Cae result 2015 teachers book pdf


Thank you for this information, would it be possible you share me audio files please?, my email is [email protected], thank you in advance. CAE Result Teacher's Book - Download as PDF File .pdf) or read online. CAE Practice Tests With Key. Uploaded by. pepapigtt. CAE Practice Tests. Succeed-in-CAE Uploaded by. Dana Terec. CAE Result Sb. Uploaded by. Dagmara Krzyzanska. FCE-Result-teacher' Uploaded.

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Cae Result 2015 Teachers Book Pdf

CAE Result. Student's Book . Answers for Part I should be words in length and answers for Part 2 .. f This manual is containing all the information. CAE Result Teacher s Book. Файл формата pdf; размером 10,70 МБ Oxford University Press, Cambridge English - Advanced Result is fully updated. CAE Result: Teacher's Pack by Karen Ludlow, , available at Book Depository with free delivery worldwide.

Acknowledgements Who this book is for Complete Advanced 2nd Edition is a stimulating and thorough preparation course for students who wish to take the Cambridge English: Advanced exam from It teaches the reading, writing, listening and speaking skills necessary for the exam as well as the grammar and vocabulary which, from research into the Cambridge Learner Corpus, are known to be essential for exam success. For those of you who are not planning to take the exam in the near future, the book provides you with skills and language highly relevant to an advanced level of English Common European Framework of Reference level C1. Each unit contains: - practice in two parts of the Reading and Use of English paper and one part of each of the other three papers in the Cambridge English: Advanced exam. The units provide language input and skills practice to help you deal successfully with the tasks in each part. The listening material is indicated by different-coloured icons in the Student's Book as follows: A Workbook containing: - 14 units for homework and self-study. Each unit contains full exam practice in one or two parts of the Reading and Use of English paper.

One examiner acts as interlocutor and assessor, interacting with the candidates and managing the test.

Exam Results information

The other acts as assessor and does not join in the conversation. Candidates speak alone monologue , with the interlocutor, and with the other candidate. Candidates are expected to demonstrate a range of speaking skills such as pronunciation, intonation, initiation and maintaining of a discussion, ability to organise thoughts and use of appropriate grammar and vocabulary.

The Speaking paper is conducted in four parts. The first part involves a brief exchange between each candidate and the interlocutor. The second part involves each candidate talking in turn, on their own, about a set of pictures.

In the third part the candidates are given some pictures and a task; they are expected to discuss the task, exchange ideas and reach a decision through negotiation. In the fourth part of the test the candidates and the interlocutor discuss topics related to the task in Part 3.

The interlocutor directs the interaction by asking questions which encourage the candidates to discuss issues in more depth than in earlier parts of the test. Scoring[ edit ] In January , Cambridge English Scale scores replaced the candidate profile and standardised scores used for pre results. All candidates pre- and post receive a Statement of Results, with those scoring high enough also receiving a certificate. ISBN: FCE is an exam for people who can use everyday written and spoken English at an upper-intermediate level.

It is an ideal exam for people who want to use English for work or study purposes. These official papers provide candidates with an excellent opportunity to familiarise themselves with the updated content and format of the FCE examination, to be introduced from December Attractive colour visual material for Paper 5 is included with each test, enabling students to prepare thoroughly for the paired interview.

These official papers from Cambridge ESOL provide candidates with an excellent opportunity to familiarise themselves with the updated content and format of the FCE examination, to be introduced in December Attractive colour visual material for Paper 5 is included with each test, enabling students to prepare thoroughly for the paired interview Paper 5. This 'with answers' edition also contains a comprehensive section of keys, transcripts of the recorded material, a guide to each paper and an insight into marking procedures and grading, with sample answers, making it ideal for self-study.

A with answers edition also contains a comprehensive section of keys, transcripts of the recorded material, a guide to each paper and an insight into marking procedures and grading, with sample answers, making it ideal for self-study. An Audio CD set containing the recorded material for the aural component of the exam Paper 4 is also available. Carne, L. Hashemi, B. This book contains four practice tests which are very similar to the exam. You can use them to help you prepare for FCE.

It provides candidates with an excellent opportunity to familiarise themselves with the FCE examination and to practise examination techniques, using actual papers. Visual material for Paper 5 is included with each test, enabling students to prepare thoroughly for the paired Speaking test. These past examination papers provide the most authentic exam preparation available, allowing candidates to familiarise themselves with the content of the exam and to practise exam techniques.

Colour visual material for Paper 5 is included with each test. The Student's Book is also available as a 'with answers' edition, suitable for self study. FCE Skills Writing - - Each unit starts with a preview section introducing the topic dealt with in the unit. This is followed by a planning section which introduces students to one of a variety of planning techniques which they are encouraged to experiment with throughout the course.

Two skills development sections follow, providing practice in language and writing skills that students will find useful in performing the writing task. A further planning section gives students the opportunity to put into practice the technique learnt earlier in the unit. This second section can be done in class or, if time is short, for homework along with the exam task.

CAE Result Teacher's Book

Key1 a to b on2 a in b at3 a of b with4 a for b of5 a in b of6 a of b about2 Keya at f byb on g onc in h atd on i overe to3 Tell students to answer the question using no morethan two sentences. Suggested answerSome people think Cute Knut should have beenallowed to die because raising him by hand is sounnatural.

In the wild, he would have died. Also remind them that not allthe missing words will be prepositions. Key1 all 7 of2 with 8 too3 in 9 have4 would 10 he5 by 11 as6 with or among 12 with or in 5 The discussion can be done either in pairs or as aclass, depending on how much time is available. Keya birds, sheepb cows, elephantsc cards, dogsd bananas, flowersOptional activityTell students to add one or two other nouns toeach list, e.

Elicit othercollective nouns. You could also tell them to use aset of for groups of items that need a fixed numberto be complete, e. Keya 4b 1c 7 A film crew or TV crew are the peopleworking on the productions who are not actors,e. Suggested answerHow long are volunteers expected to stay in Peru? How physically challenging is the expedition? Elicit that the style of the email is fairlyformal point to the use of formal words in thetext such as: There is an assessed authentic answer to this taskon page 7 of the Writing and Speaking AssessmentBooklet.

Compare answers as a class before students checktheir ideas in 2. MonsieurMangetout Michel Lotito , shown on page 35,can eat objects made from metal, glass, rubber,and plastic. BenUnderwood was blind but could find his wayaround using a form of sonar. The words now and recentlyalso show a connection. The sentence afterthe gap gives more information about whathe did. Thisalso contrasts with however after the gap.

The sentence after the gap explains howBen used sound to navigate. Waterand oil contrast with surprisingly, bananasand eggs. Keya gorgeous g astoundedb hideous h hilariousc filthy i furiousd spotless j exhaustede boiling k ancientf freezing l starving2 You could show students how to use a thesaurus.

Explain that some of these synonyms are lesscommonly used than others and that they shouldtry to learn them in context. Suggested answersa huge, enormous, massive, giant, vast, gigantic,mammothb tiny, minute, miniature, microscopicc great, fantastic, fabulous, amazing, excellent,incredible, wonderful, superb, super, brilliantd awful, terrible, dreadful, appallingTB.

When you have markedthe stories, go through some of them in class as away of revising this topic. Trying topredict the type of vocabulary they might hearfor each one is good preparation for the task,especially as the situations are unconnected.

The symptom spread to otherstudents, although apparently the teachers were notaffected. Eventually, the school had to close and thestudents went home. The epidemic spread to one of the villages that thegirls went home to — and from there, to other schoolsand villages in the region. People affected by theepidemic suffered from frequent attacks of laughterwhich made them unable to work or study.

Thisone overlooks the street. The alarm clock is broken too. Not that I couldsleep, of course — not in that hard, lumpy old bed. I even tried the armchair instead, but that was nobetter.

Spending hours insuch a small space can do strange things to yourmind! Can you makeit? I was sorryto hear that. Really sorry. What, thirty-one? Hang on — look, sorry,Martin. Can I call you back later? OK — must go. Best holiday ever. Wetravelled most of the way by coach — it took us over24 hours.

CAE Result. Teacher's Book

Thenit was an exhausting three-day walk through theheat of the jungle. We all had backpacks with tentsin them — spent two nights sleeping in the jungle! It was terrifying — all those weird noises at night. But fascinating too.

Theythink they know. For example, one couple asked me tocome up with a new house for them in the country. We talked about what kind of property they wantedand I suggested a few ideas for what it could looklike. But as we talked about it, it became clear thatthey hated the countryside! What they should havedone is just download an apartment in central London, notbuild a house in the middle of nowhere! This left the researcherswith more than a thousand bursts of laughter toanalyse. Mostof the subjects produced a wide range of laughtertypes.

But women produce voiced, song-like burstsof laughter more often than men, Bachorowski found,while men are more likely to grunt and snort. Photo 3 is a fashionshow. Photo 4 is a photography exhibition.

You might also like: FCE GOLD TEACHERS BOOK

You could ask students what kind of show is men-tioned in the tapescript but is not shown in the photos— modern sculpture made out of rubbish. Great idea! Especially modern dance. Inever have. I know. I read a review of it in amagazine. Shall we goand see that? Is thereanything else on? There are lots of other things on. For example, there are a few tickets available forthe final day of fashion week. Do you like fashionshows? How about a talentshow?

There are comedians,dancers — and novelty acts. Like this guy in thephoto who eats light bulbs and keys and thingslike that. Allow about five minutes. The answer to the questioncan be found in the first sentence of the report, butstudents should read the whole text to check theiranswer.

Keyc3 Remind students that clues to the answers mightbe before or after the gap. Key1 B2 A3 A only children have no brothers or sisters. Keya up withb downc upd down toe downf upg uph up to2 Explain that the alternative words are correct,but normally sound more formal than the phrasalverbs. An exception is c, where accommodatesounds unnaturally formal in this context and thenormal choice would be put me up as here or giveme a room, let me stay, etc.

Keya I must find a new apartment. Herolder siblings are always humiliating her. Atfirst, he explained this as being the result ofstress. Fortunately, myparents have agree to provide half the amount. Refer them to the GrammarReference p. He asked us if we were going to download his house. If you have a monolingual class, you could letthem explain the difference in their own languagebefore they refer to their dictionary.

Suggested answersa When you explain something, you make itclear. When you admit something, you agreethat it is true, but unwillingly. When you state something,you say it clearly and carefully. When you advise somebody, you saywhat you think they should do. To add means to saysomething extra.

To claim means to say thatsomething is true, even if other people do notbelieve it. The story contains replied, promised and explained.

Keya The last sentence could be changed to: See Vocabulary 2c. See Vocabulary 2a. Remind them that the second tip,about using appropriate reporting verbs and notjust said, was covered in exercise 3.

There is an assessed authentic answer to this taskon page 8 of the Writing and Speaking AssessmentBooklet. Pre-teachor elicit some relevant adjectives, e. Elicit or explain the differencebetween talent which you are born with and skill which you can learn and develop.

Suggested answersSinger-songwriter: See which are the most popularchoices for each category. Suggested answers: Franz Ferdinand, Youcould have it so much better; Songs: David Gray: Encourage them to follow the stages whenapproaching this task. They should specificallybe looking out for conjunctions that either followon from e. Taken together, the sentences mean: She tore theletter up OR She tore up the letter.

I ran into Joe yesterday but not I ran Joe intoyesterday. KeyBy the use of this symbol between the object andthe particle: Encourage them to includelocally produced films as well. Get them to note down relevantvocabulary not included in exercise 2.

(Oxford University Press) CAE Result Teacher's Book.pdf

They should identify the use ofsimple and continuous forms in the examples. Keya see means understand in the first sentence andhave a relationship with in the second.

Tapescript 9A Right, how many places have we been to in thehospital?

When we left the ward, I still hadmy bag. Thelift took ages to arrive.

A Then we went to the cafeteria. Did you have itthen? B Yes, I paid for the coffees. A And you still had it? B Not sure. I paid for the coffees!

B Really? Can you explain? Just move that equation over to thisside, then the numbers come out equally. I just wish I were better atmaths. Not for him the confinesof a laboratory where he can study quietly with hismicroscope. They not only give us information aboutour amazing natural world, but also vital clues abouthow life started on earth billions of years ago. And I need it tohelp me with this one across. A Have you any idea? They end up giving me a headache. B You love them, really! B I see what you mean.

A Oh I need a break. I hope that you havemanaged to pack some inspiration along with yourbrushes! We are here to inspireyou! Ladies and gentlemen, think about how a childpaints. Imagine a very young boy or girl with a pieceof paper, a big brush and bright colours.

See howthey take delight in mixing new colours, applying thepaint, experimenting with shape and design. See howfearless they are. They are totally absorbed in theprocess of painting, not the result. It is the fun of thecreative process that is the important thing.

This isour aim for these classes. You just clipped your first slide! Clipping is a handy way to collect important slides you want to go back to later.

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