COMPLETE CAE TEACHERS BOOK

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Complete cae teacher's book. 1. CAMBRIDGE UNIVERSI Cambridge, New York, Melbourne, Madrid, Cape Town, Singapore, Sáo Paulo, Delhi. The syllabus for this exam has changed and this book has now been replaced by Complete Advanced Second edition Teacher's Book with Teacher's Resources CD-ROM. Complete CAE is a course for the updated CAE exam. Informed by the Cambridge Learner Corpus. Complete cae teacher's book by Armando Sanchez via slideshare. Advanced Trainer Six Practice Tests English Grammar Book Pdf, Teaching English.


Complete Cae Teachers Book

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Who this book is for • A complete CAE exam supplied by Cambridge ESOL for ( Common European Framework (CEF) • A Teacher's Book containing: level C1). Complete CAE is a new course for the updated CAE exam. Informed The Teacher's Book offers plenty of time-saving consolidation and. answers CAE model paper from Cambridge ESOL: answers CAE model paper from Cambridge ESOL: recording script Acknowledgements.

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.

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For example, question 6 asks about a cause and effect. At the end, play the recording again to check each answer. Then students talk in pairs. In a multinational class, they can compare advertisements in different countries.

Remind them that the answers depend on collocation.

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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. 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.

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.

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. Nicholas Reeves.

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Tell students that ,r'be a good idea in the exam to make a note ' ' The results were surprising. They take turns to show their paper to the other students, who try to guess which statements are true and which are false.

Disappearing into Writing Part 2: Q as a warmer Write some very informal phrases on the board, for example: Explain that every member of the team must have a role in the debate. Refresh and try again. This allows the examiners to listen and assess their level of spoken English.