A, B, (c) 1,2,3 ... nothing is the same thing ...

... It is an obviously complex created course in English at the 6 authors share had. Maybe that's why the book in 6 pages for 2 parts (A, B) was structured and thus divided into 3 pages for teaching ... The student learns not know why, except that there is a distinction in the exercises, which, however, no apparent Group feature (A, B) belongs. Then what exactly happens in the exercises is so complex that you have to go to the page again, where the use of units (then on a full page) described. It's more of a 'mystery rate book' and the playground of authors.

It makes sense it would have been, for example, if at all, the book in part A as a basis (compulsory part) and B (optional) to structure and these units each to give a simple order (eg exercises: reading, writing, listening (CD), Speaking (in the group), grammar, vocabulary, repetition). Structure means order and this finally allows clarity.

Why the CD (for the students) not used the same system, as used in the text remains the same so unclear. So you have to think over and over again, which CD you will have to file and which title to be now called home.

The authors had probably lost a lot of fun in their work, but doing the fun of the student something from the eye.