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CAE Gold Plus - Coursebook - Free ebook download as PDF File .pdf) or read book online for free. Apr 28, Visit our. website Cae gold-plus-coursebook students' exam emRhasis teadiers around CAE Gold Plus includes the December exam specifications . The Teacher's Book includes full teaching notes with answer key. In each case students are CAE Gold Plus teacher's book encouraged to read the task carefully, thinking about the intended reader, and what needs to be.

If they do not know the same people, they could w rite down what they have decided to download and where and th en explain their choice to their partner. 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 an swe rs on a si ngle 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 si milar phrase feels concerned. You can encourage students to follow the overall argument by asking them to focus on the links between the ideas in individ ual questions. For example, question 6 asks about a cause and effect.

Set a time limit of about five minutes for them to reach a final decision. Ask one Vocabulary 2: G1 student in each pair to note down at least two reasons for Aim: Weaker involving sports vocabulary groups could be asked to think individually about the questions and make some notes before discussing with a Ask students to work individually to read the partner.

They then compare answers in pairs. On top of that The idioms here are rather more difficult to guess, Not only that, but Having said that Agree with a point: I take that point on board. Students now write their own example sentences for You could be right. They will probably need to check the meanings in a dictionary first. If they do not have access to an idiom dictionary, you could provide a list of definitions on the board or OHP, which they then match to the correct idiom.

At Grammar 2: GO sentences to make sure that the idioms are correctly used. You might start by describing an experience of your own and asking which of the idioms could be used to describe it. Then give students one or two minutes to 1,2 Students complete the two exercises individually or in think of examples of their own before talking in pairs.

The opportunities for compare the ones they chose. When going through the discussion will probably be greater in a multinational class answers, encourage them to record any useful collocations where students can tell each other about well-known and phrases in their vocabulary notes, e. In a monolingual better, nothing like as much. Z This speaking task could be made more structured by giving students adjective prompts on the board, e.

They check answers in pairs before listening a second time. Ask the Ex. When going through the answers, point out that 1C 2B 3D 4A 5C 6D while some answers depend on fixed phrases or collocations such as 6 take advantage , others depend on their ab ility to link the ideas across sentences and paragraphs within the text.

For example, question 12 Writing: Go through the answers, checking that students understand how Listening 2: The exercises could be set for homework or - what you and your friend have done together done as further practice in class.

Future plans 38 saving 39 apply 40 flat 41 study 42 rare Para. Students then work in groups to decide on rules for siblings and grandparents. Again, you may need to consider scanning, followed by careful reading for Paper 1, students' ages and backgrounds when forming the groups. Part 4 The topic could be consolidated by asking students to write a report on their discussion 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.

CAE Gold Plus

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. 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.

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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. Allow them to check in and opinion pairs before go ing t hro ug h the answers.

Students cae book plus gold

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.

Students cae book plus gold

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.

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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. Tell 7 This opportunity to capture living history should them that they do not need to use 'by' in these contexts. For some of the 2 bad behaviour to be repeated sentences, more than one option may be true; for 3 to be seen by everyone as example, for question 6, the reason for preferring the passive could arguably be either a or b.

CAE Gold Plus

Students work infinitive as required individually to complete the transformations and then compare in pairs before checking as a whole-class activity. Teaching tips and ideas Reading 2 p. Once they groups of three to tell each other about what they have feel that they can confidently answer a read. Encourage them to keep their books closed at this transformation which tests that particular lexical point so that they put it into their own words.

Students may Wells is likely to have 3 You may wish to focus just on those questions which been translated into their language. In this case, you can your students are most likely to respond to. Students are simply ask their opinion on the story. You could also ask likely to have more to say if the questions can be personalised them if they know any other books or films in which time a little; for example, for question 2, you could ask them if travel takes place there are a number of such books in they remember any stories that grandparents or older English especially in children's literature.

Then Paper 3 Use of English: Do 1 Go over the exam information and procedure. This the first question together and point out to students that can be done briefly as students will be familiar with this type future events normally expressed with will can be expressed of exercise by now. Then students work individually to with would for future in the past and that be to and be complete the exercise. Then of ten minutes for this. Go through the answers with the students complete the exercise, individually or in pairs.

When whole class, pointing out other words which can be formed going through the answers, point out that question 3 from these base words such as speculate - speculation - contains a future in the past form of the future perfect.

Students work individually to correct the verb forms. At the end, ask some individual students to tell the 7 relativity 8 existence 9 unwilling class about one of the stories that they heard. I was going to post the letter 1 wouldn't take 2 would be yesterday but I forgot.

Establish that the sentence is talking 3 would have been 4 was about to about the past yesterday and the past continuous here is a 5 were to arrive way of talking about something which was in the future at Ex. The students look at the three examples. 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. Remind them that they Aim: Members of the class who are keen on computer games will probably 4 These questions resemble the sorts of questions that have plenty to say; if, however, you have a class who know the interlocutor may ask in the final part of the speak ing little about them, you might prefer to make it a brief class exam.

Students could continue to work in pairs or you could discussion on just the first two questions act as interlocutor and ask the questions to different pairs as a whole-class activity. Students may not know any definite 2 Again, if your students do not know much about answers for question 3; if so, encourage them to make a computer games, this is probably best done as a whole-class general statement about how it can be difficult to know how activity. You could encourage them to th in k about what important a new invention will be or what effect it will have.

Other inventions which were dismissed or ridiculed 3 Students will be familiar with this kind of task by when they were first proposed were submarines and postage now. Remind them to read the questions carefu lly first and stamps. Encourage them to think about other ways in 5 If Exercise 4 was done in pairs, students shou ld now 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 Use of English: They compa re in pairs before checking as a Aim: 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 Speaking: Then ask the class how they would then compare answers in pairs.

When going through the change this to make it good advice e. Only make a answers, encourage them to note any useful collocations or decision when you have listened to your partner's opinions expressions such as catch up with. Then students complete the table comparing the presents a uses can use bullet features of essays, articles and reports.

Check the answers clear argument paragraphs points in linked for effect and ask students if they can suggest other typical features of each genre. Write their ideas on the board, divided into reader reader reasons why the past shou ld be preserved and reaso ns why there is no point.

Develop these ideas by eliciting concrete Ex. Point out the use of rhetorical questions to reinforce 3 an opinion or challenge a statement and ask students to the first idea: Then ask them to suggest alternative opinion link words that could be used. If they have difficu lties, suggest that they think of a 5 general statement: But is this really true? If the students are that links back to the introduction: For this confident about this type of writing task, you could give it to reason, I feel that there is a lot of point in them without doing any class preparation.

Otherwise, you preserving old buildings and stories from the could plan it in class beforehand following the steps in past, and that the statement is wrong. Exercise 4. If one is available, you cou ld bring in a copy of a magazine which deals with celebrity lifestyle or gossip, such Students match the adverbs and meanings and then as Hello!

After establishing that clearly and why people might want to read them. These lead-in questions in the book. If any student has read a could be other adverbs or adverbial phrases such as to be celebrity autobiography, ask them what they thought of it. Then they skim the whole text to gain an overa ll idea of the 3 Give students one or two minutes to think of four content You cou ld set a gist question for this such as How ideas for their statement Then they work in pairs to discuss has the market for celebrity autobiographies changed?

To encourage the use of the adverbs, you could put a list on the board and tell students that they cannot finish 3 Give students a few moments to look at the text their discussion until they have used at least three of them.

They 4 apparently a 5 personally d 6 clearly b then check their answers against the context in the text 7 obviously c before checking as a whole-class activity. Complete the rules about participle clauses together. If they are confident about this grammar, 1 Having arrived very late, we decided to get a taxi you could do the second part of the exercise orally. You may need to warn them that this may involve Ex. Ask one or two pairs to 3 The piece of wood holding the window open tell the class their decision and why.

At the end of the activity, give a short feedback session published last week. Exam focus Ex. Students will now be familiar with this type of exercise. When going through the answers, encourage them to note any useful Ex.

Ask if they subjects already take part in any activities which help them to rela x or 3 talk angrily - tell someone off concentrate better, such as yoga.

Then Aims: Do one example with the whole 1 Students work individually to match the sources and class first. You may need to pre-teach the term press release. Some of the reasons overlap so that more than one possible 3 Match the phrases and functions as a whole-class answer might be a possible match for the reasons; however, activity.

Cae gold-plus-coursebook

Then students write dialogues in pairs. Ask one or encourage students to choose what they think is the main two pairs to read them to the class with natural stress and reason.

Students read the title and it more like part 4 of the CAE speaking paper by doing it in headline of the text and tell you what round the clock means. Some of the expressions are easier to use in an Then they skim read the text to find out the reasons why this exam context than others.

I couldn 't say or Who can say? Finally, they match the uses of probably unsuitable to use on their own as they will block the the passive and compare their answers in pairs. To counteract this, introduce some ways in which they can be modified as in I couldn't say for sure but It's so difficult to tell but When going through the answers, discuss why some of them are not possible or unlikely in the passive.

To round off the topic ask students to find further examples of the passive and again discuss as a class why it is preferred in that context. Ask the class for their opinions of the proposal. This could lead into a discussion of other changes they would like to see or would have liked, as regards the start and finish times of lessons at school.

Give them some Aim: It is hoped that We recommend that It is a good idea to give Man bitten by newspaper object or students two or three practice runs in this process dog headline event more before the exam. Emphasise that they need to important than check after each section that they have not missed subject out any answers if they have, the question The house guidebook information numbers on the answer sheet will not correspond was The recom- report needs to sound mendation..

If you prefer, give them some The man was criminal charge more examples and ask them to rank them in order of importance charged They then compare and discuss their ranking in pairs. The question as to w hether education should be It is hoped You could sta rt by object more asking students to think about the education system in their important than own country and how work-focused it is and then w heth er subject they think it should be changed.

Allow students to look at the suggested procedure in Unit 4 3 X subject is Roman history page 45 before beginning. S X no agent mentioned 4 Move the discussion on to other types of new technology and the skills that they deve lop, or the skills that have consequently been lost.

You could ask them to write example sentences for some of the items, especially get to grips with. You could also ask what other self-centred - negative genre these statements are tru e for report. Check their understanding by asking them to summarise the situation unsatisfactory results in languag e exams and w hat the Vocabulary 3: After about five minutes, conduct a general class feedba ck and put the ideas on the 1 Students predict the meaning s of the similes from the board.

You could ask students if they have any 3 Students read th e proposal and identify w hich of the similar expressions in their own languages; sleep like a log in two organisations in Exercise 2. They use this to fill particular is likely to have a corresponding si mile in other in the headings. Then ask the class to summa rise the languages. You cou ld extend the activity by aski ng one or two of them to read out the sentences to the class, blanking out the simile 4 1.

You could also again Point out that the participle clauses in thi s case are also compare th ese with any corresponding similes in the passive structures. You could also point out the formal students' own languages. Suggest that they brainstorm 1 angry 2 slept very well 3 out of place under three headings, issues, recommendations and reasons.

The actual w riting ca n be done as a timed Ex. Ila Be Ists sf fl: Ht difficult I: If you wish to make it more like an 1 Ask students to write down the names of any stories exam exerCise, you could give a ten-minute time limit. Ask them also to write 4 down the name of a story they have read in their lifetime 1 Ask these questions to the whole class to elicit a summary which they particularly enjoyed. Then they talk in pairs, saying of the content of the text. You could also ask students to what stories they have heard or read and then tell each other give some further examples of poems originally written to the outline of their favourite story.

There are many other classical examples in many languages. Each pair can then feed back poetry and then decide which of the features in question what makes a good story. Write these ideas on the board and 3 are most important in a poem. At this stage 1 Students work in pairs to put the lines together to create in the course, you may choose to do this as a timed exercise. If you wish, you could allow them to add Remind students of the suggested procedure, or allow them punctuation there is none in the original.

To encourage to look again at Unit 2 page 20 and then give them just over imaginative titles, you could tell students that their title 15 minutes to complete the whole task. If your students groups, and read their poems to each other. As the poem contains none of the features listed in Exercise 4. You could ask students what, if anything, it would lose if it were written Ex.

At the end of the procedure, ask The plums students if they have any other favourite tips for succeeding in That were in the speaking exam. The icebox Put students in groups of four, or if this does not work out And which exactly, have one or two groups of five with two students as You were probably assessors.

They decide who is to be the candidate and who Saving the interlocutor and assessor s and work through the For breakfast complete exam ta sk. At the end, they discuss as a group what Forgive me could be improved. If students have not had enough, you They were delicious could run through the exam again with a different pair of So sweet students acting as ca ndidates, or you may have access to CAE And so cold past papers so that a different exam set can be used.

William Carlos Williams Listening: They note their answers to the questions and then You could allow them to check with the dictionary before compare in pairs. When going through the answers, check the 3 Use one or more of these questions to conduct a brief meaning of the expression from cover to cover in question 3. You might also point out that wade and dip are both verbs for moving through water and that we sometimes use other water expressions to describe word s, as in a flood of words.

If they find thi s difficult, put a list of Paper 5 Speaking Parts p. The list could include the following: Then they talk in pairs about the pair's. If necessary prompt them with questions such as Wh o was ringing? Teaching tips and ideas provide suggestions for further activities to practise the material or develop study skills. There is also a section ofphotocopiable activities which provide extra communicative practice in key areas of grammar and vocabulary from the Coursebook units.

Many of these are directly related to exam-style tasks. Detailed teaching notes state the aims and rationale of each photocopiable activity and provide a step-by-step procedure for using them in class. You will also find a bank of 14 photocopiable tests made up of11 unit tests and 3 progress tests.

The unit tests are based on the language coveredIn a single unit and should take no more than 30 minutes to complete. The progress tests are to be used after your students have completed units 5, 10 and14 and should take between 50 and 60 minutes to complete. They revise and test the language covered in the previous four or five units. It'll be great, and all the others are going. I'm attaching some information about the concert with this ema il so that you can see who is playing, and we can get the tickets on the night.

So that'sall for now - speak to you soon. All the best, Jose Reading: multiple matching Part 4 p. Then ask the class's opinion on the three gist questions. Students then read the text quickly to find the answers.

When checking the answers, ask students which section of the text they found each answer in and ask them to summarise the topic of each section.

For example, B deals w ith who goes to see tribute bands. Tell them that it may help if they underline the important words in each question, such aspreparation andone tribute band for question 1. Ask if they know any answers from the initial gist reading. Then students complete the reading task, with a time limit of about15 minutes. They should read each question and then search for the corresponding reference. If they cannot find it.

After 15 minutes students compare their answers in pairs before checking as a whole-class activity. A more detailed procedure for Paper 1, Part 4 is given in Unit 5 of the Coursebook 4 Students scan the text and underline any 'copying' words or phrases.

Then give a dictionary to each pair or group and ask them to check the meanings of any words which were new. This is an opportunity to point out the kinds of information which a dictionary provides, such as example sentences. They then decide the type of word and the meaning.