GOING FOR GOLD TEACHERS BOOK
Going for Gold,Pre-FCE,Exams,The English course for adults and young adults that The Teacher's Book for both levels contains photocopiable activities for. The course for adults and young adults that develops language skills and sets students firmly on the road to exam success. first certificate. Gold. _ teacher's book. Sally Burgess with Richard Acklam. Longman .. students go on to tackle the First Certificate Gold Practice. ExamS.
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Going for Gold Teacher Book - Ebook download as PDF File .pdf) or read book online. teacher Book Gold. Going for Gold Intermediate Teacher's book accompanies Going for Gold Intermediate Student's book and Going for Gold language maximiser. This book. Going for Gold Upper Intermediate Teacher's Book by Sally Burgess, , available at Book Depository with free delivery worldwide.
Remember me on this computer. Cancel Forgot your password? Sort by: Year 1 1 1 19 Language English. Displaying Editions 1 - 10 out of Save to: Upper intermediate coursebook by Richard Acklam; Araminta Crace. If no one has experience of buying or Ex. They then complete the word building 2 exercise.
With relative clauses of place and time, use where or when instead of at which or on which. Vocabulary 1: The exercises in this section provide a good 4 He left at six, which was when she arrived. Pages in the notes can be set 6 I had a holiday in Spain, which was where I aside for common collocations around a key word learned to swim.
These can be added to as an ongoing Ex. This technique of recording vocabulary 1 also helps students to prepare for Paper 3, Part 5 a image and career enhancement gapped sentences. Students work in pairs to match the words to make compound adjectives. They then Listening 2: In order to answer them successful ly, students need Students now choose the correct prepositions in pairs to understand the speakers' overall argument, not specific before checking as a whole class or with a dictionary.
After students have read the questions, point 2 Thi s is a brief follow-up to Exercise 5. For example, question 6 asks about a Ex. Vocabulary 2: Then students 1 hard up 2 run-down 3 one-off 4 worn out talk in pairs. In a multinational class, they can compare Swell-off 6 burnt out 7 fed up advertisements in different countries. NIT 2 Spend it or save it 2 Grammar,2: Remind them that the answers depend on collocation.
Ask them to suggest other collocations for these nouns e. If the words hoarding and flyer do not complete the gap fill. Articles can be a very problematic area, come up in the brainstorming, pre-teach them before especially for students whose native language may not have students read the text.
Teaching tips and ideas. The activity of thinking of their favourite advertisements may not be suitable in a Teaching tips and ideas multinational class, where students will know To extend this topic, ask students to work in different ones.
In this case, you could bring some groups to design a logo and invent a slogan for a advertisements into class, give one to each pair of given product. Give them a choice of three e. Provide each techniques, the type of consumer targeted and group with an OHT or paper to make a poster so how effective the advert is. The compulsory Ex. Some of them are collocations which could be recorded in the students' vocabulary notes e.
Th e 'Bi g Brother' Positive: Then go on to ask supportive, reliab le, playful, high-spirited, assertive, the questions in the book about how people are chosen and sociable, caring, empathetic, sincere, warm-hearted why. You cou ld tel l them to double un derline any Watch out! At the end, ask the cl ass wh ich adjective was most com monly chose n for each person.
Aga in th is problem is ofte n context of an exam-style sentence transformation compou nded by the existence of a false fri end. Many activity Paper 3, Part 5 European languages have a word sim ila r to sympathetic wh ich simply means that you get on well w ith that person.
This 2 Ask students to work individua lly to complete the shoul d lea d naturally into the discu ssion in task 2 where tra nsform ations and then compare their answers in pa irs. At the en d, groups report Then go throug h t he answers wi th the whole class, pointing their decision to the whole class. Pa irs then read their advice to each other. You cou ld allow them to choose just one of these eliminate some answers before they hear the correct one.
For example, the phrase I wasn't made fun of or anything for Speaker three eliminates option F before students hear the correct answer.
Going For Gold Upper Intermediate Teachers Book.ra
Check answers as a whole class. There are two sets of questions, both involving matching. Students should focus on the Aims: EXam information procedure with students.
Then ask them to read the two tasks and underline the most important words in both the In Paper 1, Part 3, candidates answer seven main question and the alternatives. Point out that general or mUltiple-choice questions on a text. The questions 'vague' information in the options is likely to be more specific can test understanding of both specific details and in the actual record ing.
For example, if option C is used, the the writer's overall opinion. Sometimes the recording is likely to name a specific perso n who could not question may explicitly direct students to a pronounce the name. They compare their ideas in pairs before listen ing again the text to help them locate the answer. When going over the answers, play the recording again, 1 Students read the two sayings and then comment.
Then ask students if they know any Ex. Give a maximum of one minute for this. If the question contains a name such as t ri v ial 2 committed 3 gui lty 4 proud Ben Ren shaw they should look for the name in the text and 5 g lib 6 stubborn underline it.
Then ask students to read the alternatives for each question and underline w hat they think are the important words. The questions here can be used to point out the kinds of similarities and differences they may find between Gramm ar 2: For example: Give about ten minutes perfect infinitive after such verbs maximum to complete the exercise before comparing answers in pairs.
At 5 the end, ask the class which of the three actions is the 1 Students divide the adjectives into two groups accord ing vindictive one. If they are unsure, they should look again at the text to decide. Then 2 students compare their lists in pairs. When going through Students read the article quickly, ignoring the gaps in the answers with the whole class, extend the exercise by order to answer the gist question.
Go 2 Students complete the sentences either individually or in through the answers with the whole class, building up pairs. Ask students to suggest other 6 Students talk in pairs or groups about one or more of verbs they know which could be added to the list. At the end, give them the opportunity to tell 3 Students look through the text to find the verb allow, the class any interesting stories they heard.
Check that they understand that the object in this case is compulsory. Then ask them to find another verb in the text where a direct object before the infinitive is possible even though there is not one in this context prefer.
Then check the differences with the whole class. Ask them to suggest some other sense intonation. These could form other pairs to illustrate the difference between 4 Students now discuss two more photos and speculate gerund and infinitive in this context e.
I heard him call on the relationships shown, using some of the above versus I heard him calling. Encourage them to ask follow-up questions about the sentences such as Why do you avoid doing that? This could 1 lead into a general discussion about how important first John, Peter 2 Jose, Carlos 3 Andrew impressions are and how they are created.
It is often said that 4 Jack, Jon in a job interview, the first ten seconds are the most 2 important Susan 2 Students read the title of the text and speculate briefly about the content Then ask them to skim read the text, ignoring the gaps, to gain an overall idea of the content Speaking: Emphasise that in many cases they will need to in pairs what the relationship is in each case.
Give about change the form of the word by adding a suffix. It will probably highlight a number of points about body 2 Students listen to the recording and compare the language, although if these were covered in the initial ideas with their own. Pause the recording after the exchange discussion in Exercise 1 above, you may prefer to keep it about each photograph to ask students if they agree.
When checking the answers, ask one or two Question 2 is a good opportunity to point out that there can be cultural differences in this matter. J look for a different kind of error each eye contact is a way of showing deference to the speaker. Ask students to read their Ex. It improves students' ability to monitor their own work and provides them with a 1 Students read the statements and decide which are number of example answers to any writing task. These can then be shared with the completion of the task.
Check their understanding of whole class at the end of the activity. After five to ten minutes, Ex. This is an opportunity to weed out any ideas which may be Ex. Encourage them to use different or 4 Yes - talks directly to the reader additional headings from the ones given rather than simply 5 They make the dos and don'ts stand out, not to copying them. They compare their corrections in pairs before you EOl: JlaR't shouldn't dress down too much checking as a whole-class activity.
Remember you want EOR'.. Then use one or more of the questions activity. Point out that these two students 2 Students briefly speculate on the content of the text are carrying out the task correctly because they are giving and then skim read it to confirm their predictions. You 3 could ask them to make sure that they use at least two of 1 Students complete the exercise individually or in pairs the expressions in task 3.
Ask 2 Students read questions lto 6 indiVidually and take a them if they can suggest some other common collocations few seconds to think about them. Then they listen to the for the phrasal verb break down. They then listen again to pick out the phrases 4 This is best done as a whole-class discussion.
Ask from Exercise 1. It is also worth pointing out the importance of examples in justifying opinions, like candidate B's example of Ex. Its unpredictability and the fact that many discoveries are made by chance 3 Students discuss the questions using phrases they Ex.
So what you mean by that is How do you feel about What I mean is Parts 3 and 4 p. I feel that Phrases that add information: And what's more They work individually to Internet - if you buy two you get one free.
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Ask the class for examples of each me your video mp3 player? Conduct a class feedback by asking each pair to provide one first conditional sentence. If they invented a car which ran on water, the pollution problem Go over the exam information and exam procedure with the would be solved. Then students work in pairs to write students. Then ask students to read the two questions for conditional sentences for the three topics.
Remind them that the actual words on the 3 Students work individually to write at least three third recording are likely to be different from those in the questions conditional sentences, beginning If Then Again, encourage contracted forms when speaking. Check them together while they 4 Give students about five minutes to complete the are still fresh in the students' minds.
You might like to play sentences individually, before reading them to each other in the recording a third time for this and ask students to identify pairs or groups. Encourage them to ask further follow-up points at which they can eliminate the incorrect answers questions.
Follow the same procedure for extracts 2 and 3. This makes the press this button 5 you come, stand up task more similar to what the students will do in the exam, 6 you touch, might but there is less chance to check that students are using the 2 suggested procedure.
Check their required to re-insert the paragraphs in the correct understanding of what kind of information is required for place. This tests their understanding of the overall each gap by asking questions e. Which answer is a job? For this task, students will need to Then ask if they can predict any likely answers. Check develop their awareness of cohesive devices such as students understand that they should not write more than link words, referencing devices and synonyms. Then play the recording and students note the answers.
They compare in pairs before 1 Use one or both of the questions to introduce students listening again to check. You could also ask students if they know any sayings which express an optimistic or pessimistic point of 2 This may be just a brief discussion but in some groups view. Examples in English might be Everything happens for it could lead to a longer discussion on the possibilities of the best versus If something can go wrong, it will.
The gaps require them to understand specific Then they read the missing paragraphs A-G. Before Now ask them to look again at the base text and underline they hear the recording, they should look through any link words at the beginnings of the paragraphs such the sentences, thinking about what kind of as despite.
These will link back to something in the content information is needed in each gap and try to of the miSSing paragraphs. Ask if they can see any other predict likely answers by considering the words or phrases which they think must link back in this collocations and context.
If they do not know the name of the 2 drug in text C, ask them which disease they think it cures. You may wish to elicit word diagrams for some of 3 e 4 c 5 h 6 b 7 a 8 9 d the words here, especially botany, miracle, diagnosis and photograph.
Grammar 2: Students may have encountered some but probably not all They work individually to tick the options that they feel are possible and then compare 6 As long as she works hard Then go though the answers with the whole class. Otherwise, it is best done as a whole-class activity. Vocabulary 3: Watch Out! If collocation, use the example catch a cold and ask which they have difficulty, ask them to look again at the examples in other nouns commonly go with the verb catch e.
Then students choose the correct verbs for questions 1 to 8. Again, this can Aim: This is more memorable than recording them in a list. Go over the exam information and procedure with students. Students can either complete the task individually, or you may 3 Go over the explanation of the concept of fixed choose to do the first two questions together as a class.
At phrases and then ask students to match the sentence halves. Then ask students to read the idioms a to e and discuss in pairs what they think they mean. Then they read sentences 1 to 5 to answer the questions. You might like Writing: You may want to Aim: Paragraphs are of course necessary although they 5 hack into computers would probably not count as a means of making the 6 bookmark your favourite web pages article interesting.
Otherwise, Ex. You will need to monitor the ideas that they come up with to check that they are relevant and not just rewordings of the same idea.
Again, you will need to check that the conclusion is not overlong and does not include anything which is completely different to the previous three paragraphs. Remind them of the piecemeal editing technique of looking for one type of error at a time. UNIT 4 Review p. Then they Aims: When checking the answers, point out that processes within the context of sports some alternatives are incorrect because modifiers such as totally can only be used with non-gradable adjectives.
Students should be then compare them In pairs. Check the answers help them sort the adjectives into two groups and then as a whole-class activity, highlighting any differences follow the same procedure with the modifiers. Point out between their ideas and the speakers'. Quite means 'fairly' with gradable adjectives and 'totally' with non-gradable ones. Emphasise again the 4 importance of recording collocations here, as quite is not 1 This can be done In either pairs or groups depending on used with all non-gradables the size of the class.
Encourage them to think of precise rules for the new sport, which need not be exactly the 3 Students work individually to find the mistakes and same as the rules in the original two. To shorten the presentation before voting. Teaching tips and ideas Ungradable: If students find this difficult, 1 I found the whole situation rather embarrassing.
If available, a stop stage. Students are Aim: Most techniques they should use. If necessary, prompt them with students will probably be able to think of two words with questions such as asking them whether they should read the these prefi xes without using a dictionary but to extend the text or question s first.
Then go over the exam information exercise, you could ask them to find one additional word for and suggested procedure. For stage 5, emphasise that more each prefi x in the dictionary. With a strong group, thi s exercise provides an opportunity to 1 Students now complete the reading task individually. In a contradicting sentence such as in the example here, in spoken 2 Students compare their answers and where they English, the stress on the contradicting word will change from found them.
They discuss any differences and make a final its normal position to the prefix. Illustrate this with two short choice together. When going through the answers, point out exchanges, as fo llows: It is A I think the new stadium has very comfortable seats.
I think they're very uncomfortable. When checking the answers, compare in pairs. At the end of the listening they compare in pairs. Prompt expressing disagreement. You may play the discussion all students to guess the meaning by giving other examples the way through first to see how many students can pick of words with the prefix counter or contra such as out the expressions, and then repeat it, pausing the counterargument or contradict. List the phrases on 2 Students now read to find out the meaning of the board as you go through, then ask students to suggest counterfactual as explained in the text.
Discuss whether any other phrases which could be used. Set a time limit of about five minutes for them to reach a final decision. Ask one Vocabulary 2: G1 student in each pair to note down at least two reasons for Aim: Weaker involving sports vocabulary groups could be asked to think individually about the questions and make some notes before discussing with a Ask students to work individually to read the partner.
They then compare answers in pairs.
Going for Gold Teacher Book
On top of that The idioms here are rather more difficult to guess, Not only that, but Having said that Agree with a point: I take that point on board. Students now write their own example sentences for You could be right.
They will probably need to check the meanings in a dictionary first. If they do not have access to an idiom dictionary, you could provide a list of definitions on the board or OHP, which they then match to the correct idiom. At Grammar 2: GO sentences to make sure that the idioms are correctly used.
You might start by describing an experience of your own and asking which of the idioms could be used to describe it. Then give students one or two minutes to 1,2 Students complete the two exercises individually or in think of examples of their own before talking in pairs.
The opportunities for compare the ones they chose. When going through the discussion will probably be greater in a multinational class answers, encourage them to record any useful collocations where students can tell each other about well-known and phrases in their vocabulary notes, e. In a monolingual better, nothing like as much. Z This speaking task could be made more structured by giving students adjective prompts on the board, e.
They check answers in pairs before listening a second time. Ask the Ex. When going through the answers, point out that 1C 2B 3D 4A 5C 6D while some answers depend on fixed phrases or collocations such as 6 take advantage , others depend on their ab ility to link the ideas across sentences and paragraphs within the text. For example, question 12 Writing: Go through the answers, checking that students understand how Listening 2: The exercises could be set for homework or - what you and your friend have done together done as further practice in class.
Future plans 38 saving 39 apply 40 flat 41 study 42 rare Para. Students then work in groups to decide on rules for siblings and grandparents. Again, you may need to consider scanning, followed by careful reading for Paper 1, students' ages and backgrounds when forming the groups. Part 4 The topic could be consolidated by asking students to write a report on their discussion e.
Teenage students or students who are the parents the rules will work. This could form the basis of a of teenage children may be able to give good examples but presentation made by each group to the class. Give each the topic needs careful handling as personal issues may group two or three OHTs or sheets of paper which they emerge.
Ask the class to suggest some ways to ensure that the rules were kept e. Alternatively, it could be given time limit of one minute. Before they attempt 2. You may need to teach the verb counter. Go Aims: At the end, ask which sentences and disagreeing in spoken English hypothesise about an imaginary present or future 1,2,3,7, 8 and which one refers to an imaginary past 6. Finally, 1 Give students time to read the questions carefully for students work in pairs to match each sentence to a rule.
They compare answers in pairs before listening again. Follow the same 2 procedure for extract two. You could also ask what difficulties each person mentions. Then students choose the correct verb 2 forms for their text. If your group is not This can be done as a whole-class activity. In a divisible by three, have some groups of four with one multilingual class, the activity could lead to cultural student as the assessor.
This is best done in pairs so that students pool their 8 Suppose nobody will C9R'le came to the party - knowledge. They could also use dictionaries to check the I'd be really disappointed! Check 1 the answers and build up the list of verbs and prepositions Student A: Student B: Do question 1 with the 7 could tell whole class as an example and then ask students to work in pairs.
When going through the answers, point out that in many of these cases, the correct preposition depends on whether it is followed by a person or an object. Exam focus Paper 5 Speaking: Then with: Students read the texts again and identify which words are elided. Point Reading 2: Go through the answers and establish that the elided form generally sounds better.
Students skim the 4 Students work in pairs to correct the mistakes. Again three texts and get a general idea of each one. You could set check the answers by asking pairs to read out dialogues, with one or two gist questions such as Which text talks about the natural stress and intonation. Then students read the questions for the first text carefully and underline the 5 Students work in pairs to improve the text.
If they are important words. Point out that the alternatives may contain reluctant to alter the text much, tell them that they must more than one idea; for example 1A contains the idea of make at least six changes. Then students read the first text, 1 Students work in pairs to identify which response is thinking about the writer's overall purpose, and decide. Check the answers and then ask them to follow the same 2 Students now continue with writing one or more similar technique with the second and third texts.
You could give them a specific topic, like plans for their next holiday. They then form pairs 3 or groups and practise reading them with correct stress.
Ask these questions to the whole class. They discuss their ideas in pairs before checking Ex. You can also check some vocabulary 4 to borrow 5 laptop 6 emailed me 7 call me such as tomboy. You may wish to replay the final 4 it's Karen's eRe. You could ask each pair to tell you two Ei: But now the similarities and two differences.
Jr sieliR!: Js b her love of mechanical toys, dirt, etc. Other relationships change - parents die, friends drift Ex. Js them remain with us 5 disagree long after childhood has ended. Once students have Exam information considered the difference in meaning of each pair, supply them with a dictionary and ask them to check, looking at In Paper 3, Part 5 English in Use , candidates are the definition, part of speech and example sentences.
For required to complete eight key word those pairs of words where there is a different meaning transformation questions. These can test a variety rather than a grammatical difference, ask them to write of grammatical and lexical areas. Students will need down three common collocations for each word.
Students can then compare answers in pairs. To give students extra help with the questions in Ex. They put together the 9 principles 10 memories missing phrases and insert them into the correct question.
To make this more challenging, omit one of the words in each question, which they then Writing: Go over the exa m information and suggested procedure. Then they read the text and tell you which parts of the text answer each bullet point. Then ask about the first and last paragraphs. Ask one or two pairs to read out their changes to the class.
This could be given as homework or students could 6 for 7 under 8 make 9 up 10 them write it in class. If you feel students are likely to copy too 11 the 12 until 13 is 14 might 15 get much of the model text, you could change the task slightly so that students are asked to describe the best friend ever Ex.
In this case the second bullet 1 stressed-out 2 dull mundanity 3 quirk point could read 'explain how they have helped you'. Ask them as a class to guess a possible answer to the 2 Students complete the text individually by choosing the first gap, using the introductory sentence, the title and correct prepositions and then compare answers.
Then students 3 When going through the answers with the class, elicit talk in pairs and predict possible answers for questions 2 to 8 meanings and typical contexts for the phrasal verbs in the same way.
Go through the answers with the class. You formed by the other prepositions. Students then write might begin by asking which answers are likely to be a job, a example sentences for these, with the aid of dictionaries if number or a percentage and so on. Go through points 4 to 7 of the exam procedure and then play the recording. Allow students to compare answers in pairs before playing it for the second time. Check the Teaching tips and ideas answers as a whole-class activity.
To follow on from the activity of writing example sentences for phrasal verbs or any other lexical 2 This can be done as a brief class discussion. They read out their sentences to each other, blanking out the 3 Students listen again and identify the two items of target item, which the others have to guess. In addition, draw attention to popping up in preparation for the vocabulary exercise.
They share the idea of suddenness, unexpectedness. Monitor the students' speaking 11 draw a parallel 12 engrossing so that any basic errors can be corrected at the end. You 2 could personalise the activity by asking the students to choose animated 2 intent 3 flaw 4 breathtaking the exhibits for an arts centre in their own town or area.
Speaking 2: Ask them to Aims: They are expected to give opinions and speculate about what they see, and not just 1 Discuss these questions briefly as a whole-class activity describe the pictures.
Ask students to skim read the text, stopping when they find each of the names A-D and noting down this person's 2 Ask the class to decide how they time their answer opinion.
Check the answers by asking the class to and emphasise that they should not spend time Just summarise the four opinions. Having skimmed the text, they read the exam questions carefully, think where the 3 answer will be and go back to the text to read for 1 Do an example for one of the pictures by brainstorming meaning and decide.
At the end, they compare answers in notes for a few seconds on the board and then ask pairs before you check with the whole class. T 7 Creative talents students to do the same for the pictures that they choose. Then play the recording once and ask students to tell you the missing phrases or to 4 compare in pairs. Then play the recording a second time 1 Pairs talk together about the sentences that they wrote for pausing after each gap, so that students can write in the each other before carrying out the speaking task.
Emphasise that the mistakes are with the form; that is, they do not need to choose a different future form but only correct the form of the ones given. Then go through the answers with the whole Aim: Then ask them to report one thing that they learned 1 about their partner to the rest of the class. Correct students' 1 This exercise tests students' existent knowledge of future forms as necessary. Ask students to discuss the answers in pairs.
At this stage, they should be familiar with Ex. Refer students to 2 the grammar section at the back of the coursebook as present continuous - what are you doing necessary, or they could use class sets of other grammar present simple - it opens on Friday referen ce books if available.
Some students may have going to - what I'm going to see difficulty in supplying their own sentences instead of future continuous - to understand what I will be copying examples from the grammar reference.
Going for Gold Teacher Book
If so, you seeing could help them by supplying time phrases for them to Ex. B 2 is in for C 4 are on the point of finding out 2 Ask students how many meanings they know for the D 3 are to word trunk and put three on the board piece of luggage, E 1 it will soon be possible tree trunk, elephant's trunk Then ask which meaning they think the word has in the title.
Students read the text to see if Ex.
Emphasise that they should use the context in the 3 on the point of 4 will have become article to try to choose the correct use. Tell them that a verb 2 I hope we will have started our new art course in a future form needs to be put into each gap and ask this time next month. Go through the 3 Work on the new arts centre is due to begin on class suggestions, possibly writing up the best ones on the November 15th.
The given word must always be changed. Tell students about anything you or a member of your family has ever collected. If students still find this type of exercise Aim: When they have Ex. If you feel this is too difficult possessions 2 unfashionable 3 attachment with some e. They can give definitions but tell them that they can also write example sentences or collocations to help explain. You could divide the class into two for this and give word groups 1 to 3 to one half and 4 to 6 to the other.
After Grammar 2: If not, Ex. With category 1, you may need to check students' understanding of the two meanings. Emphasise tha t verb patterns need to form a regul ar part of students ' vocabulary record and th at if they Aim: Ask students to supply some fu rthe r are reviewed. If you are teaching in an English-speaking sentences usin g the verbs from the ca tegories and point out environment, you cou ld bring some newspapers or magazines how th ese also illustrate th e rules. You could ask students to skim 4 This exercise can either be don e in pairs or individually read these and then sum marise the reviewer's opinion to the with stude nts checkin g tog ether afterwards.
Do the first one class.
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