Objective Advanced | Fourth edition of the best-selling Cambridge English: Advanced (CAE) course, updated to Student's Book with Answers with CD- ROM. Objective Advanced | Fourth edition of the best-selling Cambridge English: Advanced (CAE) course, updated to Student's Book without Answers with CD- ROM. Objective Advanced | Fourth edition of the best-selling Cambridge English: further practice of language and vocabulary introduced in the Student's Book.
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A Testbank access code for four online Cambridge English: Advanced practice tests is included with these Student's Books. View sample. Objective Advanced. An updated and revised edition of the Objective CAE course, which prepares students for Cambridge English: Advanced, also known as. Student's Book. Objective Advanced is a course for the updated CAE exam. The 25 topic-based units include examples from the Cambridge English .
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Be the first. Add a review and share your thoughts with other readers. Student's book with answers". Similar Items Related Subjects: English language -- Sound recordings for foreign speakers. English language -- Spoken English. Choose language English Castellano. Cambridge English Cambridge Monitor Contact. Cambridge Labs Events and Courses. Cambridge Teacher Development. Cambridge Vocabulary for Ship or Sheep? Components For students. For teachers. Students could work with a partner, in small groups, as a class with you writing up their sentences on the board, or the question could be set as homework, depending on how much guidance your students need.
Dependent prepositions The grammar here is covered on page of the Grammar folder. This preposition is called a dependent preposition and always goes before the object. For example, we say thank you for the email, not thank you the email. Answers Thank you for your email in which you confirm my place on the Tennis coaching course starting 5th July. I apologise for the delay in replying but I have been sitting my final exams in Sports Psychology at university.
As soon as my results are available, I will forward them to you. I am sure I will be able to draw on the knowledge that I have acquired at university during my coaching course.
Hi, nice to meet you. Your English is pretty good.
Cambridge English objective advanced. Student's book with answers
I studied Russian for a while but I found it very difficult and gave up. Answers Yolanda Where are you from? Spain, 50km north of Madrid What languages have they studied?
Russian, difficult — gave up Martin Where are you from? Germany, now lives in France What languages have they studied? French and Italian Spanish when he went to Spain on holiday 3 Play the next part of the recording and ask students to take notes.
Ask students to focus on the gaps and to decide which verb each gap goes with. Students complete each gap with a preposition. They could read either graded readers or authentic texts such as novels, magazines or online articles. Students can then use these sources for extension activities such as the one above. Get feedback from the whole class once students have finished their discussion.
Vocabulary Go through the Vocabulary spot, which explains what is meant by multiple meanings. Point out that an awareness of this can help students to build up a richer vocabulary. Encourage them to check for multiple meanings when they look up words in a dictionary. Play the first part of the recording. When they have finished making notes, students exchange information. Encourage them to write key words, not full sentences. Accept any correct details. The aim is for students to see that answers are usually developed.
Point out that it will not be possible to write down everything students hear, so notes will be sufficient. Yeah, I can see myself ending up in a foreign country for a long time.
But I think in England, Germany and all of northern Europe, people like, work all the time, and people, especially in Mediterranean countries, people work to live and we live to work and we need to get back to that same kind of philosophy that they have. I remember when I was at primary school, I loved going home to play in the garden in summer.
My earliest memory is when I was in primary school, and every term you got a report to take home. And I remember the teacher saying, whatever you do, you must not open this report, it must go home to your parents.
And I remember I was dying to open it but I was scared of disobeying the teacher. Anyway, when I gave it to my parents, they were pleased because it was a good report. Actually, I think my earliest memory is in primary school as well.
And everyone else had gone off to watch this TV programme that we were allowed to watch once a week. And I thought, right then, and I did the maths problem in about 10 seconds. And I remember thinking, I should have just done my work in the first place. Perhaps realising that at an early age turned me into a good student! What do you do in your spare time? My hobby is going to concerts and going to the cinema. Do you like going to the cinema? But what I like doing is getting a DVD and then inviting friends round to watch it with me.
What sort of films do you like watching? I like thrillers, suspense, that kind of thing. I like it when you get totally involved with a good plot.
What else do you do in your free time? What other aims have you got for the future? Would you like to travel? Could you do that? Grammatical resource Students are awarded marks for the accurate and appropriate use of a range of both simple and complex forms.
Lexical resource Students are expected to use a range of vocabulary to meet the task requirements, for example, to speculate and exchange views.
Pronunciation Students are assessed on their ability to produce both individual sounds and prosodic features i. Examiners are looking for the production of comprehensible sentences and communicative ability. Interactive communication Examiners are looking for the use of strategies to maintain interaction e.
Speaking The aim here is to encourage students to develop their spoken answers. Suggested answer A good communicator asks questions, takes turns, listens, develops answers and uses appropriate body language. See the Teaching Extra on this page for further information. Answers 2 opening sentence, referring back to a previous letter formal 3 apologising for delay in replying informal 4 apologising for delay in replying formal 5 thanking for a previous last letter informal 6 thanking for a party invitation formal 7 thanking for a wedding invitation informal 8 finishing a letter formal 3 Ask students to do this task alone before comparing their answers in pairs.
Suggested answers Refusing an invitation Oh no! Answers 1 would, grateful, could, further 2 acknowledge, receipt 3 attached 4 would, appreciate, response 5 forward, hearing, earliest, convenience Go through the introduction in the Corpus spot. Then put students in pairs to discuss sentences 1—8. Suggested answers 1? Students should always be clear about what the task is asking.
In the exam, candidates will be assessed on how well they have achieved the task. Point out that students should write between and words in the exam, so they should be used to writing at this length. When students exchange their first drafts, encourage constructive criticism and a keen eye for errors. Draw their attention to the Exam information box. In real life we usually have impressions of people before we really get to know them, or we can have a good guess at the content of an interview.
Prediction exercises help students bring this ability or knowledge to their second-language learning.
How did you feel when your husband became president of the US? Ask students to predict some other questions the interviewer might ask Michelle Obama. When students have run out of ideas, write their suggestions on the board and leave them there until you have read the text.
Ask them which questions on the board were asked. Even if a question is not the same, if it covers the same topic, tick it off. Then ask students what other questions were asked. Answers 1 To change things in society you need to work hard and have concrete ideas not just emotion. Nothing will get done, or expectations may be unrealistic, if we get too emotional. People have to change at an individual level if they want to bring about changes in society.
If a story concerning a famous person has recently broken, you could refer to it and discuss it. Allow time for class feedback, if possible. If necessary, go through the first sentence as an example. Answers A: Would you prefer to watch an interview with someone, or read it in a magazine?
Answers 1 to start 2 started 4 This exercise could be set for homework. Ask students to quickly read through the whole text first to get the gist of it.
Write up suggestions on the board and generate interest in hearing about this actor. Suggested skeletons in the cupboard could be: Leave the suggestions up on the board until you have listened to the interview.
Listen to the interview and then check which problems David Burns talks about. Check what was said against the suggestions on the board. Answers school life; a person who helped him; fans; his working relationship with a director; his marriage; his daughter I can bring that out if the part demands it.
People say they can see an element of that in my eyes. Er, I get a very mixed reception. What do you mean? Well, for example, one fan became obsessed, sort of jealous, and she caused me a lot of problems. Then she wrote to another cast member saying she knew I had a daughter. I played the lead role. I did it for two years — and then I got sacked. The director saw I was getting a lot of attention. I think it was thought I was hogging the limelight.
And tell us about your marriage to your fellow soap opera star Julia Watts. Do you wish things had worked out better between you? She could be in the soap for another 20 years.
CAE Objective Advanced
And what about your daughter, Sarah? Her mother, Carol, was a model. She lives with Carol and I see her every other weekend. Will you ever marry again?
But my lips are sealed. Have some English—English dictionaries available for students to check the meanings.
Recording script Interviewer: And when I read through this biography — a difficult childhood, married to a fellow soap-opera star, a relationship with a famous actress, an year- old daughter from a subsequent relationship — all I can say, David, is that your life has been a roller coaster. Do you think it all started in your teenage years? I think it all stemmed from when I was at school. When I was about 14, I was picked on by a bully. One day, he went too far, saying something about my mother.
I snapped. I really laid into him. What happened? Oh, there was a big fuss at school and I was branded a troublemaker. Things went from bad to worse. I started avoiding lessons. And how did you get out of that downward spiral? I was lucky. A drama teacher we had really understood me. She said I could choose to go in whichever direction I wanted. I could continue getting into trouble or I could make something of myself. She was the one who recognised that I had talent.
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Make sure that students do not all choose the same person. If your class is quite big, you may prefer to have two interviewers working together and two famous people together. As the students are working on their questions, go round and encourage a variety of question styles, such as direct questions, open questions and polite questions.
Remind students that they should not mention the interviewee by name because the other students are going to try to guess who is being interviewed.
Objective Advanced 3rd Edition Student's Book with Answers and CD-ROM
Set up the role play. Ask students to do their interview in front of the class. Ask students to guess who they think the interviewees are. To round up, ask the class which interview they liked best. Point out that, in general, students should look up the verb e. Answers 1 put the record straight 2 addressing the issue 3 to face the music 4 to tell the difference 3 Ask students to work with a partner or in small groups to discuss these questions.
The aim is to encourage students to check the meaning of unknown words and phrases, to be more independent and to develop good learning strategies. They can discuss this in pairs. Then they complete the sentences. Possible words that might be gapped in Paper 1 Part 2 are underlined below. Obviously not all these words would be tested in this text.
Suggested answers Many famous people find themselves in the public eye as soon as they step out of their front door. However, most celebrities have their own way of dealing with the paparazzi. One strategy can be to adopt a reserved personality. Some actors in particular say that this helps them ignore the photographers. Another strategy is to take on a victim mentality and simply to accept that there is nothing that can be done about the unwanted attention, so it is pointless getting upset about it.
It should be seen as a part of the job. It may take years for them to get used to it.
If they have a group of photographers following them around when they are trying to carry on with their normal daily life, it can be hard to block it out and pretend it is not happening. Get feedback from the whole class on their choices.
Point out that imperative forms are common for giving simple, clear instructions but can often sound strict.
Modal verbs e. Can you …? Suggested answers Put your bags at the front of the room. If you have …, please switch it off and leave it in your bag. Only take … Would you mind filling in …? Imperative verbs like put … sound more direct. Other structures like would you mind?
E xtension activity Elicit from students what makes good, clear instructions. This can act as a useful link to the next speaking activity. Good instructions need to be precise, use exact words and the order must be clear. Linking devices are very important.
Elicit the type of linking words which would be appropriate e. Firstly, secondly, then, next, finally, while. Good instructions have to bear the listener in mind. If you do not want to appear strict or impolite, it might be better to use modal verbs.
Take feedback as a whole-class activity when they have finished. Reading 1 Ask students to work with a partner and discuss the questions. Leave time for class feedback before going on to the next exercise. LV See the extension activity in the Listening section. Listening 1 Use the first question to introduce the unit.
Discuss with students how people feel in situations like the ones illustrated in the pictures. Recording script Come into the room quietly and put your bags at the front of the room here. If you have a mobile phone or any other electronic device, please switch if off and leave it in your bag. Only take your pens and pencils to your seat. Can you look for your candidate number on the desk and sit there? Would you mind filling it in? Point out that they should not spend more time than this — the object of the task is to find out the general content of the text, rather than to read it in detail.
Answers 1, 2, 3, 6 4 Students discuss the questions in pairs.I played the lead role. Modals and semi-modals 1 The aim here is to draw attention to a range of uses of some common modal verbs. We use which not that, to refer to things. Answers For. This sentence is an example of the Zero conditional. For schools, Cambridge IGCSE offers a flexible and stimulating curriculum, supported with excellent resources and training.
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