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Objective Proficiency: Teacher's Book: Second Edition. Annette Capel and Wendy Sharp. Frontmatter. More information. Page 10. Introduction to the Second Edition.
C2 Proficiency teacher writing guide
The objective here is peer development and assessment: • Peer development: If learners want feedback before sharing their writing they should ask a classmate.
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C2 Proficiency Handbook for Teachers - Cambridge English
C2 Proficiency is aimed at learners who have achieved an extremely high level of skill in the English language who want to show they can: • study demanding subjects at the highest levels including postgraduate and PhD programmes • actively engage in academic life by participating confidently in tutorials and seminars
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Objective
Teacher's Book
Annette Capel
Wendy Sharp
Second Edition
C2 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 22-2324-29
30-31
32-37
38-39
40-41
42-47
48-49
50-55
56-57
58-63
64-65
66-71
72-73
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76-81
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118-123
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160-165
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189-191
192Cambridge 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 1Vocabulary 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
SV LV SV LV traveller have no SV LV 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 goingListening
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 54Performance shares features of Bands 3 and 5
32Performance shares features of Bands 1 and 3
1 0Performance below Band 1
Sue:Peter:
Sue:Peter:
SV LV Sue: Sue:Peter:
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