SPEAK OUT ADVANCED BOOK

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Скачать / Download: Speakout. Advanced. Student's Book. Workbook. Teacher's Book. Clare A., Wilson JJ. (, 2nd.) (+ Audio) (pdf; mp3). Speakout is the English language course that includes video content from the BBC to engage Starter, Elementary, Pre-intermediate, Intermediate, Upper Intermediate and Advanced levels Student Book & Workbook reading texts audio. phonotadousmo.ml Student's book + the Audio . key code for the upper-intermediate and advanced books by any chance?.


Speak Out Advanced Book

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Upper-Intermediate. Speakout Upper-Intermediate Student's phonotadousmo.ml Advanced. Speakout Advanced Student's phonotadousmo.ml MB. SB phonotadousmo.ml MB. A set of audiofiles to the Speakout Advanced Student's Book (2nd Edition). №10; ,31 МБ; добавлен ; изменен Подробнее. phonotadousmo.ml предлагает выгодные цены и отличный сервис. Speakout: Advanced Student's Book with Active Book (+ CD-ROM) - характеристики, фото и.

Claire Antonia. With its wide range of support material, it meets the diverse needs of learners in a variety of teaching situations and helps to bridge the gap between the classroom and the Longman, Antonia, Wilson J. With its wide range of support material, it meets the diverse needs of learners in a variety of teaching situations and helps to bridge the gap between the classroom and the real world With its wide range of support material, it meets the diverse needs of learners in a variety of teaching situations and Claire Antonia Pearson Longman Second edition Pearson Longman: Second edition Second Edition, Pearson Education Limited.

Extra clips to the Speakout Elementary 2nd Edition course Units with worksheets and answerkeys. Extra video interviews to the Speakout Elementary 2nd Edition course Units with worksheets and answerkeys. This is an extra edition to the SpeakOut Elementary course, which emphasizes on grammar.

This is an extra edition to the SpeakOut Elementary course, which emphasizes on writings. Speakout is the English language course that includes video content from the BBC to engage students and Eales Frances. Pearson Longman Date: Each unit ends with a DVD lesson based around an extract from a BBC programme which provides a springboard for meaningful speaking and writing tasks.

Models of authentic English are also provided through on the street' interviews filmed by Models of authentic English are also provided through on the street' interviews filmed by the This is an extra edition to the SpeakOut Elemenatry course, which emphasizes on basic punctuation and capital letters. Eales Frances, Oakes Steve. Speakout Elementary Student's book with ActiveBook. Completely revised and aligned to the Global Scale of English, this edition has striking new With its wide range of support material, it meets the Pearson Longman, Pearson Education Limited Tests to the Speakout Elementary 2nd Edition course including audiofiles to listening tasks and answerkeys.

Pearson ELT, ISBN Discover the new edition of the award-winning course for teaching English as it is spoken. Speakout is the English language course A set of audiofiles to the Speakout Elementary Workbook 2nd Edition. Longman Publishing Group Date: Pearson Longman, Second edition This is addition to SpeakOut Intermediate course dedicated to the grammar. It boosts confidence with strategies for improving speaking and listening and enables With Answer Key.

Pearson Education Limited Juli Intermediate Plus helps students progress along the intermediate plateau effectively. It is for new students who are at the upper end of intermediate and for existing students who are progressing through intermediate and need new material to motivate them.

Intermediate Plus extends the Pearson Education Limited; Auflage: August ISBN Intermediate Plus Pearson Longman, Speakout has AVI Each unit of Speakout opens with a clear overview of the content and learning objectives. The course covers all 4 skills areas as well as grammar and vocabulary and functional grammar. Antonia Clare and JJ Wilson. With its wide range of support material, it meets the diverse needs of learners in a variety of teaching situations Full teaching notes Integrated answer keys and audioscripts Four photocopiable activities for every unit Mid course and end of course tests.

Tests to the Speakout Intermediate 2nd Edition course including audiofiles to listening tasks and answerkeys. Pearson Education Limited, 2nd Edition, - 97 p. Pearson Longman, - 95 p. With its wide range of support material, it meets the diverse needs of learners in a variety of teaching situations and helps to bridge the gap between the A set of audiofiles to the Speakout Intermediate Workbook. With its wide range of support material, it meets the diverse needs of learners in a variety of teaching situations and helps to bridge the This is addition to SpeakOut Intermediate course dedicated to the writing of formal letters, informal letters, application letters, etc.

Speakout is a comprehensive six-level general English course for adults that builds confidence in speaking, listening, reading and writing using authentic materials from the BBC. With its wide range Wilson J. Extra clips to the Speakout Pre-Intermediate 2nd Edition course Units with worksheets and answerkeys.

This is addition to SpeakOut Pre-Intermediate course dedicated to the writing of formal and informal letters, etc. Students' book with ActiveBook. With its Speakout has been Tests to the Speakout Pre-Intermediate 2nd Edition course including audiofiles to listening tasks and answerkeys. Pearson Education Limited, 2nd Edition, - 95 p. Pearson Education Limited, 2nd edition.

Play the What mood would you be in? In feedback, elicit 5s' in the portrait? Would you be on your own? Give 5s one or two minutes to think about where they would want to be if they were having their portraitAnswera: When they are ready, 5s3 IleWol9f stuff.. Yp later. In feedback, nominate 5s to share their ideas with the class. Correct any common class errors.! We've gotplenty of time. S We've sort of finished When 5s are doing fluency work, it's important not to interrupt them to correct errors, to ensure they canElision occurs when a sound disappears in rapid, natural maintain their 'flow'.

Therefore, while 5s are speaking,speech. This makes it easier to say, and avoids having monitor unobtrusively and make note on common errorso put certain consonant sounds together to maintain a and good examples of language use.

During feedback,regular rhythm and speed. Also, explain and drill any good examples of language use you heard. Why don't we becomeswa ld;mnwi: Ifl uently and distinguish words more easily when listening. In be about, this is an intrusive I j I sound, as itisn't written. In plenty of and forty or so, it's a linking sounJdas it's written. Francesco is a good person to host the programme because he is a historian and writer and hislearn and practise how to talk about a possession, and write a famil ' has lived in Venice for centuries.

What do youknow about your family history? Has your family always lived in words in the box first. In feedback, elicit 5s ' answers, and bethe place where you live now? Who is your oldest living relative? Arrange 5s in small groups to discuss the questions. Infeedback, nominate 5s from each group to share their answers Answers: Monitor and help with vocabulary, writing any new words and new vocabulary.

Play the DVD. In feedback, nominate 5s from each in the correct order, then check their answers in pairs. Ingroup to share their ideas with the class. Culture notes Answers: It has a population SA 5s answer the questions in pairs from memory.

Monitor of around , and is popular with tourists from and help where necessary, but don't give any answers yet. It is unique in its geography in that it is composed of I 17 small islands, and the main form of B Play the DVD again for 5s to check their answers.

In transport is by river, with the maritime part of Venice feedback, elicit 5s' answers. The most famous form of transport is the gondola, though this is now mostly used by Answers: Venice was a very powerful in terrible condition. They used their house as a warehouse, a showroom, a place to make money and a landing stage. Optional extra activity Do a 'Venice Qu iz' with the class, before sharing the 6 5s discuss the questions in pairs.

Monitor and help with information in the culture notes. Arrange 5s in groups of three, elicit a team name from each group and write it on vocabulary, writing any new words and phrases on the board.

Ask each group to appoint a 'secretary' who In feedback, nominate 5s to share their ideas with the class. It was around this time my family became successful I. Venice has lots of rivers. False - it has lots of salt water merchants and decided to build a grand house. It is the oldest palazzo to survive on the Grand Canal.

Now it is rotting and canals one of the saddest sights of the city. It breaks my heart. This palace is called Ca' da Mosto. It was built by my family 2. Over 2 million tourists visit Venice every year. True in the thirteenth century and my ancestors lived here nearly four hundred years until , when it was bequeathed to 3. No other city in the world has more canals than Venice. I've driven past it a thousand times, but I've never been inside.

False - Birmingham, England's 2nd largest city, has more If I have to be sincere, I'm a little shy to come inside this place - because I have always seen this house from outside; miles of canals the mask that normally the public sees. It's difficult to enter a world where you have never been before, a place you know 4. Most Venetian residents use gondolas every day to go all the people of your family lived over many centuries.

It's quite a strange sensation, something that gives you a feeling to work. False - nowadays these are mostly only used by of all the history on your shoulders, the thing of who you are in this moment of your life. My family didn't just live in this house, they did business here. They used their house as a warehouse, a show room, 5. Venice has no internal roads for cars. True a place to make money and a landing stage, because the 6. Leonardo da Vinci was born in Venice.

False - he was most profitable goods were from overseas, so a successful merchant had to be a sailor too. The group with the most points wins. Other 5s listen and guess what the object is. The object is a very old carpet.

Her great-grandfather took it from Calcutta player , a scratchy recording one that has been played so many The speaker inherited it from her times it has got damaged , handed down passed on from ;randmother. In feedback, ;randfather taking it from Calcutta to 50uth Africa.

Also elicit 5s' answers. Jecause she inherited it and will pass it on to her children. Childhood memory of it hanging on her Answer: It is associated with childhood memories and ;randmother's wall.

Refer 5s back to the ideas for planning on pi 0, and encourage them to plan My treasured possession is a very old carpet that has been in their ideas carefully before beginning writing. Monitor and help with vocabulary, writing My great grandfather was a salesman. He sold carpets in any new words and phrases on the board. When they have Calcutta. During the nineteen-fifties he went bankrupt and finished , 5s show their descriptions to each other.

Legend has it that he took nothing but the clothes he was wearing and this carpet. Alternative approach I'm not sure this is true, but that's the story. Anyway, he made When 5s have finished, collect their descriptions and his fortune in South Africa and the carpet remained in the pin them up on the wall. When he died, my grandmother inherited it and instead descriptions.

In feedback, elicit which descriptions 5s liked of putting it on the floor of her house in Durban, she hung it best, and why.

Even as a young child I remember it. It's a little bit old and frayed now. I suppose I should repair it. Some of the weaving is falling apart, but it still looks OK. When I die, my children will have it, and then their children, so it will always be in the family. In feedback, elicit 5s';,-swers and drill the Key phrases chorally and individually. It has been in my family for four ;enerations. Monitor and- e p with vocabulary, writing any new words and phrases on: Encourage 5s to ask'J ow-up questions to find out more information.

In feedback, The notes below correct the sentences alone then check their answers in pairs. For example, Answers: S I'm more inclined to phone people than to send them a text. I can't stand it when it's in a mess.

Listen carefully Alternative approach to 5s' pronunciation of the phrases and if necessary, drill them Do this exercise as a race. Arrange 5s in pairs, and ask chorally and individually. The first pair to finish wins. Give 5s five minutes to choose three or four sentences and change them about Optional extra activity their partners. Monitor and check they are forming correct Do a backwards dictation.

Arrange 5s in small teams, sentences. When they are ready, 5s read out their sentences elicit a name for each team and write them on the board. In feedback, nominate Dictate the phrases, starting with the last letter of each one 5s to tell the class something new they learnt about their and working backwards. The first team to guess the word partner. The team with the most points at the end wins.

Listen carefully to past simple and past continuous. With weaker classes elicit the 5s ' pronunciation of the words especially mature, obstinate first answer as an example. B Read the example with the class, and elicit the reason for B Read the example with the class. Early finishers can Ib. Monitor and choose more words and repeat.

In feedback, nominate 5s to help where necessary. In feedback, elicit 5s' answers and be share their occasions with the class. Optional extra activity To provide extra practice of the continuous aspect, write In feedback, elicit 5s' answers. As a follow-up, 5s can test each the following verb forms on the board: Monitor and Answers: When they have finished, 5s compare their sentences in pairs. B Give 5s some of your examples to demonstrate the activity e.

I reckon my country will win the world cup. I'd hazard a guess that my boss won't give me a pay rise, etc. They also learn and practise metaphorsto express themselves clearly, without having related to careers and learning. US Resource bank p and p Warm up: Teacher, amily member, celebrity, doctor, author, other. When they Ss can argue a formal position convincingly, are ready, arrange Ss in small groups to share their ideas.

In responding to questions and comments and feedback, nominate Ss from each group to share their ideas answering complex lines of counter argument with the class. Encourage them to expand on their reasons, giving examples where appropriate. In feedback, nominate Ss to2. Monitor and help with vocabulary, writing any new words and phrases on the board. In feedback, nominate Ss from each group to share their ideas with the class. Ss work alone to find the other expressions then Ss can give a clear, well-structured presentation of check in pairs.

In feedback, elicit Ss' answers and be prepared a complex subject, expanding and supporting points to give further explanations and examples where necessary. When they are ready, arrange Ss in small groups, and ask them to share their answers.

Monitor and encourage Ss to ask follow-up questions. This video podcast extends discussion of the unit Alternative approachtopic to advice. Ss can view people talking about Arrange Ss into A! B pairs, and explain the activity.

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Ssadvice they've given and received. Use this video discuss the questions as in Ex 3B, but each time you clappodcast at the start or end of Unit 2. Repeat until Ss are back in their original places, then give student Bs 2 mins to tell student As everything they can III remember from their discussions. I didn 't study, so I failed the exam. How many times did the spirit transform theelicit a conditional sentence and phrase for describing a regret man? If I'd studied, I would have passed.

I regret not studying. Incheck in pairs. Had I been more confident, I Anawera: I could have done more interesting 7 would 8 regret things if I'd trusted my instincts. If I'd known that statistic when I was learning the ropes, I'd be selling insurance Teaching tip today. But for our trust in each other, we would never have Gapped texts such as in Ex SA are very common in many become so successful. I regret wasting my twenties.

It's a good idea for Ss to read the If only I'd known then what I know now. I wish we hadn't text quickly ignoring the gaps first, as this helps them listened.

This in turn will help them generate ideas when completing the gaps. B 5s answer the questions alone then check in pairs. In feedback, elicit 5s' ideas. There is no 'correct' answer Answera: In sentences can use contractions in pairs. Play the recording forfeedback, elicit 5s' answers and be prepared to offer more 5s to check their answers, then check answers with the class. Play the recording again for 5s to repeat the sentences, and make sure they are pronouncing the contractions correctly.

Mixed conditional: If I'd known that statistic when I was learning the ropes, I'd be selling insurance today. Otherwise, check the notes with 5s, especially the remained a stonecutter. Take 8 blank sheets of paper or fewer if you have a small class , and at the top of each one, write one of the Answera: S If only I hadn't forgotten my keys, we wouldn't be locked out!

I could have become an astronaut if..

Watch out! When they have finished, arrange 5s in small groups and allocate. Were is in your class. In feedback, nominate a student from each group to share their answers.

As a follow-up, collect the pieces of paper and correct any errors on the board with the class. Monitor and help with When Ss read out their texts for their partners, they can do this as 'human audio players'.

While their partner, is listening they use the 'controls' eg call ing out 'Rewind!

Ss share their sentences, 'Stop! Monitor and note any. Th is helps the m feel in: Ss re place the: In feedb ack, elicit the answer, and ask if Ss have a similar 4 half-baked 5 go downhill 6 living on borrowed time-etaphor in their own langu age s. In feedback, no minate alone. Ss take it in tu rns to explai n: Monitor and encourage Ss to ask fo llow-up questions. In feedback, nominate Ss from each Answers: Ss match the idio ms to their-etap ho rs by topic helps them re membe r t hem and also meanings alone then check in pairs.

In feedback, e licit Ss'-akes it easier to retrieve them w hen they want to use the m. Xolain t hat they are now goi ng to learn some metaphors, Stronger classes can do the exercises at ho me.

Speakout: Advanced Student's Book with Active Book (+ CD-ROM)

Afte r Ex 9B, e licit any similar idio ms in the Ss' Answers: In feedback, e licit Ss' answe rs. As and Bs. When they are ready, go to eac h group and check Ss': I Ex , p 13 1 Answers: Ss peer-teach t heir: Thinking back to the previous night, IIntrod uction wasn't sure how I was going to tackle any of these accusations. Sitting in the waiting room was rather surreal , with 'books'5s revise and practise verb patterns in the context of living asking each other 'Who are you?

They also practise writing a discursive essay. Luckily, I didn 't have to wait Resource bank p and p long. An older man, grey hair and a suit, came to collect me. As we walked over to our designated corner, I planned my Warm up: In fact, as we talked over coffee, we compared experiences - student lifeWarm up in the I s, with the riots and protests, wild music, and the ambitions they had of changing the world.

And student lifeWrite the following words on the board: Interestingly, we found that we shared a lot of the samehomeless people, foreign tourists, the elderly and teenagers.

I think the directness of the experience was eye-opening really. Thediscuss which common stereotypes of these groups exist in candid discussion forces people to keep an open mind abouttheir country or countries in pairs, and how far they agree things, and that has to be good.

In feedback, elicit ideas and have a brief discussion. If, like me, you're the kind of person that is curious about1A Elicit! Write the other types of people that you don 't know personally, thenfollowing question on the board: Do you think living libraries are I think you'd enjoy the 'living book' experience.

I went to aa good idea? It gives you a chance to really talk to people,question in pairs before feedback with the class. One of them was Karrie, a blind woman.

Karrie is visually impaired,understanding. Thecheck in pairs. She doesn't like other people doing things for Answers: Her mission was to tackle the stigma that people attach to blind people,2 Give 5s three or four minutes to try to answer the that they are helpless.

She wants to challenge the stereotype that just because a person can't see, they can't do anything forquestions from memory. Play the recording for 5s to check themselves.

Karrie lives a perfectly normal life, gets dressedtheir answers, then check in pairs. In feedback, elicit 5s' by herself, goes to work, goes out socially - and does all theanswers.

Well, she can't drive, but that was really one of her few limitations. She told me about successful Answers: These are be able to deal with the accusations. She also talked to make accusations against him. So, Karrie feels that she is qu ite today. S That she was fiercely independent. As she put it, she is able to 'see with her heart' rather really are, on the inside, rather than just how they want to than her eyes.

My conversation with Karrie gave me a whole present themselves, by their appearance. It taught me not to be narrow-minded abou judge people for how they look. Now, you might think of a library as a dusty old place full of in pairs. In feedback, elicit 5s' answers and be prepared to provide further explanations and examples where necessary. After all, when we need to research something, we tend to do it on the net nowadays. People who can share a significant personal experience, or a particular 3 have second thoughts 4 keep an open mind 5 narrow- perspective on life.

I volunteered to be a book at a living library event in Sheffield. Arriving in a bit of a hurry, I looked through the catalogue of available books B Read the first example with the class. Against each 'book' are a few of the typical prejudices and preconceptions people might situations alone, then check in pairs.

Next to 'student' were written things like 'lazy', 'politically apathetic', 'do useless degrees'. It has given o 5s match the examples with the rules alone then check in me a whole new perspective. In feedback, elicit Ss' answers and be prepared to give arguments for nuclear power very convincing.

S Losing my further explanations and examples where necessary. Monitor and help where home. In each: Ss complete the exercises alone, then check their answers in pairs. In feedback, elicit Ss' answers, and be prepared to 9 to give: In encouraged to play the guitar by his father. Stronger classes can do the exercises at home. S They were rumoured to have got married in secret. A The aim of this exercise is to give you and Ss a chance Answen: Feedback to 4 to imagine S leaving 6 to marry 7 to have lost 8 being: Ss Arrange Ss in small groups.

When they are ready, call out a number toAnswen: At the end, the group with Give 5s mins to complete Ex SA alone, writing their answers.

Ss find examples of the verbs alone then check in them down alone. Monitor and help with vocabulary, writing: Read the example with the class and check 5s understand 6A Give Ss a few minutes to read the statements and mark at to do.

In feedback, elicit Ss' answers, and check which situation2 be used with both structures. B Arrange Ss in small groups. Ss first decide which two statements they want to discuss, then share their opinions.

At the end, give feedback on their language. I;1on't like getting up early. Write two headings on the board: Ways to reduce the problem. Elicit Ss' ideas and write them under the headings. B Ss read the essay, and check if any of their ideas arementioned.

In feedback, elicit the ideas in the article, and tickany of the ones on the board that are mentioned. In feedback, elicit Ss' answers by going throughthe guidelines and checking how far the essay meets them. It follows the advice: Likewise 2 however, On the other hand, nevertheless 3 Consequently, so, for this reason Ss find examples of thelinkers in the different positions, then compare in pairs. B Check Ss understand that two of the alternatives arecorrect, and one is incorrect.

Ss delete the incorrectalternative alone then check in pairs. In feedback, discuss whythe incorrect alternative can't be used.

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Remind Ss of thediscussions they had in Ex 6A. In feedback, nominate Ss from eachgroup to share their ideas with the class. B Remind Ss of the advice for planning your writing from Unit1. Ss plan their essays, making notes of argumentsthey can make and reasons for them.

Monitor and help wherenecessary. C Ss write their essays alone. Monitor and help withvocabulary, writing any new words and phrases on the board.

Check Ss are using a range of appropriate linkers. When theyhave finished, Ss swap essays with a partner and discuss howwell they follow the guidelines in Ex 8. Tell 5s not to worry if they don 't understand everything, just to listen for the main points. Resource bank p B Give 5s a couple of minutes to read the statements and Warm up: Play the recording again forWarm up Ss to listen and tick which ideas are mentioned, then check in pairs. In the board, write the letters of the alphabet in order, with: Jace next to each letter to add a word.

Arrange 5s in small Answers: At this level, it's important to train Ss to get as much information as they can from listening to an extract once.

By allowing them to compare their1A Arrange 5s in small groups. With multilingual classes, try answers in pairs before feedback, they may be able to combine answers. This means they'll be more confident in: Focus attention feedback and may not need to listen again.: In feedback, elicit 5s' ideas but don't give any answers yet. In feedback, elicit 5s' answers and drill the 1tending to be honest and not deceive anyone.

In feedback, ask 5s to share their ideas Answers: The first is where Ss 'pick up' language, often unconsciously, and the second is where. In feedback, elicit 5s' Ss consciously study new language. Dr David Bailey says, 'I've got a real vested nterest'. To have a vested interest means you are not Unit 2 Recording Professor Justin Lewis says, MI: As far as I'm concerned, we cannot trust the news we read 'We don't have an axe to grind', which means the opposite.

Jone then check in pairs. In feedback, elicit 5s' answers and be M2: Why not?:: Because journalists have an axe to grind. That's debatable. I think it's very rare to get a truly impartial journalist.

I don 't Answers: You side on one side or the other. Optional extra activity M2: Why why would a journalist want to be partial? Why would a Ss choose two of the idioms from Ex 2B, and think of and journalist not want to be impartial? Surely that's the job of a write a situation true or false from their lives when they journalist.

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Monitor and help W2: Oooh, I don't know about that. It it is When they are ready, arrange 5s in pairs. Ss read W2: No I I'm agreeing with you. I'm just saying I think there are out their situations to their partner for them to try and some journalists who cannot be trusted. They have an agenda gu ess the idiom. C Answer the question with the class.

Yeah, it's a job, they're being paid and er effectively they're the mouthpiece for whoever is paying them. All of these can be used to introduce opinions or kn owledge. But isn't the job of a journalist to be, to be rigorous. Focus attention on the phrases.

In feedback, elicit 5s' That's their job, surely? Exactly, you know they're going in there asking where's the Unit 2 Recording 4 evidence for what you're saying? They're not just going to say, you know - oh you tell me every sheep in Wales is blue and Extract I they're not going to go ooh right I'll just write down every A: Journalists have an axe to grind.

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They're going to say right, well show B: Extract 2 A: Why would a journalist not want to be partial? But but the bigger issue here if you ask me is that they 're B: I don't know about that. Journalists don't even know that they're biased. I find that highly unlikely. Quite frankly, it's a business as well isn't it? It's a political business. B Read the question with the class and elicit 5s' answers. From what I can gather about the nature of Play the recording again for 5s to political spectrum or the other.

But only a bit, I would say.

I listen and repeat. Surely any journalist worth his or her salt is going to Unit 2 Recording 5 make the case for both sides? Anybody just arguing one side in a totally biased way is not going to be taken seriously. I I really don't know about that. Why are there so many libel trials then if we can trust 2 I'm really not sure about that. And from what I can gather, people and journalists included 4 I find that highly unlikely. I mean, they're not stupid people, are 7A Give 5s five minutes to read the cases and make notes.

Some of them are, for some newspapers, the way they write, Monitor and help with ideas and vocabulary, writing any new incredibly stupid. But surely the people being libelled are just people who didn't like what was said about them?

B Arrange 5s in groups of 3. Could we.. And that there are journalists who give other, you know, who feedback, nominate 5s from each group to share their ideas are bad journalists, who are partisan and who are arguing a with the class, and give 5s feedback on their language.

Well, I'd say that there are a few bad carts rather than a few Alternative approach bad apples! Arrange the 5s in two large groups. While making notes for Ex 7A, one half of the class should adopt a 'strict' 11 11 11 11 11 11 11 approach, while the other should adopt a 'lenient' approach. When they are ready, arrange 5s in pairs with one student from each group Stronger classes could read the notes and do the exercise to discuss which measures they would take, and try to agree on the best course of action.

Otherwise, drill the phrases from the chart, checking 5s are using natural intonation. In pairs. Encourage them to givereasons for their opinions. In feedback, nominate 5s to sharetheir opinions with the class and have a brief discussion. Give oduction Ss 2 mins to read the programme information then discuss the- Cltch an extract from the BBC documentary The Making of question in pairs.

Ss learn Answers: With, or is the result of her upbringing and own work. Bring or download pictures of Beethoven and to listen for. Ss watch the DVD and answer the questions, then -: I arm up Answers: Her mother groomed her -.

Elicit a name for each team, and write it on the board. Read out the statements. Ss ability, but that her practice and dedication helped her to develop her talent, so in the end, the ratio was about P - - e only drank coffee made with exactly 60 beans per cup.

P - ,nen he was born, the midwife thought he was stillborn. Go through the answers, and award Answers: The team with the most points wins. In feedback, elicit Ss ' answers and check In feedback, nominate Ss to share their ideas with the class. The Making of Me: This beautiful instrument has given me so much history and It has basically dictated my life.

From her early years as a musical prodigy to the glamour of - aracteristics; to shape: In music. But for fifteen years someone else helped to forge her career: Pamela, Vanessa's mother. I was always made to appreciate that the love my mother had - th e class. She said to me, you know 'I will always love you cos you're my daughter, but you're only special to me Culture notes because you play the violin. And if you play the violin well then.

Now Vanessa wants to know whether her musical success was , hen she was four when her mother married Graham down to her or her mother.

I need to work out whether I was born to play the violin or if I icholson. She is an internationally successful violinist who was talked into playing the violin. That's really my brain? In April she was C: She also plans to compete as a downhill skier in the V: She'll be observed by psychologists.

She seems quite aggressive at this point. I think she realises she's running out of time. And be pushed to the limit. Vanessa ends her journey by answering the question that started it: The key thing for me on this was finding out that emotionally I will try to instil in the children the same kind of interest, they may have become the person I became because of, you know, will pass on their knowledge, their passion for the subject, the parent in my life. I mean I was groomed to be a violinist.

And it's different things, means that I didn't get to know who I was or as a result of this that the child may also develop strengths make any choices until I was pretty old. I absolutely reject the idea that At the start of my journey, I thought that what set me apart nature endows us with these inborn abilities.

I mean, you can from say another violinist with the same amount of training be born with the best natural musical ability in the universe, but was nature, so that's why I thought seventy-five percent if you don't practise the piano, then nothing will come of it. On nature, twenty-five percent nurture. Thank you. And now, let's open the discussion up and take questions from the floor.

Does anyone have a question for speakout a panel discussion one of the speakers? Yes, I'd like to ask a question to the last speaker.

Ss listen and answer the appearance, and even their characters. Why then, do you questions, then check in pairs. The speaker presents the 'nurture' side of the S: That's a good question, because yes, we can see that we do inherit physical characteristics from our parents.

However, the argument, suggesting that people do not inherit their abilities point I'm trying to make is that we cannot rely on something but that they develop them through experience. For me, the influence of She uses the example that a child born with a natural ability nurture is far stronger. I believe that everyone has the same for music will not develop into a good pianist unless he or potential, they just need to be given the right conditions to she practises the piano, nurture and develop that potential.

Thank you for the question. Are there any other questions? B Focus attention on the Key phrases. Ss listen and tick the 7A Arrange 5s in small groups. Read the statement with the phrases they hear, then check in pairs, In feedback, elicit Ss' answers and drill the Key phrases chorally and individually. Children need time to develop through play before I think it's ridiculous to suggest Monitor idea that,.. B 5s choose whether their group will argue 'for' or 'against'.

C Ss categorise the phrases alone, then check in pairs. In Check you have a balance of groups for each side. While Ss feedback, elicit Ss' answers and drill the phrases chorally and are preparing, monitor and encourage them to use the Key individually. C When they are ready, Ss present their arguments to the class.

Act as chairperson and encourage 5s to ask questions. In Anawera: I'd like to begin by stating that writeback a summary Justify their opinion: So, to conclude I would have to argue that Invite questions: Does anyone have a question.. The writer suggests that teaching a there any other questions? OK, I'm going to talk about the influence of nature versus B 5s write their summaries alone. Monitor and help with nurture. And I'd like to begin by stating that, as I see it, by vocabulary, writing any new words and phrases on the board , far the strongest influence has to be 'nurture'.

The reason I When they have finished, 5s show their descriptions to each think this is that I believe the way we're brought up will have other, and suggest places where they can use more Key a much stronger influence on how we behave than anything phrases from Ex 6B. Personally, I think it's ridiculous to suggest this. I think that when a parent has a particular strength, or interest, or achieves something wonderful in a particular field , then the chances are that when they have children, theyII.

Monitor and The notes below help where necessary, and check Ss are using the correct verb: B Ss compare their ideas in pairs.

In feedback, nominate Ss to share their ideas with the class.: For example,-: Ss only read out their sentence endings to their partner. Ss fi nd and correct the mistakes alone then check in pairs. In feedback, elicit Ss' complete the conversations alone then in pairs. In feedback,: Explain that they don't need to be their own opinions, but 50 I'm still learning the ropes.

When Ss are Jdvantage of the opportunity. Elicit a name for each team and. Dictate the last word in each of the hrases by spelling it backwards e. As soon as Ss think they know the phrase, they call - out.

The first team to call out the correct phrase gets a: Monitor carefully and check Ss are forming:: Ss read out their: Give Ss three or four minutes to think about at they want to say and make notes if they want. In feedback, nominate Ss to: Optional extra activity W rite the following topics on the board: If you have access to the internet, Ss search news websites e. When they have found one 'or each topic, arrange Ss in groups of four to discuss and share the stories. If you don't have access to the internet, Ss can think of recent news stories from their country o r countries.

They also practise writing a guidebook entry. Ex Ia alternative approach: Ex 8A: Warm up Arrange 5s in groups of three and distribute a photo to each group. When they have finished. In the new group, 5s work together to add two more adjectives to the list on the back of the photo. When they have finished, a different student takes the photo to another group, where they add another two adjectives to the list.

When they have finished, nominate 5s from each group to show the class the photo and share the adjectives. Help with new vocabulary, providing further explanations and examples where necessary, and writing any new words and phrases on the board. Drill the words chorally and indiVidually, paying particular attention to where each word is stressed. Distribute one cardpoints.

B 5s complete the sentences alone then check in pairs. Elicit what things 5s can see and write any new vocabulary on the board. Tell them not to worry about new. Ss discuss home. Otherwise, check the notes with Ss, especially the. In feedback, order of words in longer noun phrases and when to use-ominate Ss to share their ideas with the class, and find out if hyphenation.

Ss can refer to the notes to help them. Habaneras get together there at the weekends and relax and enjoy themselves 4 waves crashing against the sea wall, smokes those hugely expensive, enormous Cuban cigars, the sunset and the car 5 They are built in caves. When they've finished, Ss open their books and check their answers with the texts.

Monitor and help with vocabulary, writing any-ew words and phrases on the board. Ss compare their 'snapshot' Alternative approach-oments. In feedback, nominate Ss from each group to share Books closed. Read out the groups of words, or give out the words on slips of paper and Ss listen and form GRAMMAR noun phrases the sentences in their groups, with the secretary writing4 Ss read the rules and working alone, complete the them down.

When they are ready, Ss call you over to check. Monitor and help where point. Monitor, check Ss' word order carefully, and help with ideas where necessary. When they are ready, Ss compare their sentences in pairs. In feedback, nominate Ss to share their answers with the class. I Answers: Makes the description more immediate. Tell SA In pairs Ss compare the sentences in this exercise with them not to worry about writing noun phrases yet.

Monitor and help with vocabulary, writing any new words and phrases the sentences in the guidebook entry. When they are ready, 5s use their ideas to write answers. Monitor and check Ss are forming the noun phrases correctly. The writer has added a wider range of vocabulary and details such as colours, shapes, sounds and o Arrange Ss in small groups.

Ss compare their sentences.Elena Khaliman. Many thanks!. Pearson Education Limited, 2nd Edition. ActiveBook is the Students' book in digital format with integrated audio and video from the course and includes: Easy navigation of the Students' Book pages with zoom facility Video and audio available at the touch of a button BBC programme clips that can be played in a DVD player or computer Video Podcasts with accompanying worksheets Available Now Language: Speakout is a comprehensive English course that helps adult learners gain confidence in all skill areas using authentic materials from the BBC.

Could tell me, please, are there a workbook and a teacher's book for advanced level? H; can you reup the Upper intermediate workbook and student book without passwords please; and can you upload the video files not podcasts and audio files for the student book?