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C A M B R ID G E U N IV E R S ĨT Y P R ES S

J t m C A M B R ID G E E N G L IS H i Language Assessment qP

Part of the Umversity of Cambridge

Cambrỉdge Englỉsh SECOND EDITION

Complete Advanced Teacher’s Book with Teacher’s Resources Guy Brook-Hart and Simon Haines

* C1 *

For revised exam from 2015

OFFỈCIAL

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a m b r id g e

U N IV E R S IT Y P R ES S

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c a m b r id g e e n g l is h Language Assẹssment Part of the University of Cambridge

Cambrỉdge Englỉsh SECOND EDỈTỈON

Complete Advanced Teacher’s Book

Guy Brook-Hart Simon Haines

OFFICIAL

■ P T r r ------------------ Êm

Contents Introduction

4

1

Our people

5

2

Mastering languages

12

Vocabularỵ and grammar revievvs Units 1 and 2

19

3

All in the mind

20

4

Just the job!

28

Vocabulary and grammar revievvs Units 3 and 4

34

5

Dramatic events

35

6

Picture yourself

42

Vocabulary and grammar revievvs Units 5 and ố

49

7

Leisure and entertainment

50

8

Media matters

57

Vocabulary and grammar revievvs Units 7 and 8

64

At top speed

65

10 A liíelong process

72

9

11

Vocabulary and grammar revievvs Units 9 and 10

78

Being somevvhere else

79

12 The living vvorld

86

Vocabulary and grammar revievvs Units 11 and 12

93

13

Health and lifestyle

94

14

Movĩng abroad

102

Vocabulary and grammar revievvs Unỉts 13 and 14

109

Acknovvledgements

110

More teacher support

111

Introduction Who this book is for

What the Teacher's Book contains

Complete Advanced Second Edition is a stimulating and thorough preparation course for the revised Cambridge English: Advanced exam (Common European Framework of Reíerence level C1). It contains

• Unĩt notes for the 14 units of the Student's Book vvhich: - State the objectives of each unit - give step-by-step advice on how to treat each exercise in the unit - contain iníormation about exam tasks and what they are testing - offer a wide range of suggestions for alternative treatments of the material in the Student's Book - offer a wide range of ideas for extension activỉties to follow up Student's Book activities - contain comprehensive ansvver keys for each activity and exercise - contain complete recording Scripts. The sections of text vvhich provide the answers to listening tasks are underỉined.

• interesting authentic reading texts teaching the reading techniques and strategies needed to deal with exam reading tasks • practice in the strategies and techniques required for Use of English tasks, now contained in the Reading and Use of English paper • listening tasks vvhich provide practice in the techniques and strategies for success in exam listening tasks • a systematic approach to exam speakỉng tasks, vvith models for students to follow and clear outcomes to ensure improved exam períormance • many opportunities for further discussion and personalisation • a systematic approach to vvriting tasks, building up vvriting skills using models to work from and sample answers to every task • coverage of major grammar areas which students need to be proíicient in to ensure success at Cambrỉdge Englĩsh: Advanced. This is supported by research from the Cambridge English Corpus. Part of the Cambridge English Corpus is the Cambridge Learner Corpus. This has been developed by Cambridge English Language Assessment and Cambridge University Press to provide evidence about language use in orderto produce better language-teaching materials. ỉt contains large numbers of Scripts produced by candidates in Cambridge exams. The Scripts have been error-coded to enable research into language areas vvhich students at each exam level find problematic. • extensive vocabulary input including in areas vvhich the Cambridge English Corpus reveals that candidates have problems.

• ATeacher's Resources CD-ROM containing: - 14 photocopỉable activities, one for each unit, designed to provide enjoyable recycling of work done in the Student's Book unit, but vvithout a speciíic examstyle focus. Each activity is accompanied by detailed teacher's notes. - 14 photocopiable progress tests vvhich test the grammar and vocabulary taught in the units and reading comprehension skills. Each test can be given to a class to do in a lesson of 60 minutes. - recording Scripts without underlỉning to enable you to do íurther vvork with students on listening Scripts - 14 photocopiable word lists covering vocabulary encountered ỉn the Student's Book. The vocabulary items are accompanied by deíinitions supplied by corpus-iníormed Cambridge dictionaries. These lists can be given to students for private study, reíerence or revision after they have completed the unit, or for reíerence while they are vvorking on the unit if you preíer. The lists are intended as an extra tool for extending students' vocabulary.

Our people Unit objectives • Reading and Use of English P art 8: introduction to task type, identifying key ideas in questions, paraphrasing • Writing Part 1: introduction to essay writing; analysing the task, planning, linking sentences and paragraphs with clear reíerences • Reading and Use of English P art 4: introduction to task type, identifying why answers are correct • Listening Part 4: introduction to task type, predicting what will be said and how ideas will be expressed t Speaking Part 1: introduction to task type, giving extended answers, giving extra details, using a variety of tenses • Grammar: revision of verb forms to talk about the past, íocusing on common mistakes by Advanced candidates with present perfect and past tenses • Vocabulary: collocations with give and m ake

Answers Usually positive: competent, conscientious, genuine, imaginative, modest, open-minded. outgoing Usually negative: insecure, insensitive, naỉve, self-centred Could be either: idealistic, protective, I unconventional 3 Encourage students to tell anecdotes or give examples which illustrate the adjectives they have chosen.

Lỉstenỉng Part 4 1 As a w arm er Ask students to look at the photos with Task One covered and to say what they think each occupation is and what the person is doing. 2 Tell students that predicting what they might hear is an important skill for success in listening exercises.

Starting off 1 As aw arm er • Ask students to work alone and write on a piece of paper six statements which describe their personality, some positive and some negative, e.g. l'm anextremely tidy person, IVe got a very quick temper, etc. Tell them three of the statements should be true and three false and they should be mixed up. • Students then work in small groups. They take turns to show their paper to the other students, who try to guess which statements are true and which are false. • The student who is being discussed should then conhrm or deny what their partners say and say why. • When they have hnished, ask the whole class how easy it was to guess which statements were true or íalse and what they based their judgements on. 2 If you wish, print out and photocopy the wordlist for this unit from the Teacher's Resources CD-ROM and ask students to reíer to it as they do the exercise.

Suggested answers A underwater adventures, out in all weathers B out in all weathers c complete dedication to his/her craít D períorm a new trick, complete dedication to his/ her craft E a few of his/her recordings F suffer from stage-fright G digging at some excavation or other, out in all weathers, the first person to set foot in a place H the tĩrst person to set foot in a place, out in all weathers, underwater adventures

3 A ltern ative treatm en t Ask students to work in pairs and explain what each option means, e.g. Task Two A: I f som eone has ‘a positive Outlook probably optimistic, expect good resultsfrom their activities and expect to be successýul. 4 Q Point out to students that there are two tasks that they must deal with, and also that they may hear the answer to Task Two before they hear the answer to Task One. Play the recording through without stopping. then wait ten seconds and play it again. Answers 1B 2 G 3 D 10 A

4A

5E

6E

7F

8D

9G