Ready for fce students book download

In this title, the end of unit Review sections and the practice exam papers develop exam confidence. It comes with audio and an access code to Macmillan Practice Online MPO providing students with more material for exam preparation. It is a 'With Key' version. Teacher: Why? Students: Because your clothes no longer fitted you.

Students work together to retell the same story to each other. Then take the verbs off the board and refer students to the instructions in their books. This technique needs clear contexts and frequent recapping to help students remember. Once you feel confident, it is enjoyable, challenging for the students and memorable. Answers Possible titles — Karate changed my life or How I became a karate fanatic 3 Students should do this exercise in pairs.

Ask the students to record each expression as it appears in the sentence. The process of copying from their Coursebooks into their notebooks may also help them to remember the expressions. Answers 1 take me to school 2 take them back to the shop 3 taking his advice 4 take any of the blame 5 take more interest in the children 6 taken pity on it 7 takes a great deal of courage 8 taking so long to do this exercise Note: the words in brackets can be substituted for others, depending on the context.

Gapped text Page 48 Photocopiable vocabulary exercise on page In the Reading paper there will almost certainly be items of vocabulary which students have not met before. If students wish to know the meanings of these words, encourage them to look at the context and to try to decide for themselves. This is a situation that most will be able to identify with.

Either ask students the questions yourself or put them into pairs or small groups to answer them together. Many adult learners will have a lot to say and usually enjoy talking about this. Language focus 2: Past tenses Page 49 1 Students name the underlined past tenses. It emphasizes that the two things happened at the same time, but does not change the meaning. As soon as can be used in place of when in 1b and 2b. It emphasizes that the action in the main clause happened immediately after the action in the clause introduced by as soon as.

Practice 1 Refer students to the instructions. Students should be encouraged to say why one composition is better than the other. It is vital that students know the criteria that examiners use when marking. Answers Content: B Yes, see point 1 above. The length is fine. A No, the story does not end correctly. Range: B Tenses: Yes, past perfect simple and continuous, past simple and past continuous. B Vocabulary: Yes, thrilled, sparkling, blanket of snow, set off on foot, freezing, exhausted, could hardly make out, etc.

A Tenses: Not really, the writer uses only the past simple and past continuous. Organization and cohesion: B Yes, use of tenses helps organize events. B Linking devices are: when, although, however, by the time, unfortunately, so, after, just as.

How are the main verbs start and call affected? Write to the director, Paul Beacon, and explain why you would be a suitable person for the job. Write your letter of application. Ignore the words and expressions in bold 1—10 and answer the following question. Do you think the applicant would be suitable for the job which is advertised?

Give reasons for your answer. My whole life is devoted to music an and patient pe rs on to other people. Replace each one with a formal alternative from the box below. Example: 1 Mr Beacon I have no experience I would like to apply I feel I look forward to hearing I have seen well-suited to I have also been attending Mr Beacon a number I would love to have the opportunity to 3 Which linking words does Sandra use in her letter. Example: Paragraph 1: Her reason for writing 5 Read the How to go about it box on page before you do the following Writing Part 2 task.

We require English-speaking volunteers to help at a four-day international pop and rock music festival aimed at raising money for charity. Write to Paul Groves at Music for Life explaining why you would be suitable as a volunteer. Write your letter of application in — words. Look at the Part 6 photographs, which show men and women playing rugby, and discuss the following questions. How much do you know about rugby?

What are some of the rules of the game? Are any of your ideas from exercise 1 mentioned? Choose from the sentences A—G the one which fits each gap 1—6. There is one extra sentence which you do not need to use. To help you do this, some words and phrases are When you think you have found the sentence, written in bold. These show connections between read the whole paragraph again to check that it fits. A number of grammatical with an appropriate sentence. Do not choose words such as them, this and these are written in a sentence simply because it contains a italics to show further connections.

Note: these connections are not shown in the For example, the word obstacles, before gap First examination. The words in bold does not necessarily mean that G is the correct before and after the gap indicate that the answer. Learn the rules and you will be unable to resist it. Rugby is a game of minute halves with the most uncomplicated of objectives — to get more points than your opponent.

There is also the law that says the ball can only be passed backwards. Each team is made up of eight forwards and seven backs. The job of the forwards is to get the ball for the 15 quicker, lighter backs to score.

Rugby is rather like chess: chess pieces have special functions, in the same way that rugby players have specific tasks to perform. Within these roles they both employ various moves to get to the other side. For example, if the backs keep passing along the line they will eventually run into problems, as the last player has no one else to pass to, and no space to run in.

It is, after all, just a game. A The point at which rugby becomes much more fun than a board game is in its team dynamics.

B However, this complexity in the rules of rugby does not make the game any less exciting to play, or indeed, to watch.

C The methods of scoring are equally simple. E These strategies are both ways of tricking the opposition into opening up a gap in the defence for you to run through before you run out of space. F One such difficulty is that the opposing team can physically stop you from scoring. G Now we know the aim of playing rugby, and the nature of the obstacles that stand in the way, we need to look at how to deal with these obstacles. Reacting to the text Would you be interested in watching or playing rugby?

Are there any sports you have not played but would like to try out? If so, which one s? For each one, explain why a gerund, an dislikes.

They are all usually followed by the gerund. Write each verb in an appropriate place on the line below Example: according to the strength of its meaning. One verb in each sentence will be a gerund, the interest you.

Study the following table and complete each other an infinitive with to. In some sentences more than one alternative is correct. B: How often do you go? A: I tend to go once every two weeks or so. Read the Grammar reference on pages —10 and B: And what are your favourite films?

I get bored very easily if there are lots of deaths. You may be asked to talk about your interests in Part 1 of the Speaking test.

Make sure you develop your answers, explaining and justifying your opinions. Write the name of each sport next to the verb which it is used with. Student A Choose a sport and explain the rules to your partner.

Ask your partner any questions that are necessary to help you fully understand the rules. When you have finished, change roles.

What do you think contestants have to do in each one? For questions 1—7, choose the best answer A, B or C. The underlined sections contain words which are the same or similar to words in all three of the possible answers A, B and C. Only one of these sections matches an answer; the others are distractors. Decide which is the correct answer and say why the others are incorrect. Now you may think this is just a bit of fun, but when I watched two men competing in a televised match last year, I was amazed by their level of skill in each of these two very different disciplines.

In question 2, all three statements are true but only one is something that Mike finds it difficult to believe. A how skilled the competitors were at both parts A They apply what they learn from international of the sport. B how much fun the competitors were having. B They have arranged a number of events in C how aggressive the competitors were. C They made a request which was rejected. A They are very surprising.

B a high level of fitness is not required to play it. B They deserve more recognition. C it is an exciting sport to watch. C They are unlikely to be repeated. A Male competitors must not be over a certain A He was injured. B He lost interest. B The name of the sport is not entirely C He had no time. C The sport has a lot of complicated rules. A They are not suitable for young children. B They should not really be called sports. C They are not worth taking seriously.

What do the competitors do? High energy 2 Word formation: Affixes 1 Add an appropriate suffix, -or, -er or -ant, to each of the verbs in the box to form nouns for the people who perform these actions. You may need to make further spelling changes to the verbs.

Example: win — winner win box play spectate compete participate listen organize run ride contest Check your answers in the listening script on pages —4. Use the same suffix for both words in each pair.

You may need to make further spelling changes. You have just seen this advertisement. We are looking for short articles answering these questions and we will publish some of the best articles next month.

Are any special qualities, equipment or clothes Paragraph 1: needed? What is your favourite sport? Paragraph 4: What is special about it? What final encouragement can you give? What are the benefits of doing it?

Underline the word. Leave a space in each sentence where the word should be and ask another student to complete them. Reading and Word formation Use of English For questions 1—8, read the text below.

Use the word given in capitals at the end of Part 3 some of the lines to form a word that fits in the space in the same line. The slopes get crowded very quickly. It was stuck. Vocabulary A Sport Complete each gap with a suitable word. B Music Complete each of the gaps below with an appropriate word combination from page 18 of this unit.

You may need to use nouns in the plural. Write to the d giving your re irector, Mrs Simpson, saying why yoasons for applying and the job. I like being with children very much and I would certainly enjoy the challenge of working with them on one of your reasons for camps. Moreover, I have just inished school and in October use of linking words applying I will be starting a degree course in English.

I am therefore very keen to improve my language skills in an English- speaking country before I go to university. There are a number of activities I could organize for the children. My interests include basketball, tennis and orienteering, and I also play the guitar and compose my appropriately relevant skills and experience own songs.

For the past seven years I have attended summer formal style camps in my country with the scouts, and last year I helped to run a number of events, including an orienteering competition and a kite-making workshop. I look forward to hearing from you. I spent two months working as a kitchen assistant. The course also contains a complete grammar syllabus and reference, as well as regular review sections that incorportate exam-style exercises.

Key features:. All four skills are developed and practised in each unit and in-depth exam training is given in the form of regular 'What to expect in the exam' and 'How to go about it' help boxes, ensuring students are prepared and confident.