• This workspace has been inactive for over 11 months, and is scheduled to be reclaimed. Make an edit or click here to mark it as active.
  • If you are citizen of an European Union member nation, you may not use this service unless you are at least 16 years old.

  • Get control of your email attachments. Connect all your Gmail accounts and in less than 2 minutes, Dokkio will automatically organize your file attachments. You can also connect Dokkio to Drive, Dropbox, and Slack. Sign up for free.


Unit 1 CAE

Page history last edited by Ms Sol 2 years, 7 months ago



Here's a summary of the use of modal verbs that Ariadna has created to help you study for the unit test. We hope it's useful!



Here are some online flashcards for you to practice unit 1 collocations. 

Thanks to Javoza for creating them!



Here is a set with collocations related to success and failure.

Thanks to Javoza for creating it!



This set is to revise suffixes to make new words.

Thanks to Javoza for creating it!


NEW! Here are the same words from the previous flashcards, but with examples in context.

Each of you is in charge of writing an example sentence for each of the three words s/he he's been assigned from SB p. 13 ex 3.

Anna A.: 1, Clara: 2, Octavi: 3, Marta: 4, Bernat: 5, Anna G.: 6, Pol: 7, Paula: 8, Blanca: 9, Ariadna: 10, Laura: 11, Mar: 12.

(Remember to go to www.quizlet.com and log in as santgregorienglish with the password iloveenglish).

Thanks for your help and enjoy learning! :)




Here are some exercises to help you practise the use of modal verbs. We hope they're useful!

Exercise 1: put the modal verb in the correct sentence  https://elt.oup.com/student/solutions/advanced/grammar/grammar_08_022e?cc=global&selLanguage=en 
Exercise 2: choose the correct option  https://www.englishpage.com/modals/interactivemodal7.htm 
Exercise 3: past modal verbs - matching exercise 


Exercise 4: modal verbs of deduction
Exercise 5: can / could



Exercise 6: must / have to  



Exercise 7: may / might



Exercise 8: shall / should



Exercise 9: will / would



Exercise 10: mixed modals 1



Exercise 11: mixed modals 2



Exercise 12: mixed modals 3



Exercise 13: mixed modals 4



Exercise 14: had better / would rather



Exercise 15: modals of speculation: CAE-style keyword transformation https://sandymillin.wordpress.com/2011/10/18/key-word-transformations-with-modals-of-speculationdeduction/
Exercise 16: modal verbs and auxiliaries - CAE sentence transformation  https://www.flo-joe.co.uk/cae/students/strategy/openclze/modals.htm 
Exercise 17: modal verb transformations



Here's the editable version that you need to download:




Exercise 18: choose the correct option





The three sets below will help you in part 2 of the CAE's speaking section.

Thanks to Javoza for creating them!


Here are a few questions to discuss the topic of whether children should be rewarded or not (linked to the text on the SB.)

Thanks to Tomeu Aloy for coming up with them!

Ready for CAE Ss p 17. REWARDING a CHILD. Speaking



When it comes to educating children sometimes it is hard to keep a balance

between setting clear boundaries and on the other hand allowing some leeway for creativity.

Here's a TED talk on creativity by Sir Ken Robinson and below are a few listening tasks to go with it.

Click here for the full transcript (i.e., the key to the listening tasks).

Thanks to Tomeu Aloy for creating them!



1.    In this conference there have been three __________.
2.    The first one is the ____________ / ___________ of human creativity in all of the presentations.
3.    The second one is that we do not know how the future may _____ / ___.
4.    We have a huge __________ / ___________ in education. 

5. The third one is that we've all agreed __________ on the really extraordinary capacity that children have.
6. And my contention is, all kids have tremendous talents and we ___________ them, pretty ruthlessly.
7. A little girl who hardly paid attention in one drawing lesson she did. The teacher was ___________.
8. When my son was 4 he was in the __________ play.   
9. James got the part of Joseph, which we were ___________ about.
10. The school auditorium was ___________ / _______ of agents in T-shirts: "James Robinson IS Joseph!"
11. The three kings come in ________ gifts. They bring gold, ______________ and _________.
12. Kids will take a chance. If they don't know, they'll __________ / ______ /_________. They're not frightened of being wrong.
13. We moved from Stratford to Los Angeles, so you can imagine what a ___________ transition this was. 
14. Sarah was the love of his life. He'd known her for a month. _________ / _____, they'd had their fourth anniversary, because it's a long time when you're 16.  
15. Every education system on earth has the same ____________ of subjects. There isn't an education system on the planet that teaches dance every day. We all have bodies, don't we? Did I ______ / ______ / _______?

Related to the topic of creativity and motivation, click below to hear Dan Pink's talk on what motivates us.

In this lecture, Dan Pink illustrates the hidden truths behind what really motivates us at home and in the workplace. Pink drives home the point (makes clear by special emphasis and tries to convince us) that traditional motivation schemes – namely, bonuses – rarely achieve their intended results. In fact, the bigger the bonus, the bigger the decline in performance. Or so studies show again and again. So what motivates us? The desire to be self-directed. The will to master something. The hope to make a contribution. It’s all what Pink calls “the purpose motive,” and it’s the stuff that keeps this site moving along. You can read the transcript by clicking here

Thanks to Tomeu Aloy for sharing this talk!     


Comments (1)

Ms Sol said

at 10:04 pm on Oct 6, 2013

What about you? What motivates you to learn English? What is your "purpose motive" for learning it? Also, why do you think English is important (if not even essential) nowadays? Give your views and justify them!

You don't have permission to comment on this page.