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CAE Result. Teacher's Book - Download as PDF File .pdf) or read online. English classses CAE certification. Ready for CAE Teacher Book - Ebook download as PDF File .pdf) or read book online. Ready for CAE Teacher Book. Thank you for this information, would it be possible you share me audio files please?, my email is [email protected], thank you in advance.

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i:tionq'n/nn Complete cae teacher's book favour of or against each proposition according to their real opinions. l^ r 2n 3r D I I 4o I)^ u Y ^ +. To support teachers and help learners prepare for their exams,. Cambridge publications such as fiction and non-fiction books, journals, newspapers and .. y ing black bears. After years studying. North America's black bears in the. (0.). CAE (Certificate in CElS Higher CAE Advanced English) Gold Plus C2 In each case students are CAE Gold Plus teacher's book encouraged to read Aner all. th e ract.2 Ho\\ de) Y,lll 11l)rally lead ii ' Splll""l)" L'llli'I,"s Ihal slh l '.

Acknowledgements Who this book is for Complete Advanced 2nd Edition is a stimulating and thorough preparation course for students who wish to take the Cambridge English: Advanced exam from It teaches the reading, writing, listening and speaking skills necessary for the exam as well as the grammar and vocabulary which, from research into the Cambridge Learner Corpus, are known to be essential for exam success. For those of you who are not planning to take the exam in the near future, the book provides you with skills and language highly relevant to an advanced level of English Common European Framework of Reference level C1. Each unit contains: - practice in two parts of the Reading and Use of English paper and one part of each of the other three papers in the Cambridge English: Advanced exam. The units provide language input and skills practice to help you deal successfully with the tasks in each part. The listening material is indicated by different-coloured icons in the Student's Book as follows: A Workbook containing: - 14 units for homework and self-study. Each unit contains full exam practice in one or two parts of the Reading and Use of English paper.

Some of them are collocations which could be recorded in the students' vocabulary notes e. Th e 'Bi g Brother' format has been te levised in ma ny countries and so many students w ill probab ly have hea rd of this. Then go on to ask the questions in the book about how people are chosen and why. You cou ld tel l them to double un derline any adjectives for w hich they are not sure of the meaning.

Then they can work in pairs to compare whi ch adjectives they knew and explain the meani ngs if necessa ry. At the end, ask the cl ass wh ich adjective was most com monly chose n for each person.

Watch Out! Th e second pai r of sentences high lights the difference between sympathise and empathise. Aga in th is problem is ofte n compou nded by the existence of a false fri end. Many European languages have a word sim ila r to sympathetic wh ich simply means that you get on well w ith that person. This shoul d lea d naturally into the discu ssion in task 2 where stud ents select five pe rsona lities.

At the en d, groups report their decision to the whole class. Then they skim the text and answer the gist questions. IT 2 Spend it or save it 2 Students work in pairs to complete the gaps. Do an example with the whole class first by choosing one of the categories and giving a definition so that they can guess the word. They then do the activity in pairs or small groups.

With relative clauses of place and time, use where or when instead of at which or on which. If no one has experience of downloading or selling anything in this way, they can simply suggest possible advantages and disadvantages. They then complete the word building exercise.

Pages in the notes can be set aside for common collocations around a key word or theme. These can be added to as an ongoing activity. This technique of recording vocabulary also helps students to prepare for Paper 3, Part 5 gapped sentences. Students work in pairs to match the words to make compound adjectives. Encourage students to guess any that They then decide how each adjective might be used.

Then, they read the last part of the sentence and suggest a correct alternative. S he started with no financial help at all. In order to answer them successful ly, students need to understand the speakers' overall argument, not specific information. After students have read the questions, point this out to them, and warn them against basing their answers on a single word or phrase.

For example, the phrase I think this is very worrying in Graham's first utterance may lead students to incorrect alternative C Just because of the similar phrase feels concerned. You can encourage students to follow the overall argument by asking them to focus on the links between the ideas in individual questions.

For example, question 6 asks about a cause and effect. At the end, play the recording again to check each answer. If they do not know the same people, they could w rite down what they have decided to download and where and then explain their choice to their partner. Then students talk in pairs. In a multinational class, they can compare advertisements in different countries. NIT 2 Spend it or save it 2 1 Ask students to read the text quickly, ignoring the gaps, and answer the gist question.

Remind them that the answers depend on collocation. Ask them to suggest other collocations for these nouns e. If the words hoarding and flyer do not come up in the brainstorming, pre-teach them before students read the text. Teaching tips and ideas The activity of thinking of their favourite advertisements may not be suitable in a multinational class, where students will know different ones.

In this case, you could bring some advertisements into class, give one to each pair of students and ask them to comment on the techniques, the type of consumer targeted and how effective the advert is.

Articles can be a very problematic area, especially for students whose native language may not have them. Teaching tips and ideas To extend this topic, ask students to work in groups to design a logo and invent a slogan for a given product.

Give them a choice of three e. Provide each group with an OHT or paper to make a poster so that they can draw the logo that they decide on and present it to the rest of the group. One person from each group shou ld be chosen to talk for approximately one minute as in CAE Paper 5 and then invite questions. The compulsory question can be on a number of different genres including a letter, report or article but the task will always involve persuasion in some form.

Then they read the second part and underline the relevant phrases. Some of them are collocations which could be recorded in the students' vocabulary notes e. The 'Big Brother' format has been televised in many countries and so many students w ill probably have heard of this. Then go on to ask the questions in the book about how people are chosen and why.

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You could tell them to double underline any adjectives for w hich they are not sure of the meaning. Then they can work in pairs to compare which adjectives they knew and explain the meanings if necessary.

At the end, ask the class which adjective was most commonly chosen for each person. The second pair of sentences highlights the difference between sympathise and empathise. Again this problem is often compounded by the existence of a false friend. Many European languages have a word similar to sympathetic which simply means that you get on well with that person. This should lead naturally into the discussion in task 2 where students select five personalities.

At the end, groups report their decision to the whole class. Then go through the answers with the whole class, pointing out how the modal meanings are expressed in different ways such as is compulsory for has to. Pairs then read their advice to each other. You could allow them to choose just one of these situations if they prefer.

There are two sets of questions, both involving matching. Students should focus on the first set of questions on the first listening and the second set when the extracts are repeated. The questions focus on attitude, opinions and context rather than specific information. Then ask them to read the two tasks and underline the most important words in both the main question and the alternatives.

Point out that general or 'vague' information in the options is likely to be more specific in the actual recording. For example, if option C is used, the recording is likely to name a specific person who could not pronounce the name. Students listen to the recording for the first time and do task 1. They compare their ideas in pairs before listening again and focusing on task 2. When going over the answers, play the recording again, pausing after the key sentence in each extract such as I really felt that my name stopped me from standing out in a crowd for Speaker one.

Point out how sometimes students can l!: For example, the phrase I wasn't made fun of or anything for Speaker three eliminates option F before students hear the correct answer. Check answers as a whole class. The questions can test understanding of both specific details and the writer's overall opinion. Sometimes the question may explicitly direct students to a particular paragraph; if not, they should try to pick out a word in the stem which they can look for in the text to help them locate the answer.

You might develop the discussion of the second saying by asking if loving someone means that you never hurt them. Then ask students if they know any other formulas which could be used I do apologise is an obvious one. Then ask the whole class which ways of apologising would be most suitable for each situation and practise saying it with appropriate stress and intonation.

Give a maximum of one minute for this. If the question contains a name such as Ben Renshaw they should look for the name in the text and underline it.

Then ask students to read the alternatives for each question and underline w hat they think are the important words. The questions here can be used to point out the kinds of similarities and differences they may find between alternatives. For example: Finally, ask students to read the text and choose the correct answers.

Emphasise that they should go straight to the relevant part of the text in each case. Give about ten minutes maximum to complete the exercise before comparing answers in pairs. If they are unsure, they should look again at the text to decide. Then students compare their lists in pairs.

When going through the answers with the whole class, extend the exercise by asking students if they know the corresponding nouns, e. At the end, give them the opportunity to tell the class any interesting stories they heard. At the end, ask the class which of the three actions is the vindictive one. Go through the answers with the whole class, building up two lists, verbs followed by gerund and verbs followed by infinitive, on the board.

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Ask students to suggest other verbs they know which could be added to the list. Check that they understand that the object in this case is compulsory. Then ask them to find another verb in the text where a direct object before the infinitive is possible even though there is not one in this context prefer.

Then check the differences with the whole class. Ask them to suggest some other sense verbs which could be followed by these structures. These could form other pairs to illustrate the difference between gerund and infinitive in this context e.

I heard him call versus I heard him calling. Students complete the sentences and then compare and discuss them in pairs. Encourage them to ask follow-up questions about the sentences such as Why do you avoid doing that? Give about three minutes for this before comparing ideas as a whole- class activity 2 Students listen to the recording and compare the ideas with their own. Pause the recording after the exchange about each photograph to ask students if they agree.

This could lead into a general discussion about how important first impressions are and how they are created. It is often said that in a job interview, the first ten seconds are the most important 2 Students read the title of the text and speculate briefly about the content Then ask them to skim read the text, ignoring the gaps, to gain an overall idea of the content and see if their ideas are confirmed. When checking the answers, draw attention to any useful collocations in the text such as a great deal, scientific basis, and set out to prove.

Emphasise that in many cases they will need to change the form of the word by adding a suffix. It will probably highlight a number of points about body language, although if these were covered in the initial discussion in Exercise 1 above, you may prefer to keep it brief.

Question 2 is a good opportunity to point out that there can be cultural differences in this matter.

For example, in the UK, 21 Part 2 requiring students to produce an information leaflet 1 Students read the statements and decide which are true for an Information leaflet. Check their understanding of these by asking check questions such as Who is the leaflet fo? After five to ten minutes, ask each group to report back on the ideas that they had and make lists for each heading on the board. This is an opportunity to weed out any ideas which may be irrelevant or misleading. Encourage them to use different or additional headings from the ones given rather than simply copying them.

Then go over the questions with the whole class, pointing out any useful pieces of language that are used to introduce the advice, such as However - a word of warning or There is nothing worse than. They compare their corrections in pairs before checking as a whole-class activity. Point out that when they are checking their work for errors, It is a good idea to read It two or three times ani! J look for a different kind of error each time: Ask students to read their partner's leaflets at least twice, firstly looking at the overall layout and organisation and then more closely to check the grammar and spelling.

It improves students' ability to monitor their own work and provides them with a number of example answers to any writing task. These can then be shared with the whole class at the end of the activity. UNIT 3 Review p. J What makes us tick 23 Then use one or more of the questions here to conduct a brief class discussion.

Ask them if they can suggest some other common collocations for the phrasal verb break down. Ask students for examples of the good or the bad effects that science has produced now and in history. Parts 3 and 4 p. Point out that there are two elements involved, having a discussion and making a decision.

Point out that these two students are carrying out the task correctly because they are giving and explaining opinions. You could ask them to make sure that they use at least two of the expressions in task 3. Then they listen to the recording and talk in pairs about how the candidates' opinions differ. They then listen again to pick out the phrases from Exercise 1.

You might like to ask one pair to discuss question 2 first in front of the class so that the class can comment. It is also worth pointing out the importance of examples in justifying opinions, like candidate B's example of medicine. So what you mean by that is How do you feel about What I mean is I feel that Phrases that add information: And what's more Grammar 1: They work individually to complete the sentence transformations and then compare in pairs.

Ask the class for examples of each rule from the sentences in 1. Conduct a class feedback by asking each pair to provide one first conditional sentence. Write the three given areas on the board and ask students to suggest 'unlikely' changes, using their imagination e.

If they invented a car which ran on water, the pollution problem would be solved. Then students work in pairs to write conditional sentences for the three topics. Again, encourage contracted forms when speaking.

Encourage them to ask further follow-up questions. Exam focus Paper 4 Listening: Then ask students to read the two questions for extract one. Remind them that the actual words on the recording are likely to be different from those in the questions and ask them to suggest alternative ways of expressing some of the ideas here such as disappointment and salary. Then play the recording twice for the first extract and ask students to compare their answers.

Check them together while they are still fresh in the students' minds. You might like to play the recording a third time for this and ask students to identify points at which they can eliminate the incorrect answers stage 3 of the procedure.

Follow the same procedure for extracts 2 and 3. For question 5, which focuses on the function of what the speaker is saying, ask the students to suggest language that might be used for apologising, blaming or explaining.

With a strong group, you could play the extracts straight through and check all the answers at the end. This makes the task more similar to what the students will do in the exam, but there is less chance to check that students are using the suggested procedure. This tests their understanding of the overall text structure.

For this task, students will need to develop their awareness of cohesive devices such as link words, referencing devices and synonyms. You could also ask students if they know any sayings which express an optimistic or pessimistic point of view. Examples in English might be Everything happens for the best versus If something can go wrong, it will.

Then they read the missing paragraphs A-G. Now ask them to look again at the base text and underline any link words at the beginnings of the paragraphs such as despite. These will link back to something in the content of the miSSing paragraphs. Ask if they can see any other words or phrases which they think must link back in this way e.

They should read through the base text, stopping at each gap in turn to decide which paragraph is most suitable. At the end, they should re-read the whole text through. Finally they compare their version with a partner. A detailed suggested procedure for this type of exercise is given in Unit 8 3 Students first do the exercise without looking at the text Then they refer to the context in the text 4 Students discuss the equivalent of Murphy's Law in their own language, and go on to talk about their personal opinion.

Then they read the gapped sentences. Check their understanding of what kind of information is required for each gap by asking questions e. Teenage students or students who are the parents the rules will work. This could form the basis of a of teenage children may be able to give good examples but presentation made by each group to the class.

Give each the topic needs careful handling as personal issues may group two or three OHTs or sheets of paper which they emerge.

Ask the class to suggest some ways to ensure that the rules were kept e. Alternatively, it could be given time limit of one minute. Before they attempt 2. You may need to teach the verb counter. Go Aims: At the end, ask which sentences and disagreeing in spoken English hypothesise about an imaginary present or future 1,2,3,7, 8 and which one refers to an imaginary past 6. Finally, 1 Give students time to read the questions carefully for students work in pairs to match each sentence to a rule.

They compare answers in pairs before listening again. Follow the same 2 procedure for extract two. You could also ask what difficulties each person mentions.

Then students choose the correct verb 2 forms for their text. If your group is not This can be done as a whole-class activity. In a divisible by three, have some groups of four with one multilingual class, the activity could lead to cultural student as the assessor. This is best done in pairs so that students pool their 8 Suppose nobody will C9R'le came to the party - knowledge. They could also use dictionaries to check the I'd be really disappointed! Check 1 the answers and build up the list of verbs and prepositions Student A: Student B: Do question 1 with the 7 could tell 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. Exam focus Paper 5 Speaking: Then with: Students read the texts again and identify which words are elided. Point Reading 2: Go through the answers and establish that the elided form generally sounds better. Students skim the 4 Students work in pairs to correct the mistakes. Again three texts and get a general idea of each one.

You could set check the answers by asking pairs to read out dialogues, with one or two gist questions such as Which text talks about the natural stress and intonation. Then students read the questions for the first text carefully and underline the 5 Students work in pairs to improve the text. If they are important words. Point out that the alternatives may contain reluctant to alter the text much, tell them that they must more than one idea; for example 1A contains the idea of make at least six changes.

Then students read the first text, 1 Students work in pairs to identify which response is thinking about the writer's overall purpose, and decide. Check the answers and then ask them to follow the same 2 Students now continue with writing one or more similar technique with the second and third texts. You could give them a specific topic, like plans for their next holiday. They then form pairs 3 or groups and practise reading them with correct stress.

Ask these questions to the whole class. They discuss their ideas in pairs before checking Ex. You can also check some vocabulary 4 to borrow 5 laptop 6 emailed me 7 call me such as tomboy. You may wish to replay the final 4 it's Karen's eRe. You could ask each pair to tell you two Ei: But now the similarities and two differences.

Jr sieliR!: Js b her love of mechanical toys, dirt, etc. Other relationships change - parents die, friends drift Ex. Js them remain with us 5 disagree long after childhood has ended. Once students have Exam information considered the difference in meaning of each pair, supply them with a dictionary and ask them to check, looking at In Paper 3, Part 5 English in Use , candidates are the definition, part of speech and example sentences.

For required to complete eight key word those pairs of words where there is a different meaning transformation questions. These can test a variety rather than a grammatical difference, ask them to write of grammatical and lexical areas. Students will need down three common collocations for each word. Students can then compare answers in pairs. To give students extra help with the questions in Ex. They put together the 9 principles 10 memories 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 Writing: Go over the exa m information and suggested procedure. 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. Ask one or two pairs to read out their changes to the class. This could be given as homework or students could 6 for 7 under 8 make 9 up 10 them write it in class. If you feel students are likely to copy too 11 the 12 until 13 is 14 might 15 get much of the model text, you could change the task slightly so that students are asked to describe the best friend ever Ex. In this case the second bullet 1 stressed-out 2 dull mundanity 3 quirk point could read 'explain how they have helped you'.

Ask them as a class to guess a possible answer to the 2 Students complete the text individually by choosing the first gap, using the introductory sentence, the title and correct prepositions and then compare answers. Then students 3 When going through the answers with the class, elicit talk in pairs and predict possible answers for questions 2 to 8 meanings and typical contexts for the phrasal verbs in the same way.

Go through the answers with the class. You formed by the other prepositions. Students then write might begin by asking which answers are likely to be a job, a example sentences for these, with the aid of dictionaries if 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 Teaching tips and ideas answers as a whole-class activity. To follow on from the activity of writing example sentences for phrasal verbs or any other lexical 2 This can be done as a brief class discussion. They read out their sentences to each other, blanking out the 3 Students listen again and identify the two items of target item, which the others have to guess.

In addition, draw attention to popping up in preparation for the vocabulary exercise. They share the idea of suddenness, unexpectedness. Monitor the students' speaking 11 draw a parallel 12 engrossing so that any basic errors can be corrected at the end. You 2 could personalise the activity by asking the students to choose animated 2 intent 3 flaw 4 breathtaking the exhibits for an arts centre in their own town or area.

Speaking 2: Ask them to Aims: They are expected to give opinions and speculate about what they see, and not just 1 Discuss these questions briefly as a whole-class activity describe the pictures. Ask students to skim read the text, stopping when they find each of the names A-D and noting down this person's 2 Ask the class to decide how they time their answer opinion.

Check the answers by asking the class to and emphasise that they should not spend time Just summarise the four opinions. Having skimmed the text, they read the exam questions carefully, think where the 3 answer will be and go back to the text to read for 1 Do an example for one of the pictures by brainstorming meaning and decide.

At the end, they compare answers in notes for a few seconds on the board and then ask pairs before you check with the whole class. T 7 Creative talents students to do the same for the pictures that they choose.

Then play the recording once and ask students to tell you the missing phrases or to 4 compare in pairs. Then play the recording a second time 1 Pairs talk together about the sentences that they wrote for pausing after each gap, so that students can write in the each other before carrying out the speaking task.

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 Aim: Then ask them to report one thing that they learned 1 about their partner to the rest of the class.

Correct students' 1 This exercise tests students' existent knowledge of future forms as necessary. Ask students to discuss the answers in pairs. At this stage, they should be familiar with Ex.

Refer students to 2 the grammar section at the back of the coursebook as present continuous - what are you doing necessary, or they could use class sets of other grammar present simple - it opens on Friday referen ce books if available. Some students may have going to - what I'm going to see difficulty in supplying their own sentences instead of future continuous - to understand what I will be copying examples from the grammar reference.

If so, you seeing could help them by supplying time phrases for them to Ex. B 2 is in for C 4 are on the point of finding out 2 Ask students how many meanings they know for the D 3 are to word trunk and put three on the board piece of luggage, E 1 it will soon be possible tree trunk, elephant's trunk Then ask which meaning they think the word has in the title.

Students read the text to see if Ex. Emphasise that they should use the context in the 3 on the point of 4 will have become article to try to choose the correct use.

Tell them that a verb 2 I hope we will have started our new art course in a future form needs to be put into each gap and ask this time next month. Go through the 3 Work on the new arts centre is due to begin on class suggestions, possibly writing up the best ones on the November 15th.

The given word must always be changed. Tell students about anything you or a member of your family has ever collected.

If students still find this type of exercise Aim: When they have Ex. If you feel this is too difficult possessions 2 unfashionable 3 attachment 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 Grammar 2: If not, Ex. With category 1, you may need to check students' understanding of the two meanings. Emphasise tha t verb patterns need to form a regul ar part of students ' vocabulary record and th at if they Aim: Ask students to supply some fu rthe r are reviewed.

If you are teaching in an English-speaking sentences usin g the verbs from the ca tegories and point out environment, you cou ld bring some newspapers or magazines how th ese also illustrate th e rules. You could ask students to skim 4 This exercise can either be don e in pairs or individually read these and then sum marise the reviewer's opinion to the with stude nts checkin g tog ether afterwards.

Do the first one class. Before establishing which element is missing, ask one or two gist questions to check general understanding, such as whether the reviewer's opinion is positive or negative. Discuss the questions here with the whole class. S I always read the review pages of the newspaper - I find them thought-provoking. Check their time, need minimal supervision, fit in with accepted understanding by asking What is the aim of the job? At Vocabulary: Tell them that there are recording again and make notes on the meanings of the three missing words in each case and ask students if they can scores.

Go through the answers with the class, writing the supply them. If they ca nnot, play the recording again and ask main characteristics on the board. Play the recording a them to tell you to stop when they hear them. At the end, ask 2 Students match the sentence halves, then think of the class as a w hole what type of person they would synonyms for the phrasal verbs from the sentences, using the prefer to work w ith or to employ. Encourage any follow-up questions. 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. Use of English 1: Then they discuss the items in pairs and tell the Part 1 p. Exam information 3 Round off the activity by asking them to choose one In CAE Paper 3, Part 1, candidates are required to piece of advice. Use one or more of these questions to conduct a brief 4 vacancy 5 Clarity 6 recruitment class discussion. Exam focus 3 Students complete the multiple-choice cloze either Paper 1 Reading: If any students in the 2 sentence 4 group are still uncertain, they can work in pairs.

Elicit other organisations that this is the way forward. Give students a few 4 said, told moments to think and th en ask individual stud ents to change the utterances to direct speech.

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At the en d, play the Ex. Then individ ua lly they write a summary in reported speech. Check the answers by playing the recording again and 6 I believe that overall performance will improve if el iciting sentences in reported speech.

If you Ex. In Part 3 of CAE Paper 4, Listening test candidates 1 Allot one or two of the places to each pair and ask are required to listen to a passage and answer six them to brainstorm advantages and disadvantages Then they multiple-choice questions. They will hear the report their ideas to the class. The questions focus on understanding the speaker's attitude and opinions. Then give two photographs to each student and opera and give an example from the students' own culture.

Read question 1 together and decide which are the Teaching tips and ideas important words to underline for each option, for For further work on Paper 5, Part 3, if possible, ask example: Students then listen to this after Students then read the rest of the questions and underline they have completed the task to identify the two the important words in the same way. Finally, go through the recording reporting verbs pausing as necessa ry to discuss the answers.

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 4, 5 Use this as a brief discussion to round off the changes to the verb or time phrase.

When going through the activity. They work in pairs to add the extra verbs in the financing 2 flattered 3 lifelong ambition box. Tell them to refer to the table in 2 if 2 He advised me to resign immediately. Point out that linking words are an essential part explain command of any text.

Check Ex. Establish that the paid for the goods. The employees suggested taking a small pay cut. Establish that 6 congratulated should is used frequently in the suggestions section The manager thanked me for changing the work whereas the background information is factual and so ethic in the office.

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 ANSWERS ideal study area in their school or college instead of an ideal Ex. After Ilwe. Then students think for a moment and choose somethi ng they have found in spi ring to discuss with a 5 've finished e 6 read d partner.

Fi na lly, they tell the whole class wh ich one they dec ided on and why.

Successful examples in CAD/CAE teaching

Allow them to check in and opinion pairs before go ing t hro ug h the answers. If thi s is not a sensitive su bject, you could ask for some 3 Ask t he stude nts' op inion on th e story in Exercise 2. It can be bad impressio n. Then 2 Pairs now discuss t hese question s tog eth er. In a they tell the stories to each other in pairs or small grou ps. St udents t hen wri te their story as a pa rag ra ph. To the types of objects which are typi cal of diffe rent cou ntri es, encou rage t he use of a range of struct ures, you could tell and so you might focus especially on thi s.

They should read the prepositions after adjectives and nouns questions first, then section A of the text. At this point they should go back to the questions again, read down and mark 1 those which correspond to this section. Then they should 1 Students work in pairs to decide on the correct follow the same procedure with the remaining sections. Then go through the answers with the whole Stronger classes may be able to do this without the initial class.

You could also provide dictionaries for students to reading of the questions. If any questions seem to refer to check their answers. It of text and check the relevant sentences carefully.

You might also tell students before they begin that the phrase You could extend the exercise by asking students to invent the beautiful game refers to football. The expression some further questions using the adjectives and prepositions, originated from the Brazilian football player Pele, who which they ask each other in closed or open pairs.

Exercise 1. Then do question 1 with the whole class as an They should leave blank any that they do not know and then example before asking students to complete the rest of the go back to the reading text to find the correct collocations. They can also check their answers in this way. However, one obvious reason for placing restriction s foreign tourists in some depth in the lead-in to the reading on travel is the effect it has on the environment and the exercise.

If so, you can simply ask them their opinion on the contribution of emissions from cars and planes to global advice in the text or ask them to pick out the most important warming. If the class are interested in this topic, you could piece.

They then give a p. If you w ish, you could give the first Ex. Then they should feed back to you to create two kind of information you are looking for and lists on the board. If students cannot thin k of many ideas check your spelling! The answe rs appear early on in the information that's already there! Read 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. You Grammar 2: W1 3 Thi s question anticipates some comm on mistakes that 2 Ask students to look at the further examples as a class and tell you what part is being emphasised.

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 3 build up a list on the board of the types of errors they need 1 Students work individually or in pairs to rewrite the to watch for.

This probably works best as a series of check sentences. When going over the answers, ask students to say the cleft sentences with natural senten ce stress and questions, for example: Is the spelling correct?

Does the word or phrase fit the gap exactly? Students work in groups to plan a route or itinerary for complet e each of the sentences first. They then put the language from the example into the correct part of 1 the object the table.

Ask them to suggest any other possible expressions 2 the verb or event that could be used for these functions. If necessary, play the recording What she did was learn Italian so that she could again, pausing before each relevant expression and building speak to people when she went to Rome on up an additional list on the board.

Give a he couldn't visit Iguazu when he went to Brazil time limit of one minute for each student. S What I'd really like to do is have a holiday in Ex. This can test a variety of lexical and grammatical areas, including prepositions, collocations and link words. On the road 1 Ask students to skim the holiday snaps text and tell 4 you what the writer's general point is about taking photos 1 Students now work in pairs to decide on some advice.

You that taking photos may discourage us from looking carefully could ask them to write down the best three pieces they at something. Then go over the suggested procedure with think of to tell the class. At the checking stage, if studen ts have written different 3 Students listen a second time and make notes. Build up answers, you cou ld write them all on the board and ask the the advice on the board. Conduct a feedback session, focusing just the words on either side of it This is true of question 12 especially on the examples that students have found.

You could also ask class. Students plan their paragraphs including the students if they have any other preferred ways of introduction and conclusion in note form and then remembering or creating a record of places that they have compare their ideas in pairs.

If students have difficulty in visited e. For example, some people typically 1 ourselves 2 out 3 the 4 more 5 do prefer to plan the introduction last. 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 Writing: Ask 1 B 2 A what experiences they have had of stress and delays.

They compare start with the photo their ideas in pairs. As a whole class, ask them to identify the try to win four aims for an article and the best four ways of achieving them. NIT I On the road 3 give a bit more detail on what you can see write down your ideas clearly use lots of interesting vocabulary do not give too much unnecessary detail give your own opinion try to w in Ex. Exam information Students look at the multiple-choice questions.

Play the recording and ask them to decide in pairs after each In Paper 3, Part 4, there are five sets of three extract which option is closest to the speaker's attitude. Students have to think of one word After this, play it again and highlight any important lexical which can be inserted into all three sentences in items like bury your head in the sand.

The word must be exactly the same for 2 Discuss briefly with the class which speaker they agree all three sentences. When checking the answers, point out examples of words which 2 Students read and complete the quiz individually and add have no countable form such as advice and words which can up their scores. Then they talk in pairs and compare be used in both forms with a change of meaning such as space.

Discuss the fourth question briefly with the uncountable in English but countable in many other languages like information. Alternatively, each 2 Students now work in pairs to discuss the words here.

Pickles and the Aim: Then ask students to look at the exam task and read the first multiple-choice question. Ask Aim: Then they look at the four alternatives and again suggest what the most important words are.

Ask them if they can extinction on the board and eliciting the adjective extinct suggest any phrases they shou ld listen for in each case which and some collocations such as face extinction. Point out will indicate that the answer to that particular question is that there is no sing le corresponding verb. Then students coming, such as 'arthropods' for question 1. The se will often work in pairs and brainstorm animals which are in danger be the same as the words they underlined.

Pl ay the recordin g twice and ask students to choose the Students then look at the picture in th e book and discuss correct answers, following steps 3 and 4 of the suggested together which they think are the correct figures. They compa re answers in pa irs before check ing as 2 These questions ca n eithe r be discussed in pairs or as a a whole-class activity. Then ask them to read the title and headline to check. Students do the task individually and then compare their answers in pairs.

They check their answers by finding the collocations in the reading text. Introductory It p. Ask can use the oral cloze technique. Take the text that students to try saying the second sentence with the students completed in a previous lesson and read it correct stress and intonation.

Then th ey look at the pairs aloud to them blanking out the answers, which of sentences a and b, underlining the emphasised they have to remember and supply as a class.

Draw 2 Students work in pairs to transform the five their attention to the difference in salaries and length of sentences. Check the answers by asking individual students to career. Then ask the class to suggest answers to questions 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 2 Students now work either in pairs or individually to fill the gaps.

Remind them of the suggested procedure on 3 Ask students to look at the example se ntences and page Point out that the clause in italics is the real object but it also 3 Students complete the vocabulary exercise individually functions as a preparatory object Students then work in pairs or in pairs.

This could be followed up by a discussion with to insert the preparatory it in sentences 1 to 7. Do you think it right to train animals 4 Students will already be familiar with these structures. Draw attention to the might Keela be useful for i collocation common knowledge. You may need to 3 pinpoint preteach the mean ing of the phrase I take it that.

Then students Ex. If you are dealing with students who tend to S His behaviour made it impossible for me to be rather quiet and reticent, you may need to emphasise continue to work on his project. The advice you give will depend human activity. With some students, you 2 It appears that world temperatures are rising. This depends not only on the 4 He made it obvious to everyone that he was not words but on the intonation. Demonstrate the same phrase, going to get involved in the project.

Then ask students to work in pairs to discuss the question, following the instructions. That's really interesting - tell me more; No, I don't really agree - but what I think is Do you think so?

Then they compare answers in pairs. For any expressions which are new, encourage Draw attention to the difference between 5 and 11; they them to try to work out the correct particle by referring to should use all of the given information but avoid copying the same words. Tell them that words. When checking the answers, point out the use of groups are and to identify the sentence in the survey hyphens for some compounds. Suggestions were divided into recommendations for the day, and ideas that would have an effect in the long-term.

Point out that this type of 'organising' sentence comes before the ideas themselves. Remind them that they do not need to adopt all of the suggestions. 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 1 could ask them to scan the sentences and insert the 1 Write the word memories on the board and ask students if expressions that they are familiar with first. Ask what kinds of things they remember and why.

Begin by Then ask them to skim the text and answer the gist choosing one of the expressions and telling a corresponding questions. I couldn't have remembered; it can't 1 make up his mind 2 pick your brains have happened; it might have been a dream; this 3 take your mind off 4 out of your mind may have been S got it on the brain 6 read my mind Logical deduction: I had to blowout I couldn't see my family; I can even Exam focus remember thinking; she could quite clearly Paper 1 Reading: Ask them one or two gist questions for this such as Which paragraph gives anecdotes about two of the writer's friends?

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 1 Students match the sentences and then compare their the text. Then give students about ten minutes to read the text again, stopping at the appropriate place for each answers in pairs. This is particularly useful when the correct answer 3 depends on grammar or prepositions.

Students match the verbs and nouns first and then check their answers against the text. Then point out that a negative word, if placed b to build up familiarity with something 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. Part 1 p. Hardly and no sooner have the same meaning in this context.

Ask students whether than or when is correct in each case, if 1 necessary prompting them by pointing out that No sooner is Students talk in pairs about how easily they can a comparative structure. At the end, ask some individual students to tell the class some of the 2 Students work in pairs or individually to transform 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 3 This can be done as a written transformation exercise, together. Then they complete the speaking task in pairs. If 4 b Under no circumstances must you go back into you wish to make this more exam-like, you could time each the building after midnight. Then, of course, they 2 should swap roles. When words and phrases like not only, under no circumstances, at no time, not until, seldom and " 2: This question resembles the short question that the hardlv begin a sentence the verb and subject are interlocutor will ask the other candidate after the long turn inverted.

Point this exam procedure out to the Watch Out! You could also point out which phrasal verbs are their Ask students to sk im read the text and then replace the highlighted phrases. They could check any phrases they Ex. Tell the class about a situation 3 I left for the airport and then remembered that of your own, if possible.

It 1 After a few minutes of discussion on the features of a could be completed in class or set for homework. If your teaching situation allows it, you could ANSWERS also prepare for this activity by asking students to scan 1 loss 2 mind 3 sense 4 attention 5 term 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 1 Students talk in pairs to discuss the questions. If they could also ask them to suggest any good alternative titles.

Give the students a few minutes to answer the 3 other three questions in pairs then discuss the four questions 1 Students find the expressions in the article and then tell as a whole-class activity. After checking the answers, you could ask done in similar tasks, try to predict the answers. Ask which them to choose two or three that they think will be useful questions they feel are the most predictable probably 3 and write further example sentences.

If students are working on this, 4 Ask students if their predictions were correct and ask them to note down just one or two of the most conduct a brief class discussion on why laughter is important important ideas from this article, plus at least one different in life and how individuals and groups can try and make more one of their own.

They talk together to think of specific opportunities for laughter in their lives both at work and at people or examples of specific situations which support play. 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.

Briefly check that students have noted all the key parts of each task. When they have finished or in the next lesson, 4 maximise 5 packages 6 commercially they should swap with a partner for feedback. Remind them of the piecemeal editing maximum - maximise technique as suggested in earlier units. Allow students to dominate - dominant rewrite their articles if they wish before handing them in search - researchers to you for the final check.

The rest of the sentence 'and private Ex. Think about the context of the sentence better than you do; c there are always around the gap. So people 'regain 4 a positive outlook 5 people who look on the mobility' if they are stuck.

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.

Encourage them to guess the meaning if they are unsure. Then they compare in pairs. They read the first text to confirm their predictions. Then 3 By this stage students should know how to approach students do the activity in pairs.

For the first question, ask students to give some 1 highly dubious 2 mass production examples of events which could influence a person's present 3 art icon 4 giving weight to 5 glimpse and future, such as deciding who to marry. Encourage students to record the words and expressions in their vocabulary notes with other possible collocations e.

You could also introduce the near- synonym ahead of its time. Then students skim read the text to find volunteers b out.

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