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Exam maximiser with CDs, the CAE Gold Plus CD-ROM and this teacher's book. Supplementary materials A selection of supplementary materials is also. CAE Gold Course Book. Uploaded by. cmewallace CAE Gold Plus Teacher s Resource Book Gold. Uploaded by. Ju Lie. New Proficiency Gold. Gold Plus is the updated edition of Gold, the trusted exam preparation course for CAE Gold Plus Course Book + Teacher's Book + Cd's of the exam maximiser.

Cae Gold Plus Teachers Book Pdf

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Acklam R., Burgess S. Advanced Gold Coursebook. pdf. pdf. Раздел: CAE Gold Plus Course Book + Teacher's Book + Cd's of the exam maximiser. audio; pdf. Get this from a library! CAE gold plus. Teacher's book. [Norman Whitby]. Fce Gold Plus Unit 6 Test - Gold Plus Unit 6 wildlifeprotection.info Teacher's Resource Book includes unit-linked photocopiable activities for Cae Gold.

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Are you sure you want to Yes No. Listening C 1 students can deal confidently with most authentic or semi-authentic listening passages. They are able to pick up nuances of meaning and opinion and follow discussions on abstract topics. They can understand most of what is said in a film or a TV or radio programme, although they may be unfamiliar with some idiomatic or colloquial expressions and may have problems understanding some regional accents. Preparing for the Certificate in Advanced English exam A CAE course should consolidate and extend what students already know and train them in the specific techniques and strategies required for the CAE exam.

During the course, students should try to work independently at times, using and developing their study skills and strategies for improving their language ability. They should be aware of issues such as collocation and register in order to record vocabulary effectively and be able to use grammar reference material in order to cover any gaps in their grammatical knowledge and build on what is done in the Coursebook.

C l-Ievel students can produce a variety of texts such as formal and informal letters of various types in' a consistent. Common European Framework. Supplementary materials A selection of supplementary materials is also available for extra practice and development of vocabulary, grammar, fluency and exam skills, including: Exam-style tasks are introduced from the early stages of the book with graded su pport being gradually withdrawn as the course progresses.

Each of the 14 units provides an integ rated package for all five papers in the CAE exam, as well as grammar and vocabu lary development and practice, which are grouped around a common theme. Advice on specific language points or strategies for tackling exam-style tasks is offered in the Tips boxes.

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. The Coursebook also features Watch Out! When reading, students are encouraged to work out the meanings of unknown words for themselves and recognise clues such as affixation or explanations in the text.

Ways of recording and learning new words are also emphasised. Students are encouraged to use a monolingual dictionary such as the Longman Dictionary of Contemporary English, which gives inform ation about meaning, pronunciation, grammar and collocations.

Particular attention is paid to word formation, which builds students' understanding of how prefixes and suffixes are used, followed by regular practice. This is particularly relevant for Paper 3 part 3. Reading Authentic texts from a range of sources are used to develop reading skills and techniques for CAE. Students are encouraged to use the titles and subtitles of the text as well as any non-textual information, such as accompanying photographs, to help them predict the content Guidance is provided to help them do the task and apply appropriate strategies.

Vocabulary and discussion tasks after the reading texts allow students to develop the topic further and to focus on key vocabulary from the text. Each of the 14 units corresponds thematically with the units in the Coursebook. The sections within each unit are crossreferenced 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. Listening The listening texts are also from a range of sources and the recordings present students with a variety of mild accents.

Students are always reminded to read through the task before they listen to help them predict what they might hear, and tips and guidance are often provided to help them complete the task. Writing Each unit ends with a writing task of a type found in the CAE exam.

The section is cross referenced to the Writing reference at the back of the book which provides model answers for each of the text types. In each case students are encouraged to read the task carefully, thinking about the intended reader, and what needs to be included.

They are guided towards an understanding of the various conventions of the text type, such as register, layout and typical organisation of ideas. 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. 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. 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. Use one or more of these questions to conduct a brief class discussion on the topic of music. You could personalise the topic by asking if anyone plays a musical instrument or has ever attended a concert. Students read the mUltiple-choice questions for the first extract.

They may find it useful to underline important words in the alternatives. Then do the listening exercise. They compare in pairs before listen ing again. Follow the same procedure for the other extracts before checking the answers with the whole class. In pairs students compare the types of music that they like or dislike in different situations. 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 w hich 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 checkli st 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. It'll be great, and all the others are going. I'm attaching some information about the concert with this ema il 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. They then decide the type of word and the meaning. Point out that they can use both affi xa tion an obvious example here is the -ing end ing and context to infer word type.

Then students turn to page to check with the dictionary entries. Then ask the class's opinion on the three gist questions. Students then read the text quickly to find the answers. When check ing 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 examp le, 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 shou ld 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. Th is is an opportunity to point out the kinds of information which a dictionary provides, such as example sentences. Ask them to give other examples of adjectives and verbs wh ich 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: Point out that the adjective disappointed in the example needs to change to disappointment in the new sentence. 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.

Exam focus Paper 5 Speaking: 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. Brita needs to be more imaginative and explain her reasons. 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. 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. After I'd been there past simple vs past perfect 2 she'II've been away future simple vs future perfect 3 Jose went to the football game past simple vs present simple 4 He has always enjoyed present simple vs present perfect - state 5 l'II've finished present simple vs future perfect 6 She has visited present simple vs present perfect - event.

You cou ld 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 audie nce, and plan and connect their ideas first and leave check ing grammar and spelling until later.

Most students at this level shou ld 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. Thi s can be done in class or for homework. 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. Practical problems, inappropriateness of film Yes a uncomfortable seats, single seller, missed bus b cousin unable to sleep Semi-formal No - to complete the task fully and appropriately it is necessary to add more weight to some points. 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.

We never go out Where are the tickets? The new arts centre is very nice That's the boy whose brother The tourist board gave us lots of information Unless you work harder OR If you don't work harder We tonsidered going to the concert I really wish I had more time to study! She apologised for being late. I know she enjoys I can't get used to starting My teacher won't let me te get out of doing homework. They've been living in this town for at least 25 years. He's such a hard worker Computer games are a lot ffiefe cheaper now I found the film absolutely terrifying.

He might decide This can be used as a whole-class activity to introduce the theme of spending money. 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. Play the first part of the recording and ask students as a whole class to explain the answers to 1 and 2.

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 they have completed this, play the recording aga in , 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. 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 Ask w hat phrase in questi o n 4 they could scan for t o locate th e correct section of t he pa rag raph immense satisfaction and how t hey know t hat it ap pears in t he text it is in invert ed commas. Then students work in dividually to choose th e co rrect answers.

Establish th at question 5 agai n deals with th e exact mea nin g or implicati on of a phrase an d that question 6 deals wi th th e reference system of the text in th at it requires students to understand w hat previous idea. 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 secti on and suggest ed procedure. Ask stude nts t o suggest any other t ips f or answering multiple-choice questions. Th en ask t hem t o rea d th e two mu ltiple-choice questions carefu lly. For question 1, ask them to scan t he pa rag rap h f or the words problem and job to locate th e releva nt part of the paragraph. When going over the correct answe rs t o any mu ltipl e-choice question, it is usefu l to discuss w hy th e oth er altern atives are w rong.

For exa mple, in questi on 1, A and B are incorrect because we lea rn th at she is known to be very good at her job, and D is incorrect beca use we lea rn th at she has a stylish dress sense. Go over the first exa mple w ith t he class and t hen el icit th e differences betwee n the other pai rs. In 3, ask them how many sisters the speaker has. At th is point you could check stud ents understand th e use of whom. Whom is not very often used in modern Eng lish; it is, however, still used after a preposition.

Tell stu dents t hat in spoken English it is more usua l t o say That's the woman. Ask them if t hey know any celebrities w ho are involved with a pa rticular charity Bob Geldof might be a wel l-known example. Th en t hey skim the text and answer the gist questions. This exercise gives oral practice in using relative pronouns. 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.

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They then do the activity in pairs or small groups. If students have little experience of charity events, you could change the discussion into a simulation by telling them that they have been given the task of raising a certain amount of money for a charity that they know, and have to plan how they are going to do it.

With relative clauses of place and time, use where or when instead of at which or on which. If no one has experience of buying or selling anything in thi s way, they can simply suggest possible advantages and disadvantages. They then complete the word building exercise. Vocabulary 1: Teaching tips and ideas The exercises in this section provide a good opportunity to point out the usefulness in general of students recording full collocations in their vocabulary notes.

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.

CAE Gold Plus

They then decide how each adjective might be used. Then, they read the last part of the se ntence and suggest a correct alternative.

Listening 2: S he started with no financial help at all. If they do not know the same people, they could w rite down what they have decided to buy and where and th en explain their choice to their partner. 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 an swe rs on a si ngle 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 si milar phrase feels concerned. You can encourage students to follow the overall argument by asking them to focus on the links between the ideas in individ ual questions.

For example, question 6 asks about a cause and effect. At the end, play the recording again to check each answer.

Vocabulary 2: Then students talk in pairs. In a multinational class, they can compare advertisements in different countries.

Remind them that the answers depend on collocation. Ask them to suggest other collocations for these nouns e. Articles can be a very problematic area, especially for students whose native language may not have them. If the words hoarding and flyer do not come up in the brainstorming, pre-teach them before students read the text. 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.

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.

What is a brand? Examinformafion In CAE Paper 2, candidates are required to answer one compulsory question and choose a second question from four alternatives. 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. Th e 'Bi g Brother' format has been te levised in ma ny countries and so many students w ill probab ly have hea rd of this. Then go on to ask the questions in the book about how people are chosen and why. You cou ld tel l them to double un derline any adjectives for w hich they are not sure of the meaning.

Then they can work in pairs to compare whi ch adjectives they knew and explain the meani ngs if necessa ry. At the end, ask the cl ass wh ich adjective was most com monly chose n for each person. Watch Out! Th e second pai r of sentences high lights the difference between sympathise and empathise.

Aga in th is problem is ofte n compou nded by the existence of a false fri end. Many European languages have a word sim ila r to sympathetic wh ich simply means that you get on well w ith that person. This shoul d lea d naturally into the discu ssion in task 2 where stud ents select five pe rsona lities. At the en d, groups report their decision to the whole class. Grammar 1: Then go throug h t he answers wi th the whole class, pointing out how the modal mea nings are expressed in different ways such as is compulsory fo r has to.

Pa irs then read their advice to each other.

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. Exam focus Paper 4 Listening: Exam information In Paper 4 listening , Part 4, students listen to five extracts.

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 record ing.

For example, if option C is used, the recording is likely to name a specific perso n 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 listen ing again and focusing on task 2.

CAE Gold Plus - Coursebook

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.

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. Ask students to read the title and speculate how apologising ca n be a source of power. Give a maximum of one minute for this. Ask students to read the stems of the seven questions and identify which paragraph they need to look in for the answer in each case. If the question contains a name such as Ben Ren shaw 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. For example: Finally, ask students to read the text and choose the correct answers. Emphasise that they should go straight to the rel evant part of the text in each case.

Give about ten minutes maximum to complete the exercise before comparing answers. At the end, ask the class which of the three actions is the vindictive one.

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. 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? Students look at the three photos and discuss briefly in pairs what the relationship is in each case. Give about three minutes for this before comparing ideas as a wholeclass activity. Pause the recording after the exchange about each photograph to ask students if they agree.

When checking the answers, ask one or two. Use of English: 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, Part 2 requiring students to produce 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. 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.

Teaching tips and ideas Students evaluating each other's work, both to check for errors and also for feedback on the content, is something which can be introduced on a regular basis. 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.

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.The questions focus on understanding the speaker's attitude and opinions. Correct students' future forms as necessary. There is also a section of photocopiable activities which provide extra communicative practice in key areas of grammar and vocabulary from the Coursebook units.

Point this exam procedure out to the class and ask the question briefly to one or two individual students. This may also be a good opportunity to compare and discuss briefly in what order they usually plan their content.

Then students turn to page to check with the dictionary entries. Now customize the name of a clipboard to store your clips. They are then presented with a model answer, which is often used for further language work.

Go over the procedure for this type of task with students skim the text first. They then form pairs or groups and practise reading them with correct stress.

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