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New Ready For Cae (coursebook With Key)


I mars 2008 släpptes boken New Ready for CAE (Student's Book with Answer Key) skriven av Roy Norris. Det är den 2a upplagan av kursboken. Den är skriven på engelska och består av 280 sidor djupgående information om övrigt. Förlaget bakom boken är Macmillan ELT.




New Ready for Cae (coursebook with key)



Such a hidden gem in NOLA! Seriously the best food we have had here! We started off with two cocktails, the dark and stormy and the rum martini- both delicious. The chicken wings were some of the best wings my husband and I have ever had! Literally fell off the bone! Then my husband had the Cuban and I had the salmon for our entrees! The house salad was so refreshing! Such a great restaurant and if we lived near here we would be here all the time!!


I was on the hunt for conch fritters in NOLA and thank you to Nola Caye for making this happen. The restaurant's location is fabulous! Outside seating is always appreciated to enjoy the sights and sounds of the city. The conch fritters is a great appetizer option. They are a generous size and served with a dipping sauce. My entree was the Red Shrimp Curry which was is delicious...


Tried out this restaurant after hearing about it on the morning news. The food is Caribbean inspired which is always a plus for me. We started with cocktails. I had the coconut cloud and the pain killer. Both drinks were delicious. As an appetizer we had the dip duo (guacamole and cold queso) cold sounds suspect but it was delicious. It almost reminded me of pimento cheese. As our entrees we had the ginger salmon with a side of plantains and the oxtails with jalapeño cheddar grits. Both dishes were really good...


BOOK REVIEWS/COMPTES RENDUS fresh approach to reading the Odyssey and appreciating Homer's art. ODYSSEUS TSAGARAKIS UNIVERSITY OF CRETE 74100 RHETHYMNO 77 C.A.E. LUSCHNIG, H.M. ROISMAN. Euripides' Alcestis, with Notes and Commentary. Norman: University of Oklahoma Press, 2003. Pp. 284. US $35.00. ISBN 0806135743. This text is targeted at students who have completed their study of Greek grammar at the intermediate level and are now ready to tackle a specimen of unabridged Greek. A delicate moment this, and available options, in my experience, have not been entirely satisfactory. How does one guide the Greek learner from premasticated authors presented in the likes of Athenaze (Oxford 2003) to the pleasures and challenges of unabridged texts in second year? Luschnig and Roisman. both respected scholars on Euripides, have appropriately chosen Alcestis. The selection is a good one: at I 160 lines the play is the ideal length for a twelve- to fourteen-week semester: its irony, folktale elements and ambiguous treatment of women's roles and status make it a meaty offering for undergraduate tastes. Let me say at the outset that I plan to use this text the next time I teach intermediate Greek, but, as with any text, I will use it with discretion. In general this is a well designed and functional volume. It uses a clear large Greek font: it is superbly organized and appropriately pitched at an undergraduate user. There is a brief introduction with a diagram of the fifth-century theater. and the usual notes on staging. audience. text and meter. I would like to see more on textual transmission , a topic that I would supplement with a concise and studentfriendly discussion of the manuscript tradition. Following the text of the play are the editors' innovative commentary and notes, which not only give the traditional vocabulary glosses and grammatical tips but also incorporate suggestions for study and practical exercises on topics ranging from crasis to conditional sentences. Irregular nouns and adjectives are fully declined ad loe., and other useful information such as the perfect forms of 018a are provided as needed. Students are invited to review particular grammatical points at appropriate mOlnents. The note on 618, for example. asks "What is the form? Review imperatives in the second person" and follows with a chart giving the relevant forms. There is extensive help with vocabulary both in the notes and an additional vocabulary section at the end of the book. Recurring vo- BOOK REVIEWS/COMPTES RENDUS cabulary is marked with a cross indicating that this material should be memorized. These and other features will undoubtably assuage the anxieties of the fledgling Greek learner overwhelmed by the vast number of details that make up Classical Greek. Students will be grateful that the choral odes are fully translated and scanned, although the notation of the meter seems a bit cramped and hard to read. In addition to discussing grammar and vocabulary, the commentary and notes make suggestions about interpretation and staging. They draw attention, for example, to some of the vocabulary and metrical variations used to delineate the character of Adlnetus. They speculate about the use of the eccyclema in the second episode (the tableau of the dying Alcestis), and offer insights into how Euripides plays with conventions such as the "recognition scene" in the exodus. The final section of the text is a collection of discussions, often with a remark by Roisman countered by Luschnig. The object, according to its introduction, is not to offer an authoritative interpretation of a particular topic or problem but rather to "stimulate thought and participation ." This is a feature of the text which sets it head and shoulders above its competition, and lets the student appreciate the complexity of an author who can seldom be pinned down to a single interpretation. Few Greek text books have such a well defined personality as this volume. It speaks in the voice of a patient, methodical and experienced instructor. It may be too prescriptive for some tastes, but I suspect that professors will find its meticulous planning a welcome aid, while their pupils will gain the confidence and experience to keep reading Greek. JUDITH FLETCHER DEPARTMENT OF ARCHAEOLOGY AND CLASSICAL...


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Be it driving your colleagues for a team brunch, taking your family for a vacation or setting out on an adventure with your friends, Kia Carnival comes with versatile seating combinations to make room for everyone and almost everything you need.


There will be members who like the change to a slate and some who disagree. We heard both sides in our discussions with members, committees, Board members, and task force members. Each side has its pros and cons, and as we weighed both approaches, the opportunity to be more intentional about getting the best talent and the appropriate diverse composition on our Board won out. At a minimum, I hope it is apparent that this was a thoughtful process that recognizes the tension created by this paradox.


Imagine an organization with sufficient resources to do its work. This organization is agile, proactively addresses issues, assesses and takes action quickly, and makes course corrections as necessary.


Imagine an organization that pursues alliances that relate to existing strategies or that form a tight fit with its mission and purpose. It is selective about determining with whom they should partner to be as effective as possible.


What I like about his process is that he starts with the end in mind and includes operational elements such as obtaining member input, creating a communications plan for stakeholders, and evaluating any new structure we would create.


a range of contexts" (Norris, 2004, p.5), the speaking component of the CAE encourages teachers and students to do more mock exam papers in class to familiarize the candidates with the exam format, to cover some typical topics, and to relieve their test anxiety. A great deal of classroom research proves that "an oral component in a test considerably complicates the testing procedure, both in terms of its practicality and the way assessment criteria can be reliably applied" (Thornbury, 2013, p.124-125). Consequently, during the preparation course all the candidates should be in-


terviewed regularly, as in the beginning the candidates cannot realize their weaknesses and strengths, but the washback effect of such testing on learning is clear: the candidates become aware of positive and negative sides of their oral proficiency. The observation and experience have shown that much depends on the part of the ST. Throughout the research process the attempt to answer the following questions investigated by a number of authors (Winn, 2005, p.276-277; Hamid, M., 2014, Hawkey, 2009, and et al.) was taken: What actually transpires in class while preparing? What are the causes of misunderstanding and reasons for communication breakdowns? Which strategies are most efficient to get ready for the oral exam and why?


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