ECPE Practice Tests – Pack (Student's Book + Teacher's Book + Mp3 (Audio Cd ( 1)). The Pack includes: 1. Student's Book. 8 pilot tests; glossary with. Michigan Proficiency Listening and Speaking TEACHERS - Ebook EXAM NOTES: Listening and Speaking on the ECPE; Scoring the Speaking Test TESTS TOPICS FOR FURTHER DISCUSSION TAPESCRIPT TEACHING. Documents Similar To Plus Michigan ECCE, practice tests. Teacher's book. Final Tests for Michigan Certificate of Proficiency in English 1[PDF]. Uploaded by.

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Michigan ECPE (C2). 12 Practice Tests - Teacher's book - page 3. TABLE OF CONTENTS. INTRODUCTION. Teacher's Book, with overprinted answers and audio CD ECCE Practice Examinations Book 1 Teacher's Edition with 4 Audio CDs. ECCE Practice Examinations Book 1 Companion with Key . . Book 1 Teacher's Edition with 4 Audio CDs ISBN:

Macmillan, This popular Proficiency course has now been fully revised and updated to reflect the changes in the revised Cambridge Proficiency Examination. Key features: His popular Proficiency course has now been fully revised and updated to reflect the changes in the revised Cambridge Proficiency Examination.

Ten topic-based units with motivating and stimulating material to help students develop and practise the advanced language and skills required to pass the exam Help sec tions give advice on how to Macmillan Heinemann. A course for the Cambridge Certificate of Proficiency in English.

Proficiency PassKey provides material and exercises to develop the advanced language skills and competence required to pass the Proficiency examination.

Features include: Authentic texts and tasks Systematic attention to developing language skills Help sections This workbook is designed to be used alongside the student's book and the exercises in each unit are generally based on the themes and topics found in the student's book. Each unit in the workbook includes a wide variety of tasks and exercises, all designed to help you develop your vocabulary and practise the reading, writing and use of English skills you need to pass the Longman, , Ninth impression Longman Proficiency Skills Coursebook prepares students thoroughly and systematically for the Cambridge Certificate of Proficiency.

More than just a practice book, the coursebook lays emphasis on the development of structures, vocabulary, the four language skills and examination technique, and builds confidence in students as they The first two administrations of The Education Bureau Pages: Heinle ELT It also includes a wealth of support for both students and Burlington Books.

Number of pages: Heinemann, - pages. Two pages per sheet. The first of a two-volume collection of eight ELT tests which provide preparation and practice for the Cambridge Proficiency examination.

This book includes: The second of a two-volume collection of eight ELT tests which provide preparation and practice for the Cambridge Proficiency examination.

Nelson, Special features include: Addison Wesley Longman Limited, The Nelson Proficiency Workbook provides extensive practice in grammar and vocabulary for students who are preparing for the Cambridge Certificate of Proficiency in English. It can be used regularly to supplement course work and as an aid to intensive revision before the exam.

A full answer key is provided making the Workbook MM Puplishing Date: It is based on a multi-dimensional syllabus and enables students to enhance their listening, speaking, reading and writing skills in an integrated way.

MM Puplishing. New Plus is a unique series for skills development which consists of ten books and takes learners smoothly from Beginner to Proficiency C2 level. Nearest and Dearest. Learning for Life. The Moving Image. The Hard Sell. A Life of Crime. Bright Lights, Big City. The Living Planet. A Sporting Chance.

The Mind's Eye. The World of Work. The Monster in the Machine.

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The Last Frontier. The Price of Success. A Good Read. Cambridge Proficiency Examination Practice Tests 2 is a set of six complete practice tests written in line with the specifications for the revised Student's book and Teacher's book Publisher: Express Publishing, pages This set of tests, written by an experienced EFL author, provides comprehensive coverage of This set of tests, written by an experienced examinations author, provide comprehensive coverage of the type of language points and In addition, the authors would like to thank Cohn H a y e s and le re m v Mvnott for making the project possible in ihe first place.

Most of all. A time and a place.. Name aifferent countries or cities where you can do interesting things Touchstone checkpoint Units pages What a week! Usefullanguage for Getting help. Can you repeat that, please? Can you explain the activity again, please? Are you ready?

Just a minute. Do you want to be A or B? You can be B. I have. What do we do next? Here you go Ideasonhowto checkanswers It is im portant to give students an opportunity to check their work after they complete an exercise. Checking their work gives students the opportunity to learn from their mistakes, which helps them become independent learners and at the same time gives them a sense of their own progress. There are many ways to check answers. A variety of ideas are presented below.

It is best to prevent the same students from always responding, and to avoid puttm g on the spot students who cannot come up with the answer immediately. To do this, have students raise their hands if they know the answer, encouraging as many as possible to raise their hands. When a reasonable num ber of students have their hands raised, call on one. If there are students who always know the answers, keep them challenged by having them lead the answer-checking activities.

If students give incorrect answers, give hints or clues to help them. Alternatively, ask other students in the class to provide the correct answer. Avoid simply giving the students the answer. Instead, gradually give them increasingly specific hints until they figure it out by themselves.

This will leave them with a sense of accomplishment. A student then reads his or her answers aloud, and the class checks their answers. When done, the students return the books and look over the suggested corrections. A student then writes his or her answers on the board, you check them, and then the students check their answers. If there are any discrepancies, the group collectively decides on the correct answer.

A student from one group then reads his or her group's answers aloud, and the other groups check their answers. Other students go to the board and correct any mistakes. When students finish, go over the answers using any of the ideas presented above. Ask students to write down the mistakes they made on a piece of paper. Collect the papers, note the common mistakes, and review the appropriate language items in another class. No m atter what technique is used to check answers, it is always useful to note common problems or recurring mistakes.

Reteach or review these with the whole class. This way students will remain interested in the class, will not move to a new language item before understanding the previous ones, and will feel successful in their language learning. Introduction xxix People often say Hello to answer the phone. These expressions are common in formal situations such as stores, workplaces, and classrooms.

Typical replies are Thanks or Thank you You too. Are you Amy? Note the inverted form in questions: Short answers with no use contractions e. Standard greeting H ow areyou?

Typical informal replies are Good or Not bad Fine is a more neutral rep! Introductions Nice to meet you is often said when people are meeting for the first time. The response is usually Nice to meet you without too. Nice meetingyou is said only at the end of a conversation. The chart in the lesson introduces the pronoun if and the possessive adjectives my and your. My name's Victor. Conversation strategy Howabout you? See Student's Book p.

Pronunciation The you in the question How about you? A Are you a student here? B Yes, I am. How aboutyou? It is a simple way for learners of English to do this because they only have to ask the one question. Telephone andphone People say phone six times more often than telephone and they say phone number four times more often than telephone number. Strategy plus tveryoay expressions See Student s Book p. The chart brings together the everyday expressions found in this unit. More formal expressions can be used in all situations.

The less formal are suitable with people the speaker knows well or when someone wants to create a friendly atmosphere. Corpus information Howabout you? W hat about you? Allaboutyou Teach th's unit opening page together with Lesson A in one class period. You also learn how to say hello, good-bye, and thank you. Ask Ss to give basic expressions for saying hello, goodbye, and thank you in their first language or other languages they know.

Write the expressions in columns on the board. Ask Ss if they know the same expressions in Eng] ish. Add any correct answers under the appropriate column. In Unit 1,youlearnhowto Tell Ss to listen and read along.

Read them aloud, and have Ss repeat. Hello Bye. Good night Good morning. Thank you. Hello Hi. Good-bye, and Thank you. Say, We use these in all situations. We can use them in class or at work Culture note The eveiyday expressions introduced are for both formal and informal language.

Formal situations include the classroom and the workplace. North Americans tend to use informal language in most situations.

For more information, see Language Notes at the beginning of this unit. I esson D focuses on the use of more formal and less formal language. Extra activity - class Read the third aim aloud again. Ask Ss to find examples in the unit of a telephone num ber and an e-mail address e.

Tell Ss to write numbers in the boxes. Answers 1 Hello 2]lhanKS. JT Good night. Ss copy the times and write an expression for each time - one to use when they come into class and one to use when they leave class.

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Before you Match each express Good morning. H Thank you. How are you? Sarah Good. How are you, Matt? Matt Hello. I'm Matt Lenski. Matt Nice to meet you. M att and Sarah are friends.

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Are M att and Emily friends? Practice the conversations. Then practice w ith a partner. Use your own nam es. Q A Hello. Nice to m eet you.

How are A Good, thanks. Write on the board Hello Good-bye. Point to the first picture. This is Sarah. Pause the recording after the lirst conversation Ask, Are Matt and Sarah friends? Have a S read aloud the example in conversation 1. Now tell Ss to try and complete the conversations. Suggest that Ss use the conversations under the pictures for help. Check answers with the class: Answers 1 A Hello. Nice to meet you.

A Nice to meet you.

A Good thanks. I m Say. T Good morning Ss: Extra activity - pairs Ss find a new partner and practice the conversations again, using their own names A tew pairs present one of their conversations to the class Extra activity - class Ss stand in two lines, facing one another. Each S introduces him self or herself to the S opposite.

On Course 1, 2, 3, 4, 5

When the conversations are complete, tell one line of Ss to move so they are standing opposite new partners. Ss then introduce themselves to their new partners.

Tell Ss to look at the pictures and then at the words on the board. Then ask them to repeat the conversations again, but this time to look up as they respond. This look-up-and-say technique helps Ss learn the expressions and how to say them naturally. If appropriate, Ss can stand several feet apart and make a gesture for good-bye, imitating the people in the pictures.

T Model the task by playing the first conversation on the recording and then pausing. Good night. T Pause after each conversation. SI says the first line. S2 chooses either response. Explain that both responses are correct Ss then change roles and practice the conversal ion again. Ss share answers in pairs. Read the instructions aloud.

Model the activity. Say, This expression can go. Ask Ss to compare their completed webs with a partner. Ss call out the answers. Write all the answers on the boa d. Possible answers Hello: Have a good evening. Have Ss walk around class, saying hello and then good bye to five classmates.

As Ss do this activity, go around the class and listen to their conversations, Make a note of anv recurring errors or difficulties, and reteach as necessary Extra activity - groups Books closed. Groups think of as many expressions as they can from the lesson in two minutes.

Each group chooses a secretary to write the list. At the end of two mi nutes, gioups take turns calling out their exprecsions. Members of the other groups must raise their hands if rhey have the same expression on their list. If no other group has the expression, the group scores a point. The group with the most points wins. Answers 1. You too. Hi How are you? You too 3. Have Ss do the task in class, or assign begins on p.

Emily Good night. Matt Good night. See you tomorrow. Matt Bye. See you, B 1 Listen to the conversations. CZf You too. Good night 2. Good, thanks. I m fine. See you later. OK See you later. See you next week. Hey, Oscar! Hello 5. Have a nice day.

Com pare w ith a partner. How txye you? D ClaSS activity Say hello and good-bye to five classm ates. Lesson B Hi. My name is David. All Languages.

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About Diane Flanel Piniaris. Diane Flanel Piniaris. Books by Diane Flanel Piniaris. Trivia About Michigan ProficieSs call out the answers. Touchstone can also be adapted to varying course lengths. This involves a systematic revision of all the most important aspects of grammar and Get A Copy.

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