in the remaining gaps. We also use
third-party cookies that help us analyze and understand how you use this website. Out of these
cookies, the cookies that are categorized as necessary are stored on your browser as they are as
essential for the working of basic functionalities of the website. If you feel you are already familiar
with the third conditional, you can start the third conditional activity on p.X.’ Have a plan for fast
finishers If your class is particularly diverse, there may be a significant variation in the time it takes
for students to complete an exercise, especially during timed tests or writing activities. Then ask
students to compare their answers in pairs. 6 Put students into pairs or small groups to discuss the
questions. Strong students should take extra care to ensure their answers make sense in the gap and
are spelled correctly. The other students in the group have to say what the difference in meaning is. B
If Sally didn’t enjoy working with children, she might not have become a teacher. 3 A Sally might
still be working in a cafe if she hadn’t met an old friend at a party. Go through the answers as a class
or write the answers on the board for students to check. Elicit what students remember about
Reading and Use of English, Part 6, asking them: What do you have to do. Ask them to tell their
partner what they would grab and why. Then do a class check. 4 Copy the table onto the board.
Background note Tell students that gender-neutral terms are preferable nowadays, because most, if
not all, jobs are done by both men and women. Speaking focus p.29 Long turn (Part 2) comparing
Aim. Ask a student to read the first sentence and elicit the verb which could replace put off
(delayed). Put students into pairs and ask them to write three sentences using the phrasal verbs in
Activity 7. What could I see or do if I visited your home town. LP is short for long-playing record, a
record that turns 33 times per minute, and usually plays for between 20 and 25 minutes on each side.
3 Ask students to complete the activity. What do you think you’ll be doing in five years’ time. Ask
students to discuss their scores in pairs or groups of three. 12 Put students into pairs. Three engaging
photocopiable activities per unit with detailed teaching notes to revise and extend the Coursebook
material. I enjoy all kinds of sports, especially team sports. Then ask students to re-read the text with
their answers to check it makes sense. I am captain of the volleyball team at college and I also play
basketball and tennis and swim regularly. In Part 4, there are two marks available for each correct
answer and one mark may be awarded for a partially correct answer. Best Quality Resource Site for
Class 11 And 12 Students (Based on Updated Curriculum 2077). Collect the reviews and provide
individualised feedback.
Grammar Reference answers: Exercise 1 1 C 2 F 3 A 4 D 5 B 6 E 2 Ask students to complete the
activity, then elicit the answers. Teaching tip: What to do with paragraphs Put the finished
paragraphs around the class and ask each group to read the other groups’ and look for good uses of
comparatives with modifiers. Elicit the answers. 4 Ask students to look around the gaps and guess
what information might be missing. Three engaging photocopiable activities per unit with detailed
teaching notes to revise and extend the Coursebook material. Remind students to check that the left-
over sentence definitely cannot fit any of the gaps. For example: What plus 32 ounces will equal 2
times 32 ounces? 40 ounces plus what equals 30 ounces less than 90 ounces. One option is to write
the day’s homework on the board before class, and let students know that if they finish class
exercises early they can begin working on their homework. Students share their sentences in pairs
and ask questions as in the example. 9 Put students into small groups to discuss the questions. Share
the similar expression know all the right people, which means that someone is successful because of
their connections rather than effort or merit. Then do a class check. 5 Demonstrate by reading the
first sentence with stress on the adverb absolutely. Elicit a few responses. 4 Remind students that
when they write an article, they need to engage the reader, especially in the first, introductory
paragraph. Depending on how much students already now, consider sharing some of the notes below.
Check students understand to pick up where you left off (to continue a friendship after a long time
apart) and lively (full of energy). It also includes video introductions to each part of the exam and
two full practice tests. What was the last film you saw at the cinema or on television. Go through the
notes and examples, checking that students understand everything. Make time to listen During group
discussions and pairwork, take the opportunity to circulate and listen. Ask some students to read
their concluding sentence to the class. This is a great restaurant for anyone who wants a quiet meal
with family or friends and wants to enjoy top-quality food at very reasonable prices. Unit 2 Relative
values20 2 1 Elicit the meaning of to get on well with someone (to like someone and have a friendly
relationship with them). Put pairs into A and B pairs, then tell student As to turn to page 134 and Bs
to turn to page 136. Pairs take turns to share their dialogues with the class. Ask students to discuss
these questions in pairs: 1 Is it better to eat out or eat at home? 2 What kinds of eating places appeal
to you. Point out the picture of the black cat and tell students that an example of a superstition in
Britain is that it is considered unlucky for a black cat to cross your path. Ask students to check in
pairs before doing a class check. Play the recording again and do a class check. 4 Ask students to turn
to the Grammar Reference on page 143. Reading focus p.8 Aim ?? to practise exam strategies for
approaching a gapped text activity (Reading and Use of English, Part 6) 1 Put students into pairs to
discuss the questions. If necessary, clarify that 1 A is an example of the present simple and 1 B of the
present continuous. Ask students to find the relative clause in the first sentence of the text (which is
bigger than Ireland) and elicit whether this provides essential information in order for the sentence to
make sense or adds extra information (It adds extra information about the island). Ask students to
focus on the reporting verbs in brackets, and then to decide how to complete each of the statements.
Then ask students to repeat the activity, with As and Bs swapping. Students suggest verbs which can
be used with the activities in the box. Tell students that this is an idiom: a fixed phrase with a special
meaning that is different from the ordinary meaning of each separate word. Teaching tip: Giving
personal examples Many students enjoy it when a teacher shares a personal example. Ask students to
read the text quickly and decide which is the best summary. 6 Read the Exam Tip aloud. Ask
students to review their completed written work against the checklist and make changes as required.
8 Put students into small groups to swap their articles. They carry out the project, record and analyse
their results and reflect on the project and their learnings. Give students two minutes to read the
article quickly. Tell them they should think about the content and also the style. Thanks for sharing
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resource to let us know if it violates our terms and conditions. Focus students on the title ’How a
music festival turned into a money-making monster’. You also have the option to opt-out of these
cookies. Elicit whether there were any surprising items on the lists. I admired her energy, but I was a
little afraid of her at first. Then give students two minutes to decide what kind of word should be in
each gap. 4 Read the Exam Tip aloud. Put students into pairs to discuss the questions. 2 Write on the
board the headings describing activities and describing people. In Part 4, there are two marks
available for each correct answer and one mark may be awarded for a partially correct answer. Go
through the notes and examples with students checking they understand everything. Read through
the Model answer and the tips with the class and point out the Useful language box. Ask students to
read the report again and write comments on it, as if they were examiners. Background note Sushi,
originally from Japan, is small portions of rice with seasoned vinegar. Exercise 3 1 both are possible 2
had spent 3 both are possible 4 had all disappeared 5 first met Unit 4 Forces of nature36 4 Focus
students on the photo and elicit what it is: an avalanche (a large mass of snow, ice, and rocks that
falls down the side of a mountain). Point out that the phrasal verb to dress up in sentence 1 means to
wear clothes that are more formal than the clothes you would usually wear. Then ask students to
share their answers in pairs and take notes on their partners’ answers. 8 Put students into new pairs to
share what their first partner said and see if there are any similarities. Put students into pairs and ask
them to take turns to read the questions aloud and then discuss each answer. Messages
MyEnglishLab: Gold First New Edition enables you to send and keep track of messages to your
students. Ask them to take turns to tell their partner about something they have planned for next
week, next month or next year. Focus students on question 1 in Activity 4 and elicit some possible
paraphrases for each option, A, B and C (see answers). 3 Play the recording and elicit any
paraphrases students heard. 4 Give students time to read the remaining questions and underline key
words. This quick game is to introduce the topic of luck and decision-making. LP is short for long-
playing record, a record that turns 33 times per minute, and usually plays for between 20 and 25
minutes on each side. 3 Ask students to complete the activity.