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New Proficiency Gold Teacher's Book by Judith Wilson, , available at Book Depository with free delivery worldwide. NEW Proficiency Gold EXAM Maximiser 4. opportunities for reviewing and testing, with additional photocopiable tests in the Teacher's Book. Cambridge Proficiency in English - New edition for the revised exam! The Proficiency Gold Coursebook is organised into 14 theme-based units with regular photocopiable tests in the Teacher's Book; Emphasis on personalisation gets.

A key feature of each unit is the Exam Focus section which presents the techniques and strategies required for a specific task in the CAE exam and provides exam-level practice. At the back of the Coursebook you will find a section containing visua ls for the Paper 5 Speaking tasks, a Grammar reference, a Writing reference and a.

Vocabulary reference. The Grammar reference is a minigrammar covering al l the points dealt with in the units.

The Writing reference contains model answers for the types of writing which may be tested at CAE. There are also authentic student answers which students can evaluate using the general marking guidel ines provided. The Vocabulary reference contains a listing of lexical items which are found in the Coursebook, together with definitions and examples.

Recycling and revision Each unit ends with a review of the language presented in that unit except f or units 5, 10 and These are followed by progress tests, which take the form of a complete Paper 3 test.

These can be used by the teacher in class as reviews or as tests of the students' command of the language presented in the units. Grammar Various different approaches are used for the presentation and practice of grammar points.

Use of English tasks in exam format also recycle the grammar that has been presented. The grammar sections are cross-referenced to the Grammar reference at the back of the book. They compare in pairs before listening again.

Follow the same procedure for the other extracts before checking the answers with the whole class. You could introduce question 3 by giving examples of people who have made their fortune through singing. 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.

For these items you can allow them to underline without correcting. You can also talk about how they like their written work to be corrected e. The grammar checklist suggestion should be introduced at the end of the discussion. My advice to you 1 afe is - don't bother with it at all!

It was complete rubbish, and a waste of time and money. I really wish I had not gone myself, and if I'd 2 R. I've been going to the cinema regularly 3 5ff: Anyway - enough of my complaints - and in spite of my disappointment with this particular film I haven't actually gone off films in general!

So on a different topic - I know that you are 8 interested 6. It'll be great, and all the others are going. 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.

So that's all for now - speak to you soon. All the best, Jose Reading: 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 as preparation and one 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 about 15 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.

Point out that they can use both affixation an obvious example here is the -ing ending and context to infer word type.

Then students turn to page to check with the dictionary entries. Ask them to give other examples of adjectives and verbs which can take these suffixes. Teaching tips and ideas Students should be encouraged to record suffixes as part of their vocabulary notes. One way of recording these is to make word diagrams like this: Then ask students to complete the four transformations. Then they skim the text to see which of their ideas are mentioned.

They then compare answers in pairs and guess the words for any remaining gaps stages 2 and 3. Step 4, re-reading the whole text, is important to ensure that students' answers fit with the overall argument. You could set aside a special minute for this. Then play the recording and invite students' comments on the candidates. In the discussion afterwards encourage students to think about what could have been said to make their answers more detailed or interesting.

If some candidates try to say too much, you may need to tell them that just two or three sentences will do at this stage. She hesitates, and should try to be more fluent. Petra gives interesting details. She uses good interactive language - I agree with you, you know, etc. She picks up on what Brita has said.

Grammar 2: Point out that the use of by in the sense of before or no later than is often associated with a past perfect or future perfect tense. Emphasise the difference in particular between sentences in pairs 2 and 6, where the use of the wrong tense could cause misunderstanding. Give ten minutes for students to find something true for both of them for each question. Then ask pairs to tell the class their most interesting example. IT I Tuning in Writing: Part 1 1 Students read the five statements and discuss in pairs whether they think they are true or not.

You could extend the discussion by asking students to reflect on what stage of the writing process they focus on. As a general rule, they should consider the audience, and plan and connect their ideas first and leave checking grammar and spelling until later. Most students at this level should be familiar with the conventions for formal letters. Go over it with the whole class, asking them to suggest other linking words which could be used.

Point out that paragraphing will reflect this. Students should hand in their letters only after they have been evaluated with the checklist. Some students may wish to write an improved version in response to the evaluation, which they can give in later. It is not always necessary to use every point but the writer should choose the most appropriate points to answer the task. Reason for writing Information included: I am writing to Second paragraph: Practical problems Information included: Firstly, so, although, On top of that Third paragraph: More suitability problems Information included: Inaccuracy of advertisement, emotional problems Linking phrases: However, Despite the fact that, In fact Final paragraph: Suggestion and solution Information included: I suggest that, thus UNIT 1 Review p.

OR If you don't work harder If you are teaching in a country which does not use the euro, give similar amounts of the students' own national currency. They then report back to the class.

You will probably need to teach the verb scrimp and the collocation scrimp and save.

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Play the recording so that students compare their ideas with the psychologists' descriptions. Then ask them to match statements A to F to the type of spender. After listening, they compare notes in pairs.

After they have completed this, play the recording again, pausing after the description of each kind of person. Ask which expressions they heard in each section and check the answers to the vocabulary exercise.

As a possible follow-up activity, students could work in pairs to personalise this topic. Give them some suggestions e. S a interest, set a budget, a sound investment, a nest egg, to economise, put it away for a rainy day b conspicuous consumption, go on a spree, run out of cash, a treat, in the red, shopaholic, get through money like water, on impulse, a 'must-have' item Speaking: After they have identified the agreeing and disagreeing phrases, ask them to suggest others.

Students often overuse I agree whereas native speakers prefer other phrases such as absolutely. Watch out for the common error I am agree. Encourage them to use a range of expressions for giving opinions, agreeing or disagreeing.

You could compare these with other non-material things that are important, such as health. They have to explain why these things have become important.

Ask for their partner's opinion: Do you think Yes, that's right; Yes, all right - you've got a point there; Absolutely Disagree with their partner: I'm not entirely sure that I agree with you there; I just don't accept Exam focus Paper 1 Reading: The texts have a common theme but may come from different sources and display different purposes and opinions.

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Go over the exam Information section and suggested procedure. Ask students to suggest any other tips for answering multiple-choice questions. Then ask them to read the two multiple-choice questions carefully. For question 1, ask them to scan t he paragraph for the words problem and job to locate the relevant part of the paragraph.

When going over the correct answers to any multiple-choice question, it is useful to discuss w hy the other alternatives are w rong. For example, in question 1, A and B are incorrect because we learn that she is known to be very good at herjob, and D is incorrect because we learn that she has a stylish dress sense. Ask w hat phrase in question 4 they could scan for to locate the correct section of the paragraph immense satisfaction and how they know t hat it appears in t he text it is in inverted commas.

Then students work individually to choose the correct answers. Establish that question 5 agai n deals with the exact meaning or implication of a phrase and that question 6 deals with the reference system of the text in that it requires students to understand w hat previous idea it refers to. Go over the first example w ith the class and t hen elicit the differences between the other pairs. In 3, ask them how many sisters the speaker has. At this point you could check students understand the use of whom.

Whom is not very often used in modern English; it is, however, still used after a preposition. Tell students that in spoken English it is more usual to say That's the woman who Igave a lift to. Ask them if t hey know any celebrities w ho are involved with a particular charity Bob Geldof might be a wel l-known example. 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.

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.

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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.

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.

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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.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. 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.

If no one has experience of downloading or selling anything in this way, they can simply suggest possible advantages and disadvantages. After students have read the questions, point this out to them, and warn them against basing their answers on a single word or phrase. The Exam Maximiser is packed with extra practice, exam tips and strategies to maximise students' potential, plus a complete practice test.

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