CAMBRIDGE OBJECTIVE ADVANCED TEACHERS BOOK
Objective Advanced is a course for the updated CAE exam. Informed by the Cambridge Learner Corpus and providing a complete CAE exam paper The Student's Book with answers contains fresh, updated texts and artwork that. Objective Advanced Teacher's Book with Teacher's Resources CD-ROM Felicity O'Dell Annie Broadhead Cambridge University Press. Objective Advanced | Fourth edition of the best-selling Cambridge English: Advanced (CAE) course, Teacher's Book with Teacher's Resources CD-ROM.
|Language:||English, Spanish, Hindi|
|Genre:||Fiction & Literature|
|ePub File Size:||28.47 MB|
|PDF File Size:||10.86 MB|
|Distribution:||Free* [*Regsitration Required]|
Objective Advanced | Fourth edition of the best-selling Cambridge English: Advanced The Teacher's Book offers complete support with time-saving ideas, . Objective Advanced Student's Book. Up Objective Advanced is an updated and revised edition of the best-selling preparation course for C1 Advanced. The Student's Book includes 10 'Exam Folders' with in-depth advice on each exam task, while 10 'Writing Folders' provide extra practice to help maximise exam.
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. 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. Point out that, in general, students should look up the verb e. Answers 1 put the record straight 2 addressing the issue 3 to face the music 4 to tell the difference 3 Ask students to work with a partner or in small groups to discuss these questions. The aim is to encourage students to check the meaning of unknown words and phrases, to be more independent and to develop good learning strategies.
They can discuss this in pairs. Then they complete the sentences. Possible words that might be gapped in Paper 1 Part 2 are underlined below. Obviously not all these words would be tested in this text. Suggested answers Many famous people find themselves in the public eye as soon as they step out of their front door. However, most celebrities have their own way of dealing with the paparazzi.
One strategy can be to adopt a reserved personality.
Some actors in particular say that this helps them ignore the photographers. Another strategy is to take on a victim mentality and simply to accept that there is nothing that can be done about the unwanted attention, so it is pointless getting upset about it.
It should be seen as a part of the job. It may take years for them to get used to it. If they have a group of photographers following them around when they are trying to carry on with their normal daily life, it can be hard to block it out and pretend it is not happening.
Get feedback from the whole class on their choices. Point out that imperative forms are common for giving simple, clear instructions but can often sound strict. Modal verbs e. Can you …? Suggested answers Put your bags at the front of the room. If you have …, please switch it off and leave it in your bag. Only take … Would you mind filling in …?
Imperative verbs like put … sound more direct. Other structures like would you mind? E xtension activity Elicit from students what makes good, clear instructions. This can act as a useful link to the next speaking activity. Good instructions need to be precise, use exact words and the order must be clear.
Linking devices are very important. Elicit the type of linking words which would be appropriate e. Firstly, secondly, then, next, finally, while. Good instructions have to bear the listener in mind. If you do not want to appear strict or impolite, it might be better to use modal verbs. Take feedback as a whole-class activity when they have finished. Reading 1 Ask students to work with a partner and discuss the questions.
Leave time for class feedback before going on to the next exercise. LV See the extension activity in the Listening section. Listening 1 Use the first question to introduce the unit. Discuss with students how people feel in situations like the ones illustrated in the pictures. Recording script Come into the room quietly and put your bags at the front of the room here. If you have a mobile phone or any other electronic device, please switch if off and leave it in your bag.
Only take your pens and pencils to your seat. Can you look for your candidate number on the desk and sit there? Would you mind filling it in? Point out that they should not spend more time than this — the object of the task is to find out the general content of the text, rather than to read it in detail.
Answers 1, 2, 3, 6 4 Students discuss the questions in pairs. Get feedback from the whole class. Modals and semi-modals 1 The aim here is to draw attention to a range of uses of some common modal verbs. The grammar here is covered on page of the Grammar folder. It shows that the listener has some choice about whether to act in the way the speaker wants. It is stronger than should and shows that the listener has less choice about what to do. Answers 1 ability 2 offer 3 negative certainty 4 request 5 instruction 6 theoretical possibility 7 permission 3 Ask students to work in pairs and discuss the different uses in each pair.
Answers 1 a The use of could suggests a general or physical ability — the person could get into the house by climbing through the window. Alternatively, you could set it for homework. Encourage students to choose a subject which they find interesting. Go through the two examples which relate to the pictures and elicit other possibilities from students. Suggested answers B She might have fallen over. C They might have just had an accident. D She might be doing her homework.
E They might have got lost.
Objective Advanced Teacher's Book + Teacher's Resources Audio CD/CD-ROM
Answers 1 press 1 followed by the hash key 2 press 3 3 press 4 bring a passport or a driving license 5 enter the last three digits of the code 6 press 4 In many cases, this may be because candidates have not read the text for meaning.
Ask students to work with a partner and put the words under the correct headings. Check the meaning of any unknown words before students do the exercise. Sometimes, you need to add a hyphen when you add a prefix e.
Tell students that it is best to check in a dictionary if they are not sure. Answers dis: Check the meaning of any the words before students do the exercise. Answers The words in bold show where the spelling of the original word has changed. If you want to top up your credit, press 1 followed by the hash key and have your credit or debit card handy.
If you want to check your call time, remaining tariff or bolt-on balance, press 2. If you want to change your tariff, add or cancel a bolt on, press 3. And to hear more about what H4 mobile can offer you, press 4. The practice is now closed.
Our phone lines are open from 8 a. If you would like to make an appointment for a dental check-up, please press double oh one now. Remember that if you are a new patient, you will need to bring proof of identity to your first appointment. This must have your photo on it so a passport or driving licence would be ideal.
We will also need proof of your address and ask you to bring a utility bill with this information on it. Please listen carefully to the following options so that we can provide you with the service you require. If you already have an account with Dexter Bank, please enter your account number. Thank you. Now, please enter the last three digits of your security code. Please select from the following options: For any other questions, please hold the line and one of our advisors will speak to you as soon as possible.
The style of this essay should not be informal — it should be formal or neutral in tone. Suggested answers Give us a ring soon is informal English, probably spoken and used with someone who the speaker knows well.
We look forward to hearing from you at your earliest convenience is formal English, almost certainly written and probably used with someone who the speaker does not know well. If necessary, explain what a proposal is a suggestion for a plan. With a partner, they should then modify the pieces of advice if necessary to make them more appropriate. Suggested answers 1 It is not usually appropriate to use verb contractions in formal writing.
Point out that the sentences are all grammatically correct but could be improved stylistically. Suggested answers 1 Moreover, we are content with your staff. Having kind and helpful personnel is important — people expect this kind of stuff level of service. Remind students to read through each text as a whole before filling in the gaps. Encourage students to bear in mind all the work they have just done on formal writing.
Ask students to look more carefully at each paragraph to find out which option A, B or C describes it best. Answers 1 B 2 C 3 A 3 Students work alone to summarise the fourth paragraph. Ask them to compare their summaries with a partner and to discuss any differences. Suggested answers You need a short-term and long-term plan. Find out as much as you can about the job. Collect ideas from the whole class.
Ask them what might be a dream job for a young man who loves sport and travel and is interested in ecology. Play the recording and ask students to discuss the questions in pairs.
Answers A a pilot or flight attendant getting on the course was harder than expected B a surgeon it is still exciting to see people getting better C a writer the financial insecurity prevents this person from working effectively 3 Discuss this question with the whole class. Reading 1 Ask students to skim the article in one minute to answer the question.
Answers For. The writer says you can achieve your dream job … you must never give up. Possible answers 1 I have successfully completed a first-aid course … 2 I can speak English fluently. Or indicate the correct level or course attended.
Answers 1 eliminate 2 exceed 3 funds 4 my predecessor 5 therefore 6 install 7 delayed 8 repeat 9 out of order 10 In addition 4 This exercise could be set for homework. Answers 1 in response 2 appeared 3 attaching 4 provides 5 similar business 6 enjoyed enormously 7 am available 8 convenient to Recording script Leo: Look at this advert. What is it? What would you have to do?
Just live on a beautiful island for six months and watch the fish swim by! It sounds like a holiday! This sounds just my thing. No formal qualifications needed but ideal candidate must be able to swim, snorkel, dive, sail … I can do all that. What are you waiting for?
Objective ADVANCED - Teacher's Book + Teacher's Resources CD-Rom - Cambridge
Who do you have to write to? Students plan the letter of application with a partner. They could compare plans and decide on the best ideas. Ask students to write the first draft of the letter in pairs. Monitor them as they work, checking layout, punctuation and language. Then, students swap first drafts with another pair. The Teacher's Book offers complete With Recording script and Answers. Cambridge University Press, 41 pages.
Objective Advanced is a completely updated and revised edition of the best-selling Objective CAE 3rd edition course. The test focuses on lively topics and genres, and combines systematic and thorough examination practice with improving students' overall language level. For revised exam from Cambridge University Press, - Fourth Edition.
Cambridge English, Objective Advanced is a course for the updated CAE exam. In a nutshell; Writing Folder 5. Articles; Unit Leaf through a leaflet; Exam Folder 6; Unit Views from the platform; Writing Folder 6. Leaflets; Unit If you want to know what I think Raving and panning; Exam Folder 7; Unit Do it for my sake; Writing Folder 7. Reviews; Unit May I introduce Feeding the mind; Writing Folder 8. Articles, reports and memos; Unit Answers on a postcard; Revision Units ; Unit Objective advanced class audio cds 2.
Govinda Nepal September The thing that I liked the most about this test was the kindness of the people in the venue. User tags User lists Similar Items. Nauzer Ahmed Peer. This 'without answers' edition is ideal for class use.
- AMERICAN ENGLISH FILE SECOND EDITION TEACHERS BOOK PDF
- PLAYTIME STARTER TEACHER BOOK
- ADVANCED PHYSICAL CHEMISTRY PDF
- BUSINESS START UP 2 TEACHERS BOOK
- HERES PATCH THE PUPPY 2 TEACHERS BOOK
- BUSINESS RESULT UPPER INTERMEDIATE TEACHERS BOOK PDF
- PLAYTIME TEACHERS BOOK
- FCE LISTENING SPEAKING SKILLS 2 TEACHERS BOOK
- BUSINESS RESULT ADVANCED TEACHERS BOOK
- LINEAR SYSTEMS BY THOMAS KAILATH PDF