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PEARSON Longman PLUS Teacher's Book Norman Introduction Student profile Ask one student in each pair to Cae gold plus teacher's book. New Gold First Certificate - Teachers Book - Download as PDF File .pdf), Text File .txt) or read online. A guide to teaching the First Certificate in English. FCE GOLD Plus - Teacher's Book - Ebook download as PDF File .pdf) or read book online.

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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. Speaking 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. Introduction Each of the 14 units corresponds thematically with the units in the Coursebook.

The sections within each unit are cross- referenced 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.

Book gold teachers

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.

CAE Gold Plus teacher's book The teacher's book provides suggestions on how to use the material in the Coursebook to best advantage.

ISBN 13: 9780582278578

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. You will also find a bank of 14 photocopiable tests made up of 11 unit tests and 3 progress tests. The unit tests are based on the language covered In a single unit and should take no more than 30 minutes to complete.

The progress tests are to be used after your students have completed units 5, 10 and 14 and should take between 50 and 60 minutes to complete. They revise and test the language covered in the previous four or five units. Part 1 In Paper 4. Part 1, candidates listen to three short extracts and answer two multiple-choice questions on each. Some of the questions focus on the speakers' opinions or feelings. You could personalise the topic by asking if anyone plays a musical instrument or has ever attended a concert.

They may find it useful to underline important words in the alternatives. Then do the listening exercise. 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.

Fluency Purple/Gold Teachers’ Resource Book

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.

First Certificate Gold Teachers Book by Richard Acklam Sally Burgess

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.

Gold Advanced | Teacher's Book w/ online Testmaster | Pearson ERPI

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.

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.

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.

Teachers book gold

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.

Teachers book gold

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. ISBN Published by Longman Group, New Condition: Neu Soft cover. Save for Later. download New Price: About this Item Unbenutzte Restauflage Unbenutzt. Schnelle Lieferung, Kartonverpackung. Bei Mehrfachbestellung werden die Versandkosten anteilig erstattet.

Includes extra photocopiable classroom activities pp. Bibliographic Details Title: Uplifting, honest and funny, I was swept along from one chapter to the next.

For those moments when what you need is an entertaining read, this is the book for you! The passion of the teachers for their subject is also strongly felt and readily enthuses learners: indeed, liking a teacher and the enjoyment of a subject are inextricably intertwined. We all have different opinions in response to that enquiry but Fergal Roche has skilfully distilled the essence of great teaching in this book through his own personal experiences.

I thoroughly recommend it to all school leaders, teachers and those thinking of entering the teaching profession. Instead, an enchanting, profound and very funny book on the nuances of being a fine teacher. A thrilling read. It is also for senior managers and for those who have responsibility for shaping our educational establishments. Reflecting on personal and professional experiences at all stages of his career Fergal ingeniously weaves together insights which illuminate the highly complex and skilled role of the inspirational teacher.

He causes us to question anew the essence of what teaching and learning really is and the particularly individual qualities which not only make a teacher unique, but more importantly really effective.

The focus on teacher well-being, support and respect for the profession is very timely as we seek to attract and retain high quality and inspirational individuals who truly make a difference to the world in which we live.

This is an inspirational and uplifting read, but with many challenging and often sobering messages which all of us who work in education should take note of.