Cambridge University Press - Complete CAE Student's Book with Answers Guy Brook-Hart and Simon Haines Frontmatter More information. i:tionq'n/nn Complete cae teacher's book . Workbook without answers with Audio CD Cambridge University Press has no. [PDF+MP3] Cambridge Complete CAE Student's Book with Answers | Sách Việt Nam. [IMG] Complete CAE is a course for the updated CAE exam.
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Cambridge University Press. - Complete CAE Students Book with Answers. Guy Brook-Hart and Simon Haines Frontmatter More information. Cambridge English Complete Advanced. Uploaded by. Manza Mircea. complete- tombdetercomi.ml Международные экзамены. CAE. Complete CAE Complete Advanced. Cambridge Complete CAE Student's Book with answers. pdf. Раздел: CAE.
They also contain coverage of essential grammar and vocabulary. Each exam task-type is integrated into a range of classroom work designed to give students the techniques and strategies to deal with the demands of the CAE exam.
This is included in every copy of the Student's Book. The Gambridge Learner Gorpus clc - -. Cambridge University Press and Cambridge I: The ;, All photocopiable activities The lists not only contain useful items of vocabulary such as phrasal verbs but also longer phrases, including collocations words that are regularly used together in natural language use and idiomatic expressions.
The definitions given match the items as they are used in context in the course. The wordlists are intended as an extra tool for extending and reinforcing students' vocabulary and for equipping them with the lexical knowledge required for the CAE exam.
For suggestions on how to use the wordlists, please see page More complete wordlists for each unit can be found at www. The listening material is indicated by a different coloured icon in the Student's Book for each of the CDs.
Introduction 5. I'm an incredibly untidy person. I'ue got a uery quick tempen 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 confirm or deny what their partners say and say why.
When they have finished, ask the whole class how easy it was to guess which statements were true or false and what they based their judgements on.
Encouiage students to look at both sides of the argument, i. Encourage students to identify the speaker's main: A common mistake students and exam candidates make is to forget that there are two task. You know, it's funny because when I was a kid I was never really aware of just what an extraordinary woman my Aunt Patty is. I mea- she's always lived in the same town as us, b". Not tilr much Iater, that is, when she invited me to Unit obiectives r Reading Part 1: Writing Part 1: I mean, she was doing what many people think is a man's job.
She'd be out in all weathers, even in these really mountainous seas, but you know, she never used to oanic - she just got on with the job, whatever the danger. She seemed to know just what to do even when things got really rough.
She was just totally in her elemenL and she impressed me no end. For my dad nothing was too much trouble, especially when people showed a bit of intefest in what he was up to. You know, when he was working - he's retired now, well more of less anyway - he'd be digging away at some excavation or other and members of the public, visitors, would just come up to him and start talking to him and he'd drop whatever he was doing and.
Personally, lwouldn't have that sort of patience. You see, he plays it back afterwards, the camera I mean, to check you can't see how it's done from any angle. And then he'd srt down with us and help us do our schoolwork and so on. We loved him and we Ioved his stories of his underwater adventures and the strange creatures he'd seen. He made it sound as if he'd been doing something extremely dangerous and he'd been incredibly brave. All tremendously exaggerated, no doubt, but we lapped it all up.
Speaker 5: Margo was one of my mother's cousins, actually. Personally, I never got to know her well because she was always travelling here and there - she had so many engagements. The sound quality is not too good now because we've listened to them so manv times. What courage in the face of such an affliction, don't you think?
Atternatiue treatmenf Ask students to give a short ta lk on th is sub jecr. They shou ld: Grammar Verb forrns to talk about the past Q as a wormer Ask students: When you're speaking in students' own Ianguage , do you often talk about the past? Do you find it interesting to ralk about rhe past? Why [not? S";;;;i;il;;;; I That the bookseller could tell her as much about the country's history as she could learn from reading a book.
Alternative treatment To give students practice in summarising a short text and speaking at length' yo- can do the following: Students work in groups of three. Each group re. They now form new groups of three, with stude. Students then return to their original groups a Notes 1 D I spent hours listening to the bookseller's s.
I realised that he was himseif a Iiving p-. It was an unofr These rules n' - ' happy. I always knew where I stood. Bul you abandon rules there's bound to be c - and right now what I had on my hands "' ' serious case of anarchY. Reading Part I Q Suggest to students that they can talk about the activity or relationship they find most interesting or exciting. However, before they look at the four choices, it's always a good idea to read the question and try to locate and understand the relevant passage in the text first.
Ask students to work in pairs to do this exercise and to: By the time I graduated from college I had outlasted the original crew members I had started with Explain that they should start by identifying what type of word they need fnoun, adjective, etc. Answers I adjective 2 noun 3 noun 4 noun Students should try different words in each of the gaps until they find one which fits in all three gaps.
Answers ilwarm 2job 3force 4life fetl students to do these questions following the steps in Exercises 3 and 4, i. Answers I position 2 running 3 take 4 strict Extension idea Ask students to use a good advanced learner's dictionary [e. Ask them to write three sentences of their own on a piece of paper using the word with different meanings in context, but with a gap where the word itself should be.
Collect and photocopy the sentences on one or two sheets of paper and distribute copies to the whole class, who then solve the questions set by other students. What has the narrator How can we tell which meaning of Ansuer; from the context. Ask them to suggest other meanings. Ask them to work in small groups and brainstorm five or six questions they might be asked.
They then open their books and compare their questions with questions in this exercise. Recording script cDr rrack 3 I Nagwa: One of the best is really from the summer vacation which we always used to spend together as a family al the seaside and going out fishing with my dad in a small boat. Yes, that's a very good one, because I loved being close to my dad and doing things with him, you know, things I wouldn't have done with my mum.
QZ 2 Carlos: QO O n When students have answered the questions, elicit from them why it's important to: This allows the examiners to listen and assess their level of spoken English. This part of the test is supposed to be a fairly informal conversation. You can also point out that in preparation students can think about how they would talk about their activities and interests, but they should not prepare set speeches.
The examiners want to hear naturai, spontaneous Engiish. One of the best is really from the summer vacation which we always used to spend together as a family at the seaside and going out fishing with my dad in a small boat. Yes, lhat s a very good one. And Nagwa, what is the best way for people visiting your country to make friends? There is extra help for students on Speaking Part 1 in the Speaking reference on page Writing Partl Aletter Q as a uormer With books closed, ask students: Point out that it is important to identify who will read the ietter and to write it with that reader in mind.
Identifying the reader will determine the style the writer uses. Answers I your friend Elena 2 informal 3 Students , shoud underline: Our teacher is great because Thank you. Carlos, a question for you. What's your happiest childhood memory? Give them: Suggest they try --rng some of them when they do the writing task. Students may use ,,. Here silssestions for how students can use them , -. A student's version of the recording scripts:: In many cases the definitions will coincide, ". At this web page' '-.
Unit 1 photocopiable activitY: From 12to Ask them to work alone and write down four or five adjectives [both positive and negative] which describe them at that age, e. Students then work in pairs, read their adjectives to each other and explain why they were like that.
Tell students to ask their partners supplementary questions while they are talking, e. Did you have a Iot of friends?
Were they mainly boys or a balance of boys and giris? Students should change partners to do this exercise. Tell them to back up what they say with examples from their own childhood. Ask them: Do any of these quotations reflect attitudes to childhood and children which are typical in Your countrY?
Extension idea Ask students to think of a quotation about childhood in their own language.
Tell them they should explain it in English to their partner. Unit 1 photocopiable activity From 12 to 1S: Work alone to answer these ouestions. I'd help my family with the housework. I'd get on the phone or chat to my friends I'd watch TV. I'd go out. B tell a joke? C keep calm and try to talk your way out of trouble?
D panic? Tell each other your answer to each question and give details or tell a story for each answer.
Read these quotations about childhood. Which do you agree with and which do you disagree with? They contradict their parents, gobble their food, and tyrannise their teachers 'People who get nostalgic about childhood were obviously never children. I used to be bored and daydream a lot of the.
I used to concentrate on my work and get goc- I used to be naughty and I'd play up [behave in class. I've worked hard for this. I deserve it. I haven't worked particularly hard for this I'm just good at it.
I've been lucky this time. I'm used to this. It doesn't mean much to: RS indicates that the word - ltrase appears in the recording script a student version of the recording scripts can be found at ,', w. J ]1il"? Unat2 Mastering languages Unit objectives r Reading Part 2: QS Man 2: At east I know qu , a lot of people who speak several foreign languages. People do worry a bit about how the langl.. I think. With books ciosed, ask them to work in pairs and brainstorm as many reasons as possible for learning a foreign language.
Get feedback from the whole class. Then ask students to discuss in pairs their own reasons for studying English. Qt0 Woman 4: Qtl I spent years at school studying Spanish a-: I guess I shou. Language is a tool for achieving other thin.
I wouldn't consider accuracy. I thinkthe main thing is to make oneself understood. We lrve in a highly competiLive world. Cou- conpele with each other. Consequently, we should be teaching you.: O ,itudents needn't remember the exact words - the gist. Do you know anyone who is particularly successful al learning languagesl.
How do you define success at learning languages: Can you explain what makes a person successful Jt learning languages? Tell students that ,r'be a good idea in the exam to make a note ' ' Students should always read the base --arefully first and follow the argument of each.
He had a gift. Start with parts of the body After learning the nouns, He was the last person on earth to speak some languages. For , Voca bu la ry Collocations with make, get and do Q as a uarmer Ask students to suggest verb-noun, verb-adverb and adjective-noun collocations. If they all speak the same language, ask them to suggest some mother tongue collocations. Tell students to collect collocations in their notebooks, perhaps in a special section.
They should learn to iook for new ones when reading. O Tell students they should look out for and avoid these mistakes when speaking or writing.
When rvriting they should be ready to use a dictionary to check for possible collocations. A;,;;;; 2 reeeive get 3 g-ive make 4 turn make 5 m-ake do 6 aehieve do 7 make do 8 praetisi: When students do the exercise in the book, point out that working on predicting answers and how they ma,, be expressed is key to success in listening tasks.
To help them with questions c and d, write the following words on the board: Asi; students to look at the box on page 2l showing tltroug- thorough, tltough", ptouglt and rouglt. Ask them which word on the board rhymes with each word in the box. Qt Woman: It's actually a remarkable book, Colin, and particularly because, unlike other travel writers. Did you go to classes? Not exactly. I'd done that for Russian and Chinese, both of which I now speak fluently, but for Khalkha, well, I thought I should pick it up while I was there, you know, learn it on my own and in my own way, so as soon as I arrive: This topic-based course covers every part of the CAE exam in detail, Second Edition - CUP, - 56 pages.
Complete Advanced provides thorough preparation for the revised Cambridge English: Advanced CAE exam. This course provides comprehensive language development integrated with exam-task familiarisation. There are Complete Advanced Second edition is an official preparation course for the revised Cambridge English: The information, practice and advice contained Level Advanced Complete Advanced provides thorough preparation for the revised Cambridge English: Students with no previous knowledge of English would not normally be required to take either test.
Writing Sample IV. In addition to the UsingEnglish. At level B1 you can communicate in a simple and connected way in everyday situations, while travelling and when talking about topics that are of personal interest. An Answer Key to the test is provided. Oral Placement Test A separate Oral Placement Test is included for course providers who want to utilise this form of assessment as part of their placement process. Destination B1.
Although each exam subject is unique, it will give you a good idea of the type of subject you will have on the day of the exam. Share Your Results. This sub-test contains a total of 20 items 1— Now the test will begin. We suggest you allow 30 min.
Sarah is a secretary. Give your answers in the boxes below. Underline the correct answers from the choices in italics. Texts The texts are written or adapted specifically for the test and recorded in a studio to simulate real spoken language. These are the key language areas you need to know. Your friend wants to learn English in a language school in or near London.
Find out more about the Oxford Test of English here. The 40 questions below are mostly an examination of English grammar issues, but also your knowledge of vocabulary, some phrasal verbs and idioms are put to the test. The total time for the exam is 70 minutes. Royal Cambridge School of English has offered its courses to students and trainees of alla ages across the North East of Italy for the past 25 years.
A d We play soccer every weekend. When you have finished, compare your answers with the answer key. Practice Test B1. Someone you know wants to learn English next summer at a university in England.
There are also adults who decide to prepare for and take the B1 Preliminary PET Test, mainly if they were once able to acquire beginner level English language skills during their school time or career and would like to continue learning English again. Absolutely crammed with amazing tips, this is the ideal preparation for your B1 exam.
She drives five miles to work every day. Practice Test B1 All practice papers are the intellectual property of Euroexam International and as such are protected by copyright law. Malcolm Mann and Steve Taylore-knowles.
Only one answer is correct. EuroPro Level B1;. See more pdf exercises which compare English tenses below. Mixed tenses. The entire Listening test will last approximately 45 minutes. The answer is: D. At times during the test, you will be allowed to take notes to prepare your answers.
English Level Test B1, Intermediate. English language materials for B1. Where and when did Peter see Helen? The test multiple choice based and is there for diagnostic purposes to assess your present language needs. At the end of the test your level of English will be assessed with reference to the Common European Framework of reference for languages cef. Where and how did you go last summer? Includes useful information that Test Takers should remember when approaching each part of the Test.
Online English Test. See if your level is Intermediate or Upper-Intermediate, B2. Write your name, centre number and candidate number on your answer sheet if they are not already there. Let us help you. Answer these questions: 1.
Online resources include all audio files and answer keys. The first part of the Use of English paper in the B2 First Examination is multiple choice cloze where you have to choose the correct word from four similar given words. Write about your daily life your home, work or school and your family. The test will last approximately twenty minutes. Four booklets with exam questions and answers covering most of B1.
Answer sheet. Decide which answer fits best: a, b or c. Possible grades are: Pass, Pass with merit, and Fail. Test 2 requires about 10 minutes per student. Your test administrator or teacher will now take you through these.
Find the right missing parts. Reproduction of part or all of their contents is prohibited without our prior written permission.