CAE om, 'Teacher's Book CAMBRIDGE ') UNIVERSITY PRESS CAMBRIDGE UNIVERSITY PRESS Cambridge, New York, Melbourne, Madrid, Cape Town. Objective Advanced Teacher's Book with Teacher's Resources Rave content of c ambridge english: advanced Cambridge English: Advanced, .. known as Certificate in Advanced English (CAE) consists of four papers. Objective Advanced | Fourth edition of the best-selling Cambridge English: Advanced and revised edition of the best-selling Cambridge English: Advanced (CAE) course. The Teacher's Book offers complete support with time -saving ideas.
|Language:||English, Japanese, German|
|ePub File Size:||30.55 MB|
|PDF File Size:||20.62 MB|
|Distribution:||Free* [*Registration needed]|
Objective CAE Teacher's Book by Felicity O'Dell, , available at Cambridge, United Kingdom; Language English; Edition Revised; Edition. Objective CAE Teacher's Book [Felicity O'Dell, Annie Broadhead] on site. com. This second edition of Objective CAE has revised for the updated CAE exam of the CAE exam, and contains material informed by the Cambridge Learner. Workbook. Teacher's Book. Fourth Edition. — Cambridge University Press, Objective Advanced is a course for the updated CAE exam. Informed by.
The variety of motivation and potential for fluctuation in an exam class means that teachers must be aware of individual students. Acting supportively and building into the course opportunity to discuss coping with pressure can help students who feel under stress. I also believe that an exam course should include individual tutorials between the teacher and students in order to personalise their progress.
Learner autonomy In order to successfully tackle a formal examination, many students must be trained how to learn autonomously. While learner autonomy is beneficial in all learning situations, the sheer volume of work necessary for an exam course means that students who embrace autonomy are often better prepared. Teach your students how to find resources for their own learning both online and in print. And most importantly, encourage and insist that your students complete and correct time consuming exam practice outside class.
This grants you, as the teacher, more time in class to focus on improving language skills and exam techniques. For example, the First Certificate exam has five papers, four of which are directly focused on individual skills. This means you need to spend a great deal of time not only practising these skills, but training students in the sub-skills that enable them to improve their results. That means you need to research and ask yourself some tough questions. How do we read by skimming or scanning texts?
How do we listen for general ideas or specific information? How do we deduce meaning of vocabulary through context? How do we connect our ideas together to create effective discourse?
How do we organise a writing to increase communicative effectiveness? And most of all, how do I teach these things? Despite all this, consolidation of language will almost always be necessary because an exam candidate must also feel confident with language systems.
Many candidates enter Cambridge exam classes with remedial problems that must be resolved. For example, lexical input is necessary to aid understanding of texts and audios. In Spain, where I work, a minimum B1 is required for most university degrees. At B1 level, you should be able to maintain an interaction in English without a breakdown in communication. For exam students, the Preliminary PET exam is often the first time they have encountered a Cambridge exam.
That means you have to be clear and precise about exactly what they should expect. The benefit of Cambridge exams is their strictly set structure. Show you students how the exam is always the same format and they will start to feel more familiar and less afraid of it. Being newbies at English exams means that your students might think they can get ready for the exam by just cramming in practice test after practice test.
While this might work for some, there may also be underlying language issues which need to be addressed before your students are ready for the exam. Make sure your students are aware of your approach, show them where the language enters into the exam and give them the tools to improve their language and not only their exam skills. B1 is very teachable.
Cambridge even provides a word list at B1 level which students and teachers can use to see the type of vocabulary that is expected. They also have a penchant for difficult pairs of words like lend and borrow, which always catch students off guard.
The grammar at B1 is predictable also. Use this to your advantage and show your students exactly what to expect. Rinse, repeat and drill that language into your students from day one. And make sure they use it right! Skills work can be the most challenging part of teaching Cambridge exam classes and PET level is no different.
This is where you come in. Teach them how to read and listen for details they are being asked for instead of worrying about the big picture.
Finally, B1 is a joy to teach, so enjoy it! You have so much knowledge that your students are just waiting for you to impart.
Find materials for the Preliminary PET exam here. You might encounter learners who struggle to push past the learning barrier that comes with more challenging vocabulary, grammar and the realisation that not everything can be directly translated to their first language.
The expectations for First FCE is that candidates are able to communicate in any everyday situation and somewhat handle complex situations. Their comprehension and ability to express themselves should allow them to communicate effectively with other English speakers. However, they may not be completely ready for difficult academic or professional situations. At this point, you may be teaching students who have already taken the PET exam so they will be familiar with Cambridge exams in general.
This includes an entire Use of English paper with tasks such as open cloze and expanded key-word transformations which will continue to delight both teacher and students throughout your course. This is where your students will need the most help. Timing becomes more of a challenge and in general the exam is much longer. Course books often have good training sections, but they often lose priority to language work. Make sure that, as the teacher, you are giving time limits and training students in exam tasks both from course books and past papers.
There are quite a few grammatical structures and vocabulary areas which will be new for your B2 students. Expect complex passives, unreal conditionals and phrasal verbs to challenge your students.
Point out that there may be more than one possible answer. If necessary, explain the meaning of pretensions when you try to be better or more knowledgeable than you really are. When they have finished, ask students to compare their answers in pairs, before giving feedback to the whole class. For example, we can say that a decision is brave or courageous but it would be highly unconventional to say a knowledgeable or competent decision these adjectives are used to talk about people.
We would never say a decisive decision. There are only a few words in this exercise which can collocate with speech: The last adjective, persuasive would seem to be the most likely if the person making the speech is making a request for money the need for more funding.
Similarly, the only word which collocates with attitude in this exercise is narrow-minded, a negative adjective which would fit with the context of small communities. In longer words e.
Play the recording and ask students to mark the main stress in each word. Answers conscientious narrow-minded courageous unconventional competent down-to-earth outgoing decisive knowledgeable persuasive E xtension activity Play the recording again and stop after each word. Ask students to repeat each word, paying attention to the main stress in each one. Encourage them to use adjectives from Exercise 1. When they have finished, get feedback from the whole class. E xtension activity The Exam spot draws attention to the fact that speculating about photos is a common feature in Part 2 of the Advanced Speaking exam.
Elicit other phrases which could be used when speculating, and write them on the board. Go through the Corpus spot with students. As in other Corpus spots in this book, this language area has been identified in the Cambridge English Corpus as an area in which learners often need extra practice. The Corpus is a collection of over 1 billion words of data, and it includes the Cambridge Learner Corpus developed in collaboration with Cambridge English Language Assessment, and shows the real mistakes candidates have made in their exams.
Reading 1 This exercise encourages cross-cultural awareness. Ask students to discuss the questions with a partner. Ask them to make notes of the main points of their discussion so that they can report back to the rest of the class when they have finished.
This is the tip of the iceberg. However, below the surface are many deeper differences, beliefs and attitudes, which are more difficult to understand. It can be dangerous to make sweeping statements about a nationality, as every nation is made up of a wide range of individuals. General statements will probably be untrue for at least some of the people. If the characteristics are negative, it may be offensive to voice them.
The grammar here is covered on page Ask students to comment on the grammatical differences, and what each sentence means. This sentence is an example of the Zero conditional. We can form this kind of sentence by using present simple verbs in both clauses. It is used to talk about things which are generally true. What would be your ideal way to spend a weekend? This sentence is an example of the Second conditional.
We can form this kind of sentence by using would in one clause, and past simple verbs in the other. This task is different from the actual exam, as here students can do each matching task separately. Also, in the exam, candidates do not match speakers to photos, but match the speakers to two sets of eight criteria. Go through the instructions. Play the recording and ask students to match the speakers to the photos.
We went to this incredible place, a place which has one of the largest mosques in the whole of North Africa. We went in and then some boys came and they wanted to show us around.
So we decided to go with them. And guess what! The museum turned out to be a carpet shop, owned by the father of one of the boys. And of course, he wanted to sell us a carpet.
So my friend, yeah, she bought one. To thank us for that, the boys guided us around the town and we ended up going down these really narrow alleyways, and we had no idea where we were because this whole city was like a maze. Then we came to a house and we realised it was the house of one of the boys and we were invited in by his family and we had tea, coffee, nice biscuits, and it was a really, really good experience.
Speaker 2: My story is actually a bit bizarre. I was going to Florida and during the flight I had to go to the bathroom. And I was right because a little later the door flew open and there she was, and she gave out a loud shriek and me and the rest of the line just stood there in disbelief, totally in shock.
Vocabulary Go through the Vocabulary spot, which explains what collocation is. Suggested answers 1 gain insight, experience, confidence 2 way of life, ways of behaving, in a very natural way 3 sense of humour, self-deprecating humour 4 made the decision, make friends 5 deeply held values and beliefs 3 Ask students to work with a partner or in small groups to discuss the question.
Give students two minutes to discuss what types of personality are more likely to be affected by culture shock. Encourage students first to list personality types, then to compare them and say how they might be affected. Then, give students an extra minute to decide and agree on which personality type might be most affected. T eaching extra Encourage students to notice and record collocations when they read or listen to a new text.
Knowing about collocations is an important skill in the Advanced Reading and Use of English test. Play the recording again and ask students to match the speakers to the topics.
In the exam, students have to do both tasks as they listen to the text twice. If you have extra time, you could encourage students to talk about some of their own adventures. Speaker 3: Four years ago I was in Indonesia.
First, I went to Sumatra and er, there I met a man who wanted to show us his village. So we went off with him.
The village was very small, perhaps inhabitants, maybe less. They had these houses, wooden houses, with the roof shaped like a boat. And it was very special because the people there had never seen tourists before. They were a bit shy at first but then somehow we managed to communicate, and what I realised is that people, good people, are the same perhaps the world over. Speaker 4: Well, it was supposed to be a weekend trip with the rowing club. It was in the middle of winter. There was no heating, the water was coming through the roof.
The whole time it was windy and terrible. We went there by bike and it took us about three hours to get there, I think. And we just, you know, went on automatic pilot and went on and on and on. There were about 25 of us all huddled together, trying to sleep and hating each other.
Speaker 5: They hide themselves and then they come back. The Advanced Reading and Use of English test has eight parts. The Exam folders can be studied by students on their own outside class, but notes are given below for a mini-lesson in class. Explain that the test focus in Reading and Use of English Part 1 is vocabulary. Point out that the general area of vocabulary can be subdivided into categories such as phrasal verbs, collocations and idioms and that the exam tests a range of different vocabulary areas.
Go through the examples of the types of words and expressions which can be tested. If you have a dictionary of collocations and a dictionary of phrasal verbs, it would be useful to show them to the students at this point.
Then go through the Exam information box. This gives students strategies for tackling this part of Paper 1. If the relationship becomes closer over time, we usually develop a more informal tone. The formality of language does not necessarily depend on whether we are writing a letter or an email.
Both emails and letters can be very formal or highly informal. What matters most is how close the reader and the writer are to each other. Writing Go through the information in the Exam spot.
Explain that if you know who the intended reader is, it should be clear which style, formal or informal, is suitable for the letter.
It is also important that the purpose for writing is clear to the reader. Ask the students to read the email quickly and answer the questions. Elicit the answers from the whole class. Suggested answers 1 beginnings: To whom it may concern, For the attention of; endings: Yours faithfully, …; Regards …; Best wishes ….
Using contractions would give the letter a tone which would resemble spoken English. There are fewer phrasal verbs used. Ideas are expressed more indirectly, for example Can I assume that … rather than Will you give me …? Thanking for the previous email. Explaining a delay.
Expressing pleasure at taking part in the course. Introducing the questions. Paragraph 5: Asking about equipment. LV See extension activities in the Reading and Listening sections. Speaking 1 Before students discuss the questions, ask the class to explain the meaning of the phrase living life to the full.
Possible explanations include: Ask students to work with a partner to discuss questions 1—4, which introduce the topic of the unit. Encourage them to speculate on who the writer and reader are, as well as the tone of the language used. Ask students to give examples of the language to support their opinion. Answers 1 Ms Bryant seems to be in charge of running tennis courses. Amanda is writing to ask about what the course includes, and whether certain equipment is available.
I believe in the importance of encouraging participation in sports especially for teenagers because this is a period in their lives when they opt for what I consider to be life choices.
If a person engages in sport as a young person, they are more likely to continue to lead a healthy life in adulthood. I wonder if I could ask a couple of questions. Is breakfast included in the fee we pay for campus accommodation? Can I assume that as you have asked me to bring two tennis rackets and my sports kit, I will be provided with any extra equipment necessary for the course, such as a tennis ball cannon?
I very much look forward to taking part in the course.
As in other Corpus spots in this book, this language area has been identified in the Cambridge Learner Corpus as an area in which learners often need extra practice. Answers 1 She is recovering from a bad illness. Reading 1 Give students one minute to skim the article. Point out that skimming new texts is a useful way to check what it is about, and how it is organised.
Skimming does not mean reading each line of a text in detail, but just looking over the whole text to get a first impression. Ask students not to focus on the gaps at this point. Suggested answers The internet helps us get information quickly, and enables us to keep in contact with more people in more places.
However, many people are spending more time in front of a screen, and may feel lonely as a result. Also, we are spending more time working than doing other things. Ask the students to read the email quickly and answer the question. Elicit the answer from the whole class. Suggested answers The email is currently too informal.
Answers 1 As part of my Management course … 2 The course covers such subjects as … 3 Customer care is an area that particularly interests me.
Here, the points to be included in the reply are very clearly indicated with bullet points. The number of words required in the examination is between and , so it is important that students are able to write to this length.
Students could work with a partner, in small groups, as a class with you writing up their sentences on the board, or the question could be set as homework, depending on how much guidance your students need. Dependent prepositions The grammar here is covered on page of the Grammar folder. This preposition is called a dependent preposition and always goes before the object.
For example, we say thank you for the email, not thank you the email. Answers Thank you for your email in which you confirm my place on the Tennis coaching course starting 5th July.
I apologise for the delay in replying but I have been sitting my final exams in Sports Psychology at university. As soon as my results are available, I will forward them to you. I am sure I will be able to draw on the knowledge that I have acquired at university during my coaching course.
Hi, nice to meet you. Your English is pretty good. I studied Russian for a while but I found it very difficult and gave up. Answers Yolanda Where are you from? Spain, 50km north of Madrid What languages have they studied? Russian, difficult — gave up Martin Where are you from? Germany, now lives in France What languages have they studied? French and Italian Spanish when he went to Spain on holiday 3 Play the next part of the recording and ask students to take notes. Ask students to focus on the gaps and to decide which verb each gap goes with.
Students complete each gap with a preposition. They could read either graded readers or authentic texts such as novels, magazines or online articles. Students can then use these sources for extension activities such as the one above.
Get feedback from the whole class once students have finished their discussion. Vocabulary Go through the Vocabulary spot, which explains what is meant by multiple meanings.
Resources for teachers
Point out that an awareness of this can help students to build up a richer vocabulary. Encourage them to check for multiple meanings when they look up words in a dictionary. Play the first part of the recording.
When they have finished making notes, students exchange information. Encourage them to write key words, not full sentences.
Accept any correct details. The aim is for students to see that answers are usually developed. Point out that it will not be possible to write down everything students hear, so notes will be sufficient.
Yeah, I can see myself ending up in a foreign country for a long time. But I think in England, Germany and all of northern Europe, people like, work all the time, and people, especially in Mediterranean countries, people work to live and we live to work and we need to get back to that same kind of philosophy that they have.
I remember when I was at primary school, I loved going home to play in the garden in summer. My earliest memory is when I was in primary school, and every term you got a report to take home. And I remember the teacher saying, whatever you do, you must not open this report, it must go home to your parents.
And I remember I was dying to open it but I was scared of disobeying the teacher. Anyway, when I gave it to my parents, they were pleased because it was a good report. Actually, I think my earliest memory is in primary school as well. And everyone else had gone off to watch this TV programme that we were allowed to watch once a week.
And I thought, right then, and I did the maths problem in about 10 seconds. And I remember thinking, I should have just done my work in the first place. Perhaps realising that at an early age turned me into a good student! What do you do in your spare time?
My hobby is going to concerts and going to the cinema. Do you like going to the cinema? But what I like doing is getting a DVD and then inviting friends round to watch it with me. What sort of films do you like watching? I like thrillers, suspense, that kind of thing. I like it when you get totally involved with a good plot. What else do you do in your free time? What other aims have you got for the future?
Would you like to travel? Could you do that? Grammatical resource Students are awarded marks for the accurate and appropriate use of a range of both simple and complex forms. Lexical resource Students are expected to use a range of vocabulary to meet the task requirements, for example, to speculate and exchange views.
Pronunciation Students are assessed on their ability to produce both individual sounds and prosodic features i. Examiners are looking for the production of comprehensible sentences and communicative ability. Interactive communication Examiners are looking for the use of strategies to maintain interaction e. Speaking The aim here is to encourage students to develop their spoken answers. Suggested answer A good communicator asks questions, takes turns, listens, develops answers and uses appropriate body language.
See the Teaching Extra on this page for further information. Answers 2 opening sentence, referring back to a previous letter formal 3 apologising for delay in replying informal 4 apologising for delay in replying formal 5 thanking for a previous last letter informal 6 thanking for a party invitation formal 7 thanking for a wedding invitation informal 8 finishing a letter formal 3 Ask students to do this task alone before comparing their answers in pairs.
Suggested answers Refusing an invitation Oh no! Answers 1 would, grateful, could, further 2 acknowledge, receipt 3 attached 4 would, appreciate, response 5 forward, hearing, earliest, convenience Go through the introduction in the Corpus spot. Then put students in pairs to discuss sentences 1—8.
Suggested answers 1? Students should always be clear about what the task is asking.
In the exam, candidates will be assessed on how well they have achieved the task. Point out that students should write between and words in the exam, so they should be used to writing at this length. When students exchange their first drafts, encourage constructive criticism and a keen eye for errors. Draw their attention to the Exam information box. In real life we usually have impressions of people before we really get to know them, or we can have a good guess at the content of an interview.
Prediction exercises help students bring this ability or knowledge to their second-language learning. How did you feel when your husband became president of the US?
Ask students to predict some other questions the interviewer might ask Michelle Obama. When students have run out of ideas, write their suggestions on the board and leave them there until you have read the text. Ask them which questions on the board were asked. Even if a question is not the same, if it covers the same topic, tick it off. Then ask students what other questions were asked. Answers 1 To change things in society you need to work hard and have concrete ideas not just emotion.
Nothing will get done, or expectations may be unrealistic, if we get too emotional. People have to change at an individual level if they want to bring about changes in society. If a story concerning a famous person has recently broken, you could refer to it and discuss it. Allow time for class feedback, if possible. If necessary, go through the first sentence as an example.
Answers A: Would you prefer to watch an interview with someone, or read it in a magazine? Answers 1 to start 2 started 4 This exercise could be set for homework. Ask students to quickly read through the whole text first to get the gist of it. Write up suggestions on the board and generate interest in hearing about this actor. Suggested skeletons in the cupboard could be: Leave the suggestions up on the board until you have listened to the interview. Listen to the interview and then check which problems David Burns talks about.
Check what was said against the suggestions on the board. Answers school life; a person who helped him; fans; his working relationship with a director; his marriage; his daughter I can bring that out if the part demands it. People say they can see an element of that in my eyes. Er, I get a very mixed reception.
What do you mean? Well, for example, one fan became obsessed, sort of jealous, and she caused me a lot of problems. Then she wrote to another cast member saying she knew I had a daughter. I played the lead role. I did it for two years — and then I got sacked. The director saw I was getting a lot of attention. I think it was thought I was hogging the limelight. And tell us about your marriage to your fellow soap opera star Julia Watts.
Do you wish things had worked out better between you? She could be in the soap for another 20 years.
Expert Cambridge Samples
And what about your daughter, Sarah? Her mother, Carol, was a model. She lives with Carol and I see her every other weekend. Will you ever marry again? But my lips are sealed. Have some English—English dictionaries available for students to check the meanings. Recording script Interviewer: And when I read through this biography — a difficult childhood, married to a fellow soap-opera star, a relationship with a famous actress, an year- old daughter from a subsequent relationship — all I can say, David, is that your life has been a roller coaster.
Do you think it all started in your teenage years? I think it all stemmed from when I was at school. When I was about 14, I was picked on by a bully. One day, he went too far, saying something about my mother. I snapped. I really laid into him. What happened? Oh, there was a big fuss at school and I was branded a troublemaker. Things went from bad to worse. I started avoiding lessons. And how did you get out of that downward spiral?
I was lucky. A drama teacher we had really understood me. She said I could choose to go in whichever direction I wanted. I could continue getting into trouble or I could make something of myself.
She was the one who recognised that I had talent. Make sure that students do not all choose the same person. If your class is quite big, you may prefer to have two interviewers working together and two famous people together.
As the students are working on their questions, go round and encourage a variety of question styles, such as direct questions, open questions and polite questions. Remind students that they should not mention the interviewee by name because the other students are going to try to guess who is being interviewed.
Set up the role play. Ask students to do their interview in front of the class. Ask students to guess who they think the interviewees are. To round up, ask the class which interview they liked best.The course consists of alternately plenary lessons and individual online sessions Starting date: Not available yet Location: Eindhoven or Tilburg Method In-session activities are tuned to the individual language skills being learned and group work and interaction is encouraged during all lessons.
Speaker 5: Is moving beds, chests of drawers, fridge, washing machine, etc. Encourage your advanced students from day one to listen, read and write in English.
Then, students swap first drafts with another pair. A testing question; Writing Folder When I was about 14, I was picked on by a bully. The texts used are from newspapers, magazines, journals, books, leaflets, brochures, etc. Subject to statutory exception and to the provisions of relevant collective licensing agreements, no reproduction of any part may take place without the written permission of the publishers.
- CAMBRIDGE ENGLISH FIRST RESULT TEACHERS BOOK
- TEACHERS DAY QUOTES PDF
- FACE TO FACE UPPER INTERMEDIATE TEACHER BOOK
- NEW HEADWAY ELEMENTARY THIRD EDITION TEACHER RESOURCE BOOK
- CAE GOLD PLUS TEACHER BOOK
- MECHANICAL ENGINEERING OBJECTIVE BOOK RS KHURMI PDF
- NEW PROFICIENCY GOLD COURSEBOOK TEACHERS BOOK
- MECHANICAL ENGINEERING OBJECTIVE TYPE BOOK