Advanced Masterclass CAE Teacher's book

137 Pages·37.433 MB·English

by  Aspinall Tricia, Capel Annette.

vance
a s t e r c l a s s
CAE
NEW EDITION
Teacher's Book
Tricia Aspinall
Annette Capel
wltf-r S tructu re
s ections b y
Kathy Gude
OXEORD
UNIVERSITY PRESS
Oxford University Pn-ss, WaltonStreet,Oxford 0X26DP Acknowledgements
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Teacher's Book Contents
Introduction 5
Unit 1 12
Unit 2 18
Unit 3 26
Unit 4 33
Unit 5 39
Unit 6 46
Unit 7 54
Unit 8 61
Unit 9 68
Unit 10 76
Unit 11 82
Unit 12 88
Unit 13 95
Unit 14 102
Unit tests 109
Progresstests 124
Keysto the unit tests 133
Keysto the progress tests 136
lNTRODUCTlON
AdvancedMasterdassgives studentscomprehensive sections.TheContents pageintheStudent'sBook gives
preparationand trainingfor theCambridgeCertificate abriefguideto theunitstructureandcanbe used asa
inAdvanced Englishexamination.The courseplaces quickreferenceforstudentsor asyllabusplanner for
particularemphasisonthetopicsandskills students teachers.
willmeet intheexamination.The CAEexaminationhas
Theunitsareeach basedaround athemewhichis
introduced newquestiontypesandwaysoftestingthe
incorporated in theunit rule.Thesectionswithinthe
Englishlanguage.AdvancedMasterctasshas paid
unitsalsohawtitleswhich indicate whataspectofthe
specialattentionto thoseareasbybreakingdown each
themeisexplored.Tostimulate thestudents,theorder
tasktypeandgivingstudentsplentyofguidedpractice.
ofthesections within the unitsvaries. Unit I,for
TheCAEexam makesparticularuse ofauthentictexts example,whichisan introduction to relevantskillsand
and Advanced Masterclasshasincludeda"iderangeof exam tasks. hasthefollowingformat:
appropriateauthenticextracts,takenfrom magazines.
Unit I Loud and Clear
newspapers,brochuresandbooks.Asmanyofthese
textsarelong(up to 1,200 words),studentsare listeningandSpeaking Theintroductionfocuses on
encouraged to limetheirreadingand to build uptheir aclassdiscussion about
speed. high-techcommunication
aidsandmoveson to pre
Thiscourse placesgreatemphasisonwritingskills.The
listeningactivities.Then
writing paperin theCAEexamination consistsofa
comesalisteningactivity
variety oftasktypeswhich focusontheneed towrite
whichprepares students for
foraspecifictarget reader.Studentsarcpreparedfor
an exam-typetask.Forthe
thesetaskswithastep-by-stepapproach.
speakingactivity,students
Althoughgrammarisnotovertlytested in CAE. practise talkingabout
AdvancedMasterclassrecognizes the importanceof themselves and their
structural accuracyand providesrevision inallthe interestsand introducing
areasstudents should be proficientin atthislevel. their partneras in Part I of
Vocabularyisfocused on throughoutthe courseas thespeakingtest.Turn
students'willneedto cope with the texispresented in taking strategiesarealso
theauthentictexts. provided.
The main aimofAdvancedMasterciassis togive Reading Studentsareintroduced to
studentsfull trainingin alltheexam tasksfortheCAE. theideaofskimminga text
Thecourse is pitched atthe advanced level throughout quicklyfor gist through a
but thereisa progression in theexamtasksleading to text onspeedreading.
fullexam-type tasksin the laterunitsand in the Anotherlongertext on the
Progress tests. dangersofdoubfespeakis
followedbyavocabulary
exerciseon compound
What's in Advanced Masterclass? adjectives.
Writing Studentsareencouraged to
thinkcarefullyaboutwhatto
The Student's Book
includeinaCAEwriting task
Thecourse consistsof14units,eachofwhichis and in particulartoconsider
divided into foursections.Thefirst threesectionscover whowillbe thetargetreader
reading,listeningandspeaking,andwriting: thefinal andwhat registeris
sectionalwaysdealswith structure.Vocabularyand appropriate.This leadsonto
style sectionsappearin appropriatepartsofallfour choosingsuitable
sections.Preparation for the Englishin Use paper vocabularyforparticular
appearsat the most relevantpoimwithinmefour registers.Studentsare then
n
Introduction 5
asked to write apostcardto How are the units structured?
a friendpostponingan
invitation. Finallythereisan
exerciseaskingstudentsto Each unitisdividedintofoursections: Reading,
spotpunctuationerrors. Listening andSpeaking, Writing,andStructure.There
isan introductoryphasetoeachsectionwhich may be
Structure Thissectionactsas an
alisteningactivity,adiscussion basedonatext ora
introduction to thestructure
visualstimulus.Theaimis to highlighta particular
sections in therestofthe
aspectoftheunitthemeandgiveeachsectionan
course. Itfocusesonhow
initial focus. Inaddition,thereareVocabularysections
grammaticalstructures
whichexploit thetexts andprovideextension
affect meaning and how
exercises. Englishin Use exerciseswhichgivespecific
incorrect usecanlead to a
exam practice.andStylesections which concentrateon
breakdown in
register and tone.
communication.
Amoredetaileddescription ofthe unit sections is
Thestructuresection hasbeenplaced attheend of
given below.
each unitsothat itcan be used out ofsequenceor
perhaps not at allifthe teacherfeels thestructures
beingcoveredarealready understood bythestudents. Reading
However.as thisisthe section whichcontains mostof
thegrammardozes in thecourse,theteachershould Texts havebeenselectedfrom awidevarietyofsources
givestudentsthis taskashomeworkorclasswork,even andwhereverpossiblethesetextshavebeenset up in
iftherest ofthesection isomitted. theiroriginal format to addto theirauthenticity.Some
editinghasoccurred10reducethelength anddensity
ofsometextsbur vocabularyand structurehas been
The Teacher's Book left as in theoriginal.In mostcasesnewspaperextracts
havebeen takenfrom'quality' neev'spapersratherthan
Thefollowing features areincludedin theTeacher's
thetabloids.
Book:
Aparticularfeatureofthe Readingsectionsisthe
• keys toallthe exercisesin theStudent's Book
attentionpaidtohelpingthestudentscopewiththe
• afulltranscript ofalltherecorded material
longerlengthoftexts(450---1,200words)theywillmeet
detailed procedural notesindicating howthe
in the exam.Thenumberofwords in atextisalways
teachersmight usethe material inclass
gtvcnandstudentsareencouraged topractise their
• optional activities which includespeaking
skimming and scanningskills.Intheearlyunitsa
activitiesandwriting tasks stopwatch icon «~) indicates thatthestudentsshould
• additionalactivitiesdesigned to givestudentsfreer
timcthemselveswithaview tosteadilyincreasingtheir
practice in the structuresections
readingspeed.Most readingtextsarcillustrated to give
• backgroundnotes to the textsincluding
contextandto provideadditional discussion points.
explanationsofpotentiallydifficultorculture
specificvocabulary Thc ReadingpaperofCAEhasthreequestion formats
• photoccpiable Unittests tocheckstudents' in additionto thefour-option multiple-choice.These
understandingofeachunitand Progressteststo arethesingleanddoublepage multiple matchingtasks
review the languageand exam tasksofagroup of and thegapped text, whereanumberofparagraphs
units. havetobe reinsertedintothetext.The Reading
sectionsgive thestudentssupport and practicein
thesetasksas wellas preparation forthemore
How long will the lessons take? traditional multiplechoice.Particularemphasisis
thereforegiven to thefollowingreadingskills in this
section:
Suggestions aregivenin the procedural notesfor how
• skimmingto form an overall impression
longthemain examtaskswilltake.Onaverage,each
• scanningforspecificinformation
unitrepresents6-10 hoursofclassworkand intotal
• understandingthegist ofa text
thecourseprovidesaround 120---140hours of
• understanding howthetextisstructured
classroom teaching.Theexact amountoftimewill
• deducingmeaningfromcontext.
depend on thelanguagelevel ofthe classand the
balancebetweenclassworkandhomework.
n
6 Introduction
Writing 4, Planningyouranswer, iedeciding on theoutline
forthewritingtask, howtostructureit,thinking
Each unitconcentrateson either Part IorPart2
about paragraphsandlinkingdevices.
writing tasks.
5 Writingandcheckingthefinished task.
Part 1
Part 2
This partofPaper2iscompulsoryand requires
1 Understandingthetask,iereadingthequestion
candidatestoselectandorganizeinformation from
carefullyanddecidingwhat kind ofresponseis
givenstimulusmaterial. IntheStudent'sBook,writing
required.
taskshavebeen carefullygraded to ensurethat
2 Brainstormingideas,iethinkingofrelevant ideas
studentsarethoroughlytrained in theprocessingskills
to include.
needed for Pan I.
3 Focusingonthereader,iedecidingon an
InUnit5,forexample.wherethefocus isonreport appropriateregisterandtakingcarenot to
writing, students arcguided throughactivitieswhere introduceirrelevant material.
theyarc askedto summarizethe mainpoints in a 4 Planningyour answer,iedecidingwhatshouldbe
sample report,analyse otherdocumentswhichshow included in thetask and howthecontentshould
thepurpose andtargetreaderofthe report. andfinally beorganized intoparagraphs.
complete theconcluding paragraph ofthe sample 5 Writingand checkingthefinished task.
report.
Sampleanswers intheunitsandtheWritingResource
Inlaterunits,completePart 1tasksare set.Tasktypes (seebelow) areprovided forstudentsas modelsofthe
include formalandinformalletters.personal notesand differentexamtasktypes. Everyanswerhasbeen
reports. Practiceisgivenin producingtwopiecesof written to examlengthandcontainsrelevant
writing basedonthesameinput butusingdifferent organizationalandstylisticfeatures thatstudentscan
registers. referto.
Part 2 Most ofthetrainingand preparationwork shouldbe
Asimilarapproach isfollowed for Part 2tasks. The doneinclass,but thecompletionofthewritingtasks
writingtaskscovered includean article. informalletter, can usefullybesetfor homework.
guidebookentry,revtew.Ieaflet.characterreference
and report.
Writing Resource
Asthe students practiseeachtypeofwritingtask. the
approach istailoredto fitthedifferencesin register Studentsaregiven additional support forPaper2inthe
andstructure.In Unit13,wherethePart2taskisto form oftheWriting Resourceat the backofthe
writeacharacterreference,studentsanalysethe Student'sBookon pages 184-192.Thisincludesan
samplecharacterreference beforereadingthe task exampleofacompulsory Part Itask,and arangeof
which isto writeacharacter referenceforafriend who Part2tasks. For each tasktype,usefulkeypointsare
wantsto bea tourist guide.Students areadvised to given followedbyasamplequestionand amodel
consider the qualitiesandskillsneeded forthe job and answer.Notesalongside each modelanswerremind
are reminded to includethestrengths andweaknesses studentsoftheimportant featureswhich need tobe
ofthe applicant. included in apiece ofwritingofthis type.
Particular pitfallsinwritingacharacter referenceare Thesymbol (..-Jed') within awritingsection indicatesto
highlighted suchas includingunnecessarydetails studentswhen itwould be usefulto refer to theWriting
aboutthe relationship between thewriterandthe Resource.Teachers maywishto setthetasksas
applicant. additionalassignmentsfor homework.
Writingsectionsfollow thesequenceoutlined below.
Listening and Speaking
Part I
I Understandingthetask. Iereadingthroughthe
input materialandseeingwhat isrequiredbythe Listening
task. Eachunithasoneor two listeningpassagesin the
2 Selecting ideas, tedecidingwhatspecific listeningsectionandthereareadditionallistening
information isneeded from theinputmaterialbut activitiesin someothersections.Thematerial,asin the
takingcaretoavoid'lifting' phrasesfrom thetexts. examination,has been based on authenticsituations
3 Focusingonthe reader,Iedecidingwhothetarget andsources. Deliveryisat normalspeed anda rangeof
readeroraudience forthewriting taskisandwhat accentsis used.
registerismost appropriate.
7
Structure
Each listeningsectionfocuses onadifferentsectionof
thelisteningpaperandin theearlierunitsincludes
Thissectioncontainsmostof thegrammatical workin
pre-listeningactivitiesto preparestudentsfor the
thecourse (otherthan thatwhichfeatures in the
listeningskillstheywill needin theexam. Studentsare
English in Usesectionselsewhere).Thegrammardoze
given a varietyoftest formatswhicharc usedin the
(Part2,Paper 3) appearsmostlyin thissection.
exam includingmultiplematching. form-filling, note
takingand multiplechoice. Thegrammarpointswhicharecovered in theStudent's
Bookarenot meant to beacomprehensive
Thelisteningskillsdeveloped in thesesectionsinclude:
grammaticalsyllabusbutarethereto reviseand
• understandingspecific information. consolidate whatthestudentalreadyknowsandwill
• understandinggist. need to knowfor theCAE.Although theCAEdoesnot
• understandingattitudeandopinion. testgrammaticalstructuresovertly, itisimportantto
• recognisingcontext, topicand theme. raise thestudents' level ofaccuracyso that they
perform well in the writingpaperand thespeaking
Sometranscriptsare included in theStudent'sBook
part oftheexam.
when theyare usedfor specific activities.Acomplete
setisincluded in theTeacher'sBook. Exercisesare Artera briefintroductoryactivity,a readingpassage
repeated on thetapewhen studentsareaskedtolisten reflectingthethemeofthe unitbeginseach section
to recordings for a secondtime. andstudentsare given theopportunityLOseeexamples
ofthe target structuresin context. Furtherpractice is
Speaking
given intheexerciseswhich follow,wherestudentsare
Thissection includes Paper5 preparation and training
encouraged toworkoutthegrammatical rules for
activities.Therearealsogeneralspeaking activitiesin
themselves.Exercise typesincludecomparingand
theformof classand paired discussions in allsections
contrastingsentences, identifyingfunctions, matching
ofthe units.
halvesofsentencesorcompletinggapped sentences.
Thespeakingskillsdeveloped in theexamtraining
Additionalinformationaboutthestructuresectionsis
sectionsinclude:
included in theTeacher'sBook. Languageactivation
• social interaction taskshave been includedatspecificpoints.Thesehave
• transactional language been designedto give studentstheopportunityto
• negotiation personalize thetargetlanguagein freeractivities.
• hypothesis.
Avarietyofactivitiesareused to practise theseskills
Vocabulary
includingranking, comparing, describing,and
contrasting. There isno doubtthatto besuccessfulat CAEstudents
must increase theirknowledgeofvocabulary
Asin theexam, thesections aimto create real
substantiallyand beableto produceawiderangeof
situations andstudentsareexpectedtocompletetasks
languagein Papers2and 5.
rather than assume roles.Allfourpartsofthespeaking
test are given fullcoverageandin particulartheskills Extensivevocabularydevelopmentoccurs throughout
cfinteracttngwiththeir partnerandtheexaminerarc AdvancedMasterclass.Particularattention ispaidto
discussed in detail. confusablewords, prefixesand suffixes, collocation,
prepositionalphrases and phrasal verbs.Topic-related
Theexam focus activities arc designed tobuild up the
vocabularyis alsofeaturedas well as useful exercises
students'confidencein handlinga rangeofstimulus
onexpressions.
materials andto give thempractice working ina pair.
Particularattentionhasbeenpaidto theskillsof Readingtextsareoften usedas thestartingpoint for
negotiationandturn-taking. Insomecases,students focusingon vocabulary. In Unit5,for example,
maybe examinedin agroupofthreeandpractice in studentsare asked to identifywords with suffixesand
thisformatisgiven in Unit 13. this is followedbya moregeneralexercisein which
studentsare asked toaddtheappropriatesuffix to a
Thestimulusmaterialin theStudent's Book isatthe
wordwhichcompletes a sentence.
backof the bookandstudentsare directed to
particularpagesso that theprocedures in the It is particularlyimportantin theCAEexamination to
examinationcan be closelyfollowed. beable todeduce meaningfrom contextbecause the
authentictextsareboundtocontainsomewords
which studentshavenotmet before.Studentsare
n
8 Introduction
trainedto tackleunfamiliarvocabularyand adviceonhowtotacklespecificexamtasksand
understand thegistoftexts. questions.
Cartoonsareoftenincluded next to vocabulary
exercises helpstudentsand teacherswithparticular
[Q Unit Tests
vocabularypoints,and toamuse!
Thesephotocopiahletestsonlyappearin theTeacher's
Students planningto take theCAEshouldread
Book.Theycontain vocabularymultiple-choice
extensivelyand makea particular effortto readEnglish
questions,astructuraltest in theform ofindividual
languagenewspapersand magazines,which are
sentencesoracloze passage,and anerrorcorrection
commonlythe sourceofexamination texts.
exercise.Thetestsrevise vocabularyand grammatical
pointscovered bytheunitandcan bedoneinclassor
Vocabulary Resource as homework.
A correctanswerscoresonemarkandeachunittest
TheVocabularyResourceonpages 193-195provides
carriesa totalof30marksapart from UnitTest I which
relevantlistsofwordsandphrases,whichstudentscan
has25marks.
refer to from thewritingandspeakingsectionsin the
units.Thesymbol (~) refersstudentsto a particular
listorlists.TheVocabulary Resourceisorganized
Progress Tests
alphabeticallyundermain functional headings,for
exampleArgument; ComparisonandContrast. Inthis Thesephotocopiahletestsonlyappearin theTeacher's
way,it ties inwith theexam requirementsandcanbe Book. TherearethreeProgresstestsdesignedto be
accessed easilybystudentsworking on theirown. takenafterUnits 1-5,6-10, and 11- 14.Thetestsreview
thelanguageand exam task types from these groupsof
units.Each Progresstest includesone Paper I task
Style (multiplematching, multiple choice oragapped texn.
Paper2Part 2composition titles. and threePaper3
Someunits includeasectionwhich focuses on style.
tasks.
Thesesectionsaim to encouragestudentsto beaware
otrhefeatures ofdifferenttypesof textsand the TheProgresstestsare marked as in theexamination.
registersused in them.
Reading
Theyincludea rangeoffeaturesfrom specific Multiplematching- 1markfor each item
attributesofformalstyles suchas theuseofthe Multiple-choice- 2marksfor each item
impersonal 'it'instatements, tothestylisticfeatures Gappedtext- 2marksfor each item
commonlyfound in generalinterest articles.Students
English in Use
are givenpracticalhelp in ways to engagethereader's
Vocabularydoze- 1markfor each item
interestthrough,for example,quotations,expressing
Grammarclozc- I markforeach item
opinions, and makingreferences to contemporarylife.
Errorcorrection- I markfor eachitem
Students arealsogiven helpfulsuggestionsonhow Register transfer- 1markfor eachitem
they can improvetheorganizationoftheirwritten Phrasegap- 1markforeach item
workthrough the appropriateuscofcohesivedevices
Writing
andexpressionsoftime. In thesesections, studentsarc
Theanswerismarkedona scaleof0--5according to
givenexamplesorreferred to exampleswhichoccurin
thegeneral impression markschemeonpage10.
thetexts, beforeattemptingexerciseswhichgivethem
guidedpractice.
Exam Factfile and Exam tips
The Exam j-artfilconpages 5-8of the Student's Book
provides factual information about the('..AE
examination.Eachofthefive papers iscovered in
detail,with adescription of the test focusand
references torelevant examples in the units.
The Exam tips in theunitsthemselvesgive practical
Introduction 9
Marking Paper 5
xtarksareawarded throughoutthetestaccording 10
Paper 2
thefollowingassessmentcriteria whichtogethermake
upthecandidate'slinguisticprofile:
Thegeneralimpression markschemeis usedtogether
withatask-specificmarkscheme.which focuseson Fluency
criteriaspecificto eachparticulartask,including Naturalnessofrhythmandspeed,coherenceofspoken
relevance,length.omissions.rangeofstructures I interaction:pausesto marshalthoughts rather than
vocabularyand layout;followingthe conventions of language.
wrilingletters, reports,etc.is part oftaskachievement.
Accuracy
5 Correctness ofgrammaticalstructures andvocabulary.
(Majorerrors wouldbe thosewhichobscurethe
Totallypositiveeffect on targetreader.Minimalerrors:
message;slips ofthetonguearenotpenalized).
resourceful,controlledand naturaluseoflanguage.
showinggoodrangeofvocabulary and structure. Range
Completionoftask:well-organized. good useof Evidenceofa range ofstructuresand vocabularyto
cohesivedevices.appropriateregister.no relevant maintain communicationin allcontexts.
omissions.
Pronunciation
4 Controlbothofindividual sounds andofprosodic
features such asstress,rhythm, intonation and pitch.
Sufficientlynatural.Errorsonlywhen morecomplex
languageattempted.Someevidenceofrangeof Hrst languagefeaturesmaybeheardbutdo notaffect
vocabularyand structure. Good attemptattask,only communication.
minoromissions.Attention paid 10organisation and Task Achievement
cohesion;registernot always naturalbut positiveeffect Participation in the fourphases ofthetest.covering the
on readerachieved. followingareas:
3 • fullnessofcontributions;
Accuracyoflanguagesatisfactory;adequaterangeof • appropriacyofcontributionsto thetask;
vocabularyand structures. Reasonabletask • independence incarryingom thetasksIiethe
achievement.Or,anambitiousattemptat taskwith degreeto whichcandidatescancarry out the task
good rangeofvocabularyand structures,causinga without promptingorredirectionbythe
numberofnonimpedingerrors.There maybe minor Interlocutoror theothercandidate);
omissions,butcontentclearlyorganized.Would havea • theorganization ofcontributions;
positiveeffecton the target reader. • flexibility I resourcefulness in taskmanagement.
Note
2
Theattemptto complete thetasksisassessed,not
Errorssometimesobscurecommunication and I or
arrivingat a'right' answerwithin thetimeavailable.
languagetooelementary.Someattemptat taskbut
Interactive Communication
notableomissionsand I orlackoforganization and
cohesionwould havenegativeeffecton target reader. Ability to interact both activelyand responsively;
demonstrablesensitivityto thenormsoftum-taking.
Candidatesareassessedontheirown individual
Seriouslackofcontroland I orfrequentbasieerrors.
performanceaccordingto theestablishedcriteriaand
Narrowrangeoflanguage.Totallyinadequateattempt
arenot assessed in relation to each other.
at task.Verynegativeeffectontarget reader.
o
Not sufficientcomprehensiblelanguagefor
assessment.
10 [] Introduction