One of which is their love and passion for the works of famous writers. Plunged into this new environment, he begins to lose his innocence and progressively finds himself lost behind a mask of self-destruction.
His lifestyle takes a turn for the worst, which is highly influenced by his new friends. He had his first smoke and drink among other things after joining the campus. Tragedy strikes and life is suddenly turned upside down in more ways than one. Europe, using the trains mainly, and we stayed in youth hostels, which saved us a bit of money.
It was awesome to be able to go off with the world who were doing the same sort of thing. It a group of people my own age.
I mean, really, on was good fun, a great atmosphere. What do different members of from the moment I left to the moment I got back!
Presenter: Two. Extension idea Round up opinions by asking the class to Mike: It was the nightlife we went for really. I went with vote on which they prefer: holidays with family, or holidays a couple of my mates, you know, 2 we got up late in with friends. Except of course on days when it was cloudy. But at night, we were down at the clubs, 1 When students have done the exercise, go partying to the small hours, getting back to the hotel at through the explanation in the Language reference two or three in the morning.
And surprise, surprise, we section on page with them Past simple, past managed to get through all our cash! Presenter: Three. When they have finished, 10 were doing they can uncover it to check their answers. Vocabulary The best general preparation students can have for travel, journey, trip and way this exam task is to read extensively to build up their vocabulary.
Extension idea Ask students to write their own examples Ask students: to show the differences in meaning. They should Answers: adding -al, -ful, -able, -ic and changing then discuss in pairs what each of the words they -ence to -ent have underlined means. You can point out that there are a number of ways of a general idea of what it is about. In the exam, changing nouns and verbs into adjectives, but there any type of word is possible — noun, verb, adverb, is no general rule to say which way should be used adjective — but here only adjectives are worked on.
Tell students that for this task, the word must be missing your flight or your train; not having the right spelled correctly. If you wish, refer them to the ticket, etc. Ask students: Have any of these things ever happened to you? Tell each other about it. Extension idea Before looking at the Language 2 EP In some cases, there is more than one correct reference, ask students in small groups to think of simple answer.
They will also suggest on these sentences, e. When they negative adjectives, so it is worth pointing out that have finished, round up with the class, then ask them to these can sometimes be formed with the suffix -less.
You can elicit other ways of making them negative they have seen some in Unit 1 , e. Ask them also to write their I play football. I visited London. Tell them not to read yet, but to just look at the photos accompanying 3 Tell students it is important to find evidence in the each section on page Tell each pair to read either sections A and C or sections B and D.
Before doing the exercise, go through the Exam Tell them to find the questions which correspond information box with students. Tell them that it is a race and the group which questions correspond to their extract and which completes a list of eight things first is the why they should quote the words in the extract winner. Finally, ask groups to present their ideas to the rest This activity will help students to read all the of the class.
Tell them that if they are familiar with the ten questions, they may only need to read each section once to find the answers. Grammar 5 Answers 1 had been living 2 had been walking; began Past perfect simple and continuous 3 had already finished; offered 4 had only been 1 When you have finished these questions, go through speaking 5 got; had been walking the explanation for the past perfect simple in the Language reference section on page Past perfect 6 Tell students to take extra care when using past simple and continuous with your students.
Speaking Part 3 2 Alternative treatment To encourage scanning skills, In Speaking Part 3, candidates have to first discuss give students two minutes to locate six examples.
Possible passengers — One unfriendly staff member was so answers: To give students wider experiences, to large I feared learn a language or learn about a culture, to form 3 You can elicit why in question 3, both organised and stronger relationships with their fellow students, to had organised are correct Answer: Because the use have some adventure, to have a break from school, to of before makes the time frame clear.
Put students in small groups. With books open, go through the Exam information 4 After answering this question, go through the box before moving to the task and eliciting what explanation for the past perfect continuous in the each type of trip involves, e. Answers 2 Before they listen, ask students to predict what 1 A benefits the two students will mention about the first 2 A past perfect continuous, B past perfect simple three options.
They can then listen to check if they were correct and take notes. CD 1 Track 11 A beach activity day: you learn something from 1 How do you think a sightseeing tour might be good for doing different sports and activities.
CD 1 Track 10 2 I think you can learn a lot about architecture and history Miguel: Shall we start with this one? Antonia: OK. Antonia: I think you can learn a lot about architecture 4 What about this sort of activity holiday in the mountains? Miguel: Yes, and also you can visit somewhere very 5 I think it can give young people exciting experiences and different and learn about other cultures.
Antonia: Right. What about this sort of activity holiday in the mountains? I think it can give young people Answers See Track Also, they learn to work words. I mean, students have got to be learning wait till they have finished. And the beach activity day: what about that? Miguel: I agree. Suggested answers 8 Answers 1 N — There is not time — you need to reach a 1a 2a 3b 4e 5e 6d 7c decision in one minute.
Ask students to find 3 N — It prevents further discussion. Round up with the whole class by asking what Answers strategies they used, which options they decided on, Miguel does 2; Antonia does 4; Irene and Nikolai and why.
Extension idea: Ask students to change partners and do the task again. CD 1 Track 12 When they have finished, ask them if they decided on a Miguel and Antonia different option the second time and if so, why.
Miguel: Well, Antonia, in my opinion, the best choice for the trip is the camping and walking activity in Writing Part 2 A report the mountains, because it will be an adventure for 1 As a warmer With books closed, tell students in everyone, and if it goes well, everyone will enjoy it.
I think the With books open, ask: Have you ever had to write a beach-activities trip is a better option because at report in your own language about a school excursion? Irene: OK, I think we should choose the theme park Suggested underlining because all teenagers enjoy the thrill of a theme park, one-day excursion, local place of interest, what you and it gives everyone plenty to talk about and discuss did, why, the day, a success before and after they go.
Answers Nikolai: Maybe, but they can go to a theme park in their 1 took 2 went 3 was 4 had been 5 rode own time. Extension idea Ask students: Would you enjoy an excursion like this one? Extension idea Ask: Which strategy do you think worked best in this task? Answers 1 Yes — Excursion to London 2 Three — Each has a heading: Purpose of trip, What we did, Comments 3 Three — a break from normal lessons, to see the London Eye and do a tour of the Globe Theatre 4 The activities were interesting, different, everyone enjoyed something, plenty of opportunities to practise English — motivating.
If you wish, round up afterwards with the whole class. If you wish, this can be done for homework. Tell them that when they write, they should follow their plan carefully: good planning is key to successful writing.
For more on writing reports, refer students to page Writing reference — Reports. Suggested answers Give students three or four minutes to discuss the Benefits: learning to do these things, learning question, then round up with the whole class and about nutrition, becoming independent, health discuss.
Do you eat any of these things already? Did you mention any of 2 Remind students that this task requires them to these things in your discussion? Making a note of the topic of each paragraph helps them to do this. Answers 1e 2b 3d 4c 5a Give students six minutes to do this exercise. They can then work in pairs and compare their notes. Who prepares it for you?
Ask them to look back at the Speaking section whole text again quickly to check their answers. Give on page 37 in Unit 3 to remind themselves of how to them three minutes for this. They then compare their answers with a partner. If you wish to replicate exam conditions, give them two minutes to do the first part and one minute to do Answers the second part. Grammar Vocabulary so and such food, dish and meal 1 After students have done this exercise, go through the notes in the Language reference section on page 1 As a warmer To highlight the difference, write so and such with them.
They can 3 Remind students that it is important to be able then refer to them and revise the differences and to find and correct their own mistakes. Listening Part 4 Cherry: Sure. Students need to hear the whole of an exchange Interviewer: Great! Each question is usually marked by a question from the Cherry: Well, that was one consideration, but I thought 2 interviewer so that students know which question it was essential to have a place which was just that bit they should be focusing on at any one time.
Point out that and you know everyone from the two schools does go in the exam, they will have one minute to read the past. Interviewer: And, Cherry, did you need to put much To help focus their listening, they should underline thought into the interior decoration? Cherry: Yeah, lots. Also they will be focusing on wrong that make them feel at home. I get them to help out a bit too, so, you know, Give them a minute to do this.
Do they give you any problems? I just like people and young people questions, as these will usually indicate which especially. And they some time to check their answers and then compare react to that. Interviewer: You mentioned a room at the back as being When they have finished, ask them to form small groups important. Somewhere they can just be themselves, so 5 the back room is the sort of quiet Grammar room where they can just sit down and read, or do too and enough their internet stuff, or finish their homework, or have a 1 Answers quiet chat.
You know, young people need these sorts 1 too much; enough 2 too 3 enough 4 enough of places where they can be quiet if they want to be, 5 too many but have company if they want it too. Extension idea Ask students in pairs or small groups Interviewer: Fantastic.
How about food? Do you just to work out the rules for when to use too and enough. We do serve things 2 Answers like hamburgers and chips, but we also offer salads 1 too many; enough 2 enough 3 too 4 too and fresh vegetables. Interviewer: Great! Do you get any comments? Extension idea Ask students to change pairs and give an Write these phrasal verbs and expressions on the board account of the birthday party and why it was such a disaster.
Ask students to work alone and write three or four sentences using some of the phrases from the list. They can then compare these with a partner or read them out to the whole class. It is not necessary in the exam to give a reasons, explanations and examples. Answers Round up ideas with the whole class. Pausing in places where it is natural to e dairy products f live on g lifestyle pause helps the listener to understand.
As they need to fill the gaps help to make fairly long, students grow more fluent, the chunks may become complex sentences and that they will also score longer, depending on the complexity of what they are higher marks for using more complex grammatical talking about and how much they have to think and structures appropriately in the exam. Answers Answers 1 in other words 2 because 3 On the other hand See recording script for Track Martyna: I think it depends. Examiner: And Miguel, what do you think?
Examiner: And Martyna, do you agree? Miguel: I agree with Martyna. Martyna: I agree. When they finish, they can also give feedback about whether they think Give students one minute to skim the text. Answers They should then change roles and read the dialogue The surroundings, the service, the food, the price again. Answers Elicit answers for questions 1—3 with the whole class. See recording script for Track Each student should speak for about a from the whole class.
Maria, do you think that fast food is bad for you? Then another question is chosen. You can then round these up with the whole class. For more on writing reviews, you can refer students to page Writing reference — Reviews. They then work in small groups and compare their Suggested underlining aims and give reasons for them. Ask students to match the phrases with the photos.
I go underline the words which gave them the answers. If to classes for just two hours a day, which is good you wish, you can play the recording again while they because I learn Japanese from Japanese teachers, check. Extension idea 2 After doing the listening exercise Boy: That sounds a good idea.
CD 1 Track 16 Boy: Fantastic! Presenter: One. Will: Actually, at the beginning of term, I was a bit Presenter: Four. You hear an interview with a student lost. You know, my family has only just moved to who is thinking of studying abroad. The trouble is a bit of a waste of time.
In my case, I was having partly that if I went, it might make it more difficult problems not just with the language but also with for me to get a good pass in my exams back home. You hear a student complaining Presenter: Five. You overhear the director of a school about a problem she has had. Mike: Oh, Helena!
Peter: Now, 5 just a few things I need to point out to Helena: Do you know what just happened? I was new students. All my research! I only found try to tell you in advance. Also, please remember out in my tutorial just now when the tutor handed that most of what you study here is very practical, my essay back to me.
You hear a student at a language hard throughout the year. You hear a girl leaving a message Vocabulary about her first day at a new school. Phrasal verbs Carrie: Hi, Mum! One or students to check the context and the meanings. So you got into trouble in maths again for staring out of the window!
Extension idea Ask students in pairs to choose three phrasal verbs from Exercise 1 and write three sentences Max: Yeah! They then exchange sentences with another pair and Jan: So, unlike most of us, you were actually finding write the correct phrasal verbs in the gaps.
Max: Sure. You hear a teacher talking to a 8 join 9 attend student. Girl: I know. Ask cover the endings a—j and complete each sentence them to talk a little about the experience. Remind them that Tell them they should not avoid using conditionals, they should spend time studying and understanding but practise using them and refer to the Language the questions before reading the texts.
This will reference section when necessary to check they avoid constantly going back and forth between the are using them correctly. Examiners will recognise texts and the questions. To sensitise them to this, ask students to and to discuss them. Extension idea Ask students to add two or three more questions of their own to the list and ask these as well. Ask students to brainstorm other words that change in these ways.
Elicit that they need to check if they need a plural, Answers a past tense form of a verb, a negative prefix, etc. These are some of the ideas which Reading and Use of English Part 3 should come up in discussion: Home students learn from meeting overseas students, especially tolerance, 1 EP As a warmer Write culture shock on the board differences in cultures, differences in educational and ask students what they think it means.
When, Extension idea Ask your students if they think having where, why? You they first arrive? Candidates also achieve a higher suffix -tion, -ity. One student points before they start. Tell them to also refer 1 Tell students that stress does not always change. However, their answers Remind students how stress is shown in dictionaries: should be spontaneous, not memorised, otherwise the examiner will be unable to give them a mark.
Answers necessary vs necessity. Extension idea Ask each pair of students to give each other feedback on how they performed. The criteria for feedback can be the points in Exercise 2. If your students are no longer at school, ask the question in the past 7 Answers tense.
Remind 8 Give students up to ten minutes for this exercise. If you wish, ask students to cover Exercise 5 while they do this exercise. For this reason, I believe it is a good idea Remind them that they will lose marks for to do an international exchange. They also learn short, so that they have plenty of space in the to interact with people from other countries and body of the essay to deal with the task adequately.
Another major advantage of studying abroad is that Answers young people learn independence, because many a3 b2 c1 of them live away from home for the first time. This allows them to return home more mature and self- 6 Ask students to base their paragraph on their confident than they were when they left.
For all these reasons, I am strongly in favour of When they have finished, they should compare giving people the chance to study abroad when they paragraphs in small groups. H describe jobs: involve, deal with, etc. I wish I could solve all the problems. Ask them Students then answer the questions in Starting off. Ask students to: bit.
At least, I think it does. Then ask students to check their ideas in the word list or in the dictionary. Other kids to look after. I reckon I get wetter than they do! If you wish, own money for the first time — not enough to live on, you can play Track 20 again for students to check. They then pass their a film set, basically. The other students must guess what jobs they are lose his temper and get violent describing and, if necessary, ask questions to find out 3 I … always grabbed the dishes he set down with more.
It was funny how several books, including Castaway, her account of a differently people behaved in the evenings, year she spent on a desert island, also made into a film, dressed up and talking with louder, colder and Runaway, the first part of her autobiography. You can develop cakes and other desserts ever to grace a Scottish the discussion by asking some of these questions, as hotel.
Most were things I had invented myself appropriate: and I had cooked all of them. Extension idea Ask students to work in small groups. Answers 1 She was a waitress. Tell them to underline unfamiliar vocabulary in the text 2 The special role her dad created for her, and then ask each other in their groups if they can explain creating packed lunches, cakes and puddings any of the vocabulary they have underlined.
Tell them to choose a maximum of three items of 3 These questions are nearly the same as the stems vocabulary they would like to have explained this will of the multiple-choice questions in Exercise 4. The encourage them to discriminate between working on intention is to encourage students to find the part of more or less useful vocabulary — if they are not sure how the text which answers the questions before looking to choose, tell them to choose vocabulary which prevents at the options A—D.
Students are often confused by them understanding part of the text. In most cases, better Then ask each group to guess the meanings from the results are obtained by understanding the text first, context. As a follow-up, students can check by using the word list or their dictionaries. And I like kids. Extension idea Ask students to look back through the Tell students that both approaches are good and that unit and see if there is other vocabulary they could use to they are both strategies that are worth practising for the talk about these photos.
They can also look at the word exam. Nikolai: Well, OK, so firstly I can say that both photos 1 and 2 show young people, perhaps teenagers, working. Answers Er, both the jobs in the photos involve working in 1 first, girl, young people, restaurant, second, boy, situations where they need good skills in dealing with children people in the correct way.
Anyway, the first photo shows a girl young people in a restaurant, whereas in the serving young people in a restaurant, whereas in second photo, a boy is working with children. The girl can learn how to keep customers happy, while the boy has to keep children in order. The girl has to learn to work efficiently under pressure. Ask which noun you can count: advice or jobs. Answer: jobs 4 Extension idea When students have finished, ask one student in each pair to close their books.
The other Point out that all nouns in English are either countable or student in the pair should read out the first half of the uncountable. Then move on to the exercises in the book. If the mistake candidates make with countable and student cannot remember how to complete the sentence, uncountable nouns is to make uncountable nouns the first student should complete it for them by reading. They can then change roles and do the exercise again.
When students have done the exercise, go through the notes in the Language reference section on page 7 Tell students to listen to their partners and correct Countable and uncountable nouns with them. Student out that nouns that are countable in their language A should look back over this section. Student B might may be uncountable in English and vice versa. You benefit by looking at vocabulary describing feelings could invite them to give examples e. Ask of word they need for each gap, the meaning of the them to suggest other examples for each rule as you whole sentence, and whether the word forms part of go through them.
Remind students that they should read the whole 5 Answers sentence before deciding what word will fit the gap — 1 the 2 an 3 the 4 — 5 a 6 a 7 — 8 the question 1 is an example of the need to do this. Afterwards, give them a little time to Answers make changes to their plans if they wish. Once how it is different from theirs. I used to work every day subject of the paragraph. Basically, I had to welcome them to the shop and Extension idea Elicit other ways of beginning letters and help them to find the shoes they were looking for.
The mistakes when dealing with customers who were rude or in in this email and in Exercise 6 are among the most too much of a hurry, but I managed to smile just frequent, and it is worth paying attention and the same. Good luck with your project! When they bring their emails to class, ask them to exchange them with a partner. Then give students five or ten minutes as necessary to make any changes before they hand in their answers to you. Ask them the text; using cohesive features and reference to brainstorm types of races which are very hard, devices long or dangerous e.
They can then compare their answers in example, parachuting? If you wish, make it a competition to see which group can name the largest number of adventure sports Answers in, say, two minutes. Play the Answers recording a third time, while students follow the script to 1 mountain biking 2 rock climbing check their answers.
Encourage the class to ask questions. Verb collocations with sporting activities The races are organised in all sorts of different places. You then say the sentences or deserts. This apparently heightens the sense of below. If students suggest the correct verb, indicate adventure and actually makes the race more hazardous this with a thumbs up. If the wrong verb, with a because the course runs over an area which has little in thumbs down.
They radio so they can call for help if they run into real trouble. Competitors have to carry everything they need with Answers them — clothes, food and drink, the lot — and if they 1 do 2 going 3 organised 4 held 5 taking part; run out, they just go hungry or thirsty.
When you come to Exercise 3, ask students to work If you wish, you can call out the activities below in a in pairs. Hand out just sentence A to each pair. You can tell them that this is the quickest and most Suggested answer effective approach to this task, i.
Elicit the best procedure Para. Extension idea Remind students that they should quickly read through the completed text when they have finished Cut each of the missing sentences A—G into strips to check their answers.
Give them two minutes to do this. You may want to remind students about avoid some of the frequent errors with infinitive and the word limit before they start.
Encourage them to check which is correct winning 5 to lose his temper with 6 had no using the notes in the Language reference section. If so, what?
In the exam, a much wider range of grammar 1 try paragliding 2 choose, in France and lexical knowledge is tested. Answers Hannah: The major problem for a complete beginner 1A 2C 3B 4A 5B 6A 7C like myself is actually 4 learning how to hold your paraglider up in the air — er, you know, so that both Extension idea Print and photocopy the recording sides open properly.
Getting your paraglider open is quite tricky to start CD 1 Track 25 with. It makes you feel a bit silly when you see other Interviewer: So, Hannah, what made you want to go on people happily flying around below you or above you a paragliding course?
It sounds like an extremely risky all morning! Interviewer: And when you actually start flying, how Hannah: Well, I thought it was a bit risky too. I mean, as does your teacher tell you what to do? Does he fly a sports journalist, I spend my life watching people along beside you? In fact, job, I suppose. Anyway, a couple of years ago, I was 5 I listened to my instructor, Chantalle, through an actually in Switzerland playing golf with friends.
I was earphone — she stayed down below and spoke into a researching for an article on golf courses and, you small microphone device to tell me what to do. Anyway, I generally very quiet, calm and civilised, except when was looking down the course, planning my next shot she raised her voice to shout at other flyers to keep or something, when 1 I saw these paragliders floating away from me.
And then you really heard her! I thought to myself, that looks Interviewer: And is landing a problem? Perhaps I should have a go at it myself. Hannah: Surprisingly not. I was expecting something Interviewer: So you went on a course in France, I believe.
This was paragliding course in England a few years ago. Anyway, looking on the Interviewer: But is it really as safe as you make out? Internet, I found this rather wonderful place, called Hannah: They say it is. I mean, there are a couple of Dune du Pyla on the coast in south-west France. Most sports, run courses there. And can you tell me, are there any though, I was taken by the silence. Answers: 1 You can do this.
Then discussing all prompts, and it is probably better to ask them to do the exercise. Candidates who make a 1 watching 2 looking; saw 3 listened 4 heard genuine conversation of it — listen, respond, agree and disagree in a friendly way — will earn more 2 If these words present a problem for your marks than those who plan their next turn without students, tell them to copy them into their notebooks listening to their partner, or those who take it in and, when they are speaking or writing, to pay turns to deal with prompts rather than addressing special attention to make sure they are using the one prompt together i.
Answers 3 1 looked at 2 watching 3 hear 4 looking at 5 see 6 watching 7 hear 8 listening to Answers Miguel and Irene did 2, 3 and 4.
Here are some ideas they are thinking about and a question 1 As a warmer Ask students if they remember what for you to discuss. First, you have some time to look at happens in Speaking Part 3.
They work in pairs the task. Now talk to each other about why these ideas and have to discuss options connected with an issue, might encourage students to do more sport. Irene: So, shall I start? How do you think a visit to the When students look back to pages 37—38 in Unit 3, ask national athletics championship would encourage them particularly to look at the phrases they studied students to do more sport? Miguel: Um well, perhaps seeing elite athletes doing their sports will inspire students to take up the sport Tell students that when they do the task, they should and imitate them.
Irene: Yes, and I imagine students would see how fantastic Give them some time to look at the task and think these people look and how much they enjoy the activity. In the live exam, they Miguel: Maybe, but it might only interest some of the would have 15 seconds. Tell them they can talk about students, but not others. And what about a talk by what would interest them personally, but they should a professional footballer? And what about 5 Pronunciation: intonation 2 the next one — a weekend doing adventure sports?
When the student has answered, you students would get interested in adventure sports if say Really? Now what about a school sports Miguel: Well, perhaps this could be organised in a more day? We used to do sports days at primary school. That way everyone could get involved. Miguel: Well, perhaps this could be organised in a more adult way — you know, with some serious sports for Irene: Yes, good idea and people could be organised people who were interested and less serious activities into teams and it could all be made quite competitive for other people.
When I think about it, it could be really successful. Irene: Yes, good idea, and people could be organised into teams and it could all be made quite competitive 2 Point out that English speakers tend to use and enjoyable at the same time.
When I think about it, intonation to express interest in a way which it could be really successful. And the idea of free membership of feel somewhat inhibited about imitating English a sports club is also a great idea.
Lots of students intonation. Depending on your teaching situation, would be interested in that. Miguel: No … unless it was also a social club at the same time. I think that would be extremely effective.
You can refer students back to page 37 in Unit 3 for ideas. Yes, but … Round up comments with the whole class and discuss as Extension idea Ask students to do Exercise 1 again, necessary.
Give them about three minutes to As a warmer With books closed, ask students: Have do this. Who were the readers? Have you ever written an article in English?
When they have finished, ask them to compare their plans with a partner. Possible answers: It will be interesting and If you wish, you can ask them to write their articles informative for readers. Suggested underlining Give them a deadline for handing in their articles, college magazine, keep fit, sporting activity, which you can either collate as a magazine or pin on form of exercise you enjoy, how you started, why, the class noticeboard.
Extension idea If you did Alternative treatment 2, as a 3 Answer follow-up, ask students in small groups to discuss which running past opponents, scoring points, playing in are the two best articles and why.
Answers 1 para. Suggested answer: Para. Answers 1 Although 2 Despite 3 Although 4 despite 5 However 6 although 7 Despite 8 However 6 Remind students that they will achieve higher marks by using a range of appropriate vocabulary.
Which were similar and which balanced essay; writing the first sentence of a were different? How important do you Vocabulary think it is in each of the professions in the photos for people to become famous and successful?
Verb collocations with ambition, career, experience and job If you wish, before they do the exercises in the book, ask them to quickly revise Making comparisons in the 1 Ask students to check their answers by scanning Language reference section on page Answers 1 and 2 Extension idea When students have finished, ask 1 pursue 2 achieve 3 offered 4 turn it down them to change groups and take turns to summarise the 5 gain ideas they discussed.
When they have finished 6 offers 7 launches the exercise, ask them to check their answers in pairs using the Language reference section. When they write uncomfortable, self-conscious, etc. A means of transport? A piece of should be. They then pass the sentences to another pair, clothing? Answer: on the third floor gap. Answer: Answers in the market 1 shop 2 nervous 3 hired car 4 tie 5 trivial facts 6 Green Room 7 university After they have done the exercise, go through the lecturer 8 general knowledge 9 two months Language reference on page with them.
My dad felt a bit intimidated, I think, because the Finally, they check their answers by looking in a dictionary. It was when he starred on a TV show a few others were a bus driver and somebody who worked years ago and it happened like this. The family had a in a bank, so quite a mixture. Anyway, he Big Question. Conclusion: Thanks for visiting our website. If you liked this post, then please share it with your friends and family members.
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