The document discusses the history and importance of chocolate in human civilization. It notes that chocolate originated in Mesoamerica over 3000 years ago and was prized by the Aztecs and Mayans for its taste. Cocoa beans were used as currency and their cultivation was tightly regulated. The Spanish conquest of the 16th century introduced chocolate to Europe, though it was initially consumed only as a bitter drink by the wealthy. Mass production and new technologies in the 19th century made chocolate affordable for the general population.
The document discusses the history and importance of chocolate in human civilization. It notes that chocolate originated in Mesoamerica over 3000 years ago and was prized by the Aztecs and Mayans for its taste. Cocoa beans were used as currency and their cultivation was tightly regulated. The Spanish conquest of the region introduced chocolate to Europe, where it became a popular drink among the elite classes throughout the 17th-18th centuries.
The document discusses the history and development of a new technology called blockchain. Blockchain was originally developed for cryptocurrencies like Bitcoin as a way to record transactions in a secure, decentralized manner without the need for a central authority. It has since expanded and many now see potential for blockchain to disrupt numerous industries by making transactions more efficient, secure, and transparent through its shared ledger approach.
The document discusses the benefits of exercise for both physical and mental health. It notes that regular exercise can reduce the risk of diseases like heart disease and diabetes, improve mood, and reduce feelings of stress and anxiety. The document recommends that adults get at least 150 minutes of moderate exercise or 75 minutes of vigorous exercise per week to gain these benefits.
Here are the sentences in the order they fit in the gaps in the text:
9. A - think that a life in catering would have meant that I would always have been working when my friends were playing and vice versa.
10. F - Now I can enjoy cooking for others without the pressure of having to please paying customers every night of the week.
11. G - I have found that cooking for friends is a very rewarding pastime.
12. B - I also try to introduce them to new flavours and dishes that they may not have tried before.
13. C - I enjoy experimenting with different ingredients and cuisines.
14. D - Of course, I don't always get it
The document appears to be a table of contents for a book titled "Revised MASTERING the FCE" that contains 10 practice tests, a section on speaking, and reviews of transformations and vocabulary.
The document discusses the history and development of chocolate over centuries. It details how cocoa beans were first used by Mesoamerican cultures before being introduced to Europe, where it became popular in drinks and confections. The document also notes that modern chocolate production methods were established in the 19th century to allow chocolate to be consumed on a larger scale.
This document provides instructions for using a book of structured tests that is divided into 30 different grammar structures. Teachers can use the book as a classroom supplement by having students read sentences aloud and choose the correct answer. Other students are then asked for their opinions to generate discussion. Once the right answer is established, students can be asked to build similar sentences. Answer keys for each level are provided in a separate key book.
The document discusses the history and importance of chocolate in human civilization. It notes that chocolate originated in Mesoamerica over 3000 years ago and was prized by the Aztecs and Mayans for its taste. Cocoa beans were used as currency and their cultivation was tightly regulated. The Spanish conquest of the 16th century introduced chocolate to Europe, though it was initially consumed only as a bitter drink by the wealthy. Mass production and new technologies in the 19th century made chocolate affordable for the general population.
The document discusses the history and importance of chocolate in human civilization. It notes that chocolate originated in Mesoamerica over 3000 years ago and was prized by the Aztecs and Mayans for its taste. Cocoa beans were used as currency and their cultivation was tightly regulated. The Spanish conquest of the region introduced chocolate to Europe, where it became a popular drink among the elite classes throughout the 17th-18th centuries.
The document discusses the history and development of a new technology called blockchain. Blockchain was originally developed for cryptocurrencies like Bitcoin as a way to record transactions in a secure, decentralized manner without the need for a central authority. It has since expanded and many now see potential for blockchain to disrupt numerous industries by making transactions more efficient, secure, and transparent through its shared ledger approach.
The document discusses the benefits of exercise for both physical and mental health. It notes that regular exercise can reduce the risk of diseases like heart disease and diabetes, improve mood, and reduce feelings of stress and anxiety. The document recommends that adults get at least 150 minutes of moderate exercise or 75 minutes of vigorous exercise per week to gain these benefits.
Here are the sentences in the order they fit in the gaps in the text:
9. A - think that a life in catering would have meant that I would always have been working when my friends were playing and vice versa.
10. F - Now I can enjoy cooking for others without the pressure of having to please paying customers every night of the week.
11. G - I have found that cooking for friends is a very rewarding pastime.
12. B - I also try to introduce them to new flavours and dishes that they may not have tried before.
13. C - I enjoy experimenting with different ingredients and cuisines.
14. D - Of course, I don't always get it
The document appears to be a table of contents for a book titled "Revised MASTERING the FCE" that contains 10 practice tests, a section on speaking, and reviews of transformations and vocabulary.
The document discusses the history and development of chocolate over centuries. It details how cocoa beans were first used by Mesoamerican cultures before being introduced to Europe, where it became popular in drinks and confections. The document also notes that modern chocolate production methods were established in the 19th century to allow chocolate to be consumed on a larger scale.
This document provides instructions for using a book of structured tests that is divided into 30 different grammar structures. Teachers can use the book as a classroom supplement by having students read sentences aloud and choose the correct answer. Other students are then asked for their opinions to generate discussion. Once the right answer is established, students can be asked to build similar sentences. Answer keys for each level are provided in a separate key book.
This document appears to be the contents page for a book titled "1500 Structured Tests Level 2" that presents and tests 30 essential grammatical structures. It provides instructions on how teachers can use the book as a complement to other teaching materials to check how well students have learned specific structures or as the basis for short classroom activities. It then lists the grammatical structures that are covered in the book, structured as questions for students to test their knowledge.
This document provides instructions for using a book titled "Structured Tests" published by Editorial Stanley. The book contains 30 sections with grammar exercises divided into different structures. Teachers can use the book in class by having students read sentences aloud and choose the correct answer. Other students can provide their opinions and the teacher can clarify the right answer. Students can then practice similar questions. Answer keys for each level are provided in a separate Key Book.
This document appears to be the contents page for a book titled "1500 Structured Tests level 2" that presents and tests 30 essential grammatical structures. It provides instructions on how teachers can use the book as a complement to other teaching materials to check how well students have learned specific structures or as the basis for short classroom activities. It then lists the grammatical structures that are covered in the book, structured as questions for students to test their knowledge.
Word families provide opportunities to expand one's vocabulary. Knowing words within a family, like verbs and nouns related to an adjective, allows for more varied self-expression. Some exams require knowledge of word families. The document then provides a list of common English words and their related forms to help learners familiarize themselves with word families.
The report summarizes a student trip to the UK, noting that:
- Host families were appreciated but younger families would be preferable next time.
- The sports and social program was very popular and should be repeated.
- Language classes were good but more speaking practice is needed.
- Overall the trip was successful and should be repeated with some improvements.
This document provides a list of expressions and linkers that can be used when writing an opinion essay. It includes phrases for expressing opinion, giving reasons, expressing facts, adding ideas, expressing contrast, expressing purpose, and concluding. Some examples of phrases listed are "in my opinion", "because", "for example", "however", "so that", and "in conclusion".
The letter provides advice to a friend, Steve, who is deciding between attending university or backpacking around the world after finishing his exams. The writer encourages Steve to attend university, noting the opportunities it could provide, but also suggests taking a gap year for traveling first to allow him to experience both options. The letter uses a friendly and informal tone appropriate for advising a close friend.
The document provides a model answer for a formal letter or email to the editor of a local newspaper in response to negative comments made about relations between international students and local people.
The 3 sentence summary is:
The social secretary at a language college writes to the newspaper editor to explain that the comments were unfair and did not apply to their school, where students are kept busy with activities, and to invite locals to the college's upcoming open day event to experience the positive relations themselves.
The document provides frequently asked questions about writing exams. It addresses questions such as how much to write, how to plan time, where to write answers, what to do if more paper is needed, whether to write in pen or pencil, the differences between C1 and C2 exam tasks, and whether all set texts need to be studied for the CPE exam. The key information is that exam questions will indicate how much to write; it's okay to write less if all required information is included; more time shouldn't be spent on one part over the other; answers are written in the answer booklet and more paper can be requested; answers must be written in pen; C2 tasks require more abstract language use; and not
The document discusses ways that an aging population presents challenges for society and potential solutions. It notes that while more people are surviving diseases, they may require assistance. One solution discussed is residential care homes, but there is a shortage of affordable places. The document also discusses the issue of retirement and idle time, and suggests some retired people may want part-time work. It concludes that while many areas need to be addressed, increasing residential care home availability is probably the most important.
This checklist provides guidance on writing for the CAE exam by covering content, communicative achievement, organization, and language. It prompts the writer to ensure all key information is included and developed, the purpose of the text is achieved using a suitable mix of fact and opinion, paragraphs and other organizational features are used appropriately, and vocabulary, grammar, phrases, spelling, and repetition are addressed.
This document provides a list of useful academic expressions, words, vocabulary and phrases to help with essay writing. It is divided into three main parts: an introduction, body, and conclusion. The document then lists phrases for different parts of an essay, including introducing an essay, expressing opinions, listing points, comparing and contrasting ideas, expressing conditions, certainty, adding further information, and agreeing or disagreeing with statements. The vocabulary and phrases are intended to help make essay writing easier.
This document discusses different types of clauses in English grammar. It defines a clause as a group of words containing a subject and verb that can form a complete sentence or part of a sentence. There are two main types of clauses: independent clauses, which can stand alone as sentences, and dependent clauses, which cannot stand alone and provide additional information to independent clauses. The document then describes specific types of dependent clauses, including noun clauses, adverb clauses, adjective clauses, and coordinate clauses.
The document discusses the differences between the present perfect and present perfect continuous tenses. It explains that the present perfect is used for completed actions, while the present perfect continuous is used for unfinished actions that started in the past and continue in the present. It provides examples of how each tense can be used and the subtle differences in meaning they convey regarding the duration, completion status, or focus of an action. Activities are included for the reader to practice using the tenses.
Here are the answers:
1. a) endurance
b) alienation
c) concealment
d) foolhardiness
e) ignobility
f) edginess
g) brotherhood
h) patriotism
i) membership
2. mosquitoes, wolves, elves, bacteria, hope
The uncountable nouns are: bacteria, hope
Unit 2: Pronouns
Page 13
1. Replace the underlined nouns with the appropriate pronouns.
a) The teacher praised him for his excellent work.
b) Sally told Jane about their holiday plans.
c) I gave my book to her
This document appears to be the contents page for a book titled "1500 Structured Tests Level 2" that presents and tests 30 essential grammatical structures. It provides instructions on how teachers can use the book as a complement to other teaching materials to check how well students have learned specific structures or as the basis for short classroom activities. It then lists the grammatical structures that are covered in the book, structured as questions for students to test their knowledge.
This document provides instructions for using a book titled "Structured Tests" published by Editorial Stanley. The book contains 30 sections with grammar exercises divided into different structures. Teachers can use the book in class by having students read sentences aloud and choose the correct answer. Other students can provide their opinions and the teacher can clarify the right answer. Students can then practice similar questions. Answer keys for each level are provided in a separate Key Book.
This document appears to be the contents page for a book titled "1500 Structured Tests level 2" that presents and tests 30 essential grammatical structures. It provides instructions on how teachers can use the book as a complement to other teaching materials to check how well students have learned specific structures or as the basis for short classroom activities. It then lists the grammatical structures that are covered in the book, structured as questions for students to test their knowledge.
Word families provide opportunities to expand one's vocabulary. Knowing words within a family, like verbs and nouns related to an adjective, allows for more varied self-expression. Some exams require knowledge of word families. The document then provides a list of common English words and their related forms to help learners familiarize themselves with word families.
The report summarizes a student trip to the UK, noting that:
- Host families were appreciated but younger families would be preferable next time.
- The sports and social program was very popular and should be repeated.
- Language classes were good but more speaking practice is needed.
- Overall the trip was successful and should be repeated with some improvements.
This document provides a list of expressions and linkers that can be used when writing an opinion essay. It includes phrases for expressing opinion, giving reasons, expressing facts, adding ideas, expressing contrast, expressing purpose, and concluding. Some examples of phrases listed are "in my opinion", "because", "for example", "however", "so that", and "in conclusion".
The letter provides advice to a friend, Steve, who is deciding between attending university or backpacking around the world after finishing his exams. The writer encourages Steve to attend university, noting the opportunities it could provide, but also suggests taking a gap year for traveling first to allow him to experience both options. The letter uses a friendly and informal tone appropriate for advising a close friend.
The document provides a model answer for a formal letter or email to the editor of a local newspaper in response to negative comments made about relations between international students and local people.
The 3 sentence summary is:
The social secretary at a language college writes to the newspaper editor to explain that the comments were unfair and did not apply to their school, where students are kept busy with activities, and to invite locals to the college's upcoming open day event to experience the positive relations themselves.
The document provides frequently asked questions about writing exams. It addresses questions such as how much to write, how to plan time, where to write answers, what to do if more paper is needed, whether to write in pen or pencil, the differences between C1 and C2 exam tasks, and whether all set texts need to be studied for the CPE exam. The key information is that exam questions will indicate how much to write; it's okay to write less if all required information is included; more time shouldn't be spent on one part over the other; answers are written in the answer booklet and more paper can be requested; answers must be written in pen; C2 tasks require more abstract language use; and not
The document discusses ways that an aging population presents challenges for society and potential solutions. It notes that while more people are surviving diseases, they may require assistance. One solution discussed is residential care homes, but there is a shortage of affordable places. The document also discusses the issue of retirement and idle time, and suggests some retired people may want part-time work. It concludes that while many areas need to be addressed, increasing residential care home availability is probably the most important.
This checklist provides guidance on writing for the CAE exam by covering content, communicative achievement, organization, and language. It prompts the writer to ensure all key information is included and developed, the purpose of the text is achieved using a suitable mix of fact and opinion, paragraphs and other organizational features are used appropriately, and vocabulary, grammar, phrases, spelling, and repetition are addressed.
This document provides a list of useful academic expressions, words, vocabulary and phrases to help with essay writing. It is divided into three main parts: an introduction, body, and conclusion. The document then lists phrases for different parts of an essay, including introducing an essay, expressing opinions, listing points, comparing and contrasting ideas, expressing conditions, certainty, adding further information, and agreeing or disagreeing with statements. The vocabulary and phrases are intended to help make essay writing easier.
This document discusses different types of clauses in English grammar. It defines a clause as a group of words containing a subject and verb that can form a complete sentence or part of a sentence. There are two main types of clauses: independent clauses, which can stand alone as sentences, and dependent clauses, which cannot stand alone and provide additional information to independent clauses. The document then describes specific types of dependent clauses, including noun clauses, adverb clauses, adjective clauses, and coordinate clauses.
The document discusses the differences between the present perfect and present perfect continuous tenses. It explains that the present perfect is used for completed actions, while the present perfect continuous is used for unfinished actions that started in the past and continue in the present. It provides examples of how each tense can be used and the subtle differences in meaning they convey regarding the duration, completion status, or focus of an action. Activities are included for the reader to practice using the tenses.
Here are the answers:
1. a) endurance
b) alienation
c) concealment
d) foolhardiness
e) ignobility
f) edginess
g) brotherhood
h) patriotism
i) membership
2. mosquitoes, wolves, elves, bacteria, hope
The uncountable nouns are: bacteria, hope
Unit 2: Pronouns
Page 13
1. Replace the underlined nouns with the appropriate pronouns.
a) The teacher praised him for his excellent work.
b) Sally told Jane about their holiday plans.
c) I gave my book to her
