Between the two parts of the book, there is a substantial reference section containing a Grammar File and a Writing File, The Grammar File contains detailed information on verb tenses and other aspects of grammar, alphabetically presented for ease of access. The Writing File provides model text types for all the potential CAE writing [asks and detailed notes on layout, organization and language, for reference at any stage of the course. | Introduction 7 Each unit starts with a Lead-in followed by a reading or listening text and these provide an essential starting point. Focus on Grammar sections should be used after the section s from which the target language is taken. Beyond this there is considerable scope for flexibility as to the order in which sections are taken which sections are set for homework which done in class and so on. The time needed to work through a unit will also vary according to the amount of class time spent on materials and activities and the amount set for homework. As a general rule a unit will take about six hours in class and the whole course is likely to provide up to 120 hours of material including homework. Note Teachers requiring further information on the CAE examination can write to The Director English as a Foreign Language UCLES Syndicate Buildings i Hills Road Cambridge CB1 2EU UK Unit Contents Quotations Each unit begins with a quotation some of which are intended to be thought-provoking others just to raise a smile. There is no need to analyse these in detail or at all every time but some offer more scope for discussion than others and may provide useful springboards into the unit. Lead-ins The Lead-in activities include a wide range of discussion topics quizzes vocabulary extension and problem-solving tasks. They serve the all-important purpose of introducing the topic and allowing students to make a personal contribution at the outset in terms of their experience opinion or linguistic knowledge. In addition they provide an opportunity for students to get used to working and cooperating in pairs and for them to develop their communicative skills and activate passive vocabulary. Reading texts The twenty-two reading texts represent a range of styles and approaches and have been chosen from a wide variety of sources including popular and quality newspapers colour supplements special interest periodicals and inflight magazines. Reading skills are introduced and .
