Landmark: advanced. Teacher's book by Olivia Date. Landmark: advanced. Teacher's book. by Olivia Date; Simon Haines; Mike Sayer. Print book. English. Download Landmark: Upper-Intermediate: Teachers Book book pdf | audio. Title: Landmark: Upper-Intermediate: Teachers Book Rating: Likes: Intermediate, Upper-Intermediate, and Advanced (PDF: KB) . Choose by age group, book title, topic or area of study. Join the Oxford Teachers' Club and get access to our Teacher's Sites with extra resources to help you with your class.
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Landmark Advanced - Teacher's Book Olivia u. Published by Oxford University Press , Used Quantity Available: Buecherhof Brekendorf, Germany. Seller Rating: Stock Image. Landmark Advanced: Plan a building Exploring words Buildings and materials Writing A letter expressing opinions Language in action Checking and correcting Pronunciation: A 5-point plan for being successful Exams all, both, either, neither none Exploring words The language of money Writing Articles Language in action Review of functional language 8 Making contact Preview Reading and listening: Modern communications Reported speech 1: Statements Grammar extra Comic actors Relative clauses 1: Which of these methods of communication do you use regularly?
Which method do you use most frequently? Which could you do without?
Are there some people you only write to, or people you only phone? Make a list with your partner. Are any of the advantages of e-mail from your list mentioned? It once seemed that the telephone had made writing to people, and especially to friends, unnecessary. E-mail has allowed us to find its benefits again. Phone calls are intrusive; they always interrupt something, even if it is only thought. E-mail, like the letter, has better manners.
It respects the demands of more urgent business and allows for differences in time zones. E-mails are usually more informal than letters — they allow writers to put down present thoughts and even changes of mind. This informality also means that it seems OK to write a two-line message to someone on another continent, or to send a joke or an unimportant piece of gossip to someone in the next office.
How many of them have one? Are these statements True or False? What do you think they will say? Vocabulary 1 Here are some everyday expressions used by the speakers. What do you think they mean? Compare ideas with a partner. What did you do? Have your say Discuss these statements. Grammar review: Reported speech 1 1 Read these pairs of sentences.
In each case, the first sentence is direct speech and the second is reported speech. Think about: What are the differences between the two sentences in reported speech?
What does that tell you? She said she used her phone yesterday. Turn them into reported speech. Tell the student on your left three pieces of information. Listen to the extract again.
Why do you think the speaker makes these suggestions? Vocabulary 1 Check the meanings of the words and phrases in bold from the recording. Then answer the questions. What social situations are you often in? How do you focus on particular people or things? What are your favourite and least favourite subjects of small talk? Which ones have you suffered from?
Which of the symptoms in the list above are not mentioned?
Could you give this young man some advice? Think of two or three suggestions. Do you agree that bringing a fear out in the open takes away its power to worry you? Grammar Reported speech 2: Read these direct and reported questions and think about: I asked her where she worked.
I asked her if she knew anyone else in the room. She asked me when I would ring her. She asked whether my father worked locally.
How similar are they? Role play 3 a Work in groups. You are the first arrivals at a party. Exploitation 1 a 8.
Example She asked him what his name was. Tell each other what you found out about the other guests at your party. Specialist Colin Baker answers some basic questions about bilingualism. Speak and read 1 How much do you know about being bilingual?
How many of these common questions about bilingualism can you answer? Work through the questions with a partner. If you are not certain, make a sensible guess. Then write the question number next to the correct answer. Trilingualism is not uncommon in parts of Scandinavia. Monolingual people assume that being bilingual means being just as able in two languages as the monolingual is in one language.
But for a bilingual, each language tends to have different functions and uses. Most bilinguals are stronger in one language than another, even where each parent speaks a different language. As soon as possible.
Children learn best before the age of three and should start learning before they are taught to read, if possible.
There is no evidence for this. Where both languages are well developed, there is some evidence to suggest that their performance may even be improved. It is usually recommended that where the parents are of different nationalities, they only use their own language with the child.
Because they want to fit in, children are highly motivated to learn and are much less likely than adults to forget vocabulary and constructions they learn outside the home. Not if the two languages are kept separate initially.
Experts recommend that parents and teachers use only one language at a time, even though the child may decide to mix the languages later. Have your say Are many people in your country bilingual? Is it particularly useful or necessary to be bilingual? Listen 8. As you listen, think about these questions. Understanding ideas 1 Listen again. How did each speaker learn other languages?
Have your say 1 When should children start learning a second language at school? Make a list of differences. Speak and write Work with someone whose language is the same as yours. Write notes as you work through these stages. Choose five to ten words and three to four useful expressions.
Think of several different activities which students will find useful and interesting. Make this a memorable lesson. If there are students of other nationalities in your class, teach them part of your lesson.
The first one has been done for you. In fact there is always plenty of time for messages. What have they got in common? Which one? A few people came to the match. Plenty of children seem quite happy to talk to answerphones. Choose the best meaning. Examples Many friends of mine speak two or three languages. Few people in my family use the Internet. Tell your partner. Example She can speak three languages. Which words or phrases mean: Make up your own answerphone message.
If there is a pronoun in brackets, put it in the right place. Mr Johnson is expecting your call.
Use the passive. Can you just while I try to find him? When is it OK not to the truth? Who was the fortune? What did they say? When do you or might you a prayer?