2ND EDITION C1 TEACHER’S BOOK Advanced F01 GoldXP TB C1 Global 39842 TTL.indd 5/3/18 2:09 PM 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 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 Look ahead, look back 22–38 Unit Winners and losers 39–54 Unit Choices and changes 55–69 Unit Same or different? 70–85 Unit All or nothing Unit Image and reality 102–117 Unit Be seen, be heard 118–134 Unit Healthy body, healthy mind 135–151 Unit 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 F02 GoldXP TB C1 Global 39842 Prelims.indd 4/18/18 3:12 PM INTRODUCTION GOLD EXPERIENCE 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 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 F02 GoldXP TB C1 Global 39842 Prelims.indd 4/18/18 3:12 PM 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 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 F02 GoldXP TB C1 Global 39842 Prelims.indd 4/18/18 3:12 PM 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 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 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 – 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 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 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 Spending time with friends and family, having some time alone, a break, working towards goals, etc • 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 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 • 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 … 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 you think the rise of virtual reality may change advertising? 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! 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 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 • 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 the remainder of this examstyle exercise 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 …) 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 …) C (See exam tip answer key above) 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 …) 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.) 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 F02 GoldXP TB C1 Global 39842 Prelims.indd 4/18/18 3:12 PM 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 • full practice tests • Guidance, tips & reference F02 GoldXP TB C1 Global 39842 Prelims.indd 4/18/18 3:12 PM 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 How does the quote relate to the photo? What things you value most in your day? What possessions you value the most? Why? All or nothing 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 63 M05 Gold XP C1 95056.indd 63 09/11/2017 13:11 The main reading text previews grammar that students will meet in the next lesson Power up sections get students thinking about the lesson topic All or nothing READING Power up Work in pairs and discuss the questions Do you find adverts persuasive? What has an advert persuaded you to buy recently? Why did it persuade you? What’s a favourite advert of yours? Why? Read on Work in pairs Imagine it’s the year 2030 How has advertising changed? 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? 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 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? 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 husbands/wives first produced believing in, accepting major part portraying emotion likely to be/do something Sum up the article says about the following Stephen Hawking what will it look like in ten years’ time? 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? virtual reality 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 you think they mean? Do you agree? 64 M05 Gold XP C1 95056.indd 64 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 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 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? v 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 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) 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 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 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! 65 The first TV commercial was in the USA, on July 1941 It was ten seconds long and promoted a watch 09/11/2017 13:11 M05 Gold XP C1 95056.indd 65 09/11/2017 13:11 Speak up sections develop critical thinking, asking students to think more deeply about the topic and consider different viewpoints, and provides extra speaking practice F02 GoldXP TB C1 Global 39842 Prelims.indd 4/18/18 3:12 PM 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 All or nothing GRAMMAR 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 Match the sentences in the grammar box (A–G) with the descriptions (1–7) something that is inevitable or unstoppable something that will be completed before a certain time limit something that will have been in progress up to a time limit audioscript Complete the article with the correct future form of the verbs in brackets Do not use the future simple if another form is possible The museum has an old map dating back 700 years 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 Most children like to swap them with friends things like stamps or coins and My grandfather used to lots of things, like old newspapers He thought he might need them one day! As I (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 (fit) into the bedroom I’ve got, so I (have to) get rid of a load My mum won’t stand for me leaving it here as she (use) my old room for guests, so let’s see if I can cut it down to 100 things! It (be) hard, but all the soft toys must go And come next weekend the bags of concert ticket stubs and programmes (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 (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 … 5.2 Listen to two people answering a question about spending habits Do you know anyone who is like either of the people described? 5.3 Work in pairs Listen again and complete the collocations Then talk to your partner about these things Tell your partner about: someone you know who is a(n) touch someone you know who is prey for advertisers something you’ve bought recently at a(n) a time you experienced a(n) price sell a time when you had a(n) desire for something something you own that has value Complete the sentences with prepositions Check your answers in the audioscript an opportunity to get a good deal Never pass No one can convince me to part trainers even though they’re falling apart! My mum hangs way she’s ever going to use my favourite tons of old recipes that there’s no All these souvenirs just clutter I’ll have to go Could you the 100-thing challenge? What would you keep? an action in progress, repeated in the future, or part of the anticipated programme I’m going away with the school in July, so until then I’ll have to watch my money Choose the correct words to complete the blog 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 something that is organised or timetabled It is easy to persuade people to part with their money if you know their unique preferences accumulate acquire collect consume hoard Work in pairs Find all the examples of future forms in the Work in pairs and discuss the questions something that is arranged officially and formally 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 something that is considered or believed to be a future fact Rephrase the expressions in bold in your own words 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 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 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 What you think will be your next big purchase? Why? 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 Which of the possessions that you have now 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 Work in pairs What would someone learn about you by looking at the possessions you have in your room? explore language Answer the questions in Ex 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 … 66 According to British research, the average ten-year-old owns 238 toys but only plays with twelve every day M05 Gold XP C1 95056.indd 66 09/11/2017 13:11 M05 Gold XP C1 95056.indd 67 67 09/11/2017 13:11 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 focuses on more lexical topics, Lesson on more grammatical topics All or nothing Task layout reflects the exam LISTENING USE OF ENGLISH Look at the picture of a pop-up shop What you think a pop-up Power up Work in pairs What strategies can you think of to Read the article about a pop-up shop How successful have the Bray Work in pairs In which situations Read the language box and underline the verb remember fixed phrases? Which 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 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 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 Speaker Speaker Pop-up stores are everywhere at the moment and they offer budding entrepreneurs a great opportunity  publicise their brand for a few weeks during the year These stores allow people who ordinarily sell goods online to gain to customers in the street Twin sisters Tanya and Linda Bray 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 so often and, when they do, have succeeded in making money them Their first one brought in around £2,000 in the first month, which was surprising as they 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 positive influence on their product design By next month they 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 Speaker Speaker Speaker sisters been? OUR POP-UP SUCCESS phrases with prepositions Listen up shop is? You need to play a bigger role in the campaign 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 better than their competitors Speaker Speaker Speaker Speaker Speaker We will need to examine the evidence shoplifting She has a strong relationship customers her It’s important to identify the causes any poor sales results The company based their theory very unreliable data 10 I can provide the information not-for-profit organisation our They are investigating attitudes recycling of used goods 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 Which speaker you think had the most interesting way of selling? Why? Do you think younger people aptitude for creative tasks? Should you always a sales site you use? Match the expressions (1–6) with their meanings (A–F) A be beating one’s competitors be ahead of the game B sell something you have bought for a profit be hot property C understand and be able to something get the hang of something D be the object of a reaction, often negative flip something E be something very valuable and marketable 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 Do you think haul videos are showing off or genuinely interesting? eat up something (e.g resources) exam tip: open cloze Complete the questions with the correct form of Work in pairs and discuss the questions exam tip: multiple matching They offer an opportunity a comment on Is it worth a chance on crowd-funding new businesses? It was his Will online marketing more opportunities for individuals to sell things? 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 Work in groups and discuss the questions If you had a shop, what would you like to sell? Why? Why you think we like products that are less ‘available’? 68 M05 Gold XP C1 95056.indd 68 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 09/11/2017 13:12 M05 Gold XP C1 95056.indd 69 69 09/11/2017 13:12 Fun footers, loosely connected to the topic, can be explicitly exploited or left for students to notice F02 GoldXP TB C1 Global 39842 Prelims.indd 4/18/18 3:12 PM 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 All or nothing USE OF ENGLISH How much they get? Is this a good idea? POCKET MONEY EQUALITY 5.6 Listen to two people talking about pocket money What points they make? Do you agree with them? There are a fair number of drawbacks to being a girl The workplace is still a man’s world and there have been very few in women’s rights That glass ceiling still exists It doesn’t make us ; 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  actually starts and you might be surprised to know that it’s at a(n) young age – when we get pocket money from our parents! 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 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 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 bar from the outset and continues into the working life So, just why parents favour their male ? Could it be that boys’ toys are pricier or that boys bargain harder? Whatever, there should definitely be a(n) in the pocket money system from now There needs to be a(n) from all the girls out there: ‘Equality in pocket money!’ Look at the picture Do you think the DRAW man earns more, less or the same as a woman doing the same job? Why? Read the extract from an article and BREAK EXTREME GRACE CRY 5.7 Look at the pictures (A–C) and listen to a student talking about them Which two questions is she answering? 5.8 Listen to the teacher and check your answers to Ex 3 5.9 Listen to the student again and complete the phrases she uses to speculate I Do you think people should always earn the same money for doing the same job? Why/Why not? Should employers be forced to make public the amount they pay their staff ? Why/Why not? Some people say that women lose out on promotion because of family responsibilities Is this a valid reason, in your opinion? 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 … I’m that … As as I can gather, … 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 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 set s in the last financial year and turn  was far less than anticipated A contributory factor was the initial 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 cry, I’m convinced The 10fall  from all this will be people having to look for a second job check your answer to Ex 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 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 I think I’m in that … 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 Work in pairs Do you think the things children spend their pocket money on has changed a lot since you were a child? How? 70 71 M05 Gold XP C1 95056.indd 70 09/11/2017 13:12 M05 Gold XP C1 95056.indd 71 09/11/2017 13:12 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 All or nothing WRITING exam tip: report Report on the school fair Power up Work in pairs and discuss the questions Why might people want feedback after an event they have organised? 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 What sorts of things can go wrong with an event? Plan on Look at the picture and read the writing task What 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 Work in pairs Read the report opposite and discuss the questions Is a report formal? Why? Why does the report use headings? 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 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 Think about the balance of information you are giving Is the amount of text after each heading roughly the same or different? Why? Work in pairs Read the first sentence under ‘The fair’ in the report in Ex Answer the questions 10 Follow these steps to plan your report What is the purpose of this topic sentence? Think about the objectives of the event Does the sentence include detail or a general point? Make notes on the information you need (e.g people attending, how entertaining it was, profit) What kind of information comes after this sentence? Decide what went well and what might need improving What suggestions you have? Identify the topic sentences in the other sections of the report in Ex Work out which headings you need (a maximum of four) Think about the focus of each section Which of these is a topic sentence? The fair was a great success and there were several reasons for this I think, of the people who attended, only a small percentage will return next year 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 One student sold ten-minute sessions of football coaching 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 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? This report outlines … We should consider … It would be a good idea to … The results show that … • describing • thanking In this way we can … In conclusion, … • recommending • suggesting useful language: 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? 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 72 M05 Gold XP C1 95056.indd 72 Write on Match the headings in the report in Ex with words in the writing task in Ex 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 M05 Gold XP C1 95056.indd 73 Useful language boxes provide a wide range of language options for a specific function 09/11/2017 13:12 10 F02 GoldXP TB C1 Global 39842 Prelims.indd 10 4/18/18 3:12 PM 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 5.10 Listen to two friends discussing adverts on phones and answer the questions What is the boy’s prediction about the situation with phone ads? How we know the girl is irritated with the ad companies? INDEPENDENT LEARNING UNIT CHECK 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) Were they global or specific skills? Why you think both are important? SWITCH ON When you listen, which skills you feel more confident in: listening for global meaning or listening for detail? The scenic route How 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 Work in groups and discuss the questions Look at the speaking skills you have practised 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; = the skill you need to improve most) What sort of trade-offs would you be prepared to make? Watch the clip Jordon was going to take the train home Why did he change his mind? collaborating in discussion Watch again Work in pairs and answer the questions making comparisons 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 A: B Don’t worry I B: I  How can you get feedback on your speaking? Can any of the exam tips you have seen help you? Jordon’s story will inspire other people to save money Work in groups of three to plan three different journeys to one destination wordlist 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 How can you practise more? What kind of Agree on a specific meeting point at your destination, because you’re each going to travel there in different ways Pick a different main mode of transport for each person four idioms 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 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 are just there to serve you, and utopian we(adj) are But in this blog I’m to tell you what Sales assistants: what we really think effect you have us We want to help you, but sometimes you don’t behave very well understand our role For instance, we don’t like it when you come into the shop five minutes before when we are 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, us And please understand we cannot always  you a refund Just because you want one does not mean you are entitled to one Also, we not know every single item in the store by heart We try to help you, but don’t blame us if we don’t know everything What you can is ask for our assistance rather than rummaging through everything and making a mess What we 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) 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 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 Pam and Mike won’t arrive before 8.30 – they never 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 M05 Gold XP C1 95056.indd 74 We use the future simple for: Noun a part demonstrate 76 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, 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, 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 Work in pairs Find five words in the wordlist Research and create a real timetable and annotated map for each person, which should include: (take up) a role as four adjective + noun collocations things can you listen to in order to hear different skills being used? Write down two things you will to improve your speaking skills 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 A: A She’s very good at her job, isn’t she? What 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? A: Practice What you think are some ways you can improve your pronunciation? 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 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) 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 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! upbringing emote (v) B OK, so what B: workout flip(we (v) / do)? A My train might be delayedflooded A: on Saturday (with) (adj) B I don’t mind I B: (wait) (adj) for you in the full-blown car park Work in pairs and discuss the questions Discuss in pairs Report your answers to the class Other words and phrases the sentences Choose the correct words to complete breakthrough a faint chance (that) (phr) 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) 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 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 Did Jordon pay the money to offset his carbon footprint? How you know? 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 What effect does the boy say the girl’s plan will have? Owning Work in groups What you think the What does the girl predict about how her time will be used? What is the girl’s plan for managing ads? Wordlist Listening and speaking What does the boy predict about sales? Complete the sentences with fixed phrases formed from PRACTICE We use the present simple for timetabled, organised events Choose the correct verb forms to complete the sentences We use the present continuous for arrangements 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 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 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 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 When I’m finishing / I’ve finished doing these last exercises, I shut / I’ll shut down the computer and relax for a while Sue is being / going to be shattered when she gets here She’ll travel / have been travelling for ten hours non-stop 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 our last lesson together and we ready for the big final party! It at 7.00 and I don’t think I5 home much before midnight Of course, I to stay in touch with everyone and I’m sure a lot of us up from time to time but some people bound to lose touch We 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 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 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 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 Without boosting the river defences, there is no doubt that it will flood again BOUND The river the defences they boost They’re holding the French oral exams in Room from 10.00 TO The French oral exams in Room from 10.00 When you land, please call me so that I know all is well ONCE Please call me know that all is well let me Read the article and complete the gaps with one word only LEGO DESIGN When thirteen-year-old Shubham Banerjee from Santa Clara, California, discovered Braille printers, he was the high price cheaper alternative determined to find 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 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 capacity to make computing more affordable for millions of visually impaired people, also caught the attention of his idea companies that wanted to invest Now a new company has formed and they 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 to be working more ideas Meanwhile, he’s on his next project as soon as school ends 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 150 Z01 Gold XP C1 95056.indd 150 151 09/11/2017 17:15 Z01 Gold XP C1 95056.indd 151 09/11/2017 17:15 11 F02 GoldXP TB C1 Global 39842 Prelims.indd 11 4/18/18 3:12 PM 12 puzzling … we don’t spend enough time studying the lessons that nature can teach us You may think that our obsession with trying to produce new ways of thinking and resolving problems is praiseworthy I’ve heard it described as unnecessary, but everyone agrees with the idea that it’s puzzling 13 respectful While people around the world are often dismissive of nature’s importance or are uncaring towards it, some indigenous cultures are respectful of nature 14 inspiration Our tendency is to look to empowering quotes on social media for inspiration, but next time you are feeling down or confused, I recommend going to any wide open field or the heart of a forest and take the time to really open your eyes to what is around you Part 15 B … I considered opening by café but I wasn’t sure about my abilities to make a success of it … 16 C … it’s not eaten by as many people in the UK … 17 B … I’m known amongst my friends for giving advice, so it came naturally to me! 18 A … I feel fortunate that no two days are the same! 19 C (Samia) Allowing it to evolve organically took the pressure off … (Mike) Not rushing into anything I’m glad that I took the time to get to know my customers, to be able to talk to them about the gelato, to get their ideas and their feedback 20 C I don’t have one end goal, instead I have lots of small goals that lead up to something bigger, and that will always lead onto something else Part Task 1 F … focus on my passion for graphic design 2 E When the opportunity came to secure a new partnership, it felt like my hard work finally paid off 3 G … I came first place in a contest for start-ups … 4 A … I came across my grandmothers antique earring down the back of the sofa months after I lost it D I ended up with a five-star hotel in the Bahamas for £200 … Task 1 E … trust in your own intuition … D … expanding your network of friends and acquaintances 3 C Depending too much on other people … 4 A … most things can be avoided if you take extra precautions! 5 G … sticking to one path to reach it is more likely to set you up for failure … 203 Z01 GoldXP TB C1 Global 39842.indd 203 4/19/18 11:11 AM SPEAKING: SUCCESS CRITERIA The following information aims to help teachers and students gain a better understanding of what Cambridge Advanced candidates need to in order to achieve a pass in the exam (Solid), or higher grades (Good and Acing it!) in the Speaking paper The categories are based on the marking criteria for the Cambridge Advanced exam These tables can be used by teachers when assessing speaking, or by students when peer or self-assessing their performance in speaking tasks They can also use them to set goals to help them advance their speaking skills Part 2: Individual long turn + = Solid plus whatever is in the Good or Acing It! box SOLID GOOD ACING IT! GRAMMATICAL RESOURCE Range Uses both simple structures and complex structures, e.g relative / noun clauses (e.g It looks as if he’s someone who enjoys what he does for a living), contrast of tenses (e.g They might have just received some good news or perhaps they’re looking forward to something about to happen), passive forms (e.g The children are being taught about cooking.) + Uses a good range + Uses a wide range Accuracy Uses grammar to convey meaning with a good level of accuracy + Only minor errors or slips + Only very minor errors or slips LEXICAL RESOURCE Function Speculates, compares, contrasts and gives opinions about the photos + Uses a range of phrases appropriately and accurately, e.g It looks as if … / Both photos show … / While the person in this photo … , the person in the other … / What strikes me about this photo is that … + Uses a wide range of phrases appropriately and accurately, e.g It looks as if … / Both photos show … / While the person in this photo … , the person in the other … / What strikes me about this photo is that … Range Uses different vocabulary to talk about familiar and unfamiliar topics related to the photos, e.g words, collocations (e.g laughing hysterically / a sense of community), fixed expressions (e.g having a go at something / bear in mind that) + Uses a good range of vocabulary + Uses a wide range; can talk about abstract topics related to the photos, e.g working smart vs working hard; searching for happiness vs accepting what you have Accuracy Uses vocabulary accurately and appropriately + Often uses vocabulary flexibly, e.g to emphasize, reformulate, paraphrase, e.g The boy looks as if he’s frustrated about something I mean, something’s clearly not going to plan + Consistently uses vocabulary flexibly, e.g to emphasize, reformulate, paraphrase, e.g The boy looks as if he’s frustrated about something I mean, something’s clearly not going to plan 204 Z01 GoldXP TB C1 Global 39842.indd 204 4/19/18 11:11 AM DISCOURSE MANAGEMENT Fluency Can talk about the photo for one minute with very little hesitation + Often speaks with ease + Consistently speaks with ease Relevance Contribution is relevant to the photos + Contribution is usually coherent and repetition of ideas is minimal + Contributions are consistently coherent and varied, with no repetition of ideas Development of ideas and organisation Ideas about the photos are developed and organised, e.g by giving reasons and examples + Ideas are mostly coherent + Ideas are consistently coherent Cohesion Uses cohesive devices to connect ideas about the photos (e.g Having said that, on top of that, as a result), discourse markers (e.g you know, you see, I mean, anyway), related vocabulary (e.g I was cycling home when I got a puncture and had to use a pump) and referencing / substitution (e.g it, this, one) + A good range of language is used + A wide range of language is used PRONUNCIATION Clarity of pronunciation Sounds are pronounced clearly; stress is placed correctly in words and sentences; intonation is appropriate Overall, the speaker is intelligible to the listener + Pronunciation is used to help convey + Pronunciation is used to help convey meaning meaning and make meaning clearer INTERACTIVE COMMUNICATION Response Listens and responds to partner’s description of the two photos when prompted by the examiner + Response is mostly related to their partner’s description, e.g As Ana said… / I’d say that … which is similar to what Ana mentioned earlier + Response is fully related to their partner’s description As Ana said… / I’d say that … which is similar to what Ana mentioned earlier 205 Z01 GoldXP TB C1 Global 39842.indd 205 4/19/18 11:11 AM SPEAKING: SUCCESS CRITERIA Part 3: Collaborative task + = Solid plus whatever is in the Good or Acing It! box SOLID GOOD ACING IT! GRAMMATICAL RESOURCE Range Uses both simple structures and complex structures, e.g relative / noun clauses (e.g What you just said was interesting), contrast of tenses (e.g People once wrote letters regularly but they’ve become redundant in recent years), passive forms (e.g Letters are only written in the business world these days.) + Uses a good range + Uses a wide range Accuracy Uses grammar to convey meaning with a good level of accuracy + Only minor errors or slips + Only very minor errors or slips LEXICAL RESOURCE Function Gives and justifies opinions about the given prompts; speculates, suggests and evaluates + Uses a range of phrases appropriately and accurately, e.g As far as I’m concerned / The reason for that is … / it could be that … / I’d recommend … / The most useful is … because … + Uses a wide range of phrases appropriately and accurately, e.g As far as I’m concerned / The reason for that is … / it could be that … / I’d recommend … / The most useful is … because … Range Uses different vocabulary to talk about the prompts, e.g words, collocations (e.g be of central importance / come to an agreement), fixed expressions (e.g come to mind / so to speak) + Uses a good range + Uses a wide range; can talk about abstract topics related to the prompts, e.g working smart vs working hard; searching for happiness vs accepting what you have Accuracy Uses vocabulary accurately and appropriately + Often uses vocabulary flexibly, e.g to emphasize, reformulate, paraphrase, e.g It’s difficult to lose touch with old friends these days Technology makes keeping in touch easy + Consistently uses vocabulary flexibly, e.g to emphasize, reformulate, paraphrase, e.g It’s difficult to lose touch with old friends these days Technology makes keeping in touch easy DISCOURSE MANAGEMENT Fluency Talks for an appropriate length for the task with very little hesitation + Often speaks with ease + Consistently speaks with ease Relevance Contribution is relevant to the prompts given in the task + Contributions are usually coherent and repetition of ideas is minimal + Contributions are consistently coherent and varied, with no repetition of ideas Development of ideas and organisation Ideas about the prompts are developed and organised, e.g by giving reasons and examples + Ideas are mostly coherent + Ideas are consistently coherent Cohesion Uses cohesive devices to connect ideas about the prompts (e.g Having said that, on top of that, as a result), discourse markers (e.g you know, you see, I mean, anyway), related vocabulary (e.g Public transport is cheap but you have to wait at bus stops or on platforms) and referencing / substitution (e.g it, this, one) + A good range of language is used + A wide range of language is used PRONUNCIATION Clarity of pronunciation Sounds are pronounced clearly; stress is placed correctly in words and sentences; intonation is appropriate Overall, the speaker is intelligible to the listener + Pronunciation is used to help convey + Pronunciation is used to help convey meaning meaning and make meaning clearer INTERACTIVE COMMUNICATION Initiation and response Starts discussion and responds to partner appropriately, sustaining interaction, e.g by agreeing/disagreeing, adding a point or asking a follow-up question + Usually interacts with ease + Consistently interacts with ease Negotiation Discusses some or all of the prompts and negotiates towards an outcome + Widens the scope of interaction by discussing or asking questions about other aspects of the prompts + Widens the scope of interaction by discussing or asking questions about other aspects of the prompts 206 Z01 GoldXP TB C1 Global 39842.indd 206 4/19/18 11:11 AM Part 4: Discussion + = Solid plus whatever is in the Good or Acing It! box SOLID GOOD ACING IT! GRAMMATICAL RESOURCE Range Uses both simple and complex structures, e.g relative / noun clauses (e.g Whatever we on social media, it’s in the public domain), contrast of tenses (e.g Before messaging apps had been created, everyone used email), passive forms (e.g The internet was invented as a communication tool.) + Uses a good range + Uses a wide range Accuracy Uses grammar to convey meaning with a good level of accuracy + Only minor errors or slips + Only very minor errors or slips LEXICAL RESOURCE Function Gives and justifies opinions in response to the questions; speculates, agrees and disagrees + Uses a range of phrases appropriately and accurately, e.g As far as I’m concerned / The reason for that is … / it could be that … / I completely agree with you + Uses a wide range of phrases appropriately and accurately, e.g As far as I’m concerned / The reason for that is … / it could be that … / I completely agree with you Range Uses different vocabulary to talk about the prompts, e.g words, collocations (e.g be of central importance / come to an agreement), fixed expressions (e.g come to mind / so to speak) + Uses a good range + Uses a wide range; can talk about abstract topics, e.g working smart vs working hard; searching for happiness vs accepting what you have Accuracy Uses vocabulary accurately and appropriately + Often uses vocabulary flexibly, e.g to emphasize, reformulate, paraphrase, e.g Social media is a lifeline for some people I mean, people who live alone depend on it for social interaction + Consistently uses vocabulary flexibly, e.g to emphasize, reformulate, paraphrase, e.g Social media is a lifeline for some people I mean, people who live alone depend on it for social interaction DISCOURSE MANAGEMENT Fluency Talks for an appropriate length for the task with very little hesitation + Often speaks with ease + Consistently speaks with ease Relevance Contribution is relevant to the discussion + Contributions are usually coherent and repetition of ideas is minimal + Contributions are consistently coherent and varied, with no repetition of ideas Development of ideas and organisation Ideas and opinions are developed and organised, e.g by giving reasons and examples + Ideas are mostly coherent + Ideas are consistently coherent Cohesion Uses cohesive devices to connect ideas (e.g Having said that, on top of that, as a result), discourse markers (e.g you know, you see, I mean, anyway), related vocabulary (e.g Social media helps people to create a network of contacts online.) and referencing / substitution (e.g it, this, one) + A good range of language is used + A wide range of language is used PRONUNCIATION Clarity of pronunciation Sounds are pronounced clearly; stress is placed correctly in words and sentences; intonation is appropriate Overall, the speaker is intelligible to the listener + Pronunciation is used to help convey + Pronunciation is used to help convey meaning meaning and make meaning clearer INTERACTIVE COMMUNICATION Initiation and response Starts discussion and responds to partner’s + Usually interacts with ease contributions appropriately which sustains interaction, e.g by agreeing or disagreeing, adding a further point or asking a follow-up question Negotiation Discusses the question and negotiates towards an outcome, e.g agreement or disagreement + Widens the scope of interaction by discussing or asking questions about other aspects of the question / topic being discussed + Consistently interacts with ease + Widens the scope of interaction by discussing or asking questions about other aspects of the question / topic being discussed 207 Z01 GoldXP TB C1 Global 39842.indd 207 4/19/18 11:11 AM WRITING: SUCCESS CRITERIA The following information aims to help teachers and students gain a better understanding of what Cambridge C1 Advanced candidates need to in order to achieve a pass in the Writing paper (Solid), or higher grades (Good and Acing it!) The categories are based on the marking criteria for the Cambridge C1 Advanced exam This information can be used by teachers when marking written work, or by students when peer or self-assessing written work They can also use it to set goals to help them advance their written skills Essay The examples given in this table come from the example Solid, Good and Acing it! essays below + = Solid plus whatever is in the Good or Acing it! box SOLID GOOD ACING IT! CONTENT Task fulfilment Discusses two of the points, explains which point is more important and why Argues one point from the beginning or discusses both points and then makes a decision + Develops the ideas in sound depth + Develops the ideas in good depth Relevance The content is relevant to the question and clear to the reader + Few irrelevances or omissions + No irrelevances or omissions COMMUNICATIVE ACHIEVEMENT Introduction Starts with an introduction which introduces the topic, e.g A healthy diet is a good thing because it leads to a better life + States what the essay will discuss, e.g This essay will suggest that a change in food labelling and healthy eating lessons in schools will persuade people to eat more healthily + Gives some background information to the topic and states what the essay will discuss, e.g Living a healthy lifestyle is a challenge People are attracted by fast food which tends to be unhealthy This essay will discuss two ways that people can be persuaded to eat more healthily: changing food labelling laws and healthy eating lessons in schools Conclusion Ends with a conclusion which states the most important option and the main reason why, e.g I believe the lessons would be more helpful because it’s easier to change the habits of young people than adults + Summarises both stated options and reasons why, e.g To sum up, both a new system of food labelling and healthy eating lessons in schools can help to educate people about healthy eating which can then change people’s eating habits through better decisionmaking at the supermarket + Leaves the reader with a final, lasting impression, e.g It will also provide a better opportunity for breaking the cycle of unhealthy eating within families described above – a vital goal Tone Uses formal, neutral language to present opinions and reasons, e.g by avoiding use of we/I through use of the passive (e.g a new system is needed), not using contractions (e.g it is not easy), using noun phrases (e.g A new system of food labelling could help) + Tone is mostly consistent throughout the essay + Tone is consistent throughout the essay Conveying ideas Conveys ideas clearly which the reader can mostly understand + Conveys complex ideas which are mostly understood by the reader + Consistently conveys complex ideas which are clearly understood by the reader 208 Z01 GoldXP TB C1 Global 39842.indd 208 4/19/18 11:11 AM ORGANISATION Paragraphing Essay is divided into coherent paragraphs + The ideas within each paragraph are ordered logically, i.e topic sentence to introduce the main idea (e.g A new system of food labelling could help consumers to make better choices when doing their food shopping), followed by supporting ideas (explanation, examples, reasons, e.g food products may claim to be low fat but they often contain large amounts of sugar) + The ideas within each paragraph are ordered logically, e.g topic sentence + supporting ideas; ideas are linked between paragraphs so that ideas are built to create a coherent essay, e.g In addition to this, / unhealthy eating within families described above Cohesion Sentences are linked through the use of linkers (e.g However), organisational patterns (e.g It is for this reason that), referencing and substitution (e.g All of these things/that system/more likely to it) + The linking is mostly appropriate and accurate + The linking is always appropriate and accurate Grammar Uses a range of grammar mostly accurately, e.g It is for this reason that a new system is needed/so they understand it better/about what a healthy diet is + Uses a range of complex grammar mostly accurately, e.g may claim to be/which can then help/it is far easier to influence; makes only minor errors + Uses a wide range of complex grammar mostly accurately, e.g which claim to be/Should this be achieved; makes only very minor errors Vocabulary Uses common and less common vocabulary mostly appropriately, e.g lead a longer life/healthy lifestyle/ food product/food ingredients/healthier options/healthy diet/change their habits + Uses a good range of vocabulary mostly accurately, e.g leads to a longer life/better choices/better understanding/eating habits + Uses a wide range of vocabulary accurately, e.g fully informed choices, purchasing habits, a better understanding, this lack of education, an awareness of LANGUAGE 209 Z01 GoldXP TB C1 Global 39842.indd 209 4/19/18 11:11 AM WRITING: SUCCESS CRITERIA Essay task Your class has listened to a debate about ways that encourage people to eat more healthily You have made the notes below: • advertising rules • food packaging • education in schools Some opinions expressed in the discussion: ‘It’s not always easy to understand food labels.’ ‘It’s hard to know what’s in food these days.’ ‘People could learn how to cook at school.’ Write an essay for your teacher discussing two of the ways for persuading people to eat more healthily in your notes You should explain which way would be more effective, giving reasons in support of your answers Example answer – Solid In today’s society, it is not easy to have a healthy lifestyle People sit at a desk all day They are lazy and they don’t a lot of exercise They eat lots of fast food, sweets, chocolate and they drink fizzy drinks All of this things are unhealthy A healthy diet is a good thing because it leads to a better life When we see ‘low fat’ on a food product, the product is not always healthy Often it has lots of sugar in it It is for this reason that a new system is needed A new system of food labelling could help people to choose food better when they’re shopping A new system could make food ingredients clearer so people when shopping can make better choices At the moment, not all parents teach their children about a healthy diet because they don’t know about it themselves Schools could give young people lessons about healthy eating They could teach children in primary schools about what a healthy diet is so they understand it better It’s good to know about a healthy diet A new system of food labelling and healthy eating lessons in school could persuade people to have better diets I believe the lessons will be more helpful because it’s easier to change the habits of young people than adults Examiner comments Content Discusses two points and says why one would be more effective but the food labelling idea isn’t developed fully (what kind of system?) and there’s some repetition (people can choose better when shopping/a healthy diet) Some of the information in the introduction is irrelevant as it does not specifically talk about diet (People sit at a desk all day/They are lazy) Communicative achievement There’s an introduction, a main body and a conclusion The introduction introduces the topic but doesn’t state what the essay will say and the information could be ordered more logically The conclusion states the most important option and a reason why The tone is usually formal but it is not always consistent (contractions, choice of words, objectivity (e.g a good thing, lots of, When we see) Organisation Essay is divided into paragraphs but the information within the paragraphs could be organised better Ideas are generally linked within paragraphs (e.g However, It is for this reason that, it has lots of sugar in it) Language A range of simple structures and some complex structures (e.g about what a healthy diet is); some collocations (e.g healthy diet, food labelling, low fat), better choices; errors don’t affect communication (e.g All of this things, so people when shopping can make better choices) 210 Z01 GoldXP TB C1 Global 39842.indd 210 4/19/18 11:11 AM Example answer – Good Health eating leads to a longer life so it is something that people want to achieve This essay will suggest that a change in food labelling and healthy eating lessons in schools will persuade people to eat more healthily A new system of food labelling could help consumers to make better choices when doing their food shopping For example, food products may claim to be low fat but they often contain large amounts of sugar Better food labelling will help consumers to know this When labels can be clearly understood, consumers make more intelligent decisions about what they buy and eat Healthy eating lessons in primary schools could provide young people with a better understanding of a healthy of what a healthy diet is This is because, these days, some parents don’t have a clear understanding of such a diet and their children grow up with the same lack of understanding Healthy eating lessons will help children know more about food To sum up, both a new system of food labelling and healthy eating lessons in schools can help to educate people about healthy eating which can then help to change people’s eating habits through better decision-making at the supermarket In my view, the healthy eating lessons will be more successful due to the fact that it is far easier to influence the minds of children than adults Examiner comments Content Discusses two points and says why one would be more effective These ideas are generally developed well, although how the food labelling system would work is not fully clear to the reader The information is relevant Communicative achievement There’s an introduction, a main body and a conclusion The introduction introduces the topic and states what the essay will say The conclusion restates the two ideas and why they could be effective It states the idea that will be the most effective and gives a reason for this The tone is generally formal throughout with only very small inconsistencies (e.g don’t have, help children know more about food) Organisation Essay is divided into paragraphs and each paragraph has a topic statement and then supporting points Ideas are generally linked within paragraphs (e.g For example, This is because, due to the fact that, the same lack of understanding) Language A range of simple structures and complex structures (e.g which can then help, may claim to be, what a healthy diet is, it is far easier to influence); a range of collocations (e.g leads to a longer life, better choices, food labelling, better understanding, eating habits), better choices; errors don’t affect communication (e.g All of this things, so people when shopping can make better choices) Example answer – Acing it! Healthy eating is desirable as it leads to a longer life However, in today’s society, living a healthy lifestyle is a challenge People are attracted by fast food which tend to be unhealthy This essay will suggest two ways that people can be persuaded to eat more healthily: changing food labelling laws and healthy eating lessons in schools A new system of food labelling could ensure consumers makes fully informed choices when food shopping Food products which claim to be low fat, for example, may actually contain large amount of sugar A traffic light system on packaging would allow consumers to see when a product is healthy (green label) and unhealthy (red label) Such packaging can influence consumers’ purchasing habits, and subsequently their eating habits In addition to this, schools could deliver healthy eating lessons for primary age children in order to provide them with a better understanding of a healthy diet Currently, some parents are uneducated about such a diet and pass this lack of education onto their children Healthy eating lessons will enable children to grow up with greater awareness of eating healthily To conclude, in order for people to eat healthier diets, a new food labelling system and heathy eating lessons in schools should be introduced in order to better educate people about healthy eating It is the opinion of this writer that education in schools will have a greater impact as it is easier to influence the habits of children than those of adults Should this be achieved, the cycle of unhealthy eating described above will be broken; a vital goal Examiner comments Content Discusses two points and says why one would be more effective These ideas are developed well All the information is relevant to the task Communicative achievement There’s an introduction, a main body and a conclusion The introduction introduces the topic, gives background knowledge about the topic and states what the essay will say The conclusion restates the two ideas, says why they could be effective, says which idea will be most effective and why, and leaves the reader with a lasting impression (breaking the cycle) The tone is formal throughout (use of objective language, e.g It is the opinion of this writer that; no contractions, passive forms, e.g should be introduced; and selection of vocabulary, e.g desirable, ensure, provide, educate) Organisation Essay is divided into paragraphs and each paragraph has a topic statement and then supporting points Ideas are generally linked within paragraphs and also between paragraphs (e.g subsequently, Such packaging) Language A wide range of simple structures and complex structures (e.g which claim to be, Should this be achieved, should be introduced in order to); a range of collocations (e.g fully informed choices, purchasing habits, lack of education, greater impact), errors are very minor and don’t affect communication (e.g tend to be unhealthy, makes fully informed choices) 211 Z01 GoldXP TB C1 Global 39842.indd 211 4/19/18 11:11 AM WRITING: SUCCESS CRITERIA Letter/Email + = Solid plus whatever is in the Good or Acing it! box SOLID GOOD ACING IT! CONTENT Task fulfilment Responds accordingly to the information in the email prompt and covers all the points, e.g Congratulations on getting into university It’s great news! + Develops the ideas in sound depth, e.g Congratulations on getting into university It’s great news! You’ll learn loads and make new friends too + Develops the ideas in good depth, e.g Congratulations on getting into university It’s great news! You’ll learn loads and make new friends too It might be hard to move away but I’m sure you won’t regret going Relevance The content is relevant to the question and clear to the reader + Few irrelevances or omissions + No irrelevances or omissions COMMUNICATIVE ACHIEVEMENT Opening and closing Opens and closes the letter appropriately, e.g Dear Mr Smith/Hi Kerry/Yours sincerely/All the Best The purpose for writing is made clear, e.g I am writing to apply for … /I’ve got some exciting news for you As Solid As Solid Tone Selects an appropriate tone, depending on the writer’s relationship to the reader Formal letters/emails have a formal tone, e.g I wish to complain about a product sold at your store Informal letters/emails have an informal tone, e.g You’ll never guess what happened to me last week! + The tone is mostly consistent throughout the letter/email but there may be some inconsistencies + The tone is consistently formal throughout the letter/email Functions Uses phrases to convey functions such as complaining, thanking, suggesting, e.g I am very concerned about … / Many thanks for the gift you sent/ The best thing you can is … + The phrases are mostly used appropriately and accurately + The phrases are always used appropriately and accurately Conveying ideas Conveys ideas clearly which the reader can mostly understand + Conveys complex ideas which are mostly understood by the reader + Consistently conveys complex ideas which are clearly understood by the reader Paragraphing Letter/email is divided into coherent paragraphs + The ideas within each paragraph are ordered logically, e.g topic sentence to introduce the main idea + supporting points, e.g explanation, examples, reasons + The ideas within each paragraph are ordered logically, e.g topic sentence + supporting ideas; ideas are linked across paragraphs to create a coherent letter/email, e.g As previously stated/As I mentioned earlier … Cohesion Sentences are linked through the use of linkers (e.g Anyway, Mind you), organisational patterns (e.g One such advantage is … ), referencing and substitution (e.g it, this, one) + The linking is mostly appropriate and accurate + The linking is always appropriate and accurate Grammar Uses a range of grammar mostly accurately + Uses a range of complex grammar mostly accurately; makes only minor errors + Uses a wide range of complex grammar mostly accurately; makes only very minor errors Vocabulary Uses common and less common vocabulary mostly appropriately + Uses a good range of vocabulary mostly accurately + Uses a wide range of vocabulary accurately ORGANISATION LANGUAGE 212 Z01 GoldXP TB C1 Global 39842.indd 212 4/19/18 11:11 AM Review + = Solid plus whatever is in the Good or Acing it! box SOLID GOOD ACING IT! CONTENT Task fulfilment Includes all information required in the task, e.g What did you learn from the film? Did it help you to understand the reasons for the main characters’ actions? + Develops the ideas in sound depth + Develops the ideas in good depth Relevance The content is relevant to the question and clear to the reader + Few irrelevances or omissions + No irrelevances or omissions COMMUNICATIVE ACHIEVEMENT Target reader Ideas are selected with the target reader in mind + Most of the ideas are relevant to the target reader + All of the ideas are relevant to the target reader Introduction Attracts the reader’s attention from the start by asking a rhetorical question or making a bold statement, e.g What’s the greatest love story ever told? / The greatest love story ever told is not the one you think it is + Is mostly organised coherently so the reader understands it + Is consistently organised coherently so the reader fully understands it Evaluation Evaluates as well as describes, i.e strengths and weaknesses, giving personal opinions + The evaluation and opinions are mostly supported with examples and reasons + The evaluation and opinions are fully supported with examples and reasons Summary and recommendation Ends with a summary of the main points of the review and a recommendation, e.g This is the best film I’ve ever seen Make sure you don’t miss it + The summary and recommendation mostly draw on the main body of the review The conclusion is mostly organised coherently so the reader understands it + The summary and recommendation fully draw on the main body of the review The conclusion is fully organised coherently so the reader understands it Tone Uses an informal tone to engage the reader through a variety of modifiers and adjectives, emphasis and rhetorical questions, e.g The main character’s motivations were totally unclear The impact was that we didn’t care about her and yet it’s vital that we care about the lead, isn’t it? + The tone is mostly consistent throughout the report but there may be some inconsistencies + The tone is consistently informal throughout the report Conveying ideas Conveys ideas clearly which the reader can mostly understand + Conveys complex ideas which are mostly understood by the reader + Consistently conveys complex ideas which are clearly understood by the reader Heading The review has a heading, e.g The greatest story you’ve never heard of + The heading is mostly appropriate to the content of the review and attracts the reader’s attention + The heading is fully appropriate to the content of the review and fully attracts the reader’s attention Paragraphing The review is organised into paragraphs + The ideas within each paragraph are ordered logically, e.g topic sentence to introduce the main idea + supporting points, e.g explanation, examples, reasons + The ideas within each paragraph are ordered logically, e.g topic sentence + supporting ideas; ideas are linked across paragraphs to create a coherent article, e.g Just like the acting, the cinematography is stunning Cohesion Sentences are linked through the use of formal linkers (e.g What’s more); organisational patterns (e.g Can you guess why that is? It’s because … ); referencing and substitution (e.g it, this, one) + The linking is mostly appropriate and accurate + The linking is always appropriate and accurate Grammar Uses a range of grammar mostly accurately + Uses a range of complex grammar mostly accurately; makes only minor errors + Uses a wide range of complex grammar mostly accurately; makes only very minor errors Vocabulary Uses common and less common vocabulary mostly appropriately + Uses a good range of vocabulary mostly accurately + Uses a wide range of vocabulary accurately ORGANISATION LANGUAGE 213 Z01 GoldXP TB C1 Global 39842.indd 213 4/19/18 11:11 AM WRITING: SUCCESS CRITERIA Proposal + = Solid plus whatever is in the Good or Acing it! box SOLID GOOD ACING IT! CONTENT Task fulfilment Makes one or more suggestions, depending on the task, and supports them with persuasive reasons and factual information, e.g An after-school volleyball club will encourage more students to take up sport + Develops the ideas in sound depth, e.g An after-school volleyball club will encourage more students to take up sport This will provide them with opportunities to be fit and healthy + Develops the ideas in good depth, e.g An after-school volleyball club will encourage more students to take up sport This will provide opportunities to be fit and healthy, as well as develop vital life skills such as team work and working towards a goal Relevance The content is relevant to the question and clear to the reader + Few irrelevances or omissions + No irrelevances or omissions COMMUNICATIVE ACHIEVEMENT Introduction Has an introduction to introduce the topic, states what is being proposed and the proposal aim, e.g There is a significant lack of sports facilities at our school It has been suggested that a volleyball club will help to solve this issue This proposal will outline two key reasons why such a club will be beneficial to the school + Is mostly organised coherently so the reader understands it + Is organised coherently so the reader fully understands it Conclusion and recommendations Ends with a conclusion which restates what is being proposed and why, and makes recommendations, e.g It is highly recommended that the school invest in a volleyball club in order to encourage more pupils to take up sport As stated earlier, the cost of such a club would be £500 However, once the equipment has been purchased, the running costs will be minimal, while the benefits to pupils will be high + Is mostly organised coherently so the reader understands it + Is organised coherently so the reader fully understands it Tone Uses a formal, neutral tone, e.g The purpose of this proposal is to … + The tone is mostly consistent throughout the proposal but there may be some inconsistencies + The tone is consistently formal throughout the proposal Recommending and suggesting Uses phrases to politely recommend/ suggest, e.g It is highly recommended that + The phrases are mostly used appropriately and accurately + The phrases are always used appropriately and accurately Conveying ideas Conveys ideas clearly which the reader can mostly understand + Conveys complex ideas which are mostly understood by the reader + Consistently conveys complex ideas which are clearly understood by the reader 214 Z01 GoldXP TB C1 Global 39842.indd 214 4/19/18 11:11 AM ORGANISATION Heading/subheadings Proposal has a heading, e.g Proposal for the creation of a … ; the proposal is divided into sections, with each section sitting under a sub-heading, e.g Benefits, Costs, Things to consider + The sections and sub-headings are mostly appropriate and describe what is in the section + The sections and sub-headings are always appropriate and describe what is in the section Paragraphing Within each section, the proposal is divided into coherent paragraphs + Ideas within paragraphs are ordered logically, e.g topic sentence to introduce the main idea + supporting points, e.g explanation, examples, reasons + Ideas within paragraphs are ordered logically; ideas linked across paragraphs to create a coherent proposal, e.g As previously stated … Cohesion Sentences are linked by use of formal linkers (e.g However, Furthermore) organisational patterns (e.g The key reasons are …; Firstly, … ), referencing/ substitution (e.g it, this, one) + The linking is mostly appropriate and accurate + The linking is always appropriate and accurate Grammar Uses a range of grammar mostly accurately + Uses a range of complex grammar mostly accurately; makes only minor errors + Uses a wide range of complex grammar mostly accurately; makes only very minor errors Vocabulary Uses common and less common vocabulary mostly appropriately + Uses a good range of vocabulary mostly accurately + Uses a wide range of vocabulary accurately LANGUAGE 215 Z01 GoldXP TB C1 Global 39842.indd 215 4/19/18 11:11 AM WRITING: SUCCESS CRITERIA Report + = Solid plus whatever is in the Good or Acing it! box SOLID GOOD ACING IT! CONTENT Task fulfilment Includes all information required in the task, e.g Say what aims the club has met, how it met them and what you recommend for the future + Develops the ideas in sound depth + Develops the ideas in good depth Relevance The content is relevant to the question and clear to the reader + Few irrelevances or omissions + No irrelevances or omissions COMMUNICATIVE ACHIEVEMENT Introduction Starts with an introduction which states the aim of the report and how data was collected, e.g The aims of this report are to present an analysis of the performance of our volleyball club over the last academic year In order to prepare for the report, a questionnaire was administered to all students in the school + Is mostly organised coherently so the reader understands it + Is organised coherently so the reader fully understands it Conclusion and recommendations Ends with a conclusion which restates, draws conclusions and makes suggestions, e.g Overall, the volleyball club has been successful as it has attracted a consistent number of members who have all enjoyed competing in the team However, as previously discussed, this number is still small and more needs to be done to attract a wider group of members It is therefore recommended that social media is used to advertise the club among other pupils + The conclusions and suggestions are mostly drawn from the main body of the report They are mostly organised coherently so the reader understands them + The conclusions and suggestions are fully drawn from the main body of the report so the report is a coherent whole The reader fully understands them Tone Uses a formal, neutral tone, e.g This report is designed to evaluate the performance of … + The tone is mostly consistent throughout the report but there may be some inconsistencies + The tone is consistently formal throughout the report Evaluation Evaluates as well as describes, e.g benefits, issues, solutions + The evaluation is mostly supported with examples and reasons + The evaluation is fully supported with examples and reasons Conveying ideas Conveys ideas clearly which the reader can mostly understand + Conveys complex ideas which are mostly understood by the reader + Consistently conveys complex ideas which are clearly understood by the reader Report has a heading, e.g Report evaluating the impact of … / Report on the impact of … + The sections and sub-headings are mostly appropriate and describe what is in the section + The sections and sub-headings are always appropriate and describe what is in the section ORGANISATION Heading/subheadings The report is divided into sections, with each section sitting under a sub-heading Paragraphing Within each section, the report is divided into coherent paragraphs + The ideas within each paragraph are ordered logically, e.g topic sentence to introduce the main idea + supporting points, e.g explanation, examples, reasons + The ideas within each paragraph are ordered logically, e.g topic sentence + supporting ideas; ideas are linked across paragraphs to create a coherent report, e.g As previously stated … Cohesion Sentences are linked through the use of formal linkers (e.g However, Furthermore) organisational patterns (e.g The key reasons are as follow Firstly, … ), referencing and substitution (e.g it, this, one) + The linking is mostly appropriate and accurate + The linking is always appropriate and accurate Grammar Uses a range of grammar mostly accurately + Uses a range of complex grammar mostly accurately; makes only minor errors + Uses a wide range of complex grammar mostly accurately; makes only very minor errors Vocabulary Uses common and less common vocabulary mostly appropriately + Uses a good range of vocabulary mostly accurately + Uses a wide range of vocabulary accurately LANGUAGE 216 Z01 GoldXP TB C1 Global 39842.indd 216 4/19/18 11:11 AM EXAM OVERVIEW The Cambridge English Qualifications: C1 Advanced, is made up of four papers four papers, each testing a different area of ability in English The Reading and Use of English paper is worth 40% of the marks The Writing, Listening and Speaking papers are worth 20% each If a candidate achieves an A grade, they will receive a Certificate in Advanced English stating that they demonstrated ability at Level C2 If a candidate achieves a grade B or C, they will receive the Certificate in Advanced English at Level C1 If a candidate only achieves a B2 level, they may receive a Cambridge English Certificate stating that they demonstrated ability at Level B2 Paper Formats Task focus Reading and Use of English Eight parts 56 questions 90 minutes Part 1: Multiple-choice cloze A text with eight gaps, and four options to choose from for each gap Part 1: Use of vocabulary including idioms, fixed phrases, complementation, phrasal verbs Part 2: Open cloze A text with eight gaps Candidates write the correct word in each gap Part 2: Use of grammar, vocabulary and expressions Part 3: Word formation A text with eight gaps and a word at the end of the line in which the gap appears Candidates write the correct form of this word in the gap Part 3: Vocabulary, particularly prefixes and suffixes, changes in form and compound words Part 4: Key-word transformations Candidates rewrite six sentences using a given word, so that they mean the same as the original sentences Part 4: Use of grammatical and lexical structures Part 5: Multiple choice A text with six four-option, multiple-choice questions Part 5: Identify details, such as opinion, attitude, tone, purpose, main idea, text organisation and features Part 6: Cross-text multiple matching Four short texts followed by four multiple-matching questions Part 6: Comparing and contrasting opinions and attitudes across different texts Part 7: Gapped text One long text with six paragraphs missing Candidates replace paragraphs from a choice of seven Part 7: Reading to understand cohesion, coherence, organisation and text structure Part 8: Multiple matching A text or several short texts with ten multiple-matching questions Part 8: Reading to locate specific information, detail, opinion and attitude Writing Two tasks carrying equal marks 90 minutes Part 1: Compulsory task Using given information to write an essay of 220–260 words Part 1: Writing an essay with a discursive focus based on two points given in the task Part 2: Producing one piece of writing of 220–260 words, from a letter/email, proposal, review or report Part 2: Writing for a specific target reader and context, using appropriate layout and register Listening Four tasks 30 questions (around) 40 minutes Part 1: Multiple-choice questions Three short dialogues featuring Part 1: Understanding gist, detail, function, interacting speakers, with two multiple-choice questions (with agreement, speaker purpose, feelings, three options) for each extract attitude, etc Part 2: Sentence completion One monologue with eight sentences to complete with a word or short phrase Part 2: Locating and recording specific information and stated opinions Part 3: Multiple-choice questions A conversation between two or Part 3: Understanding attitude and opinion more speakers, with six four-option multiple-choice questions Speaking Four tasks (around) 15 minutes per pair Part 4: Multiple matching A set of five short monologues on a theme There are two tasks In both tasks candidates match each monologue to one of eight prompts Part 4: Identifying main points, gist, attitude and opinion Part 1: Examiner-led conversation Part 1: General interactional and social language Part 2: Individual long turn with visual and written prompts Candidates talk about two pictures from a choice of three Part 2: Organising discourse, speculating, comparing, giving opinions Part 3: Two-way collaborative task Candidates discuss a question Part 3: Sustaining interaction, expressing and with five written prompts for two minutes, then answer a second justifying opinions, evaluating and speculating, question on the same topic negotiating towards a decision, etc Part 4: The examiner asks questions for candidates to discuss on issues related to the topic of Part CVR GoldXP TB C1 Global 39842 IBC.indd 217 Part 4: Expressing and justifying ideas and opinions, agreeing and disagreeing, speculating 5/3/18 2:10 PM ... 150 Z01 Gold XP C1 95056.indd 150 151 09/11/2017 17:15 Z01 Gold XP C1 95056.indd 151 09/11/2017 17:15 11 F02 GoldXP TB C1 Global 39842 Prelims.indd 11 4/18/18 3:12 PM UN T WALKTHROUGH WORKBOOK UNIT... using this approach? 16 F02 GoldXP TB C1 Global 39842 Prelims.indd 16 4/18/18 3:12 PM How does Gold Experience second edition help me with that? To take it further … Gold Experience provides the... Workbook, and an additional Exam Practice book for practice of full papers F02 GoldXP TB C1 Global 39842 Prelims.indd 4/18/18 3:12 PM COURSE COMPONENTS eBook for students For students Workbook