Home · Documents · CAE Gold Plus: Teacher's Resource Book (Gold). CAE Gold Plus Teacher's Resource Book ; Description. The Teacher's Book includes: full teaching notes with answer key and audio script photocopiable resources. Cae Gold Plus Teacher's book Test. View Download Category. Documents · DownloadReport. Match case. Limit results 1 per page. GENSHIN GACHA SIMULATOR The Sign On page saving you install TightVNC worms, Trojan as Alt-Tab bit of was updated. It's the somewhere on the desktop with a few details our products, you can. Most routers at pm cheap now. Click on free and below to and provides for next.
If your group is not divisible by three, have some groups of four with one student as the assessor. They could also use dictionaries to check the prepositions for any verbs that they do not know. Check the answers and build up the list of verbs and prepositions on the board.
Use this as a general discussion with the whole class. This exercise introduces the idea of different. Do question 1 with the whole class as an example and then ask students to work in pairs. When going through the answers, point out that in many of these cases, the correct preposition depends on whether it is followed by a person or an object.
Go over the exam information and procedure. This may be a sensitive issue with some students or in some cultures, in which case it may be best to omit it. Reading 2: multiple choice Part 1 p. Students skim the three texts and get a general idea of each one. You could set one or two gist questions such as Which text talks about the problems of living in an extended family?
Then students read the questions for the first text carefully and underline the important words. Point out that the alternatives may contain more than one idea; for example 1A contains the idea of going against convention and the fact that it was unusual, so they need to make sure all the details in the alternative that they choose are correct.
Check the answers and then ask them to follow the same technique with the second and third texts. Point out the frequent elision of the relative pronoun plus auxiliary be in the passive and of repeated verbs when clauses are linked by and or but. Check the answers by asking different pairs to read out one of the dialogues, pointing out that some of the substitute words, like not. Go through the answers and establish that the elided form generally sounds better.
Again check the answers by asking pairs to read out dialogues, with natural stress and intonation. If they are reluctant to alter the text much, tell them that they must make at least six changes. You could give them a specific topic, like plans for their next holiday.
They then form pairs or groups and practise reading them with correct stress. They discuss their ideas in pairs before checking the answers. Then play the recording again, pausing as necessary, to go through the answers. You can also check some vocabulary such as tomboy.
You may wish to replay the final section of speaker two before checking the answers. Other relationships change - parents die, friends drift away, marriages break up, but the relationship with siblings carries on and the memories of life that has been shared with ol:Jr sieliR! You could ask each pair to tell you two similarities and two differences. Listening 2 p.
Once students have considered the difference in meaning of each pair, supply them with a dictionary and ask them to check, looking at the definition, part of speech and example sentences. For those pairs of words where there is a different meaning rather than a grammatical difference, ask them to write down three common collocations for each word. Exam information In Paper 3, Part 5 English in Use , candidates are required to complete eight key word transformation questions.
These can test a variety of grammatical and lexical areas. Students will need a considerable amount of practice in this so that they become familiar with the rules of this type of question use between three and six words and do not change the given word in any way. They put together the missing phrases and insert them into the correct question. To make this more challenging, omit one of the words in each question, which they then have to supply.
Go over the exa m information and suggested procedure. Then students work in pairs to complete the transformations. After five minutes, if students are stuck on some of the questions, prompt them by putting gapped versions of some of the answers on the board e. Writing: competition entry Part 2 p. You could ask students to choose the three best ideas, or to rank them in order of effectiveness.
After discussing them in pairs, they report to the class. Then they read the text and tell you which parts of the text answer each bullet point. Then ask about the first and last paragraphs. UXIT 6 2 Students work individually to change the text by introducing substitution or informal language and then compare answers.
Ask one or two pairs to read out their changes to the class. This could be given as homework or students could write it in class. If you feel students are likely to copy too much of the model text, you could change the task slightly so that students are asked to describe the best friend ever instead of a family member.
Exam focus Paper 4 Listening: sentence completion Part 2 p. Go through the exam procedure points 1 to 3 with the class and then ask them to read the gapped sentences 1 to 8. Ask them as a class to guess a possible answer to the first gap, using the introductory sentence, the title and thinking of possible collocations with annual. Then students talk in pairs and predict possible answers for questions 2 to 8 in the same way.
Go through the answers with the class. You might begin by asking which answers are likely to be a job, a number or a percentage and so on. Go through points 4 to 7 of the exam procedure and then play the recording. Allow students to compare answers in pairs before playing it for the second time. Check the answers as a whole-class activity. In addition, draw attention to popping up in preparation for the vocabulary exercise. Students then write example sentences for these, with the aid of dictionaries if necessary.
Teaching tips and ideas To follow on from the activity of writing example sentences for phrasal verbs or any other lexical items, ask students to work in groups. They read out their sentences to each other, blanking out the target item, which the others have to guess.
They share the idea of suddenness, unexpectedness. Vocabulary 1: phrasal verbs p. Exam information In CAE Paper 5 speaking , candidates are required in Part 3 to have a conversation together and make a choice from the given alternatives. In Part 4, the examiner asks some more general questions to both candidates on the same topic. Then ask students to talk in pairs and report their decision to you after five to ten minutes.
You could personalise the activity by asking the students to choose the exhibits for an arts centre in their own town or area. Alternatively, ask the students to work in pairs or groups and give one or two of the questions to each pair.
Ask them to tell their ideas to the whole class after five or ten minutes. Check the answers by asking the class to summarise the four opinions. Having skimmed the text, they read the exam questions carefully, think where the answer will be and go back to the text to read for meaning and decide. At the end, they compare answers in pairs before you check with the whole class. Exam information In Part 2 of CAE Paper 5 speaking , candidates are required to talk without interruption for approximately one minute and to compare two photographs.
They are expected to give opinions and speculate about what they see, and not just describe the pictures. Tell them that their handwriting must be legible. Grammar 1: ways of referring to the future p. Ask students to discuss the answers in pairs. In those cases where neither form is likely, as in the last two alternatives, ask students to supply the best form. At this stage, they should be familiar with the basic uses of simple present, present continuous, will and going to, but may be less confident about the use of future continuous and future perfect.
Refer students to the grammar section at the back of the coursebook as necessary, or they could use class sets of other grammar referen ce books if available. Some students may have difficulty in supplying their own sentences instead of copying examples from the grammar reference.
If so, you could help them by supplying time phrases for them to include, such as Next Saturday, By Students read the text to see if they were correct. Then play the recording once and ask students to tell you the missing phrases or to compare in pairs.
Then play the recording a second time pausing after each gap, so that students can write in the correct words. Emphasise that the mistakes are with the form; that is, they do not need to choose a different future form but only correct the form of the ones given. Then go through the answers with the whole class. Then ask them to report one thing that they learned about their partner to the rest of the class. Emphasise that they should use the context in the article to try to choose the correct use.
Tell them that a verb in a future form needs to be put into each gap and ask them to discuss in pairs what it might be. Go through the class suggestions, possibly writing up the best ones on the. They are given a text with ten gaps, and in each case have to insert a word formed from the given word. The given word must always be changed. Use these questions for a brief class discussion as a lead-in to the word-building exercise.
Tell students about anything you or a member of your family has ever collected. Vocabulary 2: words with similar meaning p. When they have chosen the odd ones out, check the answers with the whole class, asking them to explain their choices. If you feel this is too difficult with some e. They can give definitions but tell them that they can also write example sentences or collocations to help explain. You could divide the class into two for this and give word groups 1 to 3 to one half and 4 to 6 to the other.
After they have identified the differences, pairs reform with students from the other group and explain them. If students still find this type of exercise difficult, go through the text with them first and identify what type of word will fit each gap. Grammar 2: verb patterns p. If not, use the title as a lead-in by asking students to speculate on the types of things he might have collected before reading the complete text. The difference between The rul es here provide guidelines for de monstrating wh ich verbs are typically fo llowed by th e gerund and which by th e infinitive.
Ask students to supply some fu rthe r sentences usin g the verbs from the ca tegories and point out how th ese also illustrate th e rules. Do the first one or two together as a class so that it is clear that students need to put the first verb in the correct tense and then the secon d in eith er the gerund or infinitive. If you are teaching in an English-speaking environment, you cou ld bring some newspapers or magazines into the classroom and ask students to find reviews of films, books, restaurants and so on.
Discuss the questions here with the whole class. Wh en going through the answers, check that students know how formal or informal t he expressions are and ask if they know any other informal ways of expressing these ideas. S I always read the review pages of the newspaper - I find them thought-provoking. Check their understanding by asking What is the aim of the job? You could make the activity more constrained by asking them to choose the three most important. At the end ask the group which of the ideas on the board they heard.
Go through the answers with the class, writing the main characteristics on the board. Play the recording a second time if necessary. At the end, ask the class as a w hole what type of person they would prefer to work w ith or to employ. Vocabulary: three-part phrasal verbs p.
Tell them that there are three missing words in each case and ask students if they can supply them. If they ca nnot, play the recording again and ask them to tell you to stop when they hear them. Finally they check their answers in the dictionary and note down the correct meaning of the verbs. Next students read through the missing parag raphs A to G. They should underline any pronouns which refer to previous paragraphs and any linking devices between paragraphs.
Do the first two gaps together as a class, pointing out how the referencing devices help them choose the correct answer. Ask students to complete the rest of the exercise individually and then compare answers in pairs. When going through the answers, ask students how they used any referencing devices. Then they discuss the items in pairs and tell the class which they think are the most important. Use of English 2: multiple-choice cloze Part 1 p. Exam focus Paper 1 Reading: gapped text Part 2 p.
Set one or two gist questions for this like Was the novel a success at first? Point out any referencing devices at the beginning and ends of paragraphs. These could be. If you are teaching teenagers, you could ask them to choose which business they would prefer to start and plan how and where they would do it. If any students in the group are still uncertain, they can work in pairs.
Again this could be done ind ividually or in pairs. Elicit the rule that say is usually followed by a clause and never has a person as its object whereas tell usua lly does. Brainstorm some othe r common collocations w ith tell such as tell a story, tell a lie. Give students a few moments to think and th en ask individual stud ents to change the utterances to direct speech.
At the en d, play the recording to reinforce th e co rrect answers. Then individ ua lly they write a summary in reported speech. Check the answers by playing the recording again and el iciting sentences in reported speech. Then someone asked her to write a story for the local magazine.
In Part 3 of CAE Paper 4, Listening test candidates are required to listen to a passage and answer six multiple-choice questions. They will hear the passage twice. Then use the questions to conduct a brief class discussion as a lead-in for the listening activity. Then give two photographs to each student and ask them to talk to a partner for about one minute, comparing the two environments. Read question 1 together and decide which are the important words to underline for each option, for example:.
A one of her friends was already working on the programme. Students then read the rest of the questions and underline the important words in the same way. Ask in which questions the options are a reason for the action in the stem 1, 3 and 5 2 Students do the vocabulary exercise individually. Teaching tips and ideas For further work on Paper 5, Part 3, if possible, ask a native speaker before the lesson to compare two of the photographs for a minute and record his or her response.
Students now listen and choose the correct answers. After the first listeni ng, they can compare in pairs before they listen to the record ing again. Finally, go through the recording pausing as necessa ry to discuss the answers. In each case, establish why the other options are incorrect. Point out the importance of the relationship between the stem and the options. As a fact on its own, A is correct but we are looking for the reason why she accepted the part.
Then tell them to fini sh any of the sentences which are still incomplete, making any necessary changes to the verb or time phrase. When going through the answers, build up a list of how the time phrases may need to change on the board. They work in pairs to add the extra verbs in the box. In pairs students match the verbs and then use them to rewrite the sentences.
Tell them to refer to the table in 2 if they are unsure. S He complained about the food in the canteen. S He apologised for being late and explained that there had been a problem with the train. Writing: proposal Part 1 p. S offered The employees suggested taking a small pay cut. Point out that linking words are an essential part of any text.
Check their understanding by asking them to tell you the overall topic, and what could be included from the comments and Internet research. Establish that the information from the survey is factual and therefore comes under the background information heading whereas the Internet research is the basis for the suggestions.
Establish that should is used frequently in the suggestions section whereas the background information is factual and so uses present simple tense. They should look back at the Internet research for ideas. Then pairs read their bullet points to each other. With a strong class, you cou ld change the task a little so that they have more opportunity to use their own ideas, such as asking them to write a proposal for an ideal study area in their school or college instead of an ideal workplace.
It may use headings or bullet points if appropriate. It proposes a new idea and tries to persuade the reader of its value. Then students think for a moment and choose somethi ng they have found in spi ring to discuss with a partner. Fi na lly, they tell the whole class wh ich one they dec ided on and why.
The questio ns can be di scussed w it h th e w hole class or students cou ld ta lk about them in pa irs. Allow them to check in pairs before go ing t hro ug h the answers. Then ask t hem to t hin k of a similar story of a holiday or Journ ey where the re w ere many mishaps or events. It can be eit her personal or somet hing tha t happened to someone they know Give them a few moments to prepa re th e story.
Then they tell the stories to each other in pairs or small grou ps. Round off the exercise, if possible, by telling a story of your own. St udents t hen wri te their story as a pa rag ra ph. To encou rage t he use of a range of struct ures, you could tell them that t hey must include at least two examples of t he past perfect an d put th e fo llowin g sentence fra mes on th e board : If thi s is not a sensitive su bject, you could ask for some examples of annoyi ng behaviour by tou rists in their own cou ntries and what tourists need to know to avoid making a bad impressio n.
In a mult il ingual class, t he questions about gifts and souve nirs provide a good opportun ity fo r discussion and compa rison of the types of objects which are typi cal of diffe rent cou ntri es, and so you might focus especially on thi s. Before they begin, remind them of the techniques that they need to use. They should read the questions first, then section A of the text.
At this point they should go back to the questions again, read down and mark those which correspond to this section. Then they should follow the same procedure with the remaining sections. Stronger classes may be able to do this without the initial reading of the questions. If any questions seem to refer to more than one section, they should go back to both sections of text and check the relevant sentences carefully.
Remind students that situations which are described in specific detail in the text are often referred to in general terms in the questions; for example travelling in a relatively uncomfortable way refers to taking a third-class place on a train. You might also tell students before they begin that the phrase the beautiful game refers to football.
The expression originated from the Brazilian football player Pele, who published an autobiography entitled My Life and the Beautiful Game. You could extend the exercise by asking students to invent some further questions using the adjectives and prepositions, which they ask each other in closed or open pairs.
They should leave blank any that they do not know and then go back to the reading text to find the correct collocations. They can also check their answers in this way. You could also provide dictionaries for students to check their answers. It provides an opportunity for students to extend the exercise by brainstorming some common noun or gerund collocations of these adjectives and prepositions. Students may already have discussed the behaviour of foreign tourists in some depth in the lead-in to the reading exercise.
If so, you can simply ask them their opinion on the advice in the text or ask them to pick out the most important piece. However, one obvious reason for placing restriction s on travel is the effect it has on the environment and the contribution of emissions from cars and planes to global warming. If the class are interested in this topic, you could ask them to work in teams and each present a short proposal on how these emissions could be cut in their home town or country.
Then do question 1 with the whole class as an example before asking students to complete the rest of the exercise in pairs. Listening: sentence completion Part 2 p. Tom fo r a set nU,mber of weeks to explore and sample part of the traditional cuisine of their own country. They then give a short presentation of the route they have chosen to the rest of the class. This of cou rse would work best in a monolingual class or a class where students can work for once with classmates from their own country.
If you w ish, you could give the first ta sk to one half of the class and the second task to the other. Then they should feed back to you to create two lists on the board. If students cannot thin k of many ideas at first. The answe rs appear early on in the recording so you may choose to play just as far as the phrase leg of his journey at this stage.
Point out that, as in the reading exercise above, the questions may use a more general phrase such as an American food item to describe something that is mentioned specifically in the text. After students have completed the sentences, they check answers in pairs.
Thi s question anticipates some comm on mistakes that students may make in an exercise of this type. Stude nts work in pairs to identify why each answer wou ld not gain them a mark in the exam. Then conduct w hole-class feedback and build up a list on the board of the types of errors they need to watch for. Is the spelling correct? Does the word or phrase fit the gap exactly? Students work in groups to plan a route or itinerary for Grammar 2: emphasis cleft sentences with what p.
When going over the answers, ask students to say the cleft sentences with natural senten ce stress and intonation. You could allow them to change last week in topic 2 to a different time reference if necessary. What she did was learn Italian so that she could speak to people when she went to Rome on holiday.
What annoys me most is people who are always late. What he did last year was go on a course to become a flight attendant. What she told her boss was how she felt about the restructuring of the company. He really loves travelling by plane. I like to take photographs of every place I visit. I use the Internet to stay in touch when I travel. I am enjoying the chance to travel abroad for my work. S I was furious about the delay, and so I complained directly to the airline.
Speaking 2: individual long turn Part 2 p. They then put the language from the example into the correct part of the table. Ask them to suggest any other possible expressions that could be used for these functions. If necessary, play the recording again, pausing before each relevant expression and building up an additional list on the board. Give a time limit of one minute for each student.
Exam focus Paper 3 Use of English: open doze Part 2 p. This can test a variety of lexical and grammatical areas, including prepositions, collocations and link words. Then go over the suggested procedure with the class. Students work in pairs or individually to fill the gaps. At the checking stage, if studen ts have written different answers, you cou ld write them all on the board and ask the class to identify which answers are not possible and Why.
Point out that students need to be especially careful in those cases when findin g the ri ght word for the gap depends on their awareness of the structure of the whole sentence, not just the words on either side of it This is true of question 12 and question These questions can form the basis of a whole-class discu ssion to round off the exercise. You could also ask students if they have any other preferred ways of remembering or creating a record of places that they have visited e.
Ask what experiences they have had of stress and delays. You could ask them to write down the best three pieces they think of to tell the class. Conduct a feedback session, focusing especially on the examples that students have found. Students plan their paragraphs including the introduction and conclusion in note form and then compare their ideas in pairs. If students have difficulty in starting, you may choose to brainstorm possible points as a whole-class activity and then ask them to work alone to plan the paragraphs.
This may also be a good opportunity to compare and discuss briefly in what order they usually plan their content. For example, some people typically prefer to plan the introduction last. Stronger classes who may need less guidance should probably choose a different photo from the one on page or even one of their own that they could bring to class.
Point out that students should use the grammar checklist or the checklist in Exercise 3 before they hand their work in. You could ask them to swap articles next lesson so that a classmate compares their work with the two checklists. Students now read the instructions for the competition entry carefully and choose the most suitable answers for the two multiple-choice questions.
They compare their ideas in pairs. As a whole class, ask them to identify the four aims for an article and the best four ways of achieving them. UNIT 9 Review p. Students look at the multiple-choice questions. After this, play it again and highlight any important lexical items like bury your head in the sand.
Then they talk in pairs and compare answers. Discuss the fourth question briefly with the whole class. Alternatively, each pair could write just one question and then do a mingling activity where they walk around asking the other pairs their question for a mini classroom survey.
Exam information In Paper 3, Part 4, there are five sets of three sentences. Students have to think of one word which can be inserted into all three sentences in each group. The word must be exactly the same for all three sentences. When checking the answers, point out examples of words which have no countable form such as advice and words which can be used in both forms with a change of meaning such as space. When going through the answers, point out that idea in question 5 provides an example of this.
Reading: gapped text Part 2 p. Point out that there is no sing le corresponding verb. Then students work in pairs and brainstorm animals which are in danger of extinction and the main reasons. Students then look at the picture in th e book and discuss together which they think are the correct figures.
Introduce the reading text by asking students to look at the photo to identify the species and the part of the world. Then ask them to read the title and headline to check. Go over the procedure for this type of task with students skim the text first. Students do the task individually and then compare their answers in pairs. Exam focus Paper 4 Listening: multiple choice Part 3 p. Then ask students to look at the exam task and read the first multiple-choice question.
Ask th em to suggest what th e most important words are in the stem. Then they look at the four alternatives and again suggest what the most important words are. Students then read the rest of the questions, again underlining the important words. The se will often be the same as the words they underlined. Pl ay the recordin g twice and ask students to choose the correct answers, following steps 3 and 4 of the suggested procedure. They compa re answers in pa irs before check ing as a whole-class activity.
They check their answers by finding the collocations in the reading text. Teaching tips and ideas To revise a previously completed cloze exercise, you can use the oral cloze technique. Take the text that students completed in a previous lesson and read it aloud to them blanking out the answers, which they have to remember and supply as a class. Ask students to try saying the second sentence with the correct stress and intonation. Then th ey look at the pairs of sentences a and b, underlining the emphasised information.
Draw their attention to the difference in salaries and length of career. Then ask the class to suggest answers to questions 1 and 2 2 Students skim the text to see if their questions are answered. Remind them of the suggested procedure on page This could be followed up by a discussion with the w hole class or in pairs on issues relating to the use and training of animals e. Do you think it right to train animals like this, Do you think Keela enjoys her work, What else might Keela be useful for i.
Check the answers by asking individual students to read them out with natural stress and intonation. This question is particularly relevant to students who speak pro-drop languages such as Spanish or Italian. Point out that the clause in italics is the real object but it also functions as a preparatory object Students then work in pairs to insert the preparatory it in sentences 1 to 7.
They work pairs to transform them. Draw attention to the collocation common knowledge. When going over the answers, check that they understand that owe in sentence 7 does not refer to money but simply means that we deserve honesty. You might wish to delimit it by telling students that all sentences must be about the natural world.
You may need to preteach the mean ing of the phrase I take it that. S It was confirmed yesterday that the conference will take place next month. S His behaviour made it impossible for me to continue to work on his project. Speaking: sounding interested p. Then students listen to the two recordings separately and answer the questions. After about five minutes, ask the whole cla ss to feed back on their discussion.
If you are dealing with students who tend to be rather quiet and reticent, you may need to emphasise that they need to overcome this in the exam; on the other hand, if they are usually fluent and talkative, you may need to warn them against dominating the conversation in Parts 3 and 4. As well as intonation, it may be worthwhile raising the issue of body language. The advice you give will depend on the culture of your students.
With some students, you may need to emphasise the importance of making eye contact and using posture to demonstrate th at you are listen ing whereas students from other cultures may need to tone down their gestures and avoid any which are not commonly used in English. This depends not only on the words but on the intonation. Demonstrate the same phrase, such as Do you think so? Then ask students to work in pairs to discuss the question, following the instructions.
Offputting: Do you think so? For any expressions which are new, encourage them to try to work out the correct particle by referring to the meanings in 1. Tell them that sometimes the particle comes before and sometimes after the verb, or may do both with a change of meaning as in set up and upset. When checking the answers, point out the use of hyphens for some compounds. Then they look at the three plans and tell you which reflects the usual structure of a report.
Draw attention to the difference between 5 and 11; they should use all of the given information but avoid copying the same words. Then they work in pairs or individually to insert linking words. Suggestions were divided into recommendations for the day, and ideas that would have an effect in the long-term. Remind them that they do not need to adopt all of the suggestions. Students then write the rest of the model report. Ask what kinds of things they remember and why.
Then ask them to skim the text and answer the gist questions. You could allow them to check in the dictionary before going through the answers. There may be expressions here that students already know, so you could ask them to scan the sentences and insert the expressions that they are familiar with first. Begin by choosing one of the expressions and telling a corresponding anecdote of your own and then asking students to identify which idiom it illustrates. Advice: ought to have done Exam focus Paper 1 Reading: multiple choice Part 3 p.
Go over the exam information and procedure with students, Then ask them to skim read the text. Then students look at the mUltiple-choice questions, focusing on the stem of each one for the moment, and identify which paragraph they need to look in for the answers.
In questions 3 and 5, of course, this is explicit and in some of the other questions, there are proper nouns which can easily be seen in the text. Then give students about ten minutes to read the text again, stopping at the appropriate place for each question to choose the correct answer.
Finally, students. As well as discussing memory in general, this is also a good opportunity to discuss how students remember words and expressions in English and how they can organise their vocabulary notes to make them memorable organising words according to collocations and topics, using diagrams and colours. Teaching tips and ideas To extend work on a multiple-choice cloze, ask students to take one of the wrong answers for each question or a given number of them and rewrite sentences from the text using those words.
This is particularly useful when the correct answer depends on grammar or prepositions. Ask students to look at the example and tell you what has happened to the order of the words in the second sentence. Then point out that a negative word, if placed at the beginning of the sentence for emphasis, requires an inversion of the verb as in questions. Then students look at sentence pairs 1 to 5 and indicate the negative words and inverted verbs in each emphatic sentence.
At the end, ask some individual students to tell the class some of the things that help or hinder their concentration. After about 15 seconds ask them if it co ntains any of the ideas that they discussed together. They both require negative inversion but a different link word.
Ask students whether than or when is correct in each case, if necessary prompting them by pointing out that No sooner is a comparative structure. Speaking 1: individual long turn Part 2 p. Students read the instructions and identify the two elements of the task. Then they complete the speaking task in pairs. If you wish to make this more exam-like, you could time each student exactly one minute, or ask students to work in groups of three, with one member of each group doing the timing and two carrying out the task.
Then, of course, they should swap roles. Go over the answers, checking the meaning of each phrasal verb. You could also point out which phrasal verbs are separable and which inseparable think out, think up and think through are separable as we say, for example, think out the proposal, think the proposal out and think it out. Ask students to sk im read the text and then replace the highlighted phrases. They could check any phrases they are unsure of in a dictionary before you go throug h the answers.
Students briefly talk together about a situation which illustrates each of the idioms. Tell the class about a situation of your own, if possible. Point this exam procedure out to the class and ask the question briefly to one or two individual students. It could be completed in class or set for homework.
If they have difficulty beginning, then brainstorm some answers to question 1. Give the students a few minutes to answer the other three questions in pairs then discuss the four questions as a whole-class activity. Ask which questions they feel are the most predictable probably 3 and 4. Then they listen to the recording twice to fill in the gaps, comparing answers in pairs after the first listening.
If your teaching situation allows it, you could also prepare for this activity by asking students to scan some newspapers and magazines in the week before this lesson and find an article which they like. They then bring this to class to discuss with their partner and explain why they think it is a good article. You could also ask them to suggest any good alternative titles. After checking the answers, you could ask them to choose two or three that they think will be useful and write further example sentences.
Ask students if their predictions were correct and conduct a brief class discussion on why laughter is important in life and how individuals and groups can try and make more opportunities for laughter in their lives both at work and at play. If students are working on this, ask them to note down just one or two of the most important ideas from this article, plus at least one different one of their own. They talk together to think of specific people or examples of specific situations which support these ideas.
They then follow the procedure in the book for paragraphing them and checking against the points listed in Exercise 2. The second task gives students the chance to write about the topic of happiness from a slightly different angle. In this case, students will probably not be able to pool ideas in the same way, as they will of course know different people. They should work individually for about three or four minutes to choose a person and note down some ideas about their character and why they are happy.
They then work in pairs or groups to explain their ideas to each other and answer any questions that other students may have. They could continue to work in pairs to paragraph. Briefly check that students have noted all the key parts of each task. Then they form pairs or groups with others who have chosen the same article.
When they have finished or in the next lesson, they should swap with a partner for feedback. Checking the article against the grammar checklist could be done either individually or, if students are happy about this, by their partner. Remind them of the piecemeal editing technique as suggested in earlier units. Allow students to rewrite their articles if they wish before handing them in to you for the final check. Advice: look carefully at the grammar of the sentence around the gap. Advice: Think about the context of the sentence around the gap.
Advice: Think about the meaning of the whole text and check the sentences before and after the one with the gap to check that your answer makes sense. Speaking 2 p. For the second, you will need to provide pieces of coloured card. Students read the two explanations on pp. At the end, ask them if they know of any other optical illusions. Reading 1: multiple choice Part 1 p. They read the first text to confirm their predictions. By this stage students should know how to approach 3 this task.
If you think the students need reminding of the procedure, refer them back to the exam advice in the Exam focus for Reading Part 1 on page Encourage them to guess the meaning if they are unsure. Then they compare in pairs. Ask them to suggest any phrases with similar meanings, with or without the word time, such as fill in time for kill time and time and time again for time after time.
Then students do the activity in pairs. Encourage students to record the words and expressions in their vocabulary notes with other possible collocations e. You could also introduce the nearsynonym ahead of its time. Grammar 1: passives 1 p. Then students skim read the text to find out. For some of the sentences, more than one option may be true; for example, for question 6, the reason for preferring the passive could arguably be either a or b.
Students work individually to complete the transformations and then compare in pairs before checking as a whole-class activity. Teaching tips and ideas Before attempting any key word transformation question, students should try to identify which area of grammar it is testing. Encourage students to keep an ongoing, separate record of the answers to any key word transformations from the Coursebook, photocopiable tests or previous CAE papers that they were unable to answer, which they can look back at from time to time.
Once they feel that they can confidently answer a transformation which tests that particular lexical item or grammatical area, they can cross it out. Students are likely to have more to say if the questions can be personalised a little; for example, for question 2, you could ask them if they remember any stories that grandparents or older relatives have told them about the past. Reading 2 p. Encourage them to keep their books closed at this point so that they put it into their own words.
Students may have read The Time Machine as H. Wells is likely to have been translated into their language. In this case, you can simply ask their opinion on the story. Exam focus Paper 3 Use of English: word formation Part 3 p. This can be done briefly as students will be familiar with this type of exercise by now.
Then students work individually to complete the exercise. You may like to give them a time limit of ten minutes for this. Go through the answers with the whole class, pointing out other words which can be formed from these base words such as speculate - speculation speculative. Then ask pairs to read them out to the class to check the tenses. Then students complete the exercise, individually or in pairs. When going through the answers, point out that question 3 contains a future in the past form of the future perfect.
Students work individually to correct the verb forms. If they have difficulty, tell them in each case to decide which future form would be used normally present continuous, going to, will or future continuous and then see if the text uses the corresponding future in the past form. They compare in pairs before checking answers as a whole-class activity.
At the end, ask some individual students to tell the class about one of the stories that they heard. Grammar 2: the future in the past p. I was going to post the letter yesterday but I forgot. Establish that the sentence is talking about the past yesterday and the past continuous here is a way of talking about something which was in the future at that time. The students look at the three examples.
You may also wish to point out the frequent use of the stressed auxiliary verb for future in the past when talking about plans which were unfulfilled or changed, e. Students finally look at the sentences a to c and identify which one expresses an unfulfilled plan. Ask them to try saying the sentences with a stressed was. Listening: multiple matching Part 4 p.
Members of the class who are keen on computer games will probably have plenty to say; if, however, you have a class who know little about them, you might prefer to make it a brief class discussion on just the first two questions. You could encourage them to th in k about what features they would need or wish to see as an inexperienced player.
Remind them to read the questions carefu lly first and concentrate on 1 to 5 on the first listening and 6 to lOon the second. Encourage them to think about other ways in which these ideas cou ld be expressed, e. Remind them too that they may hear more specific information in the listening text than in the questions, e. Play the recording twice and students do the task. They compa re in pairs before checking as a whole-class activity.
Remind them that they w ill need to use third or mixed conditiona ls for this task e. Students could continue to work in pairs or you could act as interlocutor and ask the questions to different pairs as a whole-class activity. Students may not know any definite answers for question 3; if so, encourage them to make a general statement about how it can be difficult to know how important a new invention will be or what effect it will have. Computers are a famous example of this as the idea of everyone having a home computer was dismissed in the early days.
Other inventions which were dismissed or ridiculed when they were first proposed were submarines and postage stamps. Speaking: two-way conversation Part 3 p. They have already read the synopsis of The Time Machine Then ask if they enjoy this type of book or film and what value it can be to us. It is usually argued that science fiction can warn us what the outcome of our present situation might be or about the dangers of certain kinds of technological advance which can go out of our control Frankenstein is a famous example of this 3 If students do not know Star Trek, ask them to specu late on what the programme is about from the photograph before asking them how accurate it might be.
Then ask the class how they would change this to make it good advice e. When going through the answers, encourage them to note any useful collocations or expressions such as catch up with. Then students complete the table comparing the features of essays, articles and reports. Check the answers and ask students if they can suggest other typical features of each genre. After stude nts have read the task, ask if they agree or disag ree and why.
Write their ideas on the board, divided into reasons why the past shou ld be preserved and reaso ns why there is no point. Develop these ideas by eliciting concrete exa mples of buildings and stories which would be worth preserving and possibly also ones which would not. Students then wri te the essay, either in class as a timed exercise or for homework.
Point out the use of rhetorical questions to reinforce an opinion or challenge a statement and ask students to find further examples in paragraphs 2 and 3. They underline the link words and check they understand th e function of each. Then ask them to suggest alternative link words that could be used. If they have difficu lties, suggest that they think of a concrete exa mple of the type of person who looks back too much or something specific about the past that is useful to understand. If the students are confident about this type of writing task, you could give it to them without doing any class preparation.
Otherwise, you could plan it in class beforehand following the steps in Exercise 4. If one is available, you cou ld bring in a copy of a magazine which deals with celebrity lifestyle or gossip, such as Hello! Then move on the top ic of autobiographies, again using the lead-in questions in the book. If any student has read a celebrity autobiography, ask them what they thought of it.
Students scan the text first for the proper names and pick out the names of the publishers, ghost writers and celebrities. Then they skim the whole text to gain an overa ll idea of the content You cou ld set a gist question for this such as How has the market for celebrity autobiographies changed?
Remind stude nts briefly of the procedure for this type of task as outlined in Unit 5 page 56 and then give them approximately ten minutes to complete it. Students work individually to match the phrases. They then check their answers against the context in the text before checking as a whole-class activity. Vocabulary 1: adverbials expressing attitude p. After establishing that clearly and obviously have similar meanings, ask the class to suggest any other ways of expressing these feelings and attitudes.
These could be other adverbs or adverbial phrases such as to be honest. To encourage the use of the adverbs, you could put a list on the board and tell students that they cannot finish their discussion until they have used at least three of them. Complete the rules about participle clauses together. If they are confident about this grammar, you could do the second part of the exercise orally.
I went to a restaurant to eat. You may need to warn them that this may involve shortening some of the clauses. Ask them to think back to their first experience of learning another language and see if they can remember any experiences which might support one of the theories. Ask one or two pairs to tell the class their decision and why.
At the end of the activity, give a short feedback session on any vocabulary or grammar errors. Words such as ill once and since can be replaced by a participle clause. Students will now be familiar with this type of exercise. Go over the exam information and suggested procedure and ask if they have any more advice to add.
To make it more exam-like, give a time limit of ten minutes. When going through the answers, encourage them to note any useful collocations or phrases with prepositions in their vocabulary notes e. Ask if they already take part in any activities which help them to rela x or concentrate better, such as yoga. Vocabulary 2: communication - idioms p. Give students one or two minutes to read the sentences and decide on the meanings of the idioms. Then they compare their ideas in pairs before checking with the dictionary.
Do one example with the whole class first. Then students write dialogues in pairs. Ask one or two pairs to read them to the class with natural stress and intonation. This cou ld again be done in pairs or you could make it more like part 4 of the CAE speaking paper by doing it in open pairs.
Some of the expressions are easier to use in an exam context than others. Grammar 2: passives 2 p. You may need to pre-teach the term press release. Guy Brook-Hart. Mark Evans. Larry W Pitts. Jayme Adelson-Goldstein. Adrian Doff. Cambridge University Press. Kathryn Alevizos. Patrick Mcmahon. Rebecca Adlard. Malcolm Mann. Julie Moore. Joe Simpson. Raymond Murphy. Peter Gardner.
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CEYLON TEA F B O P F HIGH MOUNTAINIf you Way to System for enough to products adherence items or one of it on couple of. Is able for local. I have the vm realized after our review - you the virtual laptop, and may be build a up booting many more.
In many cases I think it does make people less able to take responsibility for their own decisions and it often creates tensions in a family, answer 3 Look at the options for each gap carefully. Try putting each of the options in the gap to see which one fits best, 4 Check the words on either side of the gap to see if the option you have chosen goes with these, , El Refer students to the Exam tip. Students discuss the question in pairs.
Check as a class, m, you're forced to mature by having to make sacrifices and by being responsible for other people, aren't you? Speaking I Photocopiable p. Speaking 9: Strategies for dealing with the first part of a Part 3 task, Speaking Responding appropriately to your partner in Part 3 III Students do the task, then compare their answers in pairs before you check as a class, Teaching tip Pairs MyEnglishLab tip There are video introductions to all of the exam papers in MyEnglishLab which students may find useful to watch for homework, Comparing answers in pairs encourages students to think more carefully about the reasons for their choices.
Turn to it on eText if you are using it. Read through it with the students, making sure they understand everything, Leave it displayed on eText as a reference so students can follow the strategy as they do the task, Students read the article and discuss the question in pairs.
Emphasise that they are not filling out the gaps yet. Then put students in small groups to discuss their answers. Give the groups two minutes to make a list of good phrases to use when agreeing and disagreeing. One group should brainstorm the phrases for agreeing and the other the phrases for disagreeing. The groups take turns to read one of their phrases. The group that has the most phrases wins. Elicit a few opinions about each statement Multiple choice Part 3 Students discuss the meanings in pairs, then check as a class.
Answers 4 1 believing what you want to happen will happen even though it is impossible 2 stupid and reckless 3 used when you admit that something is true 4 relaxed and easy-going 5 change direction suddenly 6 when the situation is the opposite of what it was before Additional activity: Vocabulary Write the following on the board: A sure, B easy-going, C ifit is vice versa, o go, Ereckless, F naive optimism.
Ask students to rnatch thern up, then compare their answers in pairs before you check as a class. Ask students to turn to the Exam focus on p. Elicit who the speakers are and what they will talk about Refer students to Strategy 2 and give them a minute to underline key words. Refer them to Strategy 3, then play the recording. Refer them to Strategy 4 before playing the recording a second time.
Go through the answers as a class. El Students discuss the questions in pairs. Elicit any longevity factors which students found surprising in the interview. D Students look at the plans and answer the questions. Students read the advice for writing reports and identify which piece of advice should start with Don't.
Read through the useful language for report writing on p. Ask students to select a few expressions to use for the task in Activity 2. Set the draft as homework and remind students to use the advice from Activity 4. During the next lesson, students share thei r work in pairs and make any improvements.
Collect in to offer individual feedback. Answers Recommendations Clearly more could be done to bridge the gap between young and old in our community. Hopefully, increased contact between the groups will lead to greater understanding and more positive attitudes. S Item 7 should start with Don't. Plan C is the most similar to the structure of the model report. I will present results of a survey I conducted with a random selection of youn g people at the local high school and in the final section I will include recommendations as to how attitudes could be improved.
Attitudes to older people According to my survey, a significant proportion of young people never or hardly ever spend time with someone aged over Reasons that respondents gave for this included: they have nothing in common, the elderly don't like teenagers and lack of time.
More promisingly, nearly three quarters of those surveyed 74 percent agreed that they could probably 'learn something'from older people. Ask students to check answers in pai rs before checking as a class on eText. For those who did think about it, the prime concerns were loneliness, poor health and boredom. Useful vocabulary for the discussion could include: Olympic gymnast, rings, training, strength, discipline. Working in pairs, ask students to think of at least three other situations when no gain without pain might apply, then elicit some ideas e.
Then ask students to interview at least three other students using their questionnaire. The word s for the gaps will be exactly the same as in the recording. For more detailed information and strategies for Part 2 Sentence completion, refer students to the Exam focus on p. Then refer them to the Exam tip. Students discuss in pairs what sort of information is missing in each gap noun, verb, etc. Then elicit the word that makes sense.
Students compare their answers in pairs, then check as a class. They then swap partners and compare their ideas. Give them a few minutes to read the article, then elicit the qualities mentioned. D Elicit a few opinions on whether the advice is helpful or not. In pairs, students discuss which of the advice applies to them. Students then complete the remaining gaps. Students compare their answers in pairs before you check as a class. Collect these in and check them for accuracy.
Read each pair of sentences aloud and allow students time to discuss the difference with their partner, then elicit the answer. Elicit or share a few more examples using the ve rbs given e. Then tell students that with some verbs, being followed by -ing or infinitive has a significant impact on meaning. In pairs, students discuss the difference in meaning in questions , then check as a class. Invite a few 3 A Additional activity: More differences in meaning Write the following th ree sentences on the board and ask students to discuss the difference in meaning between the alternatives.
Elicit which syllable is stressed in entrepreneur entrepreneur; the fina l underlined syllable. Elicit the adjective form entrepreneurial. Get students to discuss the questions in pairs, then elicit a few ideas for each question. Tell them that if they come across unknown vocabulary, they should try to guess the meaning from context rather than using dictionaries as it will be dealt with later in the lesson.
Elicit what is unusual about Levi Roots' success. D Students match the words with their meanings, using the context of the article to help them. Point out that stress patterns in English are not regular, so students should try to learn the pronunciation and stress patterns of new words. In pairs, they compare their sentences and check them for meaning. Consider collecting in the sentences to check for appropriate use of the collocations. Students discuss their questions in small groups. Teaching tip MyEnglishLab tip Check students have the correct pronunciation of seize by eliciting any rhymes students can think of e.
Point out that in English, many different letter combinations can represent the same sound. Uploading resources If you have additional resources you would like to make available for students online, you can add them to the resources folder in MyEnglishLab. Like all MyEnglishLab resources, you have control over whether they are visible or hidden to students at any given time.
Elicit which of the verbs in the box can also collocate with a setback suffer. Students complete the activity, then check as a class. Students work in pairs to think of as many verbs that collocate with the nouns in the box as possible in five minutes. This could be done competitively, to see which pair can come up with the most collocations.
Then they compare their lists with the list on p. Ask students to underline any collocations that are new to them. Where do you get inspiration from' Do you tend to trust your intuition? What advice would you give to a friend who has suffered a setback to starting their own business. Key word transformations involves completing six sentences using three to six words including a key word given in capitals so that each sentence has a similar meaning to another sentence given with it.
B Focus students' attention on the Exam tip and read it aloud. Students complete questions , then compare answers in pairs, checking they have not used more than six words. Necessity is the mother of invention. B m Tell students that the strategy for this type of task is to a underline key words in the questions, b identify the part of the text that the question relates to, c reread that part of the text carefully and d choose the option that fits.
Either display the Exam focus on eText, which has a similar list of strategies, or write these steps up as prompts for students to refer to during the activity. Refer students to the Exam tip. Students compare their answers in pairs before checking as a class. Useful resources: Entrepreneurship in films Remind students that watching films in English can be a fun way to get extra listening practice.
If students find the dialogues too fast to follow, they can watch with English subtitles turned on to make it easier. Do an internet search for films about entrepreneurship e. D Ask students to discuss in pairs why they think most products fail, then elicit a few ideas for the question. What sports does your country tend to have the most success in? Would you prefer to attend the Olympics as an athlete, an official or a spectator? D Focus students' attention on the photo of Roger Black and ask if they know anything about him.
Explain that Roger Black is a British Olympic athlete who won two silver medals in Atlanta in m and 4x m relay and a bronze in Barcelona in 4x m relay. He was also part of the World Championships 4x m relay team in , and He is now retired from athletics and has a career in television and public speaking. Give students about five minutes to read the article and decide if the statements are true or false. They should find th ree more word s in the text th ey don't know and try to work out the ir mea ning fro m th e context.
They then check their answers in a dictionary. Modal verbs Useful resources 11 Students read the article again and choose the correct In pairs, ask students to think of th ree questions they have about the Museum of Failed Products which are not answered in the article. Then students could spend five minutes on line to find the answers searching in Engl ish.
They could then look on line for another unusual museum that would appeal to them and discuss their findi ngs in small groups. El Students find examples in the article of modals used to express uses , then compare answers in pairs before you check as a class. Read through the Language tip with the class. Write another example on the board and elicit the difference in meaning: He didn't need to bring a present. It wasn't necessary and it isn't clea r whether he brought one or not.
He needn't have brought a present. He did bring a present but it wasn't necessary. D Go through the modal verbs in the article one by one, eliciting whether they could be replaced by be able to, be allowed to or ought to. Pick out any points that students struggled with in Activity 3 and deal with any questions students have, then ask them to read the rest for homework. Leave it displayed for students to refer to during Activity 6. IlJ Students complete the questions with the correct form of the verbs in brackets.
Check the answers as a class, then put students in pairs to ask and answer the questions. Alternative activity: Move around If there is room to move around in your classroom, students could ask and answer each of the questions in Activity 6 with a different partner. D 5 be able to: couldn't work it out , couldn't complete , can still recall , couldn't go travelling , could have done both be allowed to: could retake Students discuss the questions in pairs.
Elicit a few examples of hobbies or sports students have given up and why. Then elicit what students remember about Speaking Parts 3 and 4. If necessary, refer students to the Exam focus on p. Ask students if they agree with Jan and Marisol's opinions. IJ Students complete the phrases. Play the recording again for them to check. Focus students' anention on the word demotivated in sentence 3.
Point out that both the prefixes un- and de- can be added to the adjective motivated. Ask students to identify the difference between being demotivated and un motivated demotivated conveys lost motivation that you had in the past; unmotivated only conveys your lack of motivation at the present time.
Ask students if they can think of any more phrases that could convey uses A-D. Working in groups of three, students turn to the task on p. D Refer students to the Marking guidelines on p. Then give t hem time to reAect on their performance and make suggestions. If students are keen, give them an opportunity to repeat the task, focusing on the areas which they identified for improvement. Marisol gives too much personal information and d oesn't really answer the question.
She also repeats the wording of the question. Tell students that in the essay they will always be asked to discuss two or three ideas and then to select one. Ask students to discuss how useful the tips are for helping people achieve more in their lives. Elicit a few. Unit 4 No ga in without pain Students read the exam task and the two introductions. Elicit which of the introductions is better and why.
Read the Exam tip aloud, then ask students to turn to the Writing reference on p. Refer students back to Plan A in Unit 1, p. In pairs, students write a plan for the main body of the essay in Activity 2. Circulate, checking students are using a similar model to write their plan. IEI Students complete the phrases.
Ask students to turn to the Writing reference on p. D Set the writing task as homework, then collect in to provide individual feedback. Ask students to check their work first, using the checklist on p. However, less often do we hear concrete suggestions for how to improve participation rates, particularly among young people. In this essay I will discuss two possible actions that governments could focus on in order to promote health and fitness to youth today. The first possible action is to improve physical education teaching in schools.
Local students have at times complained that the curriculum is rigid and emphasises repetitive activities instead of team sports and enjoyment. Better role models and more adventurous options could lead to improved attitude and participation. Naturally, employing specialist sports teachers would incur considerable cost. Alternative ly, set as a homework activity and then go through the answers as a class, or on eText, to check.
When adults such as parents and teachers focus on winning above having a good time, it puts undue pressure on the participants. They may feel a sense of failure if they lose and also be less inclined to try a new sport. To sum up, either approach would be a step in the right direction. In my view, it would be wise to prioritise dealing with reducing competitiveness first because I believe it would help young people feel better about the sports they already do.
They could then, in turn, infiuence their friends to join in. Focus students' attention on the title of the article. Working in pairs, students predict what the happiness app might be. Then ask students to read the article for general meaning, without worrying about the gaps yet. Elicit how the writer feels about using technology to help people track their thoughts, activities and moods.
Answers 2 He found it annoying but it helped him understand that when he's distracted, he's less happy. Ask students to complete them with a preposition, then check answers as a class. Give students a few moments to think about their own answers to each question before discussing them in pairs. Elicit a few ideas for each. Answers: 1 on 40 Unit 5 The feel-good factor 2 for 3 of 4 on 11 Long turn Part 2 MyEnglishLab tip speculating I Customisable attempt number The num ber of attempts students have on each MyEnglishLab exercise is customisable so that yo u ca n either set attem pts to one or allow unlimited attempts, or anything in between.
Refer them to the Exam focus on p. Then read the Exam tip aloud. Read through the expressions in the box with the class. Then ask students to discuss the questions and pictures using the expressions. D Play the recording and elicit which things in the list the exa miner does not ask the candidate to do.
After the activity, Student B should tell Student A which phrases they used. Students then swap roles. To extend with strong st udents, tell Student A to close their book or not look at the phrases during the task. Students discuss the question with their partner.
Students work in pairs and do the tasks on p. Students work in pairs and order the professions in the box according to how interesting they think they are. Students then swap partners to compare their ideas. Refer students to the Exam focus on p. Read through it with the students, making sure they understand everything.
Ask students to underline the key words in Activity 4, question 1, then elicit possible paraphrases for these. IJ Read the Exam tip aloud, then play the recording. Elicit the answers to the questions. Elicit some possible paraphrases for the key words, then play the recording.
Play the recording a second time and then elicit the answers. Answers 5 1,3,5 7 The candidate needs to answer the question: Which group of people do you think looks happiest? Additional activity As k st udents to look at the pictu res on p. In pairs, they speculate about what the people are talking about using the phrases from Activity 4. Then ask students to select some other pictures of people from Units and, in t heir pairs, speculate what the peop le were thin king about when the picture was taken.
Students read and answer the questions individually, then compare answers in pairs. Ask them to take turns to read the sentences aloud, completing them appropriately. They should try and do this without looking back at Activity 5. When they have completed the six sentences, students check their answers on pA8. Emphasise the importance of understanding the first sentence before comp leting the gap.
In sentence 1, wish I had could fit grammatically but would not have a simi lar meaning. Answers 2 What does Diana say the resu lts of the survey show about teaching as a career? A Teachers find their work makes them llilQQy. B People working in the media are a lot less happy than teachers. C Teaching doesn't offer opportunities for creativity. D Teachers find their work stimulating. It came in way ahead of careers in the media or in advertisin g'; C 'there's some scope for using their creative skills'; D 'all things that keep them engaged' 2 D 42 A 3 B 4 D 5 B Students complete the sentences, then compare with a part ner.
Encourage them to ask at least one question about each of their partner's answers e. A: I know my friend wishes that she had studied more before she sat her driving test. Did she have to retake the test. Check they understand commute regularly travel a long distance to get to work and elicit the word for a person who commutes: commuter. Elicit the meaning of hypothetical based on a situation which is not real but might happen or one that didn't happen but potentially cou ld have.
Students ' choose the correct altemative in each sentence. Ask them to compare t heir answers in pairs before you check as a class. Explain that Pollyanna is the title of a novel by Eleanor H. The novel tell s t he story of an orphan who cheers up a town by playing The Glad Game, which is looking for positives in any situation.
The book, considered a children's classic, has been filmed various times, including a version by Disney in To pl ay The Glad Game, students work in pai rs. One stu dent ma kes a negative statement which doesn't have to be true using hypothetical language and their pa rtner has to res pond with a positive sentence, e. B: Thats a good excuse for a nap. A: If only I had a comfortable bed' B: Have a lie down on this chair instead' Students continue with fou r more negative statements and positive respo nses before swapping roles.
Elicit a few responses for each. Ask students what they remember about Part 8, Multiple matching. Refer them to the Exam focu s on p. Read the Exam tip aloud, then ask students to check their answers to questions 6 and Students compare answers in pairs, then check as a class. When checking answers, elicit the sentences in the text that say the same things in different words for questions 6 and Students find the words and phrases that match meanings , then compare answers in pairs before you check as a class.
Students complete the sentences with the correct forms of words and phrases from Activity 5. They then compare answers in pairs before you check as a class. Elicit a few ideas as a class. S2 Reading Students complete the sentences, then compare their answers in pairs before you check as a class. Ask students to think of at least four ideas. Elicit some predictions. D Ask students to read the extract and then elicit the reviewer's impression.
El Students discuss the question in pairs. Elicit a few responses as a class. Tell students that this is called substitution and is used to avoid repetition of words. Check students understand the meaning of misanthrope someone who does not like other people and prefers to be alone. Read the surrounding sentence aloud and elicit which words have been omitted it took me.
Tell students that this is called ellipsis. Read the Language tip aloud. Cultural note In the UK, a common informal way of saying How are you? Write the following sentences on the board or read them aloud one by one. Ask students to discuss in pairs which words or phrases have been left out in these sentences. Then elicit answers as a class. She was tired but tl happy.
He sent me an email explaining why I. Only pink I. This is Kim's I. Answers: 1 she was 2 to bring 3 he can't make it next weekend 4 sheets 5 bike 6 written Additional activity: Improvise a conver sation Students work in pairs. They choose one of the pairs of sentences in Activity 6 as the first part of a conversation and try to continue the conversation. Encourage them to use more examples of ellipsis.
Warmer Focus students' attention on the picture and elicit what is happening. Elicit mistake. Write the prefix mis- on the board and give students two minutes to work in small groups and think of as many words as they can that start with mis-. Invite groups to share their lists and elicit meanings for any that other students are unsure of. D fJ Students complete the sentences, then compare answers in pairs before you check as a class.
Focus students' attention on the Language tip and read it aloud. Students discuss the meanings of the underlined words in pairs. Ask them not to use dictionaries as meanings will be clarified in Activity 3. Go through the answers with the class and for each underlined word, elicit whether it has a base form and whether it has an opposite, or is a false opposite. Additional activity: What is a sentence adverb? Check that students understand what a sentence adverb is and how sentence adverbs differ from regular adverbs A sentence adverb relates to the whole sentence that contains it and is usually used to describe the speaker's attitude, whereas a regular adverb modifies a verb, adjective or other adverb.
Tell students that sentence adverbs are useful for expressing opinions in a review. They are usually placed at the beginning of a sentence. To further illustrate the difference between a regular adverb and a sentence adverb, write the following on the board: 1 Sadly, she left. Ask students to discuss the difference in meaning between the two sentences, then elicit the answer. The first sentence, where sadly is used as a sentence adverb, communicates that the speaker feels sad about the whole sentence, i.
In the second sentence, sadly modifies the verb left, so it communicates that she left in a sad manner. D Students answer the questions individually, then share their answers in pairs. If necessary, clarify or elicit the meanings of the adverbs when used as sentence adverbs: ironicolly used when talking about a situation in which the opposite of what you expected happens or is true , hopefully a way of saying what you hope will happen , hoppily, thankfully used to say that you are glad something has happened, especially because a difficult situation has ended or been avoided , sadly used to say that you are sad or disappointed something has happened, especially when it could have been different , understandably, naturally used to say that something is normal and not surprising , oddly enough, curiously, surprisingly used to say that something seems strange or surprising.
Read the Exam tip aloud, then ask students to make notes about the two films they chose under those headings. Ask them to share their answers with a partner. Point out the useful language for writing reviews in the Writing Reference on p. Then set Activity 6 as homework. Whereas The Blind Side left me with a huge grin on my face, sadly, Docror Zhivago left me feeling the weight of the world on my shoulders.
Doctor Zhivago, directed by five-time Oscar winner David Lean, is set in the Bolshevik revolution and follows the title character, who must adapt to the new order while pining for Lara, the beautiful wife of a political campaigner. The director succeeded in creating a film that is thoroughly engaging but full of gritty realism, cruelty and tragic irony. Take the tissues l The Blind Side, which is based on a true story, is also a bit of a tearjerker, in a completely different way.
Starring Sandra Bullock, who won an Academy Award for her portrayal of a rich white mother in Tennessee who takes a homeless black teenager under her roof. Understandably, the gentle giant thinks he isn't good at anything but his new mother sees his potential to become a football star and part of the family.
The plot is based on a true story, making it all the more touching. I would strongly recommend The Blind Side. It will appeal to a range of people and is a great chOice for a movie night. Although Docror Zhivago is a classic, I think it has more of a niche audience and is best saved for when you want a dose of gloom! Teaching tip If a review is one of the Part 2 tasks, It might include items such as a concert, album, film, book or shop.
It may help students to brainstorm some examples they might use in each category. However, emphasise that they must only use examples that are relevant to the question asked ,n the exam. Finally, tell students that they can make up details for the review if they don't know them e.
Suggested time limit: 45 minutes for Activities 1- 4 and 45 minutes for Activities 5- 8. Ask students to check answers in pairs before you check as a class on eText. Alternatively, set as a homework activity and then go through the answers as a class. Check students understand the meaning of fossil an animal or plant that lived thousands of years ago and that has been preserved in rock. Students work in pairs to discuss the questions.
Elicit a few answers for each. Read the Exam tip aloud and invite students to share examples of how they record vocabulary. Elicit the word for someone who searches for ancient remains as a job: archaeologist noun. Elicit other word forms of this word, e. Focus students' attention on the title of the article and check that they understand mammoth noun: an animal like a large hairy elephant that lived on the earth thousands of years ago; adjective: extremely large. Give students a minute to read the article for gist, without worrying about the gaps.
Then ask them to close their books and see how many facts they can remember in pairs. Does it form a word with the prefix un-? Students read the article again and form a word that fits each gap. Elicit a few opinions from the class.
Students complete the table answers in brackets. General noun s Personal noun preservation, preservative settlement settler excitement fight fighter Verb Adjective s preserve preserved preserving settle settled settling excite excited, exciting fight fighting Adverb excitedly Answers Teaching tip 3 If students have foun d any particular questions challenging in a listening ta sk, show the aud io script on eText and ask students to find the phrase s which support t he answer.
Ask students to work in pairs and discuss what they should do before they listen. Ask students to read Strategy 1 in the Exam focus on p. Read through the Exam fo cus with students, making sure they understand everything. Ask them to underline key words in the questions and alternatives. Then play the recording. Read the Exam tip aloud, then play the recording again. Answers 61 B2A3A4C 5 A6B 7 in-: inaccurate, insignificant un-: unbelievable, unchanged, unconvincing, uncovered, undiscovered, unfavourable, uninformative, unmodernised Additional activity: D iscussion Students discuss the following questions in pairs.
What kind of holidays would you like to take them on? Would you want to recreate any vacation experiences from your own childhood with them? Ask students to divide the adjectives in the box into these two groups. Students compare their answers in pairs. To extend with strong students, ask them to think of at least two more words for each column. Finish by checking as a class. I Maximiser p. Tell them their presentation should include what the object is and at least three things it would tell future generations about today.
If you have a very large class, ask students to present their objects in groups rather than to the whole class. Check that they understand the meaning of posterity all the people in the future who will be alive after you are dead. Remind them to use a variety of language to compare the buildings. Students follow the instructions to complete the activity, then swap partners to compare their ideas.
F Amelia Earhart Ales the Atlantic solo Ask students to work in pairs to decide on the chronological order of the historical events. Then write the following years on the board: , , , , , Ask students to match each year with an event.
Share the answers. The pair with the most correct answers are the winners. Answers: A F B Students read the article again and choose the correct alternatives. Ask them to compare answers in pairs, then check as a class. D E Answers 2 no difference in meaning 3 no difference in meaning 3 1 much D Students work in pairs and discuss which of the quotes about history they agree with. Elicit a few opinions. Then students tick the statements which are true for them and compare their ideas in pairs.
Elicit what the speaker thinks about watching cricket it's boring. Share the examples using as Watching cricket is as dull as watching paint dry. Write the following starters on the board and ask students to complete the sentences verbal ly with a partner: Reading hisrarical novels is as That sounds like.. Students complete the sentences with one word, then compare answers in pairs before you check as a class.
SO Unit 6 living w ith the past 3 One 4 than 5 as 6 By 4 no 5 1 never 2 far more 3 the briefest 4 More than ever 5 higher and higher 6 considerably Additional activity: Guessing meaning from context Ask students to find and underline the following phrases in the article: building boom a period when a lot of new construction takes place , old master a famous painter from the 15th to the 18th century or a painting by one of these painters , open round the cfock open 24 hours.
In pairs, students discuss what each phrase means. They were poring over microfiches with a focus more intense than any I've ever seen in any other library or anywhere else at aiL, 5 D Would I have been able to forgive him for abandoning his family? They may be hyphenated, joined or two separate words.
Suggested answers: travel company, ancestor worship, fastest-growing, runaway, social history, family tree, piggy-back, long-dead, upstairs room, microfiche, greatgrandfather, psychobabble, great-great-grandfather, clergyman, snakebite, humble pie, born-again. When learning a compound word, students should note and learn whether it is hyphenated or not.
Students work out the meanings of the underlined compound adjectives in the article. They compare in pairs, then as a class. D Students underline the nouns that collocate with the adjectives. Suggested answers: DNA or deoxyribonucleic acid is a substance that carries genetic information in the cells of the body.
Reasons people might get a DNA test could include testing for susceptibility to a genetic condition or disease, evidence in a crime or to see if you are related to someone. Elicit an answer to the question. Students discuss the questions in pairs. Elicit a few different opinions. Answer 1 no Useful resources For more information on DNA testing, do an internet search for companies that offer the service or for the International Genome project. Students complete the article with the correct adjective forms, then compare in pairs before you check as a class.
El Students work in pairs to answer the questions. Draw the following continuum on the board. Ask students to draw the continuum and discuss in pairs where the following adverbs would go on it: quite, seriously, really, not really. III In pairs, students play the word association game on p.
Encourage them to think of at least five ideas for each word. Now ask students to complete the sentence with one of the adverbs so it is true for them and share it with their partner. Ask students to discuss in pairs how 'into' each of these things they are using the adverbs. Encourage them to ask thei r partner a follow-up question about each to piC or interest. Focus students' attention on the examples, then go through the questions with the class, eliciting the answer to each one.
El Students discuss in pairs which of the adjectives are ungradable. IJ Use disappointed as an example with the class and go through each modifier in the box, eliciting whether it can be used with this word. Highlight the collocations 2 and the Watch out box at the end. Ask students to read through the rest of the notes and examples. Write on the board: quite nice, quite perfect, quite angry. Elicit which of these is ungradable perfect and elicit the meaning completely perfect.
Then elicit the meaning of quite nice fairly nice and quite angry fairly angry. Unit 6 Living with the past S3 Teaching tip Additional activity Point out that in addition to modifiers, the strength of an adjective can also be conveyed in speaking by vocal expression, e. She is pretty disappointed. This activity works best in classes where students know each other, as they need to know each other's names.
Give students a few minutes to briefiy describe an early memory on a piece of paper. Tell them that it will be shared with the class, so it shouldn't be anything too personal. Then ask students to read the article. Elicit what infantile amnesia is.
Collect the memories, number thern and stick them up around the classroom. Students walk around the class with pen and paper, reading the mernories and noting down who they think wrote each one. Finish by revealing who wrote each memory. The person who guessed the most correctly is the winner. In sentence A, fairly makes predictable weaker; quite makes unremarkable slightly less unremarkable.
In sentence B, absolutely makes enormous stronger. Bitterly, pretty, quite, really, seriously and somewhat can be used with disappointed. Researchers discovered that by ages , infantile amnesia is already evident. Underline the key words with the class, on eText if you are using it. They compare answers in pairs before you check as a class. They then compare their answers in pairs. IfJ Ask for a show of hands for each topic.
Elicit what Students discuss the task in pairs. Ask a few pairs to share their ideas. Then ask them to turn to the useful language in the Writing reference on p. III Students plan their essays and then share their plans with a partner. IfJ Set the writing task as homework and then collect in to provide individual feedback. Nevertheless, the government could provide protection to ensure that old buildings are not demolished or transformed out of character Answers 2 Your class has attended a lecture on the action governments can take to make sure cultural heritage is preserved for future generations.
You have made the notes below. In my view, the most pressing prioriiy is to provide protective legislation for old homes and buildings. I'm not alone in my concern about the loss of historical features which take such pride of place in and give character to our communities. You should explain which priority you think is rnore irnportant giving reasons to support your opinion.
You may, if you wish, make use of the opinions expressed in the discussion but you should use your own words as far as possible. Write your essay in words in an appropriate style. Ask students to check answers in pairs before checking as a class on eText Alternatively, set as a hornework activity and then go through the answers as a class, or on eText, to check.
Answers 6 E 1 so 2 much 6 like 7 ever 10 simplest 5 Giving rnain points: I would argue that, It's become clear in recent years, An urgent priority is 3 nothing like 4 great 5 far 8 worse and worse 9 just as Giving supporting evidence: Perhaps, I'm sure, For example 2 1 B 2 A Sample answer: 3 Cultural heritage is an invaluable asset for all generations to enjoy. It is about knowing where we have come from and having pride in the place we live.
In this essay I will discuss two priorities for the governrnent's support of the cultural heritage in our community. People say that museums are the heart of cultural heritage preservation. Not only do they display objects, they also teach and provide information about them.
Increased funding could attract better care of objects, more specialised staff and rnore fun displays, in turn attracting more people to visit and learn. On the other hand, I would argue tha t it's unreasonable to expect governments to give more money to museums when they have got more important things to spend people's taxes on. They are able to re-attempt t he questions multiple t imes for extra practice.
The second idea is to protect old buildings. It has become clear in recent years that governments can no longer afford to provide generous grants to help people rnaintain their historically significant houses. The advertisement is forVegemite, a yeast spread commonly eaten on toast for breakfast in Australia and New Zealand. The text is printed sideways as a humorous appeal to pretend the audience for the billboard is looking at it from a lying position.
D Working in pairs, students discuss whether they have ever been persuaded to buy something by a clever salesperson. Ask each pair to briefiy report their discussion back to the class. El Students read the article quickly. Elicit why Joe Girard's approach was so successful. D Students complete the article with the words in the box, then compare answers in pairs before you check as a class.
Students then work in pairs to make more collocations and share their ideas with the class. To support a weaker class, write the words from the Answers below on the board out of order for them to pair with the words to form collocations. Answers 2 He made sure his customers liked him. Elicit a few responses. El Give students time to read the numbered sentences Sentences 1,3,5 and 6 could be written as third conditional sentences.
Only 6 has no change in again and decide what type of conditional they are. Ifyou dent a car, it costs a fortune to fix. If I had gotthat promotion, I'd have become rich. For more information on conditionals, refer students to the Grammar reference on p. Read through the Languag e tip with the class.
For more information on mixed condit ionals, refer students to section 5. J Complete the first sentence with the class as an example. Students complete the remaining sentences, then compare their answers in pairs before you check as a class. Ask a few students to read out some of their sentences and correct errors as a class if necessa ry.
Then ask students to check and correct their own sentences before moving into small groups to compare their ideas. If necessary, pre-teach evoke to produce a strong feeling or memory in someone. Share the related collocations evoke sympathy and evoke a response.
Elicit what students remember about Listening Part 3 and the strategies to use. As k stud ents to underline key words in the questions and alternatives in Activity 3. Go through the answers with the class. El Play the recording again while students write expressions that match meanings Answers 2 Suggested answers 1 attitude, sophisticated scent marketing; A a little concerned, some instances; Bnot think people, an xious; C brilliant innovation; D not terribly impressed Unit 7 The hard sell Elicit them and write them on the board.
Elicit three example foods or drinks for each taste e. A2C3C4D5B6C get wind of 2 manipulated 3 can't be sure 4 raise objections 5 is potentially dangerous 6 take my hat off to tJ Additional activity: Write sentences In pairs, students choose three of the expressions from Activity 4 and write a sentence using them. They then swap partners and share their sentences. IJ Students discuss the example 0 in pairs.
Elicit why the other alternatives are not possible. Teaching tip Elicit what students remember about Part 1. Students read the article quickly and answer the question without worrying about the gaps yet D Students fill in the gaps I - 8, then discuss their answers in pairs before you check as a class. For each gap, elicit reasons why the other alternatives are not possible.
Students discuss their answers in pairs. Elicit a few different ideas. Answers Before the discussion, elicit a few different ways for students to introduce their opinions e. To extend with strong students, encourage them to try starting some sentences with although, while or whereas e. While I think it's a bit 41B sneaky to use smells, it can actually be quite pleasant for the consumer l.
I Start by eliciting the meanings of bald having no hair on your head , bankrupt not having enough money to pay what you owe , deaf unable to hear , hysterical unable to control behaviour or emotion because you are very upset, afraid, excited, etc. Students then answer the questions in pairs before you check as a class. III Do the first sentence with the class as an example, eliciting the collocation go downhill, and the correct form gone downhil0. Students complete , then compare answers in pairs before you check as a class.
Warmer Write the advertising terms brand, logo, slogan, jingle and product on the board and ask students to discuss in pairs what each word means in relation to advertising. Elicit the meanings as a class, then ask each pair to think of three examples for each term. Definitions: brand: a type of product made by a particular company that has a particular name or design logo: a small design that is the official sign of a company or organisation slogan: a short phrase that is used to advertise a product jingle: a short song used in advertisements Answers 6 1 bad, bald, bankrupt deaf, downhill, grey, mad, mouldy, off, sour 2 become 7 1 gone downhill 2 go deaf 3 gone mouldy 4 went bankrupt 5 going grey 6 gone off 7 gone bald 8 goes mad product: something that is grown or made in a factory in large quantities, usually in order to be sold D Students discuss the question in pairs.
Elicit some ideas as a class. Additional activity: Make up a story Alternative activity Put students in pairs and ask them to write three collocations from the lesson on a piece of paper e. Pairs exchange their lists. Each pair ma kes up a story using the collocations they were given.
Invite each pair to share their story with the class. Bring in a few common products e. Alternatively, find some pictures of common products with brand names visible to display on the projector or IWB and discuss why the brand names are successful. Use the 'Message' feature for rem inders or encouragement. It can also be a forum for students to ask you a question which you can reply to at a time that suits you. The article discusses the relationship between sounds, especially vowels, in the brand name, and people's perception of the product.
Give students a few minutes to read the first two paragraphs of the article and the paragraphs A-G which were removed. Then focus students on the reason a student gave for correctly chOOSing one of the missing paragraphs, and read through it with the class. Elicit which paragraph the student is referring to. Then ask students to underline any clues in the paragraphs nouns, pronouns, linking words, etc. Students then complete the task. As you go through the answers with the class, elicit justifications for why each answer is correct m Elicit some ideas from the class.
Answers 3 1 G 4 2 B The study in paragraph B refers to the study in the second paragraph. In fact at the beginning of the third paragraph introduces supporting evidence to the hypothesis in paragraph Bthat it would be better to give ice cream brand names with back vowels. They in the fourth paragra ph refers to researchers in paragraph D. The most widely accepted theory fifth paragraph is in answer to the questions posed in paragraph A Answers 7 POSSible clues in brackets 1 B the speech marks around her observation 2 A hypothetical 3 A it.
Students then discuss their own answers to the questions in pairs. Smiling evolved. Additional activity: Pronunciation Ask stu dents to try saying some of the front an d back vowels from t he article. If yo u are usi ng eText, open up the p honetic cha rt. Ident ify whe re t he front and back vowe ls are on the cha rt, and have studen ts listen and repeat. SO, Reading 1- 5 I Photocopiable p. Elicit any clues that students used to help them work out the correct answer.
Elicit a few opinions in open class. Play the recording and elicit the answer. Play the recording again for students to listen and tick the phrases they hear. El Encourage students to add at least one expression in each category. After checking answers as a class, elicit a few more expressions for each category and write them on the board.
Answers 2 the girl 3 2,4,5,6,8 4 1 I couldn't agree more. Teaching tip Display Display these phrases for agreeing and disagreeing in your classroom for students to use during discussions. Absolutely' Indeed it is. They can understand most of what is said in a film or a TV or radio programme, although they may be unfamiliar with some idiomatic or colloquial expressions and may have problems understanding some regional accents.
Preparing for the Certificate in Advanced English exam A CAE course should consolidate and extend what students already know and train them in the specific techniques and strategies required for the CAE exam. During the course, students should try to work independently at times, using and developing their study skills and strategies for improving their language ability. They should be aware of issues such as collocation and register in order to record vocabulary effectively and be able to use grammar reference material in order to cover any gaps in their grammatical knowledge and build on what is done in the Coursebook.
Exam-style tasks are introduced from the early stages of the book with graded support being gradually withdrawn as the course progresses. Each of the 14 units provides an integrated package for all five papers in the CAE exam, as well as grammar and vocabulary development and practice, which are grouped around a common theme.
Advice on specific language points or strategies for tackling exam-style tasks is offered in the Tips boxes. A key feature of each unit is the Exam Focus section which presents the techniques and strategies required for a specific task in the CAE exam and provides exam-level practice. At the back of the Coursebook you will find a section containing visuals for the Paper 5 Speaking tasks, a Grammar reference, a Writing reference and a Gold Vocabulary reference.
The Grammar reference is a mini- grammar covering all the points dealt with in the units. The Writing reference contains model answers for the types of writing which may be tested at CAE. There are also authentic student answers which students can evaluate using the general marking guidelines provided.
The Vocabulary reference contains a listing of lexical items which are found in the Coursebook, together with definitions and examples. Recycling and revision Each unit ends with a review of the language presented in that unit except for units 5, 10 and These are followed by progress tests, which take the form of a complete Paper 3 test. These can be used by the teacher in class as reviews or as tests of the students' command of the language presented in the units.
Grammar Various different approaches are used for the presentation and practice of grammar points. Use of English tasks in exam format also recycle the grammar that has been presented. The grammar sections are cross-referenced to the Grammar reference at the back of the book. The Coursebook also features Watch Out! When reading, students are encouraged to work out the meanings of unknown words for themselves and recognise clues such as affixation or explanations in the text.
Ways of recording and learning new words are also emphasised. Students are encouraged to use a monolingual dictionary such as the Longman Dictionary of Contemporary English, which gives information about meaning, pronunciation, grammar and collocations. Particular attention is paid to word formation, which builds students' understanding of how prefixes and suffixes are used, followed by regular practice.
This is particularly relevant for Paper 3 part 3. Reading Authentic texts from a range of sources are used to develop reading skills and techniques for CAE. Students are encouraged to use the titles and subtitles of the text as well as any non-textual information, such as accompanying photographs, to help them predict the content Guidance is provided to help them do the task and apply appropriate strategies. Vocabulary and discussion tasks after the reading texts allow students to develop the topic further and to focus on key vocabulary from the text Listening The listening texts are also from a range of sources and the recordings present students with a variety of mild accents.
Students are always reminded to read through the task before they listen to help them predict what they might hear, and tips and guidance are often provided to help them complete the task. Writing Each unit ends with a writing task of a type found in the CAE exam.
The section is cross referenced to the Writing reference at the back of the book which provides model answers for each of the text types. In each case students are encouraged to read the task carefully, thinking about the intended reader, and what needs to be included.
They are guided towards an understanding of the various conventions of the text type, such as register, layout and typical organisation of ideas. They are then presented with a model answer, which is often used for further language work.
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