You can print it out or download it again. Please, let me know if you need any further help. Norma C. I am wondering if your company can help me find an appropriate venue for publishing my arrangements. The arrangements are accessible for those comfortable with 3rd position, and often use two or more hymntunes used for the same text.
Fabrizio Ferrari - moderator and CEO , on April 7, am PST Dear Norma, thank you for your posted inquiry and my apologies for our late reply, for some reason your comment was missed. First of all, congratulations on writing such arrangements, that's fantastic. Unfortunately at the moment we don't have a program on VSM which would allow you to have your music published on our site, but I can suggest looking on sheetmusicplus. Please, let me know if you have any further questions.
My best wishes,. Would love suggestions re. We have thirty players. Happy Christmas to all and all the best for the new year. Many thanks. To better understand your needs, what kind of repertoire are you looking for? Something for the Christmas or Holidays celebration, or just part of the classical genre?
I'll be happy to give you some useful suggestions. Simple classical arrangements. These people are adults who never played before and now are enjoying the opportunity. Some have made good progress while others not so. Virtual sheet music has been a great well of material.
I was wondering what you would suggest with your expert knowledge. As an aside I have found your violin manual to be an exceptional effort. It is light years ahead of any I have used prior to this. All the best for Christmas and the New Year to you and your family.
Glad to help, at any time. I am also very happy to know you found VSM valuable for your musical needs, that's awesome and I love to read that. Ok, here are some suggestions for you. I am not sure about your ensemble skill level, but I'll try to give you a mixed set of good pieces to try at easy-intermediate skill level. The pieces below can be easily played with either a string quartet or a string orchestra. Hymns for a Pilgrim People Hymns of Glory, Songs of Praise Hymns of Promise Hymns Old and New Journeysongs 2nd ed.
Journeysongs 3rd ed. One in Faith Pagura, b. RitualSong 2nd ed. RitualSong Sing and Rejoice! Singing Our Faith Singing the Faith The Book of Praise The Cyber Hymnal The New English Hymnal The Presbyterian Hymnal The United Methodist Hymnal Remember me on this computer.
Enter the email address you signed up with and we'll email you a reset link. Need an account? Click here to sign up. Download Free PDF. Ready for First coursebook with key 3rd Edition. A short summary of this paper. As well as providing relevant practice Use of English tasks. A low mark in one paper in reading, writing, listening and speaking, each unit does not necessarily mean a candidate will fail the of Ready for First includes one or more Language examination; it is the overall mark which counts.
There are seven parts to this paper: Parts 1 to 4 A significant feature of the Use of English syllabus are grammar and vocabulary tasks; Parts 5 to 7 are in the book is the systematic approach to Word reading tasks.
For the Use of English tasks, each formation. At regular intervals you will find special correct answer in Parts 1 to 3 receives one mark; sections which focus on the most important aspects each question in Part 4 carries up to two marks. For of word building, ensuring that you are properly the reading tasks, each correct answer in Parts 5 and prepared for this part of the examination.
There are 6 receives two marks, and there is one mark for each also sections, in Units 7, 10 and 13, devoted to the question in Part 7. For more information on this important skill of paraphrasing and recording new paper, see the Ready for Use of English unit on pages vocabulary. Part Task Type Number Task Format Throughout the book you will find the following of questions boxes, which are designed to help you when 1 Multiple-choice 8 A text with 8 gaps; there is a performing the different tasks: cloze choice of 4 answers for each gap.
What to expect in the exam: these contain useful information on what you should be prepared to see, 2 Open cloze 8 A text with 8 gaps, each of which hear or do in a particular task in the examination.
The task questions. Useful language: these contain vocabulary and 5 Multiple Choice 6 A text followed by multiple- structures which can be used when doing a specific choice questions with four writing or speaking activity. These are situated at regular intervals in 7 Multiple 10 A text preceded by multiple- the book and can be used at appropriate moments Matching matching questions which during the course.
The Ready for Writing unit require candidates to find specific contains model answers for each of the main task information in a text or texts. At the end of the book you will find detailed explanations of the grammar areas seen in the units in the Grammar reference, together with a topic- based Wordlist and the Listening scripts. There are usually carries the same number of marks. Part 1 is two candidates and two examiners. Candidates compulsory, so must be answered by all candidates, are given marks for range and correct use of whereas in Part 2 candidates choose one from three grammar and vocabulary, pronunciation, discourse tasks.
You are required to write between and management the ability to organize language words for each part. For more information and and produce extended responses and interactive advice on the questions in this paper, see the Ready communication. For more information on this paper, for Writing unit on pages to , as well as the see the Ready for Speaking unit on pages to relevant sections in the main units of the book.
Candidates speak questions, each of which carries one mark. Each for about 3 minutes in total; part contains one or more recorded texts, which are the giving of instructions takes heard twice. Candidates are tested on their ability about 1 minute. For more information the topic of Part 3. There are 3 options for each question. Candidates write a word or short phrase to complete sentences.
The extracts are all related to a common theme. Candidates match extracts with prompts. Collocations are pairs or groups of words that are often used together. Compare your adjectives with your partner, explaining your choices. Example: I have quite a healthy lifestyle at the moment. As in other parts of this book, common collocations are shown in bold.
What kinds of things do you do? How would you describe the way of life in your country to a foreigner? In what ways, if any, was the traditional way of life in your country better? Do they interest you? They show people who have different lifestyles. Before you do the speaking task, read the information in the boxes below. Student A Compare photographs 1 and 2 and say what you think the people might find difficult about their lifestyles.
Student B When your partner has finished, say which lifestyle you would prefer to lead. Follow the instructions above using photographs 3 and 4. He probably spends a long time away from home. I doubt that she has much time for a social life. What might the people find difficult about their lifestyles? For Part 7 questions 1—10, choose from the people A—D.
The people may be chosen more than once. To help you, one part of section A has been underlined. Match this part to one of the questions. Then look in the rest of section A for any more answers. Underline the relevant parts of the text as you answer the questions. Which person admits to having an untidy house? My wife and two sons are also actors, so at home there are usually scripts lying all over the place. After a performance I eat and spend a few hours 15 unwinding, so bedtime is often two or three in the morning.
I always fall asleep as soon as my head hits the pillow. Working at 30 home was a solitary business and I hated the fact that I would often go for days without speaking to anyone. I get lots of requests for personalized mugs, and evenings are spent packaging up orders to send out the next day.
I often get to bed later than I would like. But being a vet — any type of vet — is not what people think. We have to do some pretty unpleasant things sometimes, 45 things which would put you off working with animals for life.
We work hard — six hours on, six hours off, six hours on, six hours off — every day for 60 seven weeks. Reacting to the text If you had to choose, which of the four people would you prefer to change places with for a month?
A General tendencies Look at these sentences from the reading text and answer 1 Which of the alternatives in this sentence is not possible? Look at the Grammar reference on page to see b I would sometimes go for days without speaking to how tend to is used. Why is this? The best football players in my country tend to go abroad. In what position is the frequency adverb placed in relation to the verb?
At home there are usually scripts lying all over the place. I always get to the theatre at the last minute. Cross out the two incorrectly placed adverbs. Check your ideas in the Grammar reference on page If it is not possible, correct the sentence. She often 2 worked long hours and 4 Companies are always phoning me in the evening, trying sometimes 3 went away on business trips for two or three to sell me something — I get so annoyed.
Our dear old gran 4 looked after us on those 5 Hardly I ever play computer games — I prefer reading. Then one day she 8 announced she was giving up her job to spend more time with her family. Use frequency adverbs and the alternatives in mum: she often 10 said afterwards that being a full-time mother the Grammar reference on page Write about things which have changed.
The first one has been done for you. Check your answers on pages 8 and 9. Example: a have the opportunity to meet 2 The following sentences all contain phrasal verbs or expressions with get. Underline the correct alternative. There is an example at the beginning 0.
Your bus leaves in five minutes. How long does it take you to get there? What was the worst thing you ever did? How quickly do you get over your anger? Which of them can you match to the photographs? For questions 1—5, match the speaker to the correct occasion in the list A—H on page Use the letters only once. There are three extra letters which you do not need to use.
Before you do the task … Prediction guest 1 Match each of the people in the box 2 Where does each occasion take place? A wedding usually takes place in a church audience the listening task on page More or a registry office. A wedding: guest, witness host e. If I was going to a wedding, I would buy an invigilator What other people might you also expensive dress. I would probably wear high- opponent find in each of the situations?
At a wedding the people who get Now you are ready to do the task. Use this time to try to predict some of key words or expressions which could cause the ideas and language you might hear, as you you to make the wrong decision. Pay close did on page Language focus 2: Be used to, get used 5 a If you went to live in Britain, what aspects of life there to and used to would you find it difficult to get used to? In which Spain to live in England.
Ignore the gaps for the moment. When he first moved there he long, heavy dresses which were typical of that period. It took him a to? Most shops in Spain close Check your answers on page of the Grammar at eight or nine in the evening.
Example: d What do you think a British person coming to In a new job, you might have to get used to working your country might find it difficult to get used to? Put students in pairs and ask them to make the sentences negative You don't hove an office. She Some students may prefer to write the questions doesn't live in Milan.
They don't work for Microsoft. Make the first sentence into a question Do you hove Encourage students to ask you the questions. Check an offrce? Encourage students to say the question the word order and the form of do. Point out or elicit that the answer to a question starting with the verb do is 3 Where do you work? Exptain that when questions begin with a question 5 How often do you work at the weekend?
Give students time to read Point out that a conversation often starts with one or their rote cards. For example:. A Demonstrate the activity with a confident student, A: Do you like sport? A: What sports do you play? B: Tennis and footboll. Circulate and help where needed.
Encourage studenis to catl out suggestions. Eticit No and say: We don't have o photocopier. U1 agree about money. Engtish and is also correct. Ensure students understand the sentences and ,: Check the answers together. He has an iPad. He doesn't have a are false.
He has some great colleagues. Circulate and monitor, making sure that students are formi ng negatives correctty. He has a laptop. If you feet students can cope with it, ask them to join 2 I often work in teams. Remind them that a positive sentence with a negative sentence needs buf, whereas two positive 4 I like giving presentations. Yes he does; Does he have an iPhone?
Students work in pairs to compare their answers No, he doesn't. Look at the exampte together and comptete the second question with the ctass. Get students to complete the questions. Check answers with the ctass. Do you hove o Ask students to compare their answers with a sat-nav? Ask students to prepare Check the answers with the whole class.
Students listen to a call where a person gets through Ptay the rest of the ca[[s and have students comptete on the phone and asks for information. They then listen to four short phone calls. The Useful language box the exercise individuatty. Play it again and get the whole class to answer the questions. Write the name on the board. Ptay the recordings and tetl students to tick the expressions they hear.
Look at the audio script with the whote class and check the phrases. Ptay the recording again and get students to check the phrases on the board. Ask students to look at the audio script on page to check. As students become more confident, l've got a probtem. Note any areas that may , U1 Sorry about that. Thanks for your help. Which modetis it? Catt 4 Can I speak to Sorry about that.
On the board, write: Speok slowly, please. Do you speak Istudents'tanguage]? Ask students to decide which phrase they can use if: a ' they urant the person to repeat. This would be a good point to tell students how important it is to prepare before making telephone calls in English.
You could compile a list of useful tetephone vocabulary with the ctass which students can keep at work, either on their desk or in a drawer for easy access. On the board, write the headings Sales Representative and Customer. The customer tetephones the sales representative to exptain the problem. Ask the ctass to suggest what the problem could be. Eticit some phrases that the sales representative and the customer cou[d use. Ask students what sort of and say what is different.
Ask students Eticit ideas and write them on the board. I what facitities they expect to have in an apartment. Point Write on the board the headings Monager at High- to the picture of the apartment and ask students to Style Business Rentqls and Guest. Ask students suggest adjectives to describe it. Ask students to suggest what each word or phrase Circulate and monitor. Writing rs Get students to identify the adjectives in the brochure. Would they this very straightforward after doing part 1 of the like to stay there?
Remind them that this is an internaI e-mail, so ,s Now ask students to listen to the comments made by does not have to be formal. High-Styte guests and make notes. This is important when travetling complete the examptes individuatty, or doing business with people from different countries. Get students to work in groups and discuss the Seating Germany: wait until you are questions. Tariq's i3r How much to Norway, Mataysia, Singapore: eat rude to leave food on your ptate favaurite dish is..
Egypt, China: leave a tittte food to show you are full ffi ibgFiti 4 ; Whatyou i Arab cultures: don't eat with your ; Go through the questions and clarify where needed. Leavrng i China, common to leave soon after : i your meal You coutd write some of the issues from the quiz on the board e.
Can they add any other advice? Give students time to prepare their talk. They can use Ask students to suggest some topics that the the notes or make their own notes, using the topics speaker might talk about.
Ptay the recording and ask students to listen to see if their ideas are mentioned. Students take turns to give their tatk to their partner. Writing Suggested answer Skitts i My office has six desks, a tabte and 10 chairs.
Cultures 1: Eating out ; 6 How many hours a week do you work? A 1d 2h 3g 4a 5f 6c 7e 8b llvriting B1e2d3c4f5a6e7b8a. I tive in loreolandI , come to work byltransportl. They go to the international schoot.
I like , playing sports. At the weekend, I ptay golf or go swimming. I don't enjoy watching sports, though. Lesson 1 Starting up Practice File t- m Eoch lesson excluding case Students talk about things they like and don't Vocabulary page 16 studies is obout [ike when travelling on business. This does not include Vocabulary: TraveI details odministration and time spent Students practise saying flight detaits and match goi n g th ro ug h homework. Students listen and answer questions about traveI information.
Practice File Writing Writing page 18 Students write an e-maiI to one of the guests confi rming arrangements. For a fast route through the unit focusing mainly on speaking skitls, iust use the underlined sections.
The modern businessperson is more likely to choose ftying as the quickest way of getting from A to B. Atthough safer than a canoe, this can stilt pose hazards. Frequent fliers are tikety to encounter a number of hurdles that can lead to increased stress levels. First, you have to actually get on the plane. Most airlines overbook to minimise seat wastage and no-shows.
This means that if alt the passengers who actualty booked t,J C seats turn up, there could be a shortage of places. The cabin environment ul can be cramped and low in both pressure and oxygen. Jetlagwas once considered the most U u, unpleasant effect of long-haul travel. Now travelters atso have to contend with worries about DVT 7 deep vein thrombosis , which has been [inked to protonged immobitity in planes, cars or trains. As people become more aware of the naturaI resources consumed in air travet and the pottution it creates, there is pressure for travetlers to timit their journeys and to travel in the most environmentatty friendty way possible.
Many countries are experiencing a slump in corporate travel, causing repercussions in the airtine sector. Some companies are cutting costs by restricting travel or purchasing lower fares. Web- conferencing and teleconference technotogy are beginning to be used more widely by companies. Some airtines are countering by investing in new technotogy that allows business travetlers to work online while in transit, making optimum use of the time spent in the air.
But the ftight from San Francisco to Chicago took 23 hours. So, despite any disadvantages, modern air travel remains the quickest option available.
Telt students travelled to on business or on hotiday. Divide the class into ,: Play the recordings a[[ the way through and ask m pairs or small groups. Ask students to discuss what students to listen for any of the phrases they noted. Point out that o z, students will hear some of the ptaces more than 2 Overview once. Pause after recordin g L. Give them a few moments to read the tist of Ptay the recordings again. Pause after each one and points.
Point to the areas that you are covering in this check the answer around the ctass. Ask students if they agree You may wish to quickty revise the atphabet and or disagree with the quotation. Ask students to brainstorm vocabulary connected Starting up to train journeys and flights, in particutar things This section introduces the theme of the unit. Students connected to stations and airporis e.
Clarifli where questions individuatly. Pause after each one to take turns asking and answering the questions. Ask the questions again. How many ::, Look at the examples together. Draw attention to times and numbers can the class remember?
Open don't mind : don't distike , which may be new to books again and check. Ask students to catl out some things n Divide the class into pairs. Students take turns that they can do at an airPort. Do you like checking in? Say the verbs with the whole class and checking in. See what students can remember of any travel words to go with the verbs. Read the verbs and phrases with the 2 ftight 3 luggage 4 seat 5 passport class and check students' understanding.
Do item 2 together confirm 10 bilt B, to look at the information cards and prepare Circulate and help where needed. Draw students' Students listen to an interview with a business traveller and answer questions. Then ask students which action they think comes next confirm their flight. The interview is in two parts. Ask students to say what countryAmsterdam and Check the answers around the class and write the Chicago are in rhe Netherlonds ond the USA.
Read the questions with the class. Clarify where necesSary. Pause to check the 4 queue at the check-in answers with the whole class. Ask students to say why they think Liz likes doing Hightight the example and do item 2 with the whole these things. Then ask students to do the exercise individuatly. See if students know ;, Students listen to the second part ofthe interview any other phrases that coutd be used in these and answer the questions from Exercise B.
Model how to say the phrases and get students to repeat. Ask siucienis io iry i. Ask and write them on the board. What sentences show they are on the phone?
This is ludith Preiss here. Poul, l'm calling about Focus on the examples. See audio script, Course Book page On the board, write: He can speak English. Eticit the negative He can't speok English. Model the pronunciation of cqn atthe order first and to [ook at the question with con. Contrast with Yes, he can lkenl. Ask them to each write three more questions based on the diatogue.
Circulate, monitor and help where necessa ry. Ask the class to catl out the names of languages and ', Students then work in pairs to ask and answer each write them on the board. To make this more diificult, ask Highlight the example. Encourage students to ask students to cover the diatogue to see ifthey can you similar questions. Tell students to move around the class asking about " Have one or two pairs come to the front to ask and different [anguages Con you speak?
After a few minutes, ask atl Student As to move and sit next to a ffi ''': new partner. Repeat this two or three times and keep the pace brisk. Ask the class two or three questions e. Can Lukos Focus on pronunciation and intonation. Go through the answers as a class and go over any p Read the brochure again as a whole class. Where areas that caused confusion. UI n 1 can't 2 can 3 Friday 4 can 5 can o z 6 station 7 Can 8 can m z, s Look at the example together.
Eticit what a negative o response would be No, you con't. Tel[ students to use the Divide the ctass into pairs. Less confident classes prompts to ask and answer questions about the can prepare the questions and answers in same-role Tokyo hotet.
Check that students are using Start the rote play. Help if Yes, you can and No, you con'tto respond, rather necesSary. Note that the prompts in the rote cards are o Ask students if they think the Hilton Tokyo is a good intentionally iumbted in order, so that students have business hote[.
What facilities do they [ike? What to work out which response is required. All rooms have high-speed I internet access. Reading: Business hotels : 2 No, you can't. The hotel doesn't have an Students read about a hotel and ask and answer : outdoor poo[, but it has an indoor poo[. The hotel has two rooftop courts. The Musashino serves , apanese food. Ask students to name some hotels that they know. Te[[ students about the kind of hotel you 5 No, you can't. Encourage peopte.
Ask students what facilities they expect to find in a business hotel. You can take the airport limousine direct to the hotel. Look at the facitities tisted. Check students' understanding. Ask students to complete the exercise, comparing m their ideas with a partner. Have a brief feedback session with the whole class.
Get students to read through the brochure again to u find the information. Focus on the photos. Ask students to describe what Ask a student to read each question and briskty elicit they see.
Ask students what country they think the hotel is in. Get students to read the titte and introductory 1 a minute walk paragraph to check Aapqn. Ask students to say some of the facitities at the. Say a word from the first column and Hilton Tokyo and write ideas on the board. Get students to read the text again quickty to check and add more information where necessary.
Students practise the Books closed. Tett students they have a new job in a language and role-play a conversation. What things do they want to know about the city? Brainstorm and write suggestions on the board. Books open, Read the information together. Hightight Eticit the negative form of there are there aren't. Are there any meeting rooms? Monitor and hetp where needed. Students listen to a classroom using there is, there isn't, there are and dialogue and role-play a conversation between a hotel receptionist and a business travetler.
Ask students questions e. Tell students Simon is booking a hotel classroom? Are there any pictures? Encourage room. On the board, write two headings: Simon and students to respond Yes, there is,Yes, there are, Receptionist.
Ask students what information Simon No, there isn't and No, there aren't. Receptionist: single or doubleT number of Look at the example and then do items 2 and 3 with nights? Read the questions with the class and Ask students to comptete the exercise individuatty. Check the answers around the class. Pre-teach any words or phrases students may have difficulty with in the recording such as let me check. Ptay the recording while students undertine the 3 There aren't any aiste seats available.
Play the recording again and pause to elicit the answerS. Ask students to turn to the audio script on page 8 Arethere any buses from the airport to the city and practise the conversation with a partner. Go through the phrases in the Usefu[ language box. Hetp with pronunciation and ctarify meaning where necessary. UI UT Tell students to use the prompts and the phrases o z. What things can they do to hetp communication e. Go through the phrases in the Usefu[ language box and ask students to identify usefuI phrases for booking a ftight.
Te[[ students to use the information on their role cards to role-play a telephone conversation. Give students a few moments to look at the information and prepare. Encourage students to sit back to back to simulate a telephone situation.
A conference centre in Vienna, Austria, has requests for conference rooms from three companies. Ask one or two pairs to come to the front and act out one of the conversations. Circulate and help call with the finalconference organiser. Have a feedback session with the whole class, lf pairs ::r Ask check questions e. How many people are in have altocated conference rooms differently, use this the group from Minnesoto Chemicals? Pre-teach any unfamiliar conference centre. Ask students to suggest what a vocabulary e.
Ask students to listen to the conversation and note down what the conference organiser from JooC ,,, Encourage students to suggest an opening Designs wants. I am writing concerning your conference room booking. Choose a company and ask the ctass to hetp you conference, Slvins a of 65, write an e-mait on the board.
Jgtat ::' Now ask students to choose another company and Task write an e-maiI individually. Read through the questions in the first part ofthe. Ask students to work in pairs. They are going to :;r Ask students to compare their e-mails. Encourage students to make notes about their i decisions so that they can use them in the next part : One-to-one of the task.
They wilt : Now ask your student to read their e-mail in the same way and you 8u9ss the company. Attow them to make brief notes if necessary. Food and entertaining J 6r r z - Lesson 1 Starting up Practice File m Eoch lesson excluding case Students talk about the kind of food they tike Vocabutary page 20 studies is about and match dishes and countries. This does not include Vocabulary: Eating out odministrqtion and time spent Students look at food groups and different parts go i ng thro ug h ho mewo rk.
Lesson 2 Reading: Fast food in lndia Text bank Students look at how fast-food chains changed pages their menus in order to be successfut in lndia. Lesson 3 Language focus 2: Countable and uncountable Practice File nouns Language review page 21 Students identify countabte nouns and complete Course Book Skitts exercises using a lot of, mony or much. Lesson 4 Case studv: Which restaurant?
Resource bank Writing Each case study is obout 30 Students decide which of three restaurants to page minutes to t hour. Writing page 22 Writing Students write an e-maiI inviting a customer to dinner and giving details about the restaurant.
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