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Objective

Teacher's Book

Annette Capel

Wendy Sharp

Second Edition

e authors would like to thank Graham Burton for his meticulous editorial work at manuscript stage, Alyson Maskell for her constructive comments and careful management of proof stages, and Una Yeung of Cambridge University Press for her help and support throughout the project. e authors and publishers acknowledge the following sources of copyright material and are grateful for the permissions granted. Cambridge ESOL for the table on p. 24. Reproduced with permission of Cambridge ESOL © 2013 8-13 14-15 16-21 22-23
24-29
30-31
32-37
38-39
40-41
42-47
48-49
50-55
56-57
58-63
64-65
66-71
72-73
74-75
76-81
82-83
84-89
90-91
92-97
98-99

100-105

106-107

108-109

110-115

116-117

118-123

124-125

126-131

132-133

134-139

140-141

142-143

144-149

150-151

152-157

158-159

160-165

166-167

168-173

174-175

176-177

178-188

189-191

192
Cambridge English: Pro ciencyCerti cate of Pro ciency in English (CPE)

Cambridge English:

Pro ciency

Cambridge English

Objective

Pro ciency

Cambridge

English: Pro ciency

Cambridge English: Pro ciency

line write on the line toe the line, the bottom line, (put yourself) on the line, line way by the way one way or anothergo out of your way (to do something)

Idiom spotPhrase spot

Cambridge English: Pro ciency

Objective Pro ciency

Exam skills Listening Paper 3 Part 4

Reading and Use of English Paper 1

Part 1

Vocabulary Introduction to idioms

Phrasal verbs

Grammar Perfect tenses

Exam skills Reading into Writing: Summarising

ideas - Paper 2 Part 1

Vocabulary Word formation - su x endings:

1, 2, 3, 4 Reading

5, 6, 7, 8 Vocabulary

9 Grammar - tenses

Introduction 15-20 minutes

Idiom spot 10-10 minutes

Listening 20-30 minutes

Vocabulary 10-20 minutes

Use of English 5-20 minutes

Set 5 and 6 for homework (but see notes for 6).

See Extension activity for 1 and Photocopiable

recording script activity for 3.

Speaker 3

Speaker 4

Speaker 5

True Romance

Speaker 1

Speaker 2

traveller have no ere was a mad excitement about standing in front of a world map and tracing a circumnavigation with my ngertip. Everything seemed possible and my family"s nagging doubts really got my goat. I"d say you can"t really go when choosing the stops on a round-the-world trip, but I found that some routes worked out better than others. You need a good variety of destinations. You might love the beach, but a trip that stops in California, Australia and ailand, all for the sun and sand, does get a bit repetitive. At the same time, I didn"t want to get carried away trying to see the whole world.

Next, I knew I would have to fork out a pretty

hey sum for the plane ticket as I didn"t intend to be thumbing lis. My budget was tight so I had to play around with my route to get the best value for money. I also had to research my destinations to see what the average daily costs would be and gure out a budget (adding a good 10 or 20 per cent buer to be on the safe side). I decided to spend longer in cheaper countries and have a relatively short stay in more expensive places, which was sometimes quite a dicult decision as there were so many things I wanted to see. In fact, planning the trip was just as much fun as the actual travelling. I really let my imagination run wild and the trip itself was everything I"d expected. I really hope to make it as an entrepreneur and I guess the person who"s inuenced me most has been a well- known British businessman. I was given a copy of his autobiography for my fourteenth birthday and it really made a huge impression on me. He had an amazing childhood. Apparently, when he was just four years old his mother stopped the car a few kilometres from their house and made him nd his own way home. en when he was eleven or twelve his mum decided that he should cycle seventy kilometres to another town to teach him the importance of stamina and to learn a sense of direction! He said he felt great when he"d done it but his mum wasn"t worried or relieved or anything - just acted calm as you like and told him to go and help someone in the village chop some logs. His family seemed to thrive on challenges - physical ones rather than educational, which I think"s quite unusual. I know my family are dead set on my getting a degree but quite a few entrepreneurs start out without one and look at them!

Anyway, there was another occasion he mentions

when his aunt had promised him some money if he learnt to swim. He spent a holiday trying desperately, but just couldn"t do it. en, on the way home in the car, he spotted a river. He made his father stop the car and just dived into the river in his underpants. e river was quite fast-owing and it seemed like he was going

Listening

20-20 minutes

Phrase spot

10-30 minutes

Speaking

20-20 minutes

Pronunciation

10-20 minutes

Set sentences in Pronunciation for homework.

See Extension activity for Phrase spot.

Extract ?ree

C2ContentCommunicative achievementOrganisationLanguage

4Performance shares features of Bands 3 and 5

2Performance shares features of Bands 1 and 3

Performance below Band 1

Sue:

Peter:

Sue:

Peter:

Sue: Sue:

Peter:

Sue:quotesdbs_dbs7.pdfusesText_5

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