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Cómo funciona SurveyMonkey: comienza fácilmente | SurveyMonkey

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Descubre cómo SurveyMonkey te ayuda a crear encuestas y formularios en línea y gratis: obtén percepciones poderosas para impulsar a tu organización.

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CAE Listening Part 4

https://engexam.info/wp-content/uploads/2017/01/CAE-1-1-4.mp3

You will hear five short extracts in which people are talking about an occasion when they came into contact with a well-known celebrity.

Best viewed in landscape mode
For this task: Answer Keys :: Tapescript

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CAE Listening Practice Test 1 | EngExam.info

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https://engexam.info/wp-content/uploads/2017/01/CAE-1-1-4.mp3 You will hear five short extracts in which people are talking about an occasion when they came into contact with a well-known celebrity. Best viewed in landscape mode For this task: Answer Keys :: Tapescript

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Here you´ll find some othe practice tests CAE and FCE, there you'll find lots of listening tasks

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Here you´ll find some othe practice tests CAE and FCE, there you'll find lots of listening tasks

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Here you can find free IELTS, CAE and FCE practice tests for Listening, Reading and Use of English sections that you can download as PDF, print or browse online. Answer keys have explanations and a short vocabulary. Engexam.info practice tests are perfect for self-preparation.

IELTS, CAE and FCE reading sample tests have a short vocabulary at the end to help you with the unknown words and phrases. Remember that the actual exams provide you with no vocabulary or dictionary. Click to expand.

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IELTS, CAE and FCE Practice Tests with explanations

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Here you can find free IELTS, CAE and FCE practice tests for Listening, Reading and Use of English sections that you can download as PDF, print or browse online. Answer keys have explanations and a short vocabulary. Engexam.info practice tests are perfect for self-preparation.

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Check some of the aspects stated here to write your Formal letter

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Check some of the aspects stated here to write your Formal letter

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Cae speaking part 3 and 4 part 3 from  6:40ss, 

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Cae speaking part 3 and 4 part 3 from  6:40ss, 

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C1 Advanced Speaking test - Raphael and Maude | Cambridge English

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10th July HOMEWORK: Upload the 2nd Writing task draft, Writing a formal letter making recommendations Sb. p 110, in Google classroom

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10th July HOMEWORK: Upload the 2nd Writing task draft, Writing a formal letter making recommendations Sb. p 110, in Google classroom

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Look at these examples to see how participle clauses are used.

Looked after carefully, these boots will last for many years.
Not wanting to hurt his feelings, I avoided the question.
Having lived through difficult times together, they were very close friends.

Try this exercise to test your grammar.

Read the explanation to learn more.

Grammar explanation

Participle clauses enable us to say information in a more economical way. They are formed using present participles ( going, reading, seeing, walking, etc.), past participles ( gone, read, seen, walked, etc.) or perfect participles ( having gone, having read, having seen, having walked, etc.).

We can use participle clauses when the participle and the verb in the main clause have the same subject. For example,

Waiting for Ellie, I made some tea. ( While I was waiting for Ellie, I made some tea.)

Participle clauses do not have a specific tense. The tense is indicated by the verb in the main clause.

Participle clauses are mainly used in written texts, particularly in a literary, academic or journalistic style.

Present participle clauses

Here are some common ways we use present participle clauses. Note that present participles have a similar meaning to active verbs.

Past participle clauses

Here are some common ways that we use past participle clauses. Note that past participles normally have a passive meaning.

With a similar meaning to an if condition
Used in this way, participles can make your writing more concise. (If you use participles in this way, ... )

Perfect participle clauses

Perfect participle clauses show that the action they describe was finished before the action in the main clause. Perfect participles can be structured to make an active or passive meaning.

Having got dressed, he slowly went downstairs.
Having finished their training, they will be fully qualified doctors.
Having been made redundant, she started looking for a new job.

Participle clauses after conjunctions and prepositions

It is also common for participle clauses, especially with -ing, to follow conjunctions and prepositions such as before, after, instead of, on, since, when, while and in spite of.

Before cooking, you should wash your hands.
Instead of complaining about it, they should try doing something positive.
On arriving at the hotel, he went to get changed.
While packing her things, she thought about the last two years.
In spite of having read the instructions twice, I still couldn't understand how to use it.

Do this exercise to test your grammar again.

Language level

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Do you know how to use participle clauses to say information in a more economical way? Test what you know with interactive exercises and read the explanation to help you.

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Participle clauses (They're not that bad really)

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Homework Annie pic 1, Mario 2, Anthony pic 3 Edgar pic 4 and page 67

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Homework Annie pic 1, Mario 2, Anthony pic 3 Edgar pic 4 and page 67

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6 Juy Homework Writing task: Informail email and Advanced Grammar in use p.29

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6 Juy Homework Writing task: Informail email and Advanced Grammar in use p.29

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See a sample student informal email answer to a CAE (Cambridge English Advanced) questions with feedback

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Sample answers to Flo-Joe's CAE Essay tasks with a teacher's feedback

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Marking Code

/\ Word(s) missing

C Capitalization

O Organisation

P Punctuation

PE Poorly expressed

R Register/Formality

SS Sentence Structure

T Tip (Not wrong but a suggestion)

WF Wrong form

WO Word order

WT Wrong tense

WW Wrong word

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An example student 'Email' for the CAE (Cambridge English Advanced) exam with feedback from a teacher

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Marking Code /\ Word(s) missing C Capitalization O Organisation P Punctuation PE Poorly expressed R Register/Formality SS Sentence Structure T Tip (Not wrong but a suggestion) WF Wrong form WO Word order WT Wrong tense WW Wrong word

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3rd July First draft Writing task 1 deadline next Tuesday 11:55pm

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3rd July First draft Writing task 1 deadline next Tuesday 11:55pm

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3rd July Homework: p. 97 ex 1, 2, 3 and video with questions

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3rd July Homework: p. 97 ex 1, 2, 3 and video with questions

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We hear the mantra of "self-care" in ever-widening circles, a concept both derided and celebrated as a "millennial obsession," with the acknowledgment-at least in this NPR think piece- that self-care was central to the philosophies of antiquity, from Aristotle to the Stoics.

In philosophy, self-care exists as a set of ethics. The reasons for this may often be couched in high-minded discussions of civics, sexual politics, and existential self-actualization. These days, doctors and researchers are making urgent appeals for our mental and physical health, and the science of stress is an unsurprisingly rich field of investigation at the moment.

It's hard to overstate the negative effects of stress on the body over time. Increased stress hormones have been linked in study after study to overeating and obesity, lowered immune response, drug use and addiction, memory impairment, heart disease, and many other debilitating and life-threatening conditions. "The long-term activation of the stress-response system," writes the Mayo Clinic, "and the subsequent overexposure to cortisol and other stress hormones-can disrupt almost all your body's processes." (The video below makes this harrowing point with some helpful, animated comic relief.)

When we experience chronic stress, it raises our blood pressure and affects our cardiovascular system, increasing the chances of heart attack or stroke. The even worse news-reports the TED-Ed video at the top of the post-is that chronic stress weakens our ability to make sound decisions about our well-being, by changing the size, structure, and function of our brain.

We're familiar with the symptoms of chronic stress: "sleeping restlessly," becoming "irritable or moody," "forgetting little things," and "feeling overwhelmed and isolated." Continuous stress, from our work lives, home lives, social and political lives, can cause shrinking in parts of the brain responsible for memory, spatial recognition... and stress regulation.

Research shows that high levels of cortisol and other stress hormones can cause shrinking of the prefrontal cortex, the part of the brain responsible for reasoning and decision-making. Stress can inhibit neuroplasticity-the ability of the brain to adapt to new circumstances-and neurogenesis: the ability to produce new brain cells.

Conversely, stress increases the size of the amygdala, which activates fight-or-flight responses, which in turn increase the strain on our heart and blood vessels.

All of these effects can set the stage in later life for major depression, forms of cognitive decline and dementia, and Alzheimer's disease.

Most unsettlingly, as the video notes, these effects can be passed down to the next generation, furthering the cycle of chronic stress in our children and theirs. Persistent stress "filters down" to DNA, making it genetically inheritable.

Given the incredible amount of stress most people seem to be under, this science can seem like a diagnosis of doom. We all know that chronic stressors assail us all day long, without asking whether we want them in our lives or not. An increasing amount of our daily stress, I'd hypothesize, may indeed come from the growing realization of how little control we have over many stressful situations.

But the TED explainer ends with good news, and it's been there all along-we can find it in the ancient Greeks, in Buddhist practices, and many other traditions, both active and contemplative. We can control our responses to stress, and thus reverse and modulate the effects of cortisol on our system. The best, proven, ways to do so are through exercise and meditation (and, I'd add, good nutrition).

These activities will not eradicate the conditions of inequality, injustice, or instability that stress us all out-a great many of us more than others. But practicing "self-care" inasmuch as we are able with stress-relieving disciplines and practices will better equip us to respond to the state of the world and the state of our lives by interrupting the biological mechanisms that, over time, make things much worse. Find some helpful resources below.
Related Content: Stream 18 Hours of Free Guided Meditations Meditation 101: A Short, Animated Beginner's Guide Philosopher Sam Harris Leads You Through a 26-Minute Guided Meditation How to Get Started with Yoga: Free Yoga Lessons on YouTube Do Yourself a Favor and Watch Stress: Portrait of a Killer (with Stanford Biologist Robert Sapolsky) How Mindfulness Makes Us Happier & Better Able to Meet Life's Challenges: Two Animated Primers Explain How Baking, Cooking & Other Daily Activities Help Promote Happiness and Alleviate Depression and Anxiety Allen Ginsberg Teaches You How to Meditate with a Rock Song Featuring Bob Dylan on Bass Josh Jones is a writer and musician based in Durham, NC. Follow him at @jdmagness

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How Stress Can Change Your Brain: An Animated Introduction

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We hear the mantra of "self-care" in ever-widening circles, a concept both derided and celebrated as a "millennial obsession," with the acknowledgment-at least in this NPR think piece- that self-care was central to the philosophies of antiquity, from Aristotle to the Stoics.

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2nd July Homework:  pp 94 and 95 Reading 

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2nd July Homework:  pp 94 and 95 Reading 

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Cambridge calls part 7 a 'gapped text' activity. You get a long text with six paragraphs removed (leaving 6 gaps, hence the name of the task). Your job to is put the paragraphs back into the right place. It's quite hard, and Cambridge make it harder by including an extra paragraph that doesn't fit into any of the spaces.

Part 7 is a hard part of the exam that gets easier the more you practice.

1. A good key fits only one lock

The 'key' to this task is to know that each gap in the text can only be filled by one of the paragraphs. Read any good text and it'll be so full of clues about the structure that you could run it through a shredder and - if you had enough time - recreate it. Don't believe me? The police do it all the time! (see photo)

How to start

Read the whole text. Read all the paragraphs.

Then pay special attention to the sentences before and after the gap - a lot of the most important information will be there. You don't have to start with the first gap - always start with the one you think is going to be easiest and leave the hardest ones till later. The first answer you choose will be a 1 in 7 chance, but the last one is 1 in 2.

But be careful! Sometimes there won't be a clue in the sentence immediately before or after the gap. You really do need to read the whole text to get its meaning - sometimes the 'clue' is the entire paragraph.

2. Get a clue

Detectives use clues to fill in gaps. 'Lord Haversham was killed by a left-handed man at 1:25 in the morning... the only person alone at that time was Charles the butler.' You can develop similar skills by looking for clues in your Cambridge part 7 text.

What sort of clues are in a text?

Names and pronouns (Jack... he... this...)

Chronology (Then... Finally...)

Quotation marks ("I couldn't believe it.")

Contrast words (However, but)

Verb tenses (had gone... will have finished)

Cause and effect (Therefore... as a result...)

Repetition (in other words...)

3. Fill in those gaps

Let's start filling in gaps by looking for clues!

Names and Pronouns 1

Once upon a time there was a boy named Jack. [1] __________________________. Then he died.

Choose one of these sentences to go in gap [1]:

A - He ate all the chocolate in London.

B - Their house was on a hill.

Okay so that's pretty easy, right? Jack links to 'he', not 'their'. Also, there's a link between eating all the chocolate in London and then dying, so the story has a logical flow.

Names and Pronouns 2

The documentary featured interviews with many of the top scientists in the field. [2] __________________________. But the story was far from funny, and many viewers wrote to the BBC to complain about its depressing ending.

B - One was Simon Baron-Cohen, brother of the famous comedian.

This one is harder. Both answers are attractive - there are lots of possible links. The pronouns help, but are not the complete story. In answer A, 'it' would refer to 'the documentary' while in B, 'one' refers to 'top scientists'. And 8 million people seems to link to the word 'viewers'. But reading the whole text, only answer B makes sense. There's a strong logical link between 'comedian' and 'not funny' and that is revealed by the word 'but'. Which brings us to...

Contrasting phrases

We've seen the power of 'but'. Here's another example:

The website was not immediately popular. [3] __________________________.

A - However, in 2014 visitor numbers surged and it briefly became the number 1 site in its category.

B - In 2014 visitor numbers surged and it briefly became the number 1 site in its category.

Which do you think creates a better flow to the story? The sentence before [3] is 'negative' so I expect a contrast word or phrase to introduce a 'positive' sentence. Thus, A.

Time phrases

In the so-called Golden Age of Hollywood, actors and actresses were tied to restrictive contracts that put their interests below the interests of the movie studios. [4] __________________________.

A - These days, however, they are free to choose projects that interest them.

B - More movies are now made in India than in Los Angeles.

Pronouns help us here - 'they' and 'them' in answer A refer to 'actors and actresses'. And we also have help from the time phrase. 'The golden age' is a period of time (if that wasn't clear there's also the past tense 'were tied'), which contrasts (using the contrast phrase 'however') the phrase 'these days'.

Sentence B might be true, but is irrelevant to the sentence before the gap.

QUOTATION MARKS

A gap or two might be in speech marks ("") - that makes it pretty easy to find the answer (in my opinion, anyway!). Ask yourself: which of the sentences sounds like it was voiced by a real person? If there is a text written in a neutral register and one of the answers has the pronoun 'I' then that has to go inside the quotation marks.

But there was more to his performance than scoring the winning goal. He also motivated his younger teammates, driving them forward, boosting their morale when needed. '[5]_____________________.'

A - He had become a true leader of men.
B - I felt like I was on top of the world, like that woman in that movie.

Answer: B.

AND THE OTHERS?

There are more tips that I could give you about this section, but the best advice is for you to practice this exercise and learn how the answers are chosen. Don't just do the activity and forget about it - think about why those sentences were taken out. What does Cambridge want to test you on?

You and a friend could take a text each, remove some sentences, and test each other. Once you've put the sentences back, you could discuss whether those were the same sentences that Cambridge would remove from the text.

4. Case Study Video

Watch as I do a Cambridge Gapped Text activity.

And a brand new one for you lucky 2020 readers!

Part 8 gives you 4-6 short texts and 10 questions. It's called 'Multiple Matching' because you have to match the ten questions with the short texts. Most students find it easier than the other parts of the reading test and can do it quicker.

1. How to do it, my way

Start by reading the introduction to the task and the title of the texts. The intro will say something like 'You are going to read an article about the importance of money in sports' and the title might be 'Can You Buy a Gold Medal?' Even if you don't like sport you will have some idea of vocabulary and topics to expect.

Next, scan the first text - not too quickly or you'll just have to read it again. Then read question 1 and underline the keywords. Were those keywords (or their synonyms) mentioned in the text? If not, go to question 2. If yes, find the place in the text where it was mentioned and read it more carefully. If it's a match, write A in the first box.

Once you've been through the ten questions, you should have between 2 and 4 questions with an A next to them.

Now repeat the process with text B. It will be a little quicker this time because instead of going through 10 questions you're only going through 6-8. Repeat with C and D (and E, F, if there are more than 4 texts).

This is the most efficient way to do the Multiple Matching exercise - if you have one or two empty spaces at the end, don't panic. You should have time to try to find them.

It IS possible that there could be 5 matches to one letter, but it's way more likely that 4 would be the maximum.

2. How to do it, the Cambridge way

Cambridge don't agree with me about my method. They think it's better to read the questions first, then look for that information in the text. That's why they put the questions before the texts!

If you can remember the ten questions when reading through the texts, this method is best. But if you read the questions, then the text, and realise you have forgotten the questions, you've just wasted some precious time!

Try both ways and find the method that suits you. Remember that time management is as important as accuracy. Once you've chosen a strategy, keep training using that method.

3. Problems and Pitfalls

As always, Cambridge give you plenty of opportunity to choose the wrong answer! The most common trap is with exact word matches - if a keyword in the text is the exact same as the word in the question, be careful! It's almost certainly not the answer.

Be careful of partial matches. If a question says, 'Which text says that the money spent on sports has always had a political dimension?' then it isn't enough to find a text that mentions politicians, or mentions the current situation. You must find something that matches all the keywords - [money spent on sports] [always] [political].

Finally, a huge problem will be not knowing the meaning of one or more keywords. If you don't understand a certain word in the exam, you won't be alone! (If you understand every word in the Advanced exam maybe you should be studying a Proficiency course!) While preparing for the reading exam, practice the skill of guessing the meanings of unfamiliar words.

4. Tips

- Practice guessing the meanings of words. Predict the meaning, based on the context, before you look it up in the dictionary.

- Take a practice test and photocopy the texts, without looking at the questions. Then take some time to create questions of your own. This will be hard, but when you compare your questions with the ones from Cambridge, you'll learn a lot about how the tests are created. Knowing how Cambridge create the questions will really help you to answer the questions! Try it!

End

That's all for the Reading and Use of English tips. I hope you found them useful! Now you can check out the Speaking Tips; Writing Tips; or Listening Tips, or read one of these great articles:

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Cambridge calls part 7 a 'gapped text' activity. You get a long text with six paragraphs removed (leaving 6 gaps, hence the name of the task). Your job to is put the paragraphs back into the right place. It's quite hard, and Cambridge make it harder by including an extra paragraph that doesn't fit into any of the spaces.

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Cambridge English C1 Advanced (CAE) Reading & Use of English Part 6: free practice test (Cross-text multiple matching)

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You are going to read four news reports about an abandoned baby. For questions 1 – 4, choose from the reviews A – D. The reviews may be chosen more than once.

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Presentation with future in the past structures

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Presentation with future in the past structures

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Image credit: aliciateacher2.wordpress.com Follow me on twitter @RobbioDobbio This is a gap-fill worksheet for CAE students to teach phrases for the collaborative parts of the speaking exam. Downlo…

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1st  July, Homework: pp64-65 Maximiser and The exercises on the website ex2 and 3

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1st  July, Homework: pp64-65 Maximiser and The exercises on the website ex2 and 3

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FUTURE IN THE PAST Link Further practice

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FUTURE IN THE PAST Link Further practice

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Exercises Explanation Downloads

Future in the past

Exercise 1

Choose the most appropriate form to refer to the future in the past to complete the sentences below.

Using future in the past

Sometimes we are talking about a past event and we want to refer to something that happened in the future at that particular point in the past. When we want to express future in the past, we use the past of the regular future forms.

Check the following sentences to see the future forms and their corresponding past forms.

We can also talk about future in the past using other ways to express future. Check the table below.

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Future in the past. Grammar and exercises. Sometimes we are talking about a past event and we want to refer to something that happened in the future at that particular point in the past. For that purpose we use would, was/were going to, past continuous, would be doing, was to do, was going to do, etc.

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30 June Homework: p. 92 exercise, grammar reference p.162 Exercises

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30 June Homework: p. 92 exercise, grammar reference p.162 Exercises

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29TH JUNE HOMEWORK REVISE THIS PPT, UNIT 9 GRAMMAR TOPIC 1

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29TH JUNE HOMEWORK REVISE THIS PPT, UNIT 9 GRAMMAR TOPIC 1

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, Language Consultant and ELT Teacher

Published on

An outline of the various tenses we use to express the future in the past. Also included a section for Italians on how to translate 'avrei fatto' etc.

1. 1. The Future in the Past

2. 2. John packed his things. He was leaving on the night boat and he knew that it would be cold. He was about to leave his room when the phone rang. He was going to answer it, but then he thought better of it.

3. 3. John packed his things. He was leaving on the night boat and he knew that it would be cold. He was about to leave his room when the phone rang. He was going to answer it, but then he thought better of it.

4. 4. John packed his things. He was leaving on the night boat and he knew that it would be cold. He was about to leave his room when the phone rang. He was going to answer it, but then he thought better of it. events in the narrative time in past simple

5. 5. now narrative events

6. 6. John packed his things. He was leaving on the night boat and he knew that it would be cold. He was about to leave his room when the phone rang. He was going to answer it, but then he thought better of it.

7. 7. John packed his things. He was leaving on the night boat and he knew that it would be cold. He was about to leave his room when the phone rang. He was going to answer it, but then he thought better of it. various forms for the future in the past

8. 8. now future in the past

9. 9. to understand the future in the past in English, you need to start from the normal future (inside your narrative)

10. 10. 1. Past Continuous

11. 11. John packed his things. He was leaving on the night boat and he knew that it would be cold. He was about to leave his room when the phone rang. He was going to answer it, but then he thought better of it.

12. 12. consider the situation as if it were in the present

13. 13. John is leaving on the night boat.

14. 14. John is leaving on the night boat. present continuous for present plans

15. 15. John is leaving on the night boat. future in the past ?

16. 16. John was leaving on the night boat. past continuous for plans in the future in the past

17. 17. John is leaving on the night boat. John was leaving on the night boat.

18. 18. 2. 'would do'

19. 19. John packed his things. He was leaving on the night boat and he knew that it would be cold. He was about to leave his room when the phone rang. He was going to answer it, but then he thought better of it.

20. 20. He knows it will be cold.

21. 21. He knows it will be cold. 'will' for neutral future

22. 22. He knows it will be cold. future in the past ?

23. 23. He knew it would be cold. 'would' for neutral future in the past

24. 24. He knows it will be cold. He knew it would be cold.

25. 25. NB the same mechanism is used in reported speech

26. 26. I say tell sb. promise explain etc. (that) I will do sth. I said told sb. promised explained etc. (that) I would do sth.

27. 27. 3. 'about to'

28. 28. John packed his things. He was leaving on the night boat and he knew that it would be cold. He was about to leave his room when the phone rang. He was going to answer it, but then he thought better of it.

29. 29. He is about to leave his room. 'about to' for immediate future

30. 30. He is about to leave his room. future in the past ?

31. 31. He was about to leave his room. 'about to' for immediate future in the past

32. 32. He is about to leave his room. He was about to leave his room.

33. 33. 4. 'going to'

34. 34. John packed his things. He was leaving on the night boat and he knew that it would be cold. He was about to leave his room when the phone rang. He was going to answer it, but then he thought better of it.

35. 35. He is going to answer the phone.

36. 36. He is going to answer the phone. 'going to' for intentional future

37. 37. He is going to answer the phone. future in the past ?

38. 38. He was going to answer the phone. 'going to' for intentional future in the past

39. 39. He is going to answer the phone. He was going to answer the phone.

40. 40. NB 'about to' and 'going to' (usually) refer to actions in the past THAT DIDN'T HAPPEN

41. 41. He was about to leave his room when the phone rang. He was going to answer it, but then he thought better of it.

42. 42. He was about to leave his room when the phone rang. He was going to answer it, but then he thought better of it. so he didn't leave his room

43. 43. He was about to leave his room when the phone rang. He was going to answer it, but then he thought better of it. and he didn't answer it

44. 44. in the present 'intention' and 'immediate action' are useful concepts

45. 45. in the present 'intention' and 'immediate action' are useful concepts BEFORE the verb happens

46. 46. in the past 'intention' and 'immediate action' are only interesting...

47. 47. in the past 'intention' and 'immediate action' are only interesting... IF the verb doesn't happen

48. 48. consider:

49. 49. John packed his things. He was about to leave the room. Then he left the room.

50. 50. John packed his things. He was about to leave the room. Then he left the room. NOT interesting

51. 51. John packed his things. He was about to leave the room. Then something happened to stop him. unfulfilled immediate action

52. 52. The phone rang. He was going to answer it, and then he answered it.

53. 53. The phone rang. He was going to answer it, and then he answered it. superfluous information

54. 54. The phone rang. He was going to answer it, but then he thought better of it. unfulfilled intention

55. 55. be careful translating 'avrei fatto' etc.

56. 56. 1. unreal past

57. 57. Se avessi saputo del concerto, avrei prenotato dei biglietti.

58. 58. Se avessi saputo del concerto, avrei prenotato dei biglietti. If I had known about the concert, I would have booked tickets.

59. 59. 2. future in the past

60. 60. Avrebbe scoperto troppo tardi che lei lo amava per davvero.

61. 61. Avrebbe scoperto troppo tardi che lei lo amava per davvero. He would find out too late that she really loved him.

62. 62. Lui non avrebbe visto mai più Parigi.

63. 63. Lui non avrebbe visto mai più Parigi. He wouldn't see Paris ever again.

64. 64. 3. reported and indirect speech

65. 65. Lei ha detto che sarebbe andata con lui.

66. 66. Lei ha detto che sarebbe andata con lui. She said she would go with him.

67. 67. Lei pensava che avrebbe preso la barca.

68. 68. Lei pensava che avrebbe preso la barca. She thought she would take the boat.

69. 69. translate Se avessi saputo, ti avrei chiamato. You promised you wouldn't tell. Ti ho detto che non avremmo vinto. What would you have done? Lei sapeva che lui sarebbe venuto. If he'd come, he would have seen her. Senza di te non l'avrebbero fatto. He said he'd be here. Non pensavo che saresti andato. We explained there'd be no need. Lui disse che l'avrebbe amata sempre.

70. 70. translate Se avessi saputo, ti avrei chiamato. If I had known, I would have called you Hai promesso che non l'avresti detto. You promised you wouldn't tell. Ti ho detto che non avremmo vinto. I told you (that) we wouldn't win. Cosa avresti fatto tu? What would you have done? Lei sapeva che lui sarebbe venuto. She knew (that) he'd come. Se fosse venuto, l'avrebbe vista. If he'd come, he would have seen her. Senza di te non l'avrebbero fatto. Without you they wouldn't have done it Lui ha detto che sarebbe stato qui. He said he'd be here. Non pensavo che saresti andato. I didn't think (that) you'd go. Abbiamo spiegato che non ci sarebbe stato bisogno. We explained there'd be no need. Lui disse che l'avrebbe amata sempre. He said (that) he'd always love her.

71. 72. see what happens if you translate literally?

72. 73. Sapevo che sarebbe stato bello.

73. 74. Sapevo che sarebbe stato bello. I knew it would have been good.

74. 75. Sapevo che sarebbe stato bello. I knew it would have been good. why is this WRONG?

75. 76. Sapevo che sarebbe stato bello. I knew it would have been good. think what the present would be

76. 77. Sapevo che sarebbe stato bello. I knew it would have been good. I know it will have been good.

77. 78. So che sarà bello. ≠ I know it will have been good.

78. 79. www.davidnicholson.it

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Language Consultant and ELT Teacher Published on An outline of the various tenses we use to express the future in the past. Also included a section for Italians on how to translate 'avrei fatto' etc. 1. The Future in the Past 2. John packed his things.

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Welcome to my guestmap
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BODY IDIOMS:

BRAIN(S)

Idioms
from: 'beat one's brains out' to: 'wrap your brain around something'

Please note that British English spelling is used on this website.

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English idioms by theme - brains | Learn English Today

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Welcome to my guestmap Please place a pin on theguestmap to show where you come from. Many thanks for all your encouraging messages. Idioms from: 'beat one's brains out' to: 'wrap your brain around something' Please note that British English spelling is used on this website.

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CONNECT WITH US:

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USEFUL PHRASES AND EXPRESSIONS

Expressions with the word 'MIND'

Broadens the mind
Helps you understand more about different subjects, people, ideas and places.

Travel broadens the mind.

Cross your mind
Come into your thoughts as a possibility

It crossed my mind that the child might be hungry.

Get something or something out of your mind
Stop thinking about someone or something

No matter how hard I try I can't the accident out of my mind.

Not in your right mind
Not behaving in a logical or sensible way.

Julie wasn't in her right mind when she bought those ridiculous shoes.

One-track mind
Think about only one subject

That boy has a one-track mind; all he thinks about is football !

Slip your mind
Forget something.

I forgot the electrician was coming. It completely slipped my mind!

Take your mind off something.
Stops you thinking about something unpleasant.

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English vocabulary: Expressions with 'MIND' with meaning and example | Learn English Today

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List of commonly-used expressions with the word 'mind', from 'at the back of your mind' to 'take a load off your mind', with their meaning and an example of use, for learners of English.

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In part two of the Cambridge English: Advanced Speaking test, you are given a piece of paper with 3 photos on. The photos are almost always about people.

You have to talk about 2 of the pictures, on your own, for a minute. Then the examiner will ask the other candidate a question about your pictures. Next, the other candidate will have to talk for a minute about some different pictures, and you will be asked a question about those pictures. The technique for answering this follow-up question is the same as Speaking Test Part One - respond in about 3 sentences and try to show off your vocabulary.

In this section we will focus on what to say in your 60 second 'long turn'. In the exam, you don't get time to plan or make notes, so now is the time to prepare! (When you've read the tips, be sure to watch the videos, especially the public coaching one.)

2. HOW TO AVOID COMMON MISTAKES

You are asked to talk about TWO pictures. Choose two and say nothing about the third one.

Weak candidates simply describe the pictures: "I can see a car. The car is red. There is a tree." You aren't asked to describe them. Strong candidates compare the pictures - that's explained more below.

Don't waste the first five seconds by explaining which pictures you have chosen. Just start comparing the pictures! (If you feel you have to make it clear, you can point to the pictures you have chosen.)

Dead air ... is still a crime! You get 60 seconds to do this task. Use all of it! When your time is up the examiner will stop you.

The examiner tells you what to do, but the task is also printed on the page with the photos. Refer to that page to make sure you talk about both bullet points.

While you are comparing the photos, try to look at the examiner and the other candidate from time to time. It's hard because you have to look at the pictures, but strong candidates don't talk to the photos - they talk about the photos.

That's great, Ernesto, but the goal isn't to talk for 60 seconds... the goal is to say as much as you can in the time you are given! So talk a bit faster...
"Whereas in this picture the man is wearing a suit, in this picture the man is dressed in some kind of traditional costume." "While the businessman is sending a text or checking his portfolio, the man in the fluffy hat is checking his voicemail."

There are always lots and lots of possible comparisons - indoors/outdoors, cheap/expensive, old/new, old/young, traditional/modern - even if you have no imagination, you can practice finding similarities and differences before you get to the exam. (One way to do that is to take any two photos and find 5 similarities and 5 differences.)

Look at these photos - imagine the task is 'Say why the people might be wearing hats.'

" Perhaps these men are retired and are spending their day feeding ducks by the lake. In contrast, the policeman has to wear a hat for his job. It could be that he hates wearing the hat, whereas the old men have probably chosen to wear theirs. Maybe it's a sunny day and they want to protect their heads from the sun, while the policeman's helmet might protect him from attackers."

5. PUT IT ALL TOGETHER

In the last example there was a lot of speculative language, but also a lot of comparing language. See how easy it is?

Let's put it all together - A student called Heidi tries with a real example from Cambridge.

Her answer: "They're both young students, girls, and both in a traditional school setting. This picture shows a student on her own, whereas this student is in her whole class. She has the support of a teacher, but this student doesn't have that. She has to learn to study on her own, and that's not bad. I think she might be studying for a test or - oh! Probably she's just doing her homework. Both are useful skills for her future. I'm sure she has a lot of tests and homework still ahead of her! While the first student is doing her homework for tomorrow, this one has already done her homework and now she's presenting it to the whole class. That's useful - she'll have to do presentations when she gets a job or give a speech when she gets married! What else? Well, it's beneficial for the second girl to practice this - but I think doing the research will have more benefit in the future, because you have to prepare before you can give a good presentation."

(Listen to the audio file below to hear Heidi attempt this task.)

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In part two of the Cambridge English: Advanced Speaking test, you are given a piece of paper with 3 photos on. The photos are almost always about people. You have to talk about 2 of the pictures, on your own, for a minute. Then the examiner will ask the other candidate a question about your pictures.

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 29th june Homework: p.62 : exercises 1 & 2

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 29th june Homework: p.62 : exercises 1 & 2

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FUTURE IN THE PAST. Used to talk about an action , a ctivity or event which was in the future at a particular p oint in the past. By using "was/were going to" It describes what was a future plan or intention at a certain point in the past that may or may not have taken place.

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26th June HOMEWORK: pp. 68-70 Maximiser , please underline the evidence in the text to back up your answers of both Reading activities the student's book and the maximiser 

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26th June HOMEWORK: pp. 68-70 Maximiser , please underline the evidence in the text to back up your answers of both Reading activities the student's book and the maximiser 

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25th June Homework: Study the pdf of noun phrases with -ever, study grammar reference and do those exercises p.162, do your sentences with fit and match collocation (2 per each) upload them here).

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25th June Homework: Study the pdf of noun phrases with -ever, study grammar reference and do those exercises p.162, do your sentences with fit and match collocation (2 per each) upload them here).

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Introduction to a book about the history of colour

This book examines how the ever-changing role of colour in society has been reflected in manuscripts, stained glass, clothing, painting and popular culture. Colour is a natural phenomenon, of course, but it is also a complex cultural construct that resists generalization and, indeed, analysis itself. No doubt this is why serious works devoted to colour are rare, and rarer still are those that aim to study it in historical context. Many authors search for the universal or archetypal truths they imagine reside in colour, but for the historian, such truths do not exist. Colour is first and foremost a social phenomenon. There is no transcultural truth to colour perception, despite what many books based on poorly grasped neurobiology or - even worse - on pseudoesoteric pop psychology would have us believe. Such books unfortunatley clutter the bibliography on the subject, and even do it harm.

The silence of historians on the subject of colour, or more particularly their difficulty in conceiving colour as a subject separate from other historical phenomena, is the result of three different sets of problems. The first concerns documentation and preservation. We see the colours transmitted to us by the past as time has altered them and not as they were originally. Moreover, we see them under light conditions that often are entirely different from those known by past societies. And finally, over the decades we have developed the habit of looking at objects from the past in black-and-white photographs and, despite the current diffusion of colour photography, our ways of thinking about and reacting to these objects seem to have remained more or less black and white.

The second set of problems concerns methodology. As soon as the historian seeks to study colour, he must grapple with a host of factors all at once: physics, chemistry, materials, and techniques of production, as well as iconography, ideology, and the symbolic meanings that colours convey. How to make sense of all of these elements? How can one establish an analytical model facilitating the study of images and coloured objects? No researcher, no method, has yet been able to resolve these problems, because among the numerous facts pertaining to colour, a researcher tends to select those facts that support his study and to conveniently forget those that contradict it. This is clearly a poor way to conduct research. And it is made worse by the temptation to apply to the objects and images of a given historical period information found in texts of that period. The proper method - at least in the first phase of analysis - is to proceed as do palaeontologists (who must study cave paintings without the aid of texts): by extrapolating from the images and the objects themselves a logic and a system based on various concrete factors such as the rate of occurrence of particular objects and motifs, their distribution and disposition. In short, one undertakes the internal structural analysis with which any study of an image or coloured object should begin.

The third set of problems is philosophical: it is wrong to project our own conceptions and definitions of colour onto the images, objects and monuments of past centuries. Our judgements and values are not those of previous societies (and no doubt they will change again in the future). For the writer-historian looking at the definitions and taxonomy of colour, the danger of anachronism is very real. For example, the spectrum with its natural order of colours was unknown before the seventeenth century, while the notion of primary and secondary colours did not become common until the nineteenth century. These are not eternal notions but stages in the ever-changing history of knowledge.

I have reflected on such issues at greater length in my previous work, so while the present book does address certain of them, for the most part it is devoted to other topics. Nor is it concerned only with the history of colour in images and artworks - in any case that area still has many gaps to be filled. Rather, the aim of this book is to examine all kinds of objects in order to consider the different facets of the history of colour and to show how far beyond the artistic sphere this history reaches. The history of painting is one thing; that of colour is another, much larger, question. Most studies devoted to the history of colour err in considering only the pictorial, artistic or scientific realms. But the lessons to be learned from colour and its real interest lie elsewhere.

(Source: CAE Handbook. Reproduced with permission from Cambridge English)

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Created with Hot Potatoes by Half-Baked Software, registered to Flo-Joe.

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CAE Reading and Use of English Part 5: Multiple Choice Practice Test

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This book examines how the ever-changing role of colour in society has been reflected in manuscripts, stained glass, clothing, painting and popular culture. Colour is a natural phenomenon, of course, but it is also a complex cultural construct that resists generalization and, indeed, analysis itself.

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24th June HOMEWORK: Pick up 2 idioms and write an example for each of them with an image

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24th June HOMEWORK: Pick up 2 idioms and write an example for each of them with an image

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English tests. Read the questions below and decide which answer best fits each space.

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CAE Speaking

Part 3: Discussion (< Previous Next >)

Tests ability to: use language to discuss and interpret, to agree, disagree or agree to disagree, negotiate and collaborate, to rank or classify.

In Part 3 of the CAE Speaking test, which lasts about four minutes (six minutes for groups of three), the examiner will ask you and your partner to talk about another set of visual prompts together.
Example Task
Discussion Task: The examiner will say something on the lines of:

Now, I'd like you to talk about something together for about two minutes.
Here are some different ways in which people communicate and a question for you to discuss. First you have some time to look at the task.
Now, talk to each other about the advantages and disadvantages of communicating
in these different ways.

Decision Task: Now you have about a minute (2 minutes for groups of three) to decide which two ways of communicating are the least effective.

(Source Cambridge CAE Handbook)
Tips!
It will help both yourself and your partner if you work together collaboratively on this task.

1. Be prepared to ask your partner for his or her opinion rather than simply stating your own.

2. Listen 'actively' to what your partner says, responding to comments he or she makes. Use expressions such as the following to comment on something:
"That's an interesting point."
"I was interested in what you said about ..."
"So, when you say ..., do you mean ...?"
"Could you explain what you mean by ...?"

3. Use expressions to allow yourself time to think. For example: ' That's a good question.', ' Well, let me think ...'

4. In order to bring the discussion to a constructive conclusion try using expressions such as the following:
"So, weighing up the pros and cons, do you think ...?"
"Are we generally in agreement that ...?"
"So, all in all do we feel ...?"
"Essentially, do we all agree that ...?"
"So, to sum up ..."
"So, in general ..."
"It seems we've reached the conclusion that ...;"

CAE Speaking Success!

Remember - you are not in competition with your speaking partner! CAE Speaking Success will teach you our strategies for working cooperatively in Part 3.

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Advice and guidance for the CAE Speaking paper

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Part 3: Discussion ( ) Tests ability to: use language to discuss and interpret, to agree, disagree or agree to disagree, negotiate and collaborate, to rank or classify. In Part 3 of the CAE Speaking test, which lasts about four minutes (six minutes for groups of three), the examiner will ask you and your partner to talk about another set of visual prompts together.

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CAE (C1 Advanced) Speaking Exam - How to Do Parts 3+4 of the CAE Speaking Test