Speakout Advanced Teacher's Book by Damian Williams, , available at Book Depository with free delivery worldwide. Speakout Advanced 2nd Edition Teacher's Guide with Resource & Assessment Disc Pack by Damian Williams, , available at Book Depository. Speakout Advanced (TB) (Advanced ONLINE Teacher's RESOURCES dents' Book contentsMessage from the author teamOverview of the.

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Speakout is a comprehensive English course that helps adult learners gain confidence in all skill areas using authentic materials from the BBC. With its wide . Скачать / Download: Speakout. Advanced. Student's Book. Workbook. Teacher's Book. Clare A., Wilson JJ. (, 2nd.) (+ Audio) (pdf; mp3). Speakout Advanced Teacher's Book with Resource and Assesment Disk, 2nd Edition The comprehensive Teacher's Book contains detailed notes and extra.

Audio material including This is followed by two main input lessons which cover grammar, vocabulary and the four skills.

Lesson three covers functional language and focuses on important speaking and listening strategies. Lesson four is built around a clip from a BBC programme and consolidates language and skills work.

Each unit culminates with a Lookback page, which provides communicative practice of the key language. The lesson combines grammar and vocabulary with a focus on skills work. The target language and the CEF Clear grammar presentations are objectives are listed to clearly followed by written and oral practice show the objectives of the lesson.

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Complete the nlh J m tu be' ins[;JkJ. J table. Grorgia, US Which phrases In bold describe:. I 'Tu. I'h'l Itt. Ordmlt of;t hliVt. Tab: tu rns to rud your scMet'lCes. B Complete each sentence with two wcrdl. Ibmkl I tr. Jlu,I ,;. It nmt',. J25 By the end of thesecond lesson students will have worked on all four skill areas.

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.

speakout 2nd edition advanced answer key

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.

Student Book with DVD-ROM (Advanced)

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. 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.

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.

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. Monitor and encourage Ss to ask follow-up questions to find speakout TIP out more information. Read the speakout tip with the class, and elicit the different ways you can add colour to a piece of writing based on what Teaching tip Ss have read in Unit 3.

Ss work alone to underline places in the text where the author adds colour then compare in pairs. At this level, Ss may use English on a day-to-day basis, In feedback, elicit Ss' ideas. By focusing on adding more detail in exercises in class, we can provide them B Read the first sentence with the class and elicit which with an opportunity to stretch what they can do with the language.

Ss underline the phrases in the rest of the text alone then check in pairs. Optional extra activity Answers: Books closed. Is it happy or sad?

How does it make you or 'contadini' sight , mountains of different coloured fruits feel? Where does this music come from? What do you know about the city? B Ss write their guidebook entries alone. When they have finished, Ss compare their 1- entries in small groups, and choose which place they would most like to visit.

In feedback, nominate Ss from each group to Answers: Nearby sights: Sintra, beaches, fishing villages Architecture: Ask 5s to relax, close their eyes, other adjectives: It's late in the Read the speakout tip with the class, and explain that--rning and you are waking up slowly. There's no need to rush, adjectives which end in -yare very common in English.

Elicit any others that 5s know. Looking up, you can for the examples given dirt, noise, smell. You take a long,. Ask the 5s to open their eyes, one out alone then check in pairs In feedback, nominate 5s to then check answers with the class. Play the recording again for: In feedback,-: Ss match the sentences with the photos:: In feedback, elicit 5s' answers.: Monitor and.: When they are ready, 5s discuss the question in the: In feedback, nominate 5s to share in pairs what they mean.

Elicit 5s' ideas, but don't give any:: In feedback, elicit 5s answers. In feedback, elicit Ss' answers and B a vast b awe-inspiring c scenic d sprawling e quaint f ramshackle g secluded h overpopulated- - - - J I sentences, adjectives that focus on positive aspects, a:: Danziger is a fictional character. The places being described and their good and bad points, then Nnter is giving an opinion of the room.

It 5atS how many people can sleep there and quotes a price. It gives an opinion Answers: Play the recording again for Ss to check their answers. In feedback, elicit Ss' ideas. Speaker 1: Have should be in the continuous form because the People do make emotive judgements, she says, but we action is still in progress. Good interviewers 2 Im fed up. Weve waited for an hour! I try to work.

But non-celebrity parents 6 That chicken dish tasted great. She cites poorly twenty-five years. How will such names affect her students when they go out to get a job? I 10 My partner made dinner when I got home so I think its a serious disadvantage, she says. But Pamela Satran has a more relaxed take: How you.I 'content' words, which tend 10 be noons.

Arrange the 5s in two large groups. We hated it. Monitor and check they are forming correct Do a backwards dictation. It's quite amusing.

Elicit a name for each team, and write it on the board. When they have finished, nominate 5s from each group to show the class the photo and share the adjectives. B Focus attention on the Key phrases.