5 That’s entertainment!

Lead-in p59
Ask students to look at the photo and
say what they can see (a girl dancing).
Elicit or teach tutu and ballet. Ask
students: Do you think she is enjoying
herself? What do you think she’s
thinking about right now? Ask: What are
the people called who watch a play or a
film at the cinema? (audience).
Read the quotation I love being the
star of the show! to the students. Ask
students: What does ‘star of the show’
mean? (someone who has one of the
main parts in a film, show or play). Ask
what other stars people can be, e.g.
sports stars. Ask students: Would you
like to be a star? Why/Why not?

5
Look at the title of the unit That’s
entertainment! and elicit what
entertainment is (things such as
television, films, plays and shows). Tell
students that this is what Unit 5 is about.

1 Read the questions with the

That’s students. Elicit or teach perform (to
entertain people by acting, dancing,

entertainment!
singing, playing music, etc.) and
stage (the place where actors/
dancers perform). Ask students
what acting is (the job of being an
actor in films, plays, etc.). If they are
not sure, write actor on the board
READING SPEAKING and tell them that acting is the noun
topic: cinemas with a difference topic: weekend entertainment for the activity. Elicit the female
skill: understanding a simple text activities form of actor (actress). Explain,
about a past event skill: saying how you feel about however, that actor is increasingly
task: matching something used for both men and women.
task: discuss what you like and don’t Ask students to discuss the
GRAMMAR like
questions in small groups, then elicit
past continuous
WRITING some ideas from the groups.
past continuous and past simple
topic: entertainment Model answers
VOCABULARY skill: writing a simple story describing 1 I don’t like acting in front of other
entertainment the main events
people because I feel very shy and
entertainment nouns and verbs task: a story I’m always worried about what
SWITCH ON people will think of me, but actually
LISTENING I don’t feel that way when I’m
topic: entertainment video: let me tell you a story
singing. I love singing!
skill: extracting key factual project: story mash-up 2 I really love Lorde. She’s young but
information she has got an amazing voice, and
task: multiple choice (pictures) she also teaches young girls that
it’s good to be strong.

80

M01_GoldXP_TB_A2_Global_BrE_9781292239750.indd 80 07/11/2018 17:10

 READING SB p60 alternative: mixed ability
For stronger classes, you could treat this as a Speaking
To start Part 2 Phase 1 task. Ask each pair to choose five film types
Write the word entertainment on the board and draw a circle from the box in Ex 2. Then tell students that they have
around it. Draw a couple of lines coming from the circle to two minutes to discuss the different film types and say
form a spidergram. Add any new words from the lead-in which ones they like best and least. Remind them to give
section to the spidergram, e.g. audience and acting. Put reasons and examples for their answers and also to listen
students into groups of three or four and ask them to copy and reply to their partner.
the spidergram and come up with more words on the topic
of entertainment. Give students two minutes to brainstorm
words, then elicit ideas from the groups and add any new or
Read on
interesting vocabulary to the board.
background information
Tell students that the topic of this lesson is cinemas with a A The UK’s first ‘cycle-in’ cinema appeared in 2007 and
difference. Write this phrase on the board and ask students since then, they have become popular in many cities.
what it means (cinemas that are different to normal cinemas). Around 12 bikes are usually needed to power a film and
people take it in turns to cycle. Action movies work best
Power up as they give the cyclists lots of energy to cycle faster.
Romantic films are the worst!
1 Ensure students understand last in this context (the one B Edible Cinema is a company based in London. You can
they saw closest to now). Read them the model answer
go to their cinema or even hire the whole cinema for
(or, even better, your own answer) before they begin.
your own party! Guests get a tray with pots containing
Then give students 2–3 minutes to discuss the questions
food, drink and smells to open during the film so they
in pairs. When students seem to be finished, choose some
can eat, drink and smell the same things as the film
students to report back on what their partner told them.
characters at different times during the film.
For weaker classes, warn them in advance that you will be
C In 4D cinema there are special seats that move so
asking them to report back on what their partner said.
that the audience can experience special effects
Model answer of movement, sound, etc. For example, Batman Vs
Superman in 2016 was shown in 4D in Seoul, Korea,
The last film I saw in the cinema was a Marvel film. It was OK,
and New York, and included fog, wind, rain, lightning,
but there are so many Marvel films, I’m bored of them now!
movement and smells. Other films to be shown in 4D
2 5.1 Ask a student to read the words in the box and have included Avatar, Ironman and Transformers.
elicit from the class what they are (types of films). Tell
students they are going to listen to some short recordings 4 Do this as a class discussion. Ask students what they think
and they have to decide which film type from the box the the text will be about. Don’t confirm any of their ideas
clip comes from. For weaker classes, you might like to at this point as students will match the photos to the
pause the recording after each clip. different cinema types in Ex 5.
Play the recording again and pause after each clip to
check the answers with the class. 5 Tell students to read the texts quickly and match them to
the photos. Check answers around the class.
1 romantic film
1 C  2 B  3 A
2 animated film
3 science fiction film
4 action film exam tip
5 comedy Read through the exam tip with the class. Ask students why
6 horror they think it’s a good idea to read the questions before they
read the text (because it will help them find the answers
7 documentary
more quickly). Ask students what they should do while they
3 Put students back into pairs (the same pairs as for Ex 1 are reading the questions (underline the key words), and elicit
or, if possible, mix the students up to have them talk to why they need to do this (to help them locate the answer and
someone new) and ask them to discuss the questions. Tell to make sure they have the correct information).
them to use the film types from Ex 2 in their discussion. Also suggest to students that when they find an answer in
Remind them to give reasons and/or examples for their the text, they should underline it and write the number of the
answers. Give students 3–4 minutes to talk, then elicit question next to it so that they can find it quickly when they
ideas from the class. are checking their answers.

Model answer
I like comedy films the best. I like anything that makes
me laugh. I like horror films the least because I hate being
scared!

81

M01_GoldXP_TB_A2_Global_BrE_9781292239750.indd 81 07/11/2018 17:10

 5 That’s entertainment!
READING (Continued) Fun footer
Read the fun footer with the class. Ask students to think of
exam task: matching any other words in English that are the same as the thing they
Note that the rubric in the Cambridge A2 Key for Schools describe. For weaker classes give them a clue: tech words, e.g.
exam is slightly different: For each question, choose the smiley, emoticon (emotion+icon)/emoji, text, email.
correct answer. Additionally, the seven questions in the
exam can be about three short texts with a similar topic To finish
(like this), or about one long text. Put students into groups of three and tell them they are
going to choose three movies to suggest to the class which
6 Ask students to work on their own, as they would would suit each of the cinema categories mentioned in the
in the exam. Give students 10 minutes to complete reading text. They can be English-speaking movies or ones
the task, which is slightly more than they would from their own language but they should explain them in
have in the exam, and remind them to leave time at English. If students have access to the internet in class,
the end to check their answers. Then elicit answers they can search for top teenage movies to give them some
from around the class. If you have a bigger class, ask ideas. Alternatively, you could do a search and put up a list
another student to read the part in the text which on the IWB. If you haven’t already shared the Background
gave them the answer. information with the class, do so at this point to give
students more information to help them with this task.
1 A (Last Friday I watched a film in a field.)
You could write these notes on the board to help students:
2 C (I nearly dropped my popcorn!)
3 A (I’m normally not interested in cinema, but I loved • Cycle-in cinema: fast-paced/action movie with music. Not
this.) romantic/slow films.
4 B (I arrived at the cinema after lunch.) • Edible cinema: films with food, drink and smells
• 4D films: films with lots of movement and/or effects,
5 C (When the actor jumped into a pool we felt water on
e.g. sci-fi and action movies
our faces.)
6 A (When I arrived with my cousin we saw lots of people Remind students to think of reasons and examples from
on bikes.) the films. Give students 6–7 minutes to come up with ideas,
then ask each group to share their ideas with the class. Have
7 B (Yesterday I watched my favourite film, Charlie and
a class vote on the best idea for each cinema type.
the Chocolate Factory.)
To prepare for the Grammar lesson, ask students to complete
Exs 1 and 2 on page 62 of the Student’s Book for homework,
Sum up and to read the Grammar reference section on the past
continuous on page 136.
7 Put students into pairs to describe the cinema
experiences. For weaker classes, go through the words Also share the PowerPoint Grammar Presentation on the past
in the box first and elicit phrases for each one from the continuous with them. Tell them to write down any questions
class, e.g. ride bicycles, get boxes with numbers on and they have about this or the Grammar reference, and say that
write these on the board. While they are talking, go you will go over these in the next lesson.
around the class and help where necessary. Give students
2–3 minutes, then elicit some ideas from different pairs. Presentation tool: Unit 4, Reading
Workbook / Online Practice: WB p40
Possible answers
Audioscript: SB p154
Cinema experience 1: You ride bicycles to make the
electricity for the cinema. Extra Practice App
Cinema experience 2: You get boxes with numbers on.
You open each box and eat the food at different times
during the film.
Cinema experience 3: This is 4D cinema. Your seats move
while you’re watching the film. Sometimes when an actor
gets wet, you feel water on your face.

Speak up
8 If you haven’t already shared the Background information
with the class, you might choose to at this point to give
students more ideas for discussion. Put students into
groups of three or four for the activity and give them
3–4 minutes to share their thoughts, then elicit ideas
from the class. Ask: Are there any of the experiences which
you would not like to try? Why?

Possible answers
I would really like to try cycle-in cinema because looking after
the environment is really important and I love the idea of
making electricity yourself.

82

M01_GoldXP_TB_A2_Global_BrE_9781292239750.indd 82 07/11/2018 17:10

 GRAMMAR SB p62
4 5.3 Ask students to watch or listen a second time
and complete the sentences with the words they hear.
With weaker classes, pause the recording, after each
To start speaker to give students a chance to write the answer.
Direct students’ attention back to the film types in the
word box from Ex 2 on page 60. Put students into pairs and 1 was watching  2 was playing  3 was listening
tell them to take turns to choose and describe one of the 4 was chatting  5 was uploading, looking  6 was watching
film types for their partner to guess. Tell them they are not
allowed to say any of the words in the word box.
alternative: mixed ability
Model answer Stronger groups can try to complete the sentences first
A: I like these films because they make me laugh. and use the video or listening to check their answers.
B: Is it a comedy?
A: Yes. 5 Ask students to read the text quickly, ignoring the gaps,
to find out what it’s about (someone’s unpleasant visit to
the cinema).
alternative
Less able students can do this activity in pairs, otherwise
You may want to download the Grammar Presentation
ask students to complete the text on their own. When
for this lesson from the Teacher Resources area of the
they have finished, students should read their completed
Pearson English Portal. This presentation has been created
text aloud to themselves to check their answers. Check
specifically for this lesson and is fully editable for teachers.
answers around the class.

explore grammar SB p136

1 was kicking  2 were chatting  3 were (they) sitting
4 weren’t watching  5 was playing  6 were eating
7 were making  8 weren’t thinking
1 If you used the flipped classroom approach at the
end of the last lesson, elicit answers to the exercise
and go over any questions students have from the extra: fast finishers
Grammar reference section or from the PowerPoint Ask fast finishers to write their own comment about a
presentation, if you used it. bad experience at the cinema. It can be real or imagined.
If you didn’t use the flipped classroom approach at the When you have finished checking the answers to Ex 5,
end of the Reading lesson, do Ex 1 now with the class. ask first finishers to read out their comments to the class.
Read the sentence and the choices with the class, then Invite feedback from the rest of the students.
elicit the answer. Note that if students struggle with
this, leave it open, study the explore grammar box and
Ex 2, then return to the question to see if students
Speak up
now know the answer. 6 Read the question with the class. Before students begin,
ask them when they last went to the cinema. Ask: What
1 B
did you watch? What can you remember that was good/
bad? Elicit a few responses from the class. Then put
2 Read through the explore grammar box with the class.
Then tell students to read the examples again and students into pairs and allow them to compare their own
complete them with the words in the question. Elicit ideas. Encourage them to give reasons and examples for
answers from the class and check for any difficulties. their opinions.
While students are discussing the questions, go around
1 was  2 wasn’t  3 were  4 were  5 were the class and help with any problems with the target
language. Allow 4–5 minutes for discussion, then elicit
With the sentences now complete, study them again ideas from the pairs.
with the class and ensure the circumstances in which
the past continuous is used are clear. Provide further
examples if necessary. game on
Read the instructions with the students. Give students
Ask students to read through the Grammar reference
five minutes to write their sentences on their own.
on page 136 of the Student’s Book if they haven’t
Remind them to use the past continuous. While they
already done so for homework.
are doing that, go around the class and help students
with any difficulties. When everyone has finished writing
watch out for their sentences, put students into pairs and ask them to
take turns reading out their sentences to each other and
Remind students that, as with the present continuous,
guessing which one is true. When everyone has finished,
state verbs such as know are not used with the past
ask some students about their partner. Ask them whether
continuous.
they guessed correctly and which one of the sentences was
not true. If they guessed correctly, ask how they knew.
3 5.2 Read through the verbs with the class quickly,
then ask students to watch or listen and circle the verbs
they hear. Play the recording, then elicit answers from
the class.

watch, text, play, listen, chat, upload, look, watch

83

M01_GoldXP_TB_A2_Global_BrE_9781292239750.indd 83 07/11/2018 17:10

 5 That’s entertainment!
GRAMMAR (Continued)

To finish
VOCABULARY SB p63

Tell students they are going to play a game. Divide the class entertainment
into pairs and give one sheet of A4 paper to each pair. Tell
them to fold and tear the sheet four times so they end up To start
with 16 small bits of paper. Brainstorm some time phrases Write the times 6 p.m., 8.30 p.m. and 11 p.m. on the board.
that we can use with the past continuous and write them Ask different students what they were doing at each of these
on the board, e.g. yesterday, last week, at 11 o’clock, at times yesterday evening. Find out if there was anyone who
lunchtime, this morning, at midday. In pairs, students write wasn’t sleeping at 11 p.m.
the time expressions on the bits of paper. When they have Read the section title entertainment with the class and recap
finished writing the time expressions, they should put the bits on what it means (things such as television, films, and shows
of paper face down on the table. Students take it in turns to that people watch for fun).
pick up a piece of paper and try to make a sentence using the
past continuous and the time expression on their paper, e.g. 1 Draw students’ attention to the photos and ask them
Yesterday I was studying in the library all day. If students say to say what they can see. Ask students where the people
a correct sentence, they gain a point. Students continue until are in each photo but don’t tell them if they are right
they have made eight sentences each. For higher level classes at this point.
partners can time each other and make each sentence within
Read through the instructions and words in the list with
10 seconds.
the class. Drill the pronunciation of the words, paying
If you are short on time, students can fold the piece of A4 particular attention to theatre /ˈθɪətə/ and concert
paper three times to make four sentences each. /ˈkɒnsət/.
Put students into pairs to match the words to the photos,
Presentation tool: Unit 5, Grammar then elicit the answers. Ask students: Do you go to any
Workbook / Online Practice: WB p41 of these things? If students answer ‘yes’ for any of them,
Grammar Reference and Practice: SB pp136–137 elicit more details such as when they went, what they saw
and if they liked it.
Audioscript: SB p154
PowerPoint Grammar Presentation: Unit 5, Grammar A music festival B classical concert C art exhibition
Extra Practice App D talent show E open-air theatre

2 5.4 Ask a student to read the instruction to the class,

then play the recording. Ask students to compare answers
with a partner. If students have a different answer to their
partner, they should listen carefully on the second play
and decide together whose answer was correct.

1 an open-air theatre
2 an art exhibition
3 a music festival

alternative: mixed ability

For weaker classes, go through each of the entertainment
types and brainstorm things that the students might hear
on the listening, e.g. talent show, good/bad, singer, dance.

3 5.5 Ask students to look at the words in the box and

tell you what kind of words they are (adjectives). Students
listen again and complete the conversations with the
adjectives they hear in the recording. Go through the
answers as a class.

1 awesome 2 funny 3 excellent 4 boring 5 great

6 strange 7 kind 8 terrible

alternative: mixed ability

If your students are confident, they can try to complete
the sentences with the words before listening, then use
the listening to check their answers.
For weaker classes, before you listen draw two columns
on the board and put a tick and a cross above each one.
Tell students that the tick column is for positive words
and the cross column is for negative ones. Ask students to
tell you which column to put each of the adjectives in.

84

M01_GoldXP_TB_A2_Global_BrE_9781292239750.indd 84 07/11/2018 17:10

 extra To finish
Put students into pairs. Give them four minutes to take it in
Students can roleplay the conversations in pairs.
turns to say a verb from the lesson and ask their partner to
say and spell the noun form. Only the student choosing the
explore language noun should look at the Student’s Book. Do the first one with
the class as an example, if necessary. Ask a student to choose
Read through the explore language box with the class. Tell a noun. For example:
students that for nouns made with -or, -r and -er we don’t say
Student: comedy
the ‘r’ at the end in British English (received pronunciation),
e.g. actor /ˈæktə/. Drill the words chorally and individually. Teacher: comedian: c–o–m–e–d–i–a–n
To prepare for the grammar section in the next lesson,
extra ask students to read the explore grammar box on the past
Play a game. Put students into teams and tell them they continuous and past simple on page 64 and the Grammar
have a minute to write as many words as they can ending reference on page 136 for homework. Ask them also to
in the suffixes -or, -r and -er. After one minute, elicit the complete Ex 5 on page 64 of the Student’s Book. This
words from the teams. Teams get a point for any word preparation stage will allow for more time to focus on the
which the other teams haven’t written. The team with the Listening skills in the next lesson.
most points wins. Also share the PowerPoint Grammar Presentation on the past
continuous and past simple with them. Tell them to write
4 Ask students to quickly read the text to find out what it’s down any questions they have, and say that you will go over
about (it’s about Got Talent, the TV show). Students can these in the next lesson.
then read the text again to complete the answers. When
you go through the answers with the class, ask students Presentation tool: Unit 5, Vocabulary
to say how they got their answer, e.g. 1 we need an article Workbook / Online Practice: WB p42
before a singular noun and we need the definite article
Photocopiable: 5A
because there is only one set of Guinness World Records.
Extend Vocabulary: SB p146
1 A (name of an institution – Guinness World Records) Audioscript: SB p154
2 B (collocation – talent show)
Extra Practice App
3 C (collocation – around the world)
4 A (collocation – opera singer)
5 C (collocation – tell a story)
6 C (The sentence tells us that he makes music with
coconut leaves, so he is a musician (C); he therefore isn’t
a guitarist (A) and dancing (B) isn’t mentioned.)

Speak up
5 Read through the questions with the class, then put
students into pairs to ask and answer together. Give
students 2–3 minutes to discuss, then invite pairs to share
their ideas with the class. Ask some follow-up questions
to generate more class discussion, such as: Do you watch
talent shows on TV? If so, which do you prefer, singers,
comedians or magicians? Why?

game on
For weaker classes brainstorm the people with the class
first (e.g. singer, comedian, magician) and write them on
the board. Read the example aloud with a volunteer, then
put students into pairs or groups of three to play the
game. Circulate offering help where needed.

Fun footer
Read the fun footer with the class. If students have access to
the internet and it’s permitted in class, students can search
for other phrases that contain the word magic. Alternatively,
ask students if they have any similar phrases in their own
language. If they do, help them to translate them into
English.

85

M01_GoldXP_TB_A2_Global_BrE_9781292239750.indd 85 07/11/2018 17:10

 5 That’s entertainment!

LISTENING SB p64 Play the recording. Remind students that they will
always hear the recording twice in the exam and that
To start they should listen carefully the second time and check
their answers, even if they think they are correct.
Have a class discussion about music. Tell students about
Play the recording again, then check answers
music you listen to and invite students to tell you what kinds
around the class.
of music, bands and singers they like. Tell students that this
lesson is about music festivals. 1 B (I remember now. I put it in the kitchen drawer – to
keep it safe!)
Power up 2 A (We all went to an art exhibition in London instead.)
1 Read through the question and ask students to discuss in 3 C (It costs £7.75)
pairs or groups of three, then elicit ideas from the class. 4 A (I just got a baseball cap – it’s really cool.)
5 C (Don’t worry, Mum – it’s at seven o’clock.)
Model answer
I like listening to music with my friends, but I really love
listening to music on my headphones when I’m running. extra
It’s a great way to make you run faster! Before you check the answers to Ex 3, ask students to
turn to the audioscript on page 154 of the Student’s Book.
2 Read through the phrases and check for comprehension, Students work in pairs to underline in the text the part
especially hanging out (spending time) and discovering of the conversation which gave them the answer (see the
(finding something, either by accident or because you answer key above).
were looking for it). Students stay in their pairs or groups
of three from Ex 1 to discuss, then come together to elicit For stronger classes, pairs can also highlight in a different
some ideas from the class. way the sections of the text which told them that the
wrong answers were wrong.
Stronger classes can do Exs 1 and 2 together.

Model answer 4 5.7 Read through the questions with the class
I think people like to go to festivals so that they can spend and check for any difficulties. Tell students that these
time with their friends just hanging out and seeing their questions are not part of the exam task – they are extra
favourite bands. There are lots of festivals in the summer comprehension practice. Ask students to underline
holidays after the school exams have finished, so this is a nice the key words in each question on their own. Play the
time to just relax. recording again while students listen and answer the
questions. At the end of the recording, check answers
Listen up around the class.

1 to put it in a safe place/to keep it safe 2 tired

exam tip
3 in his pocket 4 a band T-shirt; they were very expensive
Read through the exam tip information with the class. Tell
5 get changed/change her clothes
students that before they start, they should look at the
pictures to decide what things they might hear. Tell students
to write notes next to each picture. Do the first one as a alternative
class: A (book)shelf, B drawer, C table. Remind students to You may want to download the Grammar Presentation
always underline the key words in the questions as well. Elicit for this lesson from the Teacher Resources area of the
why we do this (so we can make sure we listen for just the Pearson English Portal. This presentation has been created
relevant information). For example, draw students’ attention specifically for this lesson and is fully editable for teachers.
to question 2. Ask them what the key words are in this
question (where, go, yesterday). Ask students why yesterday
is important (because the speaker might also mention today explore grammar SB p136
or last week). Ask students to go through the rest of the
questions and underline the key words, and write a word or
words next to each picture. For weaker classes students could 5 If you followed the flipped classroom approach
suggested at the end of the last lesson, you can
compare answers with a partner before moving on to the
ask students if they have any questions from their
next stage.
homework and check the answers for Ex 5. Otherwise,
go through the grammar point with the class now. If
exam task: multiple choice (pictures) you used the timeline in the Grammar lesson, recreate
The task rubric in the Cambridge A2 Key for Schools exam it now and add a vertical arrow pointing downwards
is slightly different to what is used here: For each question, at 2.30 p.m. Write this sentence below: It was raining
choose the correct answer. All the dialogues in this unit when Pierre went shopping.) Ask students: How many
have four turns but some dialogues may have five turns actions are there in the sentence? (two: It was raining
in the Cambridge exam. Time may be represented as and Pierre went shopping.) Ask: Which action started
analogue or digital clock in the Cambridge exam. first? (It was raining first.)

3 5.6 Read the instruction with the class. Tell

students this is an exam-style question so they should
work on their own.

86

M01_GoldXP_TB_A2_Global_BrE_9781292239750.indd 86 07/11/2018 17:10

 Read through the example sentences in the grammar
box with the class and elicit the difference between the
SPEAKING SB p65

two sentences (the order is reversed). Tell students that To start

you can put the verbs in any order in the sentence – the
Tell students about something interesting you did at the
past continuous verb will always be the action which
weekend, for example I went to a beach clean-up at the
started first. Check students’ comprehension by asking
weekend. We took plastic bags and picked up all the rubbish
which action came first in each of the examples.
off the beach. It was hard work, but the beach looked lovely
Read the instructions with the class and ask students at the end of it. Put students into pairs and ask them to find
to complete the sentences individually. Check answers out what their partner did at the weekend. Give students two
as a class. minutes, then elicit from some students what their partner
did at the weekend.
1 was dancing, saw  2 were watching, heard 
3 was doing, ran  4 texted, was making 
5 were playing, arrived  6 took, wasn’t looking
Power up
1 Read the instruction and the activities with the class. Ask
Speak up students what they need to do (put the entertainment
activities in order of what they would like to do most and
6 Put students into pairs to discuss the questions. Allow least with their friends). Help students think about the
2–3 minutes for discussion, then elicit some ideas from language they will need for describing what rating to give
the class. To generate more class discussion, ask some each place, e.g. I would most/least like to go to X because … .
follow-up questions based on pairs’ individual answers. I gave X a rating of three because … . Write the prompts
on the board for less confident students.
Model answers Give students a minute or so to rate the entertainment
1 It was the first day of school when I met my best friend. I activities, then tell them to discuss their choices with
was sitting at my desk when she came and sat down next their partner. Give them 3–4 minutes to do this, then
to me. That was three years ago. elicit ideas from the class.
2 That’s easy – I had a fancy dress party, where everyone
wears different clothes. I was wearing a doctor’s costume! Model answer
I would most like to watch a talent show with my friends as
Fun footer this isn’t something we get to do very often. I would least
Read the fun footer with the class and ask students to explain like to go to the museum as I think museums are boring.
what it means (it’s a joke: weekends can’t go faster than light, I gave going to the cinema a ‘3’ because this is something we
but it feels like they go very quickly because they are fun do all the time anyway.
days).
Speak up
To finish
2 5.8 Tell students that they are going to listen to two
Tell students they are going to play a game. Put them into students answering in the Speaking exam. Tell them that
pairs and tell them they are going to challenge each other they are answering Part 2 Phase 1 where pairs look at
to complete past continuous and past simple sentences. five pictures about a topic. Ask the class to look at the
Demonstrate with the class. Say the first part of a sentence, pictures and say what they think they can see in each
for example: It was snowing when … and challenge a student one (theatre, restaurant, music festival, cinema, art
to complete the sentence, e.g. It was snowing when I woke exhibition), then elicit what the topic must be (activities).
up yesterday. Tell students they have three minutes to make Read the questions with the class, then ask students to
as many sentences as possible. The student who challenges listen to the recording and answer the questions. After
should decide if the sentence is correct and if so, they should they have heard the recording twice, check answers as
write it down. Give students three minutes to make as many a class.
sentences as possible between them, then stop the activity
and check pairs’ answers. The pair with the most correct Alicia likes music festivals (C), going to restaurants (B) and
sentences wins. going to the cinema (D).
Marco likes going to the theatre (A), going to festivals (C),
Presentation tool: Unit 5, Listening going to the cinema (B) and going to restaurants (D).
Workbook / Online Practice: WB p43
3 5.9 Read through the questions with the class, then
Photocopiable: 5B play the recording. For less confident classes, you could
Grammar Reference and Practice: SB pp136–137 stop the recording after each answer for students to write
Audioscript: SB p154 the answer. Check answers around the class.
PowerPoint Grammar Presentation: Unit 5, Grammar 1 Because she likes listening to music and being outside with
Extra Practice App her friends.
2 Because she thinks it’s a bit boring.
3 Because she loves food.
4 Because his uncle has a restaurant.
5 Because he says he doesn’t understand art.

87

M01_GoldXP_TB_A2_Global_BrE_9781292239750.indd 87 07/11/2018 17:10

 5 That’s entertainment!
SPEAKING (Continued)

4 5.10 Tell students that in the exam the examiner

WRITING SB pp66–67

(= the reporter) will ask the candidates a question to To start

finish off the section. Tell students to listen to the Tell students about a story you read recently. Ask students:
recording and note down which question the examiner What was the last story you read? What kind of story was it?
asks the students as well as their answers. Play the Did you like it? Allow students a couple of minutes to discuss
recording then check answers with the class. in pairs, then elicit ideas from the class. Ask some follow-up
questions but avoid overlapping with the Power up questions
She asks Alicia and Marco which activity they like best. Alicia
to follow.
says going to restaurants and Marco says going to the
theatre.
Power up
explore language 1 Read through the words with the class and elicit from
students what kind of words they are (adjectives). Elicit
Read through the explore language box and the exam tip the meaning of each one. Teach any of the adjectives
with the students before they do the activity. students don’t know and ask students to use the
adjectives to discuss in pairs which kinds of stories they
exam task: discussion SB p148 like. Encourage them to give reasons for their answers.
After a couple of minutes elicit ideas from the class.
5 Read the instruction with the class. In the
Cambridge A2 Key for Schools exam questions like 2 In the same pairs, get students to look at the pictures
these would come from the examiner. While students and discuss what is happening in the story. Give them a
are doing the activity, go around the class giving help minute to do this then ask pairs to join another pair to
where needed and correcting any errors with the compare their ideas. Get feedback from the class.
target language. Make sure students are using the
language from the explore language box and giving 3 Ask students to read the sentences and decide with their
reasons for their answers. Allow students 3 to 4 partner on the correct order. Tell students to read the
minutes to complete the activity then invite them to finished reordered text to make sure it makes sense, then
share their ideas with the class. talk about how similar or different the story is from their
ideas in Ex 2. Check answers by asking students to read
Model answer the story in the correct order around the class.
I think listening to music at a concert is more fun
because you can’t do it every day. Listening to music at 1G 2C 3D 4E 5A 6B 7F
home is really nice but it’s more relaxing than fun.
4 Elicit a couple of time expressions from the class, then ask
When the weather is bad I usually go around to my best students to read the story again on their own and underline
friend’s house and we watch something on her laptop or the time expressions. Put students into pairs to compare
we do our homework together. their answers, then elicit ideas from different pairs.

To finish useful language

Put students into groups of three and ask them to plan their Read through the time expressions in the useful language
perfect weekend. They can use any of the weekend activities box. Ask students which ones they could use to start a
mentioned in this lesson or they can use their own ideas. Tell story (Last Saturday/week/month) and which ones they
them they have five minutes to plan their weekend and then could use to end a story (The next day, Later, In the end,
they can share their ideas with the class. Have a class vote on At the end of the evening). Ask students if they can think
the best idea at the end. of any more expressions.

last Saturday evening, At the end of the film, Then, A few

Presentation tool: Unit 5, Speaking
seconds later
Workbook / Online Practice: WB p44
Speaking file: SB p148
5 Tell students to use their answers from Ex 4 to answer the
Audioscript: SB p154 questions.

1 last Saturday evening

2 at the end of the film
3 a few seconds later

6 Read the titles with the class and ask students which title
describes the events in the story (they both do). Which
title do they think is the best one? (A) Why? (Because it’s
more dramatic – it makes you want to read the story.)

88

M01_GoldXP_TB_A2_Global_BrE_9781292239750.indd 88 07/11/2018 17:10

 Plan on Improve it
7 Put students into pairs and ask students to look at the 11 If students do Ex 10 for homework, they can also do
pictures and say what they see. Give them a minute to this activity for homework. Alternatively, students can
do this, then elicit ideas from the class. Don’t correct swap work and their partner can check their story for
them because at this stage any sensible guess is to be each of the four things. Tell students to give positive and
encouraged. encouraging feedback to their partner alongside any
negative: they should try to find one or two good things
Possible answers they liked, not just point out mistakes.
A They are eating popcorn at the cinema.
B They are looking at the girls behind them. They don’t 12 Students could also do this before they swap work with
look happy. their partner. Alternatively, their partner can check for
C The boy at the front looks embarrassed, and the girls are spelling.
pointing at his bag.
extra: fast finishers
8 Tell students that there are more phrases than pictures Pairs can look back over the unit and their notebooks
so some of the pictures will have more than one phrase.
and help each other find new words they can add to their
Read sentence 2 with the class and ask students why they
story to make it sound more interesting.
think Daniel’s face has gone red (he is embarrassed). Ask
students to match A–E with the pictures 1–3.
To finish
A 3  B 5  C 1, 4, 2
Put students into groups of three to come up with their own
pictures to tell a story. Give groups enough paper to draw
Write on three pictures or ask students to use their own paper. Tell
them their pictures don’t need to be perfect; they can use
9 Read the titles with the class and ask students which title stick men if they want but the storyline should be clear. Give
describes the events in the story (A). Students can use
groups five minutes to plan and then draw their picture story.
this title for their writing or they can choose their own
When they have finished, they should swap pictures with
title
another group. Groups should look at their new pictures and
A try to decide what the story is. Give students three minutes
to guess, then ask the two groups to come together to
compare their stories. Did the second group come up with
exam tip the same story as the first group? Elicit some feedback from
Read the exam tip with the class. Remind them that they the class.
must write about all the pictures as a whole; they mustn’t
just take one picture and write about it. Presentation tool: Unit 5, Writing
Workbook / Online Practice: WB p45
exam task: story SB p150
Photocopiable activity: 5C
Note that the task rubric in the Cambridge A2 Key for
Schools exam is slightly different to the one used here: Writing file: SB p150
Look at the three pictures. Write the story shown in the
pictures. Write 35 words or more.

10 Students can either do this task in class or for

homework. If students do the task for homework,
there will be more time available for peer marking
and improvement. If you do the activity in class,
allow students 10 minutes to complete their writing
on their own.

Model answer
Last weekend, Daniel and George were watching a film at
the cinema. At the beginning of the film a mobile phone
started ringing. Some girls were sitting next to them and
they thought it was the girls’ phone. Daniel and George
were really angry and looked at the girls. Then one of
the girls pointed at Daniel’s bag. Daniel’s mobile phone
was in his bag and it was ringing! Daniel saw his phone
and felt really bad. His face went red, but George was
laughing. In the end, Daniel switched off his phone and
said sorry to the girls.

89

M01_GoldXP_TB_A2_Global_BrE_9781292239750.indd 89 07/11/2018 17:10

 5 That’s entertainment!

SWITCH ON SB p68
Depending on the size of your class, give groups
30 seconds to a minute to present their idea. Their
presentation can take any form they like, i.e. as a
Let me tell you a story presentation on the IWB using a presentation tool or
simply spoken orally. Allow students to be as creative
1 With books closed, put students into pairs to discuss the as they like, but encourage all students in the group
question for two minutes. Circulate while they talk and to speak.
listen out for interesting stories that you can ask about
afterwards. Then get feedback from the class and ask a While the groups are presenting their ideas, ask the rest
few students with more unusual stories to tell the class of the class to make notes and to think of one positive
about them. feedback point to tell each group. Have a class vote at
the end on the best idea, encouraging students to give
2 Keep students’ books closed and tell the students they reasons why they chose the idea they did above all the
are going to watch a video about how we tell stories and other ideas.
how that has changed over time. Put students into groups
and ask them to think about how the way we tell stories extra: mixed ability
has changed and imagine what they might see in the video. Stronger classes can also include in their pitch:
Then tell students to open their books, look at Ex 2 and 1 actors they want to play the main roles
read through the list. Are any of the things mentioned 2 location
in the list the same as what they talked about with their 3 a budget (how much money they need to make the film)
group? Check students’ understanding of the things on the and why they need that budget, e.g. does the film have
list. If they aren’t sure what they are, ask them to watch a lot of special effects, an expensive location, expensive
the video then ask again during class feedback if the video actors.
has helped them to understand. Watch the clip, then elicit
Elicit that it’s not always best to have a huge budget as
answers. Ask students if the order they heard the things in
the production company might want to be more involved
is the same order they appeared in history (yes).
if lots of money is involved. Suggest that they should
2 theatre 3 moving images/cinema 4 video perhaps try to save some money.
5 virtual reality

3 Give students time to read the sentences, then watch

Project extension
the video again and ask students to listen for the true and Students make a storyboard of their film. Elicit/Explain what
false information. For stronger classes, ask students to a storyboard is (a series of drawings, with some directions
correct the false information. and dialogue, to show the events in a film).
Tell groups to choose one important scene from the film to
1T 2F 3T 4T make a storyboard from. If you have access to large paper,
give each group one piece of large paper, otherwise students
extra can use a few pieces of A4 paper for their storyboard. Tell
them that their drawings don’t have to be perfect – they can
Put students into small groups to brainstorm the next
even be stick men, they just need to get the point across.
thing that could appear on the list, i.e. ask them to invent
Groups should also write some dialogue to show what the
a new way to tell stories. Give students five minutes to
actors are saying to each other and also some director
come up with ideas, then share them with the rest of the
‘directions’.
class. Have a show of hands to see which group came up
with the best idea. Give students ten minutes to create their storyboard, then
put them up around the classroom for the rest of the class to
see. The class can then vote by adding a star to their favourite
Project storyboard.
4 Put students into groups. Break down the task for
students and write these five instructions on the board Presentation tool: Unit 5, Switch on
(set the students going with task 1 while you write up the Switch on videoscripts: TB p154
other four):
1 Make a list of interesting stories you could use for
a film.
2 Choose two or more to make a new story and decide
what film type it will be (refer students back to Ex 2 on
page 60 for the list of film types, if necessary).
3 Decide the main characters and write a summary of the
story. It must have a beginning, middle and end.
4 Decide what makes your film special and why it will be
a blockbuster.
5 Present your film to the class.

90

M01_GoldXP_TB_A2_Global_BrE_9781292239750.indd 90 07/11/2018 17:10

 INDEPENDENT UNIT CHECK SB p69

LEARNING
This Unit check covers vocabulary and language related
SB p68 to entertainment.

Speaking skills extra

• In pairs, students write a definition for a word and give
1 Put students into pairs or groups of three for this activity. it to another pair to find in the wordlist. To make the
Ask students to look back at each of the activities on activity easier, the pair who wrote the definition can say
the pages given, then rank them from 1 to 4. Elicit ideas which word set it came from.
from the class and find out if students all chose the same
order. Elicit reasons why students found some speaking • In pairs, students take it in turns to choose a word and
activities easier or more difficult than others. Does make up an example sentence containing their chosen
everyone in the class agree? word. They then read aloud their example sentence,
missing out the key word. Their partner has to guess
2 Ask students to work alone to decide if the sentences are which word goes in the sentence but they mustn’t look
true for them. Students compare answers in pairs. Ask for in the book.
a quick show of hands for each statement and if there are
a few negative answers, then ask students to think about Practice
why they answered the way they did and how they can
improve in the future. 1 any five of the following: actor, actress, artist, comedian,
dancer, guitarist, magician, musician, singer
alternative 2 any five of the following: action film, comedy, documentary,
For more self-reflection, instead of saying which ones are horror film, romantic film, science fiction film
true, get students to say to what extent they agree with 3 classical concert, concert, music festival
each. Write on the board: 2 1 C ​2 E ​3 D ​4 B ​5 A
1 = I don’t agree
3 1 music festival  2 art exhibition  3 talent shows
2 4 open-air theatre  5 concert
3 4 5.11  1 musician  2 seats  3 funny  4 actor
4 5 terrible  6 act
5 = I completely agree
Ask students to write a number next to each statement,
then ask for feedback from the class.

3 Brainstorm ideas as a class for good speaking skills and

write them on the board, e.g. speaking clearly, asking for
help if you don’t understand a question, looking at the
other person, using a range of verbs and vocabulary. Put
students into the pairs they work in most of the time and
give them four minutes to share their feedback. Elicit
ideas from volunteers.

4 Students should do this activity alone following on from

the feedback they received in Ex 3. If students received any
other positive feedback about improving their skills, they
can write this here as well. Remind students to regularly
check their progress in future units. You could make a note
to review students’ progress in a few units’ time.

91

M01_GoldXP_TB_A2_Global_BrE_9781292239750.indd 91 07/11/2018 17:10

 5 That’s entertainment!

Review
GRAMMAR FILE SB p137
1 1 was 2 weren’t 3 were 4 wasn’t 5 were 6 were 1 1 was 2 were 3 wasn’t 4 was 5 weren’t 6 were
2 1 were watching 2 1 Yes, they were. 2 No, he wasn’t. 3 No, I wasn’t.
2 were buying 4 Yes, they were. 5 No, she wasn’t. 6 Yes, I was.
3 wasn’t singing
4 was playing 3 1 were (you) doing
2 was playing
5 weren’t dancing
3 were having
6 was looking
4 were watching
3 5.13 1 were (you) doing 2 were practising 5 wasn’t working
3 were (you) watching 4 were trying
6 were complaining
5 was (Oliver) talking 6 was visiting 7 was (Anna) wearing
7 weren’t watching
8 was dancing
4 1 is 2 was 3 of 4 playing 5 was 6 called 7 was 4 1 was sleeping, came back
8 making 9 were 10 the 2 wasn’t listening, asked
3 were talking, arrived
5 1 They were watching a film when Henry fell asleep. 4 were watching, rang
2 The talent show was starting when I switched on the TV.
5 was dancing, hurt
3 I was listening to music when you called me.
6 were waiting, saw
4 He was walking in London when he saw the famous actor.
5 We were visiting a museum when we heard the news. 5 1 arrived 2 were (you) going 3 Was it snowing
4 Were (you) watching 5 met 6 hurt
6 She was crying when the romantic film finished.
6 Model answer 6 1 looking 2 were 3 weren’t 4 were 5 was
6 didn’t 7 told 8 playing 9 was
Hi,
You won’t believe who I saw this morning! I was walking
Presentation tool: Unit 5, Unit check
down Oxford Street in London when I saw David Beckham!
He was opening a new sports shop. There were lots of Workbook / Online Practice: WB p46
people waiting to meet him! I was going to my English lesson Audioscript: SB pp154–155
so I couldn’t stop but I took a photo!
Extra Practice App

92

M01_GoldXP_TB_A2_Global_BrE_9781292239750.indd 92 07/11/2018 17:10