Everything is explained in these two links. Read them both to be better informed. And there are surprisingly few point by point guides to writing a good letter of application, but I found an explanatory video that covers the main points. I'm sure if you look through your textbook, you can find more examples.
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This task feels more complicated because it's a two in one. Still - it's not a task you haven't done before. Read here about what's important to keep in mind with this exercise. And then, put it into practice here:
One of the keys to performing well in Part 3 is understanding how people feel about things. Which means you should take a different approach to the exercise. Read about it here: And then practice here:
Hello, hello, hello! Do you know what a "quizlet" is? It's the online version of having vocabulary cards to review. When you click on the cards, they reveal the meaning. So review it before coming to class, for example, and write down a couple to try out in the speaking exercises. TEST 4 - PART 6
37. D. Only reviewer D is unconvinced by Miller's view of the future, so A and C agree with reviewer B, but D doesn't. 38. A. Reviewers A and C both think Miller is suitably qualified to write the book, but reviewers B and D do not. 39. B. Reviewer B believes Miller is too limited to earlier studies of documentaries, while the other three reviewers consider that she uses them as a foundation and builds on them. 40. D. Reviewers A and D agree with Miller's criticism of television companies for not making more use of documentaries, while reviewers B and C disagree with her. TEST 5 - PART 6 37. C. Reviewer B says the production tells us nothing about today's world, and according to reviewer C, it didn't make the setting modern. Reviewer A has a different opinion - "Perhaps Barlow's intention was to hold up a mirror to the fragmentary nature of today's world, and if so, she could be said to have succeeded", and reviewer D believes the production shows "the universality of the play's themes". 38. C. Reviewer C believes Mason gives insight into the character: "His quirks and eccentricities convey the depth of Hamlet's dispair, and his need to present a mask to the world". The other three reviewers don't agree: reviewer A ends by saying "As the final curtain fell, I realised I knew the character of Hamlet no better than I did at the beginning"; reviewer B says Mason's performance "tells us nothing about Hamlet himself", and reviewer D implies something similar: "he made it impossible for the audience to sympathise, let alone identify, with him". 39. A. Reviewer C ended up feeling positively towards Mason's delivery - "By the end, I could have gone on listening to him for hours" and reviewer A believes Mason "delivers his lines thrillingly"; in contrast, reviewer B doesn't warm to Mason's "vocal tricks", and reviewer D calls his delivery "a parody". 40. C. Reviewer A believes Barlow's "great number of ingenious devices" don't fit together to make a coherent whole, but reviewer D has a positive view - Barlow comes close to confusing us "but stops just short", and the reviewer describes the director's ideas as "mind-boggling and exhilarating". The other two reviewers agree with reviewer A: reviewer B calls the ideas "a mishmash", and reviewer C finds her ideas "highly distracting". It is famously known that Inuit people have a thousand words for snow. And apparently, English-speaking people have a thousand words for the way we move.
Every one of the words in the title invokes a different image of a person moving and, while you don't have to know how to use every single one of those words actively, you do have to recognise them if you see them in a reading comprehension exercise. And it can also make your speech more colourful and descriptive. Here are two exercises to learn the differences in meaning: Please read the recommendations for doing Reading Part 6 before doing the exercises.
Hi, hello, good afternoon. On Tuesday we practiced Speaking parts 3 and 4, with vocabulary about urban life, rural life, city planning and the social issues concerning life in an urban setting. We used this worksheet to incorporate advanced vocabulary:
One of the topics that came up was "megacities". Any city with a population of 10 million inhabitants or more is considered a megacity. Think New York, Tokyo, London, Rio de Janeiro, Beijing...
In the following BBC program, you can hear about the challenges that megacities face. It's 20 minutes long, so it's excellent practice for the listening portion of the exam. |
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