Exam maximiser with CDs, the CAE Gold Plus CD-ROM and this teacher's book. Supplementary materials A selection of supplementary materials is also. old PLUS teacher's book Norman Whitby Contents Introduction UNIT Tuning in UNIT2 Spend it or save it UNIT3 What makes us tick UNIT4 Pushing the. CAE Gold Plus teacher's book. The teacher's book provides suggestions on how to use the material in the Coursebook to best advantage.
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CAE Gold Plus Teacher's Resource Book by Norman Whitby, , available at Book Depository with free delivery worldwide. Get this from a library! CAE gold plus. Teacher's book. [Norman Whitby]. The book is intended for teachers preparing students for The Certificate in Advanced English - CAE, who want a qualification which indicates that their English is.
You are commenting using your Google account. You are commenting using your Twitter account. You are commenting using your Facebook account. Notify me of new comments via email. Notify me of new posts via email. This site uses Akismet to reduce spam. Learn how your comment data is processed. Share this: The section is cross referenced to the Writing reference at the back of the book which provides model answers for each of the text types.
In each case students are encouraged to read the task carefully, thinking about the intended reader, and what needs to be included. They are guided towards an understanding of the various conventions of the text type, such as register, layout and typical organisation of ideas. They are then presented with a model answer, which is often used for further language work. Finally, they are given the task of writing a similar text themselves, which can be done either in class or as homework.
The grammar, vocabulary and skills sections all provide some opportunity for speaking practice by asking students to respond to the topic or text. Each unit also contains a section with specific speaking practice for Part 5 of the exam.
This presents language for such functions as agreeing and persuading as well as techniques such as how to keep the conversation going. Each of the 14 units corresponds thematically with the units in the Coursebook.
The sections within each unit are crossreferenced to the related Coursebook sections and provide consolidation both of language and of skills work. The grammar and vocabulary sections also recycle material presented in the Coursebook, which is then practised further by means of topic-related exam-style Use of English Paper 3 tasks.
Sections containing exam-style tasks provide information about the exam, plus strategies for tackling each task type, and give students the opportunity to put these into practice. The maximiser can be used in class in tandem with the Coursebook as a means of providing further work on specific grammar or vocabulary areas or, alternatively, students can do the exercises and skills practice for homework. The CD-ROM provides a variety of exercises to recycle and extend grammar and vocabulary areas presented in the Coursebook.
The sections again correspond thematically to the units in the Coursebook and many of the exercises, such as multiple-choice gapfills, are in the style of the CAE exam. The CD-ROM can be used in tandem with the Coursebook to provide further grammar and vocabulary work or it can be used as self-access material.
The teacher's book provides suggestions on how to use the material in the Coursebook to best advantage. Answers to all the exercises in the Coursebook are found at the end of each section of notes. Recording scripts to all of the listening tasks are also provided. Teaching tips and ideas provide suggestions for further activities to practise the material or develop study skills. There is also a section of photocopiable 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. 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. Exam information In Paper 1, Part 2, candidates read a text from which six paragraphs have been removed and are required to re-insert the paragraphs in the correct place.
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 gapped sentences. Check their understanding of what kind of information is required for each gap by asking questions e. Which answer is a job? Then ask if they can predict any likely answers.
Check students understand that they should not write more than one or two words for each gap. Then play the recording and students note the answers. They compare in pairs before listening again to check. 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.
Students first do the exercise without looking at the text Then they refer to the context in the text. In CAE Paper 4, Part 2, students listen to a talk and complete sentences which summarise the content. The gaps require them to understand specific information or occasionally stated opinion. Before they hear the recording, they should look through the sentences, thinking about what kind of information is needed in each gap and try to predict likely answers by considering the collocations and context.
If they do not know the name of the drug in text C, ask them which disease they think it cures. You may wish to elicit word diagrams for some of the words here, especially botany, miracle, diagnosis and photograph. Had we spent.. If you will just.. If I were to say.. If you happen to see They work individually to tick the options that they feel are possible and then compare in pairs or groups. Then go though the answers with the whole class. Otherwise, it is best done as a whole-class activity.
Students work in pairs to insert the missing words. If they have difficulty, ask them to look again at the examples in Exercise 1. Students talk in pairs or small groups to discuss the two dilemmas and report back to the class about what they would do. Then students choose the correct verbs for questions 1 to 8. Exam focu,s Teaching tips and ideas Recording collocations should form an ongoing part of students' vocabulary notes. Again, this can be done using the word diagram format with a common verb, noun or adjective as the base word and common collocations arranged around it.
This is more memorable than recording them in a list. Ask them to suggest other fixed phrases using the same first nouns e.
Paper 3 Use of English: Students can either complete the task individually, or you may choose to do the first two questions together as a class.
At the end, ask students to suggest how they can help themselves with this type of task noting contexts and a variety of common collocations for words in their vocabulary notes. Then ask students to read the idioms a to e and discuss in pairs what they think they mean. Then they read sentences 1 to 5 to answer the questions. You might like to allow them to use a dictionary to check their answers before checking with the whole class.
You may want to introduce students to some additional idioms e. Paragraphs are of course necessary although they would probably not count as a means of making the article interesting. Give students a few moments to read the task carefully and then check their answers to the three questions. Otherwise, students read the two introductions and tell you which is more appropriate. You will need to monitor the ideas that they come up with to check that they are relevant and not just rewordings of the same idea.
Again, you will need to check that the conclusion is not overlong and does not include anything which is completely different to the previous three paragraphs. Remind them of the piecemeal editing technique of looking for one type of error at a time. Listening 1: When going over the answers, stop after each extract and ask students to summarise the speaker's opinion.
Then they suggest other modifiers that could be used. When checking the answers, point out that some alternatives are incorrect because modifiers such as totally can only be used with non-gradable adjectives. Others are a matter of collocation. Students should be encouraged to record common modifier-adjective collocations in their vocabulary notes e.
Check the answers as a whole-class activity, highlighting any differences between their ideas and the speakers'. Encourage them to think of precise rules for the new sport, which need not be exactly the same as the rules in the original two. Point out that really can be used with some gradable and non-gradable adjectives, as can quite, with different meanings. Quite means 'fairly' with gradable adjectives and 'totally' with non-gradable ones.
Emphasise again the importance of recording collocations here, as quite is not used with all non-gradables. To shorten the exercise, you could ask them to choose Just three or four collocations. Teaching tips and ideas As students need to get used to reading under time pressure, you may like to set a time limit of around 20 minutes. If students find this difficult, start with a slightly longer time and gradually reduce it in subsequent lessons. If available, a stop watch is useful for this.
In Paper 1, Part 4, there is a text, usually divided with subheadings, and 15 questions. Students are required to match each question with the correct section of the text. Ask students to look at the task and suggest what reading techniques they should use. If necessary, prompt them with questions such as asking them whether they should read the text or question s first. Then go over the exam information and suggested procedure. For stage 5, emphasise that more than one text may say something similar to the question, so that at this fin al stage, students have to think carefully about the meaning before they make their choice.
They discuss any differences and make a final choice together. When going through the answers, point out that the language in the questions will often be different from the language in the texts so that students need to be prepared to spot synonyms, such as crashes for accidents. It is also worth pointing out that the language in the texts will often be specific whereas the questions express ideas in a more general way such as topples out for has the occasional mishap in question 5.
Most students will probably be able to think of two words with these prefi xes without using a dictionary but to extend the exercise, you could ask them to find one additional word for each prefi x in the dictionary.
With a strong group, thi s exercise provides an opportunity to introduce the concept of shifting word stress. In a contradicting sentence such as in the example here, in spoken English, the stress on the contradicting word will change from its normal position to the prefix.
Illustrate this with two short exchanges, as fo llows:. A I think the new stadium has very hard seats. B Yes they're not very comfortable.
A I think the new stadium has very comfortable seats. B Really? I think they're very uncomfortable. Students should then be asked to stress the prefix in the contradicting exercise.
When checking the answers, emphasise that they must be exactly correct, with correct spellings and the plural 's' on numbers 3 and 8. Receiving exam grades or passing or failing exams are an example that students could probably relate to.
Cae Gold Plus: Teacher's Resource Book (Gold)
Prompt students to guess the meaning by giving other examples of words with the prefix counter or contra such as counterargument or contradict. Discuss whether they think it is a true description of how people think. For the first listening they should concentrate on understanding the content and note down the most important points.
At the end of the listening they compare in pairs. You may play the discussion all the way through first to see how many students can pick out the expressions, and then repeat it, pausing the recording after each relevant phrase.
List the phrases on the board as you go through, then ask students to suggest any other phrases which could be used.
Set a time limit of about five minutes for them to reach a final decision. This discussion activity is best done in pairs. Ask one student in each pair to note down at least two reasons for their opinion or two differences in the case of question 3 so that they can tell the class their ideas at the end. Weaker groups could be asked to think individually about the questions and make some notes before discussing with a partner.
G1 Aim: They then compare answers in pairs. If they do not know the idioms, encourage them to guess. The idioms here are rather more difficult to guess, so you may want to allow students to check in a good dictionary or an idiom dictionary.
Students now write their own example sentences for the given idioms. 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 the writing stage, you will need to monitor the students' sentences to make sure that the idioms are correctly used.
When going through the answers, encourage them to record any useful collocations and phrases in their vocabulary notes, e. Z This speaking task could be made more structured by giving students adjective prompts on the board, e. 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 think of examples of their own before talking in pairs. The opportunities for discussion will probably be greater in a multinational class where students can tell each other about well-known sportspeople in their own countries. In a monolingual class, you could talk more generally about what drives sportspeople and what kind of careers they have.
If students are not familiar with this topic, you may need to preteach the words glide and glider. Ask the questions here to the whole class to introduce them to the topic, encouraging them to guess if they do not know. Give a time limit of about one minute for this.
When going through the answers, point out that 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 depends on their ability to relate the word flexibility to the situation described in the previous sentence and question 10 relies on the previou s reference to engineless aircraft in paragraph one.
They check answers in pairs before listening a second time. Then they work individually or in pairs to do the vocabulary exercise. Go through the answers, checking that students understand how the different tenses correspond to different typical features of a reference. The exercises could be set for homework or done as further practice in class. She is a good friend of mine and we have been at school together for most of that time. She enjoys reading and is particularly keen on science fiction, which she reads all the time.
Future plans Para.
Reading 1 p. Students work in pairs to make a list and then classify the issues. Teenage students or students who are the parents of teenage children may be able to give good examples but the topic needs careful handling as personal issues may emerge. Before they attempt 2. You may need to teach the verb counter.
If appropriate to the class, the topic could be personalised with students discussing incidents from their own life in pairs e.
Students then work in groups to decide on rules for siblings and grandparents. Again, you may need to consider students' ages and backgrounds when forming the groups. The topic could be consolidated by asking students to write a report on their discussion e. This could form the basis of a presentation made by each group to the class.
Give each group two or three OHTs or sheets of paper which they use to make visuals to illustrate the rules. Ask the class to suggest some ways to ensure that the rules were kept e. Alternatively, it could be given as a report-writing exercise for homework. Listening 1 p. They compare answers in pairs before listening again. Follow the same procedure for extract two. Go through answers, checking that the class understands the use of the past simple after would rather and that it's time does not refer to the past.
At the end, ask which sentences hypothesise about an imaginary present or future 1,2,3,7, 8 and which one refers to an imaginary past 6. Finally, students work in pairs to match each sentence to a rule. You could also ask what difficulties each person mentions. Then students choose the correct verb forms for their text. This can be done as a whole-class activity. In a multilingual class, the activity could lead to cultural comparisons on the size and types of families in different countries.
If your group is not divisible by three, have some groups of four with one student as the assessor. They could also use dictionaries to check the prepositions for any verbs that they do not know.
Check the answers and build up the list of verbs and prepositions on the board. Use this as a general discussion with the whole class. This exercise introduces the idea of different. Do question 1 with the whole class as an example and then ask students to work in pairs.
When going through the answers, point out that in many of these cases, the correct preposition depends on whether it is followed by a person or an object. Go over the exam information and procedure. Then students listen to the interlocutor's instructions and identify the task. This may be a sensitive issue with some students or in some cultures, in which case it may be best to omit it.
Reading 2: Students skim the three texts and get a general idea of each one. You could set one or two gist questions such as Which text talks about the problems of living in an extended family? Then students read the questions for the first text carefully and underline the important words. Point out that the alternatives may contain more than one idea; for example 1A contains the idea of going against convention and the fact that it was unusual, so they need to make sure all the details in the alternative that they choose are correct.
Then students read the first text, thinking about the writer's overall purpose, and decide. Check the answers and then ask them to follow the same technique with the second and third texts.
Point out the frequent elision of the relative pronoun plus auxiliary be in the passive and of repeated verbs when clauses are linked by and or but. Check the answers by asking different pairs to read out one of the dialogues, pointing out that some of the substitute words, like not.
Go through the answers and establish that the elided form generally sounds better.
Again check the answers by asking pairs to read out dialogues, with natural stress and intonation. If they are reluctant to alter the text much, tell them that they must make at least six changes. You could give them a specific topic, like plans for their next holiday. They then form pairs or groups and practise reading them with correct stress. They discuss their ideas in pairs before checking the answers. Then play the recording again, pausing as necessary, to go through the answers.
You can also check some vocabulary such as tomboy. You may wish to replay the final section of speaker two before checking the answers. Psychologist Francine Klagsbrun says: Jr sieliR!: Js them or wi: Other relationships change - parents die, friends drift away, marriages break up, but the relationship with siblings carries on and the memories of life that has been shared with ol: Js them remain with us long after childhood has ended.
You could ask each pair to tell you two similarities and two differences. Listening 2 p. Once students have considered the difference in meaning of each pair, supply them with a dictionary and ask them to check, looking at the definition, part of speech and example sentences. For those pairs of words where there is a different meaning rather than a grammatical difference, ask them to write down three common collocations for each word.
Exam information In Paper 3, Part 5 English in Use , candidates are required to complete eight key word transformation questions. These can test a variety of grammatical and lexical areas.
Students will need a considerable amount of practice in this so that they become familiar with the rules of this type of question use between three and six words and do not change the given word in any way. To give students extra help with the questions in the key 'w ord transformation section, provide them with a sheet or OHT with the words of the answers written randomly over it.
They put together the missing phrases and insert them into the correct question. To make this more challenging, omit one of the words in each question, which they then have to supply.
Go over the exa m information and suggested procedure. Then students work in pairs to complete the transformations. After five minutes, if students are stuck on some of the questions, prompt them by putting gapped versions of some of the answers on the board e.
You could ask students to choose the three best ideas, or to rank them in order of effectiveness. After discussing them in pairs, they report to the class. Then they read the text and tell you which parts of the text answer each bullet point. Then ask about the first and last paragraphs.
UXIT 6 2 Students work individually to change the text by introducing substitution or informal language and then compare answers. Ask one or two pairs to read out their changes to the class. This could be given as homework or students could write it in class. If you feel students are likely to copy too much of the model text, you could change the task slightly so that students are asked to describe the best friend ever instead of a family member.
In this case the second bullet point could read 'explain how they have helped you'. Go through the exam procedure points 1 to 3 with the class and then ask them to read the gapped sentences 1 to 8. Ask them as a class to guess a possible answer to the first gap, using the introductory sentence, the title and thinking of possible collocations with annual. Then students talk in pairs and predict possible answers for questions 2 to 8 in the same way. Go through the answers with the class.
You might begin by asking which answers are likely to be a job, a number or a percentage and so on. Go through points 4 to 7 of the exam procedure and then play the recording.
Allow students to compare answers in pairs before playing it for the second time. Check the answers as a whole-class activity. In addition, draw attention to popping up in preparation for the vocabulary exercise. Students then write example sentences for these, with the aid of dictionaries if necessary.
Teaching tips and ideas To follow on from the activity of writing example sentences for phrasal verbs or any other lexical items, ask students to work in groups. They read out their sentences to each other, blanking out the target item, which the others have to guess. They share the idea of suddenness, unexpectedness. Exam information In CAE Paper 5 speaking , candidates are required in Part 3 to have a conversation together and make a choice from the given alternatives.
In Part 4, the examiner asks some more general questions to both candidates on the same topic. Then ask students to talk in pairs and report their decision to you after five to ten minutes.
Monitor the students' speaking so that any basic errors can be corrected at the end. You could personalise the activity by asking the students to choose the exhibits for an arts centre in their own town or area. Alternatively, ask the students to work in pairs or groups and give one or two of the questions to each pair. Ask them to tell their ideas to the whole class after five or ten minutes.
Check the answers by asking the class to summarise the four opinions. Having skimmed the text, they read the exam questions carefully, think where the answer will be and go back to the text to read for meaning and decide.
At the end, they compare answers in pairs before you check with the whole class. Exam information In Part 2 of CAE Paper 5 speaking , candidates are required to talk without interruption for approximately one minute and to compare two photographs. They are expected to give opinions and speculate about what they see, and not just describe the pictures.
Tell them that their handwriting must be legible. Ask students to discuss the answers in pairs. In those cases where neither form is likely, as in the last two alternatives, ask students to supply the best form. At this stage, they should be familiar with the basic uses of simple present, present continuous, will and going to, but may be less confident about the use of future continuous and future perfect.
Refer students to the grammar section at the back of the coursebook as necessary, or they could use class sets of other grammar referen ce books if available. Some students may have difficulty in supplying their own sentences instead of copying examples from the grammar reference.
If so, you could help them by supplying time phrases for them to include, such as Next Saturday, By Students read the text to see if they were correct. Then play the recording once and ask students to tell you the missing phrases or to compare in pairs.
Then play the recording a second time pausing after each gap, so that students can write in the correct words. Emphasise that the mistakes are with the form; that is, they do not need to choose a different future form but only correct the form of the ones given. Then go through the answers with the whole class.
Then ask them to report one thing that they learned about their partner to the rest of the class. Correct students' future forms as necessary. Emphasise that they should use the context in the article to try to choose the correct use.
Tell them that a verb in a future form needs to be put into each gap and ask them to discuss in pairs what it might be. Go through the class suggestions, possibly writing up the best ones on the.
They are given a text with ten gaps, and in each case have to insert a word formed from the given word. The given word must always be changed. Use these questions for a brief class discussion as a lead-in to the word-building exercise. Tell students about anything you or a member of your family has ever collected. When they have chosen the odd ones out, check the answers with the whole class, asking them to explain their choices.
CAE Gold TB
If you feel this is too difficult with some e. They can give definitions but tell them that they can also write example sentences or collocations to help explain. You could divide the class into two for this and give word groups 1 to 3 to one half and 4 to 6 to the other.
After they have identified the differences, pairs reform with students from the other group and explain them. If students still find this type of exercise difficult, go through the text with them first and identify what type of word will fit each gap.
Grammar 2: If not, use the title as a lead-in by asking students to speculate on the types of things he might have collected before reading the complete text. With category 1, you may need to check students' understanding of the two meanings. The difference between Emphasise tha t verb patterns need to form a regul ar part of students ' vocabulary record and th at if they meet any new verb followed by the gerund or infin itive, this needs to be indicated in t heir notes.
The rul es here provide guidelines for de monstrating wh ich verbs are typically fo llowed by th e gerund and which by th e infinitive. Ask students to supply some fu rthe r sentences usin g the verbs from the ca tegories and point out how th ese also illustrate th e rules. Do the first one or two together as a class so that it is clear that students need to put the first verb in the correct tense and then the secon d in eith er the gerund or infinitive. If you are teaching in an English-speaking environment, you cou ld bring some newspapers or magazines into the classroom and ask students to find reviews of films, books, restaurants and so on.
You could ask students to skim read these and then sum marise the reviewer's opinion to the class. Discuss the questions here with the whole class. Wh en going through the answers, check that students know how formal or informal t he expressions are and ask if they know any other informal ways of expressing these ideas. Encourage students to swap revi ews and read each other's either at the end of the class or in the next lesson.
S I always read the review pages of the newspaper - I find them thought-provoking. Check their understanding by asking What is the aim of the job? You could make the activity more constrained by asking them to choose the three most important.
At the end ask the group which of the ideas on the board they heard. Go through the answers with the class, writing the main characteristics on the board. Play the recording a second time if necessary. At the end, ask the class as a w hole what type of person they would prefer to work w ith or to employ. Tell them that there are three missing words in each case and ask students if they can supply them.
If they ca nnot, play the recording again and ask them to tell you to stop when they hear them. Finally they check their answers in the dictionary and note down the correct meaning of the verbs. Next students read through the missing parag raphs A to G. They should underline any pronouns which refer to previous paragraphs and any linking devices between paragraphs.
Do the first two gaps together as a class, pointing out how the referencing devices help them choose the correct answer. For example, what I'd said in paragraph E refers back to I told my boss I was resigning and why in the first paragraph. Ask students to complete the rest of the exercise individually and then compare answers in pairs. When going through the answers, ask students how they used any referencing devices. Then they discuss the items in pairs and tell the class which they think are the most important.
Use of English 2: Separate items can test students' knowledge of either lexis or sentence structure. Set one or two gist questions for this like Was the novel a success at first? Point out any referencing devices at the beginning and ends of paragraphs. These could be. If you are teaching teenagers, you could ask them to choose which business they would prefer to start and plan how and where they would do it. If any students in the group are still uncertain, they can work in pairs.
Again this could be done ind ividually or in pairs. Elicit the rule that say is usually followed by a clause and never has a person as its object whereas tell usua lly does.
Brainstorm some othe r common collocations w ith tell such as tell a story, tell a lie. Give students a few moments to think and th en ask individual stud ents to change the utterances to direct speech. At the en d, play the recording to reinforce th e co rrect answers. Then individ ua lly they write a summary in reported speech. Check the answers by playing the recording again and el iciting sentences in reported speech. Then someone asked her to write a story for the local magazine. In Part 3 of CAE Paper 4, Listening test candidates are required to listen to a passage and answer six multiple-choice questions.
They will hear the passage twice. The questions focus on understanding the speaker's attitude and opinions. Then use the questions to conduct a brief class discussion as a lead-in for the listening activity. Then give two photographs to each student and ask them to talk to a partner for about one minute, comparing the two environments.
Read question 1 together and decide which are the important words to underline for each option, for example:. A one of her friends was already working on the programme. Students then read the rest of the questions and underline the important words in the same way.
Ask in which questions the options are a reason for the action in the stem 1, 3 and 5 2 Students do the vocabulary exercise individually. Teaching tips and ideas For further work on Paper 5, Part 3, if possible, ask a native speaker before the lesson to compare two of the photographs for a minute and record his or her response. Students now listen and choose the correct answers. After the first listeni ng, they can compare in pairs before they listen to the record ing again.
Finally, go through the recording pausing as necessa ry to discuss the answers. In each case, establish why the other options are incorrect. Point out the importance of the relationship between the stem and the options.
As a fact on its own, A is correct but we are looking for the reason why she accepted the part. Then tell them to fini sh any of the sentences which are still incomplete, making any necessary changes to the verb or time phrase. When going through the answers, build up a list of how the time phrases may need to change on the board.
They work in pairs to add the extra verbs in the box. In pairs students match the verbs and then use them to rewrite the sentences. Tell them to refer to the table in 2 if they are unsure. S He complained about the food in the canteen. S He apologised for being late and explained that there had been a problem with the train.Ask them to suggest other fixed phrases using the same first nouns e.
It improves students' ability to monitor their own work and provides them with a number of example answers to any writing task. You can encourage students to follow the overall argument by asking them to focus on the links between the ideas in individual questions. Search WorldCat Find items in libraries near you. However, among the major problems I found in the exercises is that the CD ROM does not accept American spelling for instance in the spelling exercise of unit At the end of the listening they compare in pairs.
There will probably be some items that they can correct immediately and others which they feel to be wrong but are not able to confidently correct. I'm attaching some information about the concert with this email so that you can see who is playing, and we can get the tickets on the night. In each case students are encouraged to read the task carefully, thinking about the intended reader, and what needs to be included.
In a contradicting sentence such as in the example here, in spoken English, the stress on the contradicting word will change from its normal position to the prefix.
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