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New for 2019 Contents Titles marked NEW are either available now, or by the month shown in the catalog. Adult Education – Page 14 Basic
3rd Edition
STUDENT’S BOOK
3rd Edition
STUDENT’S BOOK
1
3rd Edition
STUDENT’S BOOK
2
3rd Edition
STUDENT’S BOOK
3
3rd Edition
STUDENT’S BOOK
4
2nd Edition
STUDENT’S BOOK
Gretchen Bitterlin ∙ Dennis Johnson Donna Price ∙ Sylvia Ramirez
Gretchen Bitterlin ∙ Dennis Johnson Donna Price ∙ Sylvia Ramirez
Gretchen Bitterlin ∙ Dennis Johnson Donna Price ∙ Sylvia Ramirez
Gretchen Bitterlin ∙ Dennis Johnson Donna Price ∙ Sylvia Ramirez
Gretchen Bitterlin ∙ Dennis Johnson Donna Price ∙ Sylvia Ramirez
Gretchen Bitterlin ∙ Dennis Johnson Donna Price ∙ Sylvia Ramirez
K. Lynn Savage (Series Editor)
K. Lynn Savage (Series Editor)
K. Lynn Savage (Series Editor)
K. Lynn Savage (Series Editor)
K. Lynn Savage (Series Editor)
K. Lynn Savage (Series Editor)
Integrated Series – Page 20
Integrated Series – Page 28
Exams – Page 84 12
Also available: Separate Audio CDs (Recorded material for the Listening paper) Student’s Book with answers with Audio (downloadable) Online versions as IELTS Academic Tests 5–8 on IELTS 12 General Training examination papers / Online versions as IELTS General Training 5–8 on
four complete tests for General Training candidates a useful introduction to the exam together with an explanation of the scoring system answer keys and recording scripts photocopiable answer sheets so you can practise transferring your answers.
Also available: Separate Audio CDs (Recorded material for the Listening paper) Student’s Book with answers with Audio (downloadable) Online versions as IELTS General Training Tests 5–8 on IELTS 12 Academic examination papers / Online versions as IELTS Academic 5–8 on
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ISBN 978 1 107 46440 7
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ISBN 978 1 107 46440 7
IELTS14 GENERAL TRAINING
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AUTHENTIC EXAMINATION PAPERS
ISBN 978 1 107 61550 2
GENERAL TRAINING
ACADEMIC
WITH ANSWERS
This 12th collection of examination papers for IELTS provides all the exam practice you need. It contains:
• • • •
four complete tests for Academic candidates a useful introduction to the exam together with an explanation of the scoring system answer keys and recording scripts photocopiable answer sheets so you can practise transferring your answers.
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14 IELTS ACADEMIC GENERAL TRAINING
WITH ANSWERS This 12th collection of examination papers for IELTS provides all the exam practice you need. It contains:
• • • •
IELTS12
IELTS
IELTS
12 IELTS ACADEMIC
12
WITH ANSWERS
AUTHENTIC EXAMINATION PAPERS
ISBN 978 1 316 50388 1
Reading – Page 44
Grammar – Page 41
Grammar – Page 35
Teacher Development – Page 93
1
2
3
4
Randi Reppen
Randi Reppen
Laurie Blass Susan Iannuzzi Alice Savage with Randi Reppen
John D. Bunting Luciana Diniz Susan Iannuzzi Alice Savage with Randi Reppen
ONLINE WORKBOOK INCLUDED
ONLINE WORKBOOK INCLUDED
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ONLINE WORKBOOK INCLUDED SEE INSIDE FRONT COVER
ONLINE WORKBOOK INCLUDED SEE INSIDE FRONT COVER
For information on how to order our titles, please see page 104.
Teacher Development – Page 93
Contents Skill Level Chart
4
Reading and Writing
54
Dictionaries and Reference 73 Cambridge Dictionary of American English..............74
Adult Education
12
Reading 43
NEW Ventures Third Edition...................................14
NEW Prism Reading...............................................44 Making Connections................................................46
Integrated Series
19
NEW Evolve...........................................................20 Interchange Fifth Edition...........................................24 Passages Third Edition............................................... 27
Interactions/Mosaic Reading.....................................48
Cambridge Academic Content Dictionary................74 Cambridge English Pronouncing Dictionary..............74
Exams 75
Read This!.................................................................49 Strategic Reading......................................................49 Discovering Fiction....................................................50 Cambridge English Readers...................................... 52
Business English
86
NEW Four Corners Second Edition........................28
Prism Reading and Writing.......................................54
Teacher Development
92
Touchstone Second Edition.......................................30 Viewpoint.................................................................30
Academic Encounters Reading and Writing..............56
Teacher Training and Development
92
English for Academic Purposes 32
NEW Teaching Adult English Language Learners...93
Writing 57 Writing Skills Interactive............................................58 Final Draft.................................................................60 Skills for Effective Writing..........................................64
Grammar 34
Writers at Work........................................................64 Cambridge Academic Writing Collection.................. 65
NEW Grammar and Beyond Essentials................... 35 Grammar and Beyond..............................................36 Basic Grammar in Use Fourth Edition....................... 41
Listening and Speaking
66
Academic Encounters Listening and Speaking..........68
Advanced Grammar in Use Third Edition.................. 41
Interactions/Mosaic Listening and Speaking.............69
Vocabulary and Idioms
Present Yourself........................................................70
Let’s Talk....................................................................70
Teaching Language Systems.................................96 Classroom Practice................................................. 97 Teaching with Technology....................................99 Teaching and Assessment.....................................99 Teaching Qualifications.......................................100
Other Titles
100
Title and Author Index
101
Ordering Information
104
Active Listening.........................................................70
Vocabulary in Use..................................................... 42 Academic Vocabulary in Use Second Edition............. 42
NEW Scott Thornbury’s 101 Grammar Questions.95 Teaching Language Skills......................................95
Prism Listening and Speaking...................................66
NEW Grammar in Use Intermediate Fourth Edition........................................................... 41
42
Background to Teaching and Learning...............94 Language for Teachers..........................................95
English Collocations in Use Second Edition............... 42
Pronunciation 71
English Idioms in Use Second Edition........................ 42
Clear Speech............................................................. 71
English Phrasal Verbs in Use Second Edition............. 42
Pronunciation Pairs................................................... 72
Cambridge ESL Specialists 105
Pronunciation Plus.................................................... 72
Join us:
Key to symbols Cambridge English Corpus
Presentation Plus – Classroom Presentation Software
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App
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Skill Level Chart
A1–C1
Beginner to Intermediate
A1–B1+
Interchange
24
4
Beginner to Intermediate
A1–B1+
27
2
High Intemediate to Advanced
B2–C1
30
4
Beginner to Intermediate
A1–B1+
31
2
High Intermediate to Advanced
B2–C1
•
•
•
•
•
•
ebook
Beginner to Advanced
4
Classroom Presentation
6
28
Online Practice
20
NEW Four Corners
Online Resources
NEW Evolve
Grades 9–12
A0–B2
Academic English
Literacy to High Intermediate
Career Readiness
6
CEFR
Number of Levels
14
Proficiency Level
Page
Technology
Adult Education NEW Ventures Integrated Series
Passages
Touchstone Viewpoint
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Grammar Basic Grammar In Use
40
1
High Beginner to Low Intermediate
A1+–B1
•
NEW Grammar in Use Intermediate
41
1
Intermediate to High Intermediate
B1–B2
•
Advanced Grammar In Use
41
1
High Intermediate to Advanced
B2–C1
36
4
Beginner to Advanced
A1–C1
•
35
4
Beginner to Advanced
A1–C1
•
42
1 Intermediate to High Intermediate
B1–B2
•
42
2 Intermediate to Advanced
B1–C2
42
2 Intermediate to Advanced
B1–C2
42
2 Intermediate to Advanced
B1–C2
42
2 Intermediate to Advanced
B1–C2
42
2 High Beginner to High Intermediate
A1–B2
52
7 Beginner to Advanced
A1–C1
50
3 Low Intermediate to Advanced
A2–C1
•
48
3 Beginner to Advanced
A1–C1
•
46
5 High Beginner to Advanced
A2–C1
•
48
2 Beginner to Advanced
A1–C1
•
NEW Prism Reading
44
5 Beginner to Advanced
A1–C1
•
Read This!
49
4 High Beginner to High Intermediate
A1–B2
49
3 Low Intermediate to High Intermediate A2–B2
•
56
4 Low Intermediate to Advanced
A2–C1
•
54
5 Beginner to Advanced
A1–C1
60
4 Low Intermediate to Advanced
65
1 Advanced/Freshman Comp
New Directions
65
Skills for Effective Writing
64
Grammar and Beyond
NEW Grammar and Beyond Essentials
• •
•
•
•
•
• •
•
Vocabulary and Idioms Academic Vocabulary in Use English Collocations In Use English Idioms In Use
English Phrasal Verbs In Use
English Phrasal Verbs In Use Vocabulary In Use Reading Cambridge English Readers Discovering Fiction
Interactions Reading Making Connections Mosaic Reading
Strategic Reading
•
• •
•
•
• •
•
•
•
•
•
•
•
•
•
A2–C1
•
•
C2
•
1 Advanced/Freshman Comp
C2
•
4 Beginner to Advanced
A1–B2
•
65
1 Advanced/Freshman Comp
C2
•
58
4 Beginner to Advanced
A1–C1
64
4 Beginner to High Intermediate
A1–B2
•
•
•
•
•
•
•
•
•
•
•
•
Reading and Writing Academic Encounters Reading and Writing Prism Reading and Writing
•
Writing Final Draft
Guidelines
The International Story
Writing Skills Interactive Writers at Work
4 |
Skill Level Chart
ebook
Classroom Presentation
•
Online Practice
Grades 9–12
•
Online Resources
Academic English
Career Readiness
CEFR
Proficiency Level
Number of Levels
Page
Technology
Listening and Speaking Academic Encounters Listening and Speaking Active Listening
Interactions Listening and Speaking Mosaic Listening and Speaking Let’s Talk
Present Yourself
Prism Listening and Speaking
68
4 Low Intermediate to Advanced
A2–C1
•
70
3 Beginner to Advanced
A1–B1
69
5 Beginner to Advanced
A1–C1
•
•
•
•
69
5 High Beginner to Intermediate
A1–C1
•
•
•
•
70
3 High Beginner to High Intermediate
A1–B2
70
2 Low Intermediate to Intermediate
A2–B2
66
5 Beginner to Advanced
A1–C1
71
2 Beginner to High Intermediate
A1–B2
•
72
1 High Beginner to Low Intermediate
A2
•
72
1 Low Intermediate to Intermediate
A2–B2
•
•
• •
• •
•
•
•
•
Pronunciation Clear Speech
Pronunciation Pairs Pronunciation Plus
•
Cambridge Dictionaries and Reference Cambridge Academic Content Dictionary
74
1
Intermediate to High Intermediate
B1–B2
Cambridge Advanced Learner’s Dictionary 74
1
High Intermediate to Advanced
B2–C1
•
74
1
High Intermediate to Proficiency
B2–C2
•
Cambridge Dictionary of American English 74
1
Intermediate to High Intermediate
B1–B2
•
91
1
Elementary to Low Intermediate
A2–B1
•
87
3
Intermediate to Advanced
B1–C2
•
89
2
Beginner to Low Intermediate
A1–A2
•
86
3
Elementary to Advanced
A2–C1
•
88
4
Intermediate to Advanced
B1–C2
•
Cambridge English For Engineering
90
1
Intermediate to High Intermediate
B1–B2
•
Cambridge English For Job-Hunting
90
1
High Intermediate to Advanced
B2–C1
•
Cambridge English For Human Resources
90
1
Intermediate to High Intermediate
B1–B2
•
90
1
Intermediate to High Intermediate
B1–B2
•
90
1
Low Intermediate to Intermediate
A2–B1
•
90
1
Intermediate to High Intermediate
B1–B2
•
90
1
Intermediate to High Intermediate
B1–B2
•
87
1
Intermediate to High Intermediate
B1–B2
•
89
1
Low Intermediate to High Intermediate
A2–B2
•
89
1
High Intermediate to Advanced
B2–C1
•
91
1
High Intermediate to Advanced
B2–C1
•
91
1
Intermediate to High Intermediate
B1–B2
•
86
1
Intermediate to High Intermediate
B1–B2
•
86
1
Intermediate to Advanced
B1–C2
•
86
1
Intermediate to Advanced
B1–C1
•
86
1
High Intermediate to Advanced
B2–C1
•
86
1
High Intermediate to Advanced
B2–C1
•
86
1
Intermediate to High Intermediate
B1–B2
•
Cambridge English Pronouncing Dictionary
•
•
•
Business English Be My Guest
Business Advantage Business Start-Up
Business Vocabulary In Use Cambridge Business Skills
Cambridge English For Marketing Cambridge English For Nursing
Cambridge English For Scientists
Cambridge English For the Media Communicating in Business Company to Company
English for Business Studies Flightpath
Grammar for Business
Professional English In Use Engineering Professional English In Use Finance Professional English In Use ICT
Professional English In Use Law
Professional English In Use Management Professional English In Use Marketing
•
• • •
| 5
Cambridge digital tools Helping teachers every step of the way Built around your needs, Cambridge digital tools will help you deliver powerful learning experiences, no matter what your background or experience. Join 32 million teachers and learners worldwide and choose a digital journey that works for you!
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Cambridge digital tools
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Develop great digital teaching skills and build your confidence with our online training courses.
Customize your lessons using easy-to-download worksheets, tests, videos and audios. Check the resources section for your course!
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Stimulate student engagement with our interactive workbooks and online tests. Hosted on the most used ELT learning system, they are ideal for homework or lab work.
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Help your students save money and be prepared on the first day of class – A critical part of academic success is being prepared from the first day of class. Cambridge University Press has partnered with Blink Learning to provide students with instant access to ebooks and the Cambridge Learning Management System (CLMS). No more struggling with high prices at the bookstore, or the risk of students ordering a wrong edition and delivery delays when placing their own online order. | 7
What is Better Learning? Working with teachers everywhere, we create the world’s most insightful learning materials. We provide you with support, resources and technology that you can trust, so you can focus on what you do best – teach.
It’s our simple approach where research and insights shape the content that drives results. cambridge.org/betterlearning 8 |
“As educators we talk about engaging teachers and involving them in the content development process. Cambridge does this, and does it remarkably well. There’s a research and development department that actually talks to teachers, develops content, and tests it in schools” Dr. Louis Dash: Assistant Principala Ronald Reagan/Doral Adult Education Centera
| 9
Get more from this catalog with Augmented Reality There’s only so much you can see and learn about our products by flipping through the pages of a catalog. That’s why we developed Cambridge Experience, a brand new Augmented Reality (AR) app that brings the pages of the catalog and the cover to life. Wherever you see the logo, simply open the app and hover your phone over the image. You’ll be able to see octopuses morph into hot air balloons, exploding colorful powders, smoothies being blended and more! You can also sample course video and audio, flip through student and teacher book pages, meet the authors, and much more. cambridge.org/cambridge-experience 10 |
Cambridge Experience
Here’s how it works: Basic
3rd Edition
STUDENT’S BOOK
Student’s Book Basic
Gretchen Bitterlin ∙ Dennis Johnson Donna Price ∙ Sylvia Ramirez
Grammar Video
K. Lynn Savage (Series Editor)
1 Download Scan this QR code to learn more about the Cambridge Experience app. Alternatively, you can download the app directly by visiting the App Store or Google play and searching for ‘Cambridge Experience’.
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It’s more important than ever to have material for our adult learners that supports today’s classroom and bridges the need for college and career readiness with relevant life skills. WIOA requirements cover a number of areas related to English language instruction, career pathways, civics, and citizenship. At the start of 2018, updates to the National Reporting System (NRS) for Adult Education were announced. These changes were highly anticipated by all the Adult Education providers who receive federal funding under the Workforce Innovation and Opportunity Act (WIOA). The new edition of Ventures was built with the changing needs of today’s adult classroom in mind and aligns with the new NRS, WIOA, CCR and ELP standards.
5 Takeaways about the new NRS Educational Functioning Levels 1 2
3
4
12 |
The six language levels have not changed and these align with the ELPS for Adult Education. The descriptors incorporate ELPS to help students develop all four skills as they aspire to career/ vocational training and further academic studies. Text complexity is key. Students need to read and evaluate content and information presented in a variety of formats to both derive meaning and apply critical thinking skills. It’s more important than ever to have material that supports college and career readiness as well as life skills.
5
The NRS descriptors focus on three key modalities: Interpretive, Productive, and Interactive. To be successful students need: • Access to a range of texts presented in multiple formats, to engage in meaningful practice, and convey meaning through speaking and writing tasks. • The ability to produce language that transfers meaning and understanding both orally and in writing across multiple contexts in every day and academic settings. • Opportunities to participate in purposeful interactions in various settings and communicate effectively.
Aligns to the new NRS descriptors and the College and Career Readiness standards.
Students who face barriers to employment and education need support to improve their job training skills and opportunities to continue their studies in higher education. This support can include: • Career and Educational Pathways Worksheets support career pathways and encourage career goal settings with to guide learners in seeking jobs.
Interpretive
• Group work and collaborative activities develop the soft skills necessary for employment. • Students acquire academic, critical thinking, digital literacy, self-directed learning to meet the rigor of WIOA requirements. • Civics Worksheets and the Arcade help students learn about civic participation, rights and responsibilities of citizens, and workforce training.
NRS Guidelines
In Ventures
• Identify a point an author or a speaker makes.
• Listening lessons in every unit help students listen for detail and main ideas. • All reading comprehension questions are text-dependent in order to provide more rigor.
Productive
• Communicate information and feelings about familiar texts, topics, and experiences. • Express an opinion about a familiar topic, experience, or event and give a reason for the opinion. • Use syntactically simple sentences; use a small number of frequently occurring nouns, noun phrases, verbs, conjunctions, and prepositions and understand and respond to simple questions.
Interactive
• Actively listen to others; participate in short conversations and written exchanges about familiar topics; present simple information and respond to simple Yes/no questions and some WH questions. • Carry out short, shared research projects; gather information from a few print and digital sources.
• Communicative approach gives students regular opportunities to talk to each other about the world around them. • Problem-solving exercises allows students to practice sharing and discussing opinions. • Two grammar lessons in every unit help students practice and become more fluent.
• Every lesson includes interactive listening and speaking exchanges with a communicative approach. • Projects Worksheets give students an opportunity to practice using the Internet to conduct research.
For more information on how Ventures correlates to the new NRS descriptors, as well as other state and local standards visit cambridge.org/ventures/correlations | 13
Basic
3rd Edition
STUDENT’S BOOK
rd
Gretchen Bitterlin ∙ Dennis Johnson Donna Price ∙ Sylvia Ramirez K. Lynn Savage (Series Editor)
NEW
Bring these pages to life! Scan this cover with the Cambridge Experience App for extra content
Gretchen Bitterlin, Dennis Johnson, Donna Price, Sylvia Ramirez Series Editor: K. Lynn Savage LITERACY TO HIGH INTERMEDIATE Adult Education has undergone changes. We have, too. Ventures is a six-level, four-skills series that helps students develop the skills needed to be college and career ready, and function successfully in their community. Researched and authored by a team of teachers and administrators with unparalleled classroom experience, Ventures Third Edition meets the demands of today’s adult ESL classroom. Aligned with the National Reporting System, English Language Proficiency Standards, and the College and Career Readiness Standards, Ventures helps programs meet requirements set by WIOA and is the most complete course for student success.
How does the Third Edition meet today’s Adult Education needs? • A dedicated College and Career Readiness (CCR) section from Level 1 to Transitions helps students develop the skills they need to succeed in college and the workplace. • Problem-solving activities in each unit cover critical thinking and soft skills key to workplace readiness. • A wealth of resources provide instructors with the tools for any teaching situation, making Ventures the most complete program. • Developed with students in mind, Ventures offers easy access to the course audio via QR codes that promote mobile learning and 21st century skills.
cambridge.org/ventures 14 | Contact your ESL Specialist: 888-ESL-BUZZ (375-2899)
The most complete course for student success 3rd Edition
STUDENT’S BOOK
1
3rd Edition
STUDENT’S BOOK
2
3rd Edition
STUDENT’S BOOK
3
3rd Edition
STUDENT’S BOOK
Adult Education
4
2nd Edition
STUDENT’S BOOK
Gretchen Bitterlin ∙ Dennis Johnson Donna Price ∙ Sylvia Ramirez
Gretchen Bitterlin ∙ Dennis Johnson Donna Price ∙ Sylvia Ramirez
Gretchen Bitterlin ∙ Dennis Johnson Donna Price ∙ Sylvia Ramirez
Gretchen Bitterlin ∙ Dennis Johnson Donna Price ∙ Sylvia Ramirez
Gretchen Bitterlin ∙ Dennis Johnson Donna Price ∙ Sylvia Ramirez
K. Lynn Savage (Series Editor)
K. Lynn Savage (Series Editor)
K. Lynn Savage (Series Editor)
K. Lynn Savage (Series Editor)
K. Lynn Savage (Series Editor)
The Big Picture Every unit of Ventures visually introduces the unit topic to activate students’ prior knowledge, preview the unit vocabulary, and create an opportunity for classroom discussion.
Lesson F Another view 1 Life-skills reading Application for Employment A Read the questions. Look at the job application. Fill in the answer. 1. Name
2. Soc. Sec. No.
3. Address
4. Phone
5. Are you 16 years or older? Yes
No
000-99-9103
6. Position desired
Employment History (List most recent job first.) Dates
Employer Name and Address
Position
7. 8. 9. 10. Important: Show your Social Security card at the time you present this application.
A Read the questions. Look at the job application. Fill in the answer. 1. Where do you write the job you want?
3. What do you show with your application?
A
line 5
A
a library card
B
line 6
B
a photograph
C
line 8
C
a driver’s license
D
line 10
D
a Social Security card
2. The form says List most recent job first. Which of the following dates is the most recent? A
2012–2014
B
2015–2017
C
2015–present
D
2010–2016
4. Where do you write your phone number? A
line 4
B
line 5
C
line 8
D
line 9
B Solve the problem. Which solution is best? Circle your opinion. Carla is filling out a job application. She had two jobs before, but she can’t remember the dates. What should she do? 1. Leave it blank.
3. Call her old employer.
2. Take the application home.
4. Other:
106 Students UNIT 8 are tasked to connect unit themes to real-life situations and evaluate potential
solutions, developing the critical thinking and problem-solving skills required by WIOA.
Continued on page 16 | 15
Adult Education
Lesson B I was a teacher. 1 Grammar focus: simple past of be Use was with I, he, she, and it. Use were with you, we, and they.
QUESTIONS
ANSWERS
Were
you
a student?
I was.
I wasn’t. I was a teacher.
Was
he
a student?
he was.
he wasn’t. He was a teacher.
Was
she
a student?
Were
you
students?
we were.
Were
they
students?
they were.
Yes,
she was.
Watch
Animated Grammar videos allow for self-directed learning and develop digital literacy.
she wasn’t. She was a teacher.
No,
we weren’t. We were teachers. they weren’t.. They were teachers. wasn’t = was not | weren’t = were not
2 Practice A Write. Look at the pictures. Complete the sentences. Use is, are, was, or were. JOB HISTORY FOR
Amy Cho
2010 – present 2005 – 2010
was
1. She
Nurse Teacher
a
teacher before. Now she
is
a nurse.
JOB APPLICATION
Jane’s experience 2015 – present
Manager
2010 – 2015
Cashier
2. She She
students before. Now a
Employment history
2009 – present Construction Worker 2005 – 2009 Server
Adam Hill
4. He
a server
before. Now
Work experience for SARA AND RAUL LOPEZ
2017 – present
Nursing Assistant
2010 – 2017
Server
5. He
a server
2015 – present
Managers
2010 – 2015
Cooks
6. Now they are .
before. Now
a construction worker.
they electricians.
Ben Liao
JOB HISTORY:
John and Jack’s work history 2016 – present Electricians 2010 – 2016 Students 3. They
a manager now. cashier before.
JOB APPLICATION FOR
EMPLOYMENT HISTORY
a nursing assistant.
cooks before.
Listen and repeat.
98
UNIT 8
CD2, Track 22
Point-of-use student audio and grammar presentation linked to QR codes promotes mobile learning.
Grammar naturally progresses from controlled to communicative activities for students to ask and answer questions about familiar text, topics, and experiences.
How to use a QR code • Open the camera on your smartphone. • Point it at the QR code
Try It!
16 | Contact your ESL Specialist: 888-ESL-BUZZ (375-2899)
• Camera will automatically* scan the code. If not, press the button to take a picture. Not all cameras automatically scan QR codes. You may need to download a QR code reader. Search “QR free” and download an app
*
Adult Education A 3-step reading approach highlights the skills and strategies students need to be successful. Reading, combined with writing and listening practice ensures better comprehension.
Critical thinking skills are developed using informational texts to help master more complex CCR standards.
Additional reading practice in the CCR section connects across the skills. Purposeful writing practice helps students meet the challenges of work and the classroom.
Easy-to-follow Writing Tips help students avoid common mistakes, improving their confidence.
Continued on page 18 | 17
Adult Education
Digital Resources
Self-grading Online Workbook with instant feedback helps learners understand their problem areas. Teachers can track time-on-task and check students’ progress with just a few clicks.
Presentation Plus has all the resources needed in one place, to digitally transform Ventures into a truly interactive classroom. Over 1,200 Online Teacher Resources • Career and Educational Pathways Worksheets • Civics Worksheets • Collaborative Activities • Multi-level Worksheets • Picture Dictionary and Flashcards • Projects
Ventures Third edition Student's Book Workbook Literacy Workbook Teacher’s Edition Class Audio CDs (2) Presentation Plus Value packs Literacy Value Pack (Student's Book/Literacy Workbook) Value Pack (Student's Book/Workbook) Digital Value Pack (Student's Book/Online Workbook Pack) Super Value Pack (Student's Book/Workbook/Online Workbook) Classroom Pack (25 Student's Books & Workbooks/Class Audio CDs/Teacher's Edition / Career Pathways Worksheets)
Basic 978-1-108-44953-3 978-1-108-44998-4 978-1-108-44966-3 978-1-108-57321-4 978-1-108-44919-9
Level 1 978-1-108-44955-7 978-1-108-45053-9 – 978-1-108-68985-4 978-1-108-44920-5
Level 2 978-1-108-44956-4 978-1-108-45000-3 – 978-1-108-66609-1 978-1-108-44921-2
Level 3 978-1-108-44957-1 978-1-108-45056-0 – 978-1-108-63615-5 978-1-108-44922-9
Level 4 Transitions 978-1-108-44958-8 978-1-108-44959-5 978-1-108-45062-1 978-1-108-45068-3 – – 978-1-108-68517-7 978-1-316-98669-1 978-1-108-44923-6 978-1-108-44924-3 Download from esource.cambridge.org
978-1-108-55748-1 978-1-108-57730-4 978-1-108-66524-7 978-1-108-55454-1
978-1-108-64601-7 978-1-316-99792-5 978-1-108-55459-6
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978-1-108-68404-0
978-1-108-58002-1
978-1-108-63879-1
978-1-108-67920-6 $607.50
Value packs Save more with these special offers
18 | Contact your ESL Specialist: 888-ESL-BUZZ (375-2899)
Price $23.50 $15.90 $15.80 $37.50 $38.70 $28.20
$28.20 $28.20 $36.10
Integrated Series
NEW Evolve
Page 20
Interchange
NEW Four Corners
Page 24
Page 28
Overview
A new course that gets students speaking with confidence. Covers all skills and focuses on the most effective and efficient ways to progress in English.
Proven and popular integrated skills syllabus with an emphasis on speaking and listening.
CEFR-informed syllabus with Can-do statements to benchmark students’ progress.
Number of Levels
6
4
4
Proficiency Level
Beginner to Advanced
Beginner to Intermediate
Beginner to Intermediate
Topic/Skills Based
Topic Based
Topic Based
Topic Based
Includes Digital
• Online Practice for mobile • Teacher Development • Test Generator • Classroom Presentation
• Online Practice • Online Teacher Training Module • Assessment Program • Classroom App • Classroom Presentation
• Online Practice • Assessment Program • Classroom Presentation
Passages
Touchstone/Viewpoint
Page 27
Page 30
Overview
Proven and popular integrated skills syllabus with an emphasis on discussion and oral fluency.
Corpus-informed, research-based syllabus with an inductive learning methodology in a blended learning approach.
Number of Levels
2
6
Proficiency Level
High Intermediate to Advanced
Beginner to Advanced
Topic/Skills Based
Topic Based
Topic Based
Includes Digital
• Online Practice • Assessment Audio CD/CD-ROM • Classroom Presentation
• Online Practice • Online Teacher Training Module • Assessment CD-ROM • Online Placement Test • Classroom Presentation
| 19
Speaking Matters
NEW
Bring these pages to life! Scan this cover with the Cambridge Experience App for extra content
Lindsay Clandfield, Ben Goldstein, Leslie Anne Hendra, Mark Ibbotson, Ceri Jones, Philip Kerr, Kathryn O’Dell BEGINNER TO ADVANCED Evolve is a general English course that gets students speaking with confidence. This student-centered course covers all skills and focuses on the most effective and efficient ways to progress in English. What makes Evolve special? • Peer models and content from real students. • Bite-sized learning and mobile phone activities for inside and outside the classroom. • Dedicated speaking lessons based on immersive tasks. • Integrated teacher development in the Teacher’s Edition.
Peer models • Evolve features short podcasts of real student ‘peer models’ talking about topics in the Student’s Book. • These videos provide achievable speaking role models to prompt speaking in class and are easily accessed by scanning a QR code. Smartphone activities
“Fantastic! Students who are normally shy spoke naturally because they had more time to develop their speaking.”
María Azucena Rivera, Teacher, Mexico
cambridge.org/evolve 20 | Contact your ESL Specialist: 888-ESL-BUZZ (375-2899)
• ‘Find it’ smartphone activities allow students to bring live content into the class and personalize the learning experience with research and group activities that are engaging and meaningful.
Speaking matters
Integrated Series
You spoke. We listened.
1.5 A
DECIDE Answer the questions with what you think. (Answers are at the bottom of the page.) Are you surprised? 1 Imagine you have a group of 23 people. What is the probability that two people have the same birthday? a 50% b 23% c 0.056% 2 Imagine you have a group of 30 people. What is the probability that two people have the same birthday? a 25% b 70% c 4% 3 Now imagine you have 60 people. What is the probability that two people have the same birthday? a 50% b 10% c 99%
B
AGREE Think of your answers to the questions below.
Dedicated speaking lesson • Based around immersive tasks that involve information sharing, problemsolving, and decision making. ‘Time to Speak’ is a lesson dedicated entirely to developing speaking skills.
LESSON OBJECTIVE ■
talk about what you have in common
Then ask and answer the questions in a small group. When you have something in common with another person, put a check (✓). Where are your grandparents from? When is your birthday? How many brothers and sisters do you have? What’s in your bag? What is your favorite possession? Who’s your favorite famous person? Are you the first/second/third-born child? How many friends do you have on Facebook? What city are your parents from?
• ‘Time to Speak’ creates a buzz in the classroom where speaking can really thrive, evolve, and take-off, resulting in more confident speakers of English. • Research shows that students learn better in contexts where they feel confident, motivated, supported, and able to experiment with language. Evolve provides a safe speaking environment in which students have space to develop their speaking skills freely.
C
Count the checks in your group. Tell the class what you and the others in the group have in common. How many people have the same birthday in your group? In the class?
D
DISCUSS Work in groups of four. Find more things you have in common and write the information below. Use the questions and phrases at the bottom of the page to help you. 3 Two people 1 Everyone 2 Three people 4 One person
E
PRESENT Read your sentences to the class. Don’t say the names! Can they guess who the people are?
Designed for success
To check your progress, go to page 153.
• ‘Accuracy check’ targets common learner errors. It can be used as a self-editing checklist and helps students learn to actively avoid common errors in their written and spoken English. • ‘Insider English’ focuses on the informal language and colloquial expressions frequently found in everyday situations, boosting students’ confidence in the real world.
TIME TO SPEAK Things you have in common
Answers: 1 a 2 b 3 c
Students told us that they most enjoy material which is relevant to their lives and thought-provoking. Teachers told us that they wanted material which motivates and enthuses their students. Therefore, Evolve prioritizes cognitivelyengaging activities over mechanical practice and includes critical thinking in every skills lesson.
USEFUL PHRASES DECIDE I think … Because … Do you agree?
AGREE Me, too! / Same here! Not me. / I don’t.
DISCUSS What’s your favorite … ? Do you like … ? What’s your … called? How many … do you have?
Do you have a/an … ? When is … ? Where are your … from?
10
• ‘Pronunciation’ highlights the aspects of pronunciation that most affect communication, maximizing the time students spend on pronunciation in class. • ‘Register check’ helps students to transition confidently between written and spoken English and recognize different levels of formality, as well as when to use them appropriately. Bite-sized learning and mobile phone activities • ‘Practice Extra’ offers bite-sized activities and games that allow students to easily fit homework into their busy lives.
Choose the correct words to complete the conversation.
00:38
01:26
Do you have some cash
Yes. I have about twenty dollars.
?
• Mobile friendly as well as accessible on a desktop or tablet, ‘Practice Extra’ means students can study at home or on the go.
Correct! Next
Continued on page 22 | 21
Integrated Series
Teacher Development Evolve offers a unique, integrated development program for teachers. It offers practice activities that teachers can include in their Evolve lessons, opportunities for reflection on the activities, and follow-up reading material and videos to consolidate the theory behind the activities. There are three development themes integrated into each Evolve level. • Teaching and developing speaking skills • Support in the classroom and learner management • Language acquisition Each theme is divided into manageable strategies, which are explored individually in separate units. The structure of the program as it appears in each unit is as follows: • Each strategy is introduced at the beginning of the unit, with a reading text or video suggested as an extra development resource. • There are two suggested activities based around practicing the strategy within the teacher’s notes for each unit. A reflection box at the end of the unit offers questions to think about individually or to discuss with other colleagues. Designed for success • A safe speaking environment is one that helps to relieve the anxiety that many students feel about speaking. It’s an environment where producing the language is not an end in itself, but more a ‘tool’ in which they can practice speaking English while achieving a collaborative goal. • Evolve’s Time to Speak lessons offer teachers the opportunity to create a safe speaking environment, and the teacher’s notes provide the support to help them do this.
The notes provide tips on: • giving students preparation time before they speak
• An illustrated indicator shows the recommended portion of class time for each activity in the lesson
• monitoring
Time to Speak teacher’s notes • The teacher’s notes offer a step-by-step guide for the teacher for all elements of the lesson, including classroom and time management.
• how and when to give feedback • giving positive feedback • error correction
“With the teacher’s notes, it was like baking a cake, it was so easy to follow the steps.”
Salvador Coyotecatl Sánchez, Teacher, Mexico
Evolve Student's Book with Practice Extra* Student's Book* Workbook with Audio* Full Contact* Class Audio CDs Teacher's Edition with Test Generator Video Resource Book and DVD Presentation Plus
Level 1 978-1-108-40522-5 978-1-108-40521-8 978-1-108-40894-3 978-1-108-41200-1 978-1-108-41201-8 978-1-108-40512-6 978-1-108-40791-5 978-1-108-41060-1
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Levels 3 and 4 Student’s Book, Workbook with Audio, and Class Audio CDs available in January 2019. Levels 3 and 4 Student’s Book with Practice Extra available in February 2019, with the other Level 3 and 4 components, including Presentation Plus and Teacher’s Editions with Test Generator, available in April 2019. Levels 5 and 6 available from October 2019. *Available in split volume editions. 22 | Contact your ESL Specialist: 888-ESL-BUZZ (375-2899)
Price $56.00 $38.75 $21.50 $58.25 $69.25 $52.50 $28.75 $224.50
SPEAKING MATTERS
EVOLVE is general English course that gets students speaking with confidence. This student-centered course covers all skills and focuses on the most effective and efficient ways to progress in English.
Turn to page 20 to see how EVOLVE gets your students speaking.
NEW
COURSE FOR 2019
Bring these pages to life! Scan this cover with the Cambridge Experience App for extra content
Jack C. Richards with Jonathan Hull and Susan Proctor BEGINNER TO INTERMEDIATE
More than 50 million students have learned to speak English with the help of Interchange. Insights from around the world have helped us preserve everything that you love about the course, while making all the right updates to ensure that Interchange Fifth edition is relevant to today’s students. What’s the same? • Students speak from the very beginning and this helps to build their confidence, thanks to the tried and true communicative methodology. • A proven syllabus with an easy to follow approach enables busy teachers to teach well and get the results their students expect. • A flexible unit structure makes it easy for teachers to personalize each lesson, giving students the support they need to speak confidently. Easy-to-use resources for busy teachers • The Teacher’s Edition comes with a full assessment package, including placement test, quizzes, mid-term tests, final tests, and even customizable versions! • Save time with hundreds of ready-made activities and worksheets, freely available on the website. • Get tips on how to integrate the activities into your lessons, with downloadable overviews.
cambridge.org/interchange 24 | Contact your ESL Specialist: 888-ESL-BUZZ (375-2899)
FREE Interchange Classroom App • Extend the course material with polling, surveys and picture prompts to get students speaking more. • Easy to use and allows the teacher to remain in control.
A new edition of the world’s
Integrated Series
most popular English course
“I strongly believe that our institution’s success is due to our consistency and the support we have gotten from the book.”
What’s new?
Andres Paredes
• New Listenings and new Readings, with updated topics that are relevant to today’s students. • New Conversations that provide speaking and listening practice, and serve as models for conversations that students can use in their daily lives. • New ‘Snapshots’, using real-world information and language to introduce the unit themes. • Self-study exercises online, providing hundreds of extra exercises, and an online workbook that save teachers time and helps them to see how well their students are learning. Online Training • Get the most out of your print and digital resources with the FREE Online Training modules at cambridge.org/ctd/online-training
Continued on page 26 | 25
package, combining the contents of the Student’s Book, the class audio, and the video program for each level of the series into a convenient one-stop presentation solution. It can be used with all types of interactive whiteboards or with just a projector and a computer to present Interchange core materials in the classroom in a lively and engaging way.
Integrated Series
Presentation Plus simplifies several of the teaching tasks that take place in the classroom. You can use Presentation Plus to display the answers for the exercises in an uncomplicated way, zoom in on a page to more efficiently focus students’ attention on an activity or image, and even annotate pages for future lessons.
Online Self-study
Presentation Plus
Hundreds of interactive online exercises free with each Student’s Book.
Everything in one place for classroom presentation: Student’s Book, Workbook, Audio, and Video.
Introduction
Interchange_TB0_Book_4p.indb 19
Online Workbook with Games
xix
15/11/2016 13:10
Teachers save time and see exactly how well their students learn. Games in the Online Workbook provide additional opportunities for learning.
See also • Passages Page 27 • Jack C. Richards’ 50 Tips for Teacher Development Page 93
Interchange Fifth edition Student's Book with Online Self-Study Workbook Student's Book with Online Self-Study and Online Workbook Full Contact with Online Self-Study* Full Contact with Online Self-Study and Online Workbook Class Audio CDs (3) Class Audio Download Teacher's Edition with Complete Assessment Program Presentation Plus on USB Presentation Plus (Site License) Interchange Placement Test Split editions Student's Book A with Online Self-Study Student's Book B with Online Self-Study Workbook A Workbook B Student's Book A with Online Self-Study and Online Workbook Student's Book B with Online Self-Study and Online Workbook Full Contact A with Online Self-Study Full Contact B with Online Self-Study Full Contact A with Online Self-Study and Online Workbook Full Contact B with Online Self-Study and Online Workbook
Intro 978-1-316-62011-3 978-1-316-62237-7 978-1-316-62014-4 978-1-316-62385-5 978-1-316-62296-4 978-1-316-62221-6 978-1-316-62241-4 978-1-108-40304-7
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*Full Contact includes the Student’s Book, Workbook, Video Activity Sheets, and Online Self-Study 26 | Contact your ESL Specialist: 888-ESL-BUZZ (375-2899)
Level 1 Level 2 978-1-316-62031-1 978-1-316-62023-6 978-1-316-62247-6 978-1-316-62269-8 978-1-316-62044-1 978-1-316-62034-2 978-1-316-62390-9 978-1-316-62399-2 978-1-316-62301-5 978-1-316-62371-8 978-1-316-62226-1 978-1-316-62228-5 All Levels cambridge.org/interchange 978-1-316-62268-1 978-1-316-62272-8 978-1-108-40305-4 978-1-108-40306-1 All Levels 978-1-316-62233-9 Download free from cambridge.org/interchange Level 1 978-1-316-62035-9 978-1-316-62042-7 978-1-316-62254-4 978-1-316-62266-7 978-1-316-62045-8 978-1-316-62047-2 978-1-316-62391-6 978-1-316-62392-3 978-1-316-62302-2 978-1-316-62303-9
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Integrated Series
The perfect follow-up to Interchange and Four Corners!
Passages Third edition Jack C. Richards and Chuck Sandy HIGH INTERMEDIATE TO ADVANCED
Passages Third edition is one of the world’s most successful upper-level American English courses, opening the door for students to communicate with greater fluency and proficiency. Thought-provoking and challenging
Online Vocabulary Accelerator
• Discussions, academic writing activities and challenging topics for listening and reading activities.
Extra vocabulary practice for Passages, using the award-winning memrise app. • Designed to increase the speed and ease of acquiring and using Passages vocabulary.
Lots of vocabulary practice • Grammar and vocabulary in every lesson, Grammar Plus and Vocabulary Plus sections at the back of the Student’s Book, and online practice with the Vocabulary Accelerator.
• Perfect for bite-sized learning on smartphones, but also accessible on computers and tablets.
Compelling, real-world video
Access codes provided in the Student’s Book with Online Vocabulary Practice
• Thematically linked to unit topics to reinforce target language through realistic sources such as news reports, documentaries and interviews. Teacher’s Edition with Assessment Audio • Interleaved Student’s Book with page-by-page teaching notes. • Ready-to-print quizzes and tests, with audio. • Lesson plans and answer keys. Presentation Plus classroom software • Complete Student’s Book content with built-in annotation tools. • Embedded audio and class video. • Easy to use with interactive whiteboards or computers and projectors. Online Workbook for extra practice • Hundreds of interactive • activities with instant feedback and grading. • Progress monitoring and reporting tools for teachers. cambridge.org/passages
Passages Third edition Student’s Book with Online Vocabulary Practice Student’s Book with Online Workbook Workbook Online Workbook Activation Code Card Teacher’s Edition with Assessment Audio CD/CD-ROM Class Audio CDs (3) Full Contact* Video Program DVD Presentation Plus Presentation Plus Site License Pack
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Level 1 978-1-107-62701-7 978-1-107-62706-2 978-1-107-44702-8 978-1-107-44704-2 978-1-107-62718-5 978-1-107-62720-8 978-1-107-44696-0 978-1-107-44699-1 978-1-107-62771-0 978-1-107-62772-7
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*Full Contact includes the complete Student’s Book, Workbook, and Video Activity Worksheets
Visit our website: cambridge.org/esl | 27
Second Edition
Bring this page to life! Scan this cover with the Cambridge Experience App for extra content
NEW Jack C. Richards and David Bohlke BEGINNER TO INTERMEDIATE A new edition of this popular course that combines effective communicative methodology with a practical, ‘can-do’ approach. This second edition has a fresh design, with a real-world feel that students can relate to. The Readings have also been updated and new vocabulary, from mobile apps to fake news, has been introduced, so students will be well equipped to understand the language they are likely to encounter outside of the classroom. Can-do • ‘Can-do’ statements in every lesson, linked to the Common European Framework of Reference (CEFR), help students measure their progress. Confidence • ‘Interactions’ lessons and personalized speaking activities give students the language they need to speak with confidence in everyday situations.
cambridge.org/fourcorners 28 | Contact your ESL Specialist: 888-ESL-BUZZ (375-2899)
Communication • A manageable grammar and vocabulary syllabus provides a firm foundation for effective written and spoken communication. Clarity • Clear and carefully staged lessons, with measurable outcomes, help teachers to deliver successful classes and help students to see the results of their learning.
Super Value Pack • Student’s Book with Online Workbook and Online Self-study, Workbook, Class Video and Video Activity Worksheets ONLY $46.00! Also available in split editions – $24.00
The “can-do” course with measurable results
Integrated Series
Teacher’s Edition with Full Assessment Program • Interleaved Student’s Book with page-by-page teaching notes, lesson plans and answer keys. • Audio and video scripts, plus video activity worksheets. • Full assessment program with assessment audio files. STUDENT’S BOOK WORKBOOK TEACHER’S RESOURCES
VIDEOS
ADDITIONAL TABS
Digital resources
Hide note
Delete notes
Undo
Back
Four Corners
66
Redo
• Presentation Plus provides the complete Student’s Book content with built-in annotation tools, embedded audio, and class video. • Class Video Program for practice of each unit’s vocabulary, grammar and functional language, in real world contexts. Also serves as models for students to create their own videos in unique class video projects.
Timer
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Academic English with Cambridge cambridge.org/academic-english
Every day we talk to teachers all over the world about what would improve their teaching experiences and help their students succeed. These insights helped shape our Academic English titles. With a focus on the most useful language and the skills for academic success, our courses help learners develop the confidence they need to succeed in the real world. Through an integrated approach and complementary content, our paired skills titles support Reading/Writing and Listening/Speaking classes.
Listening/Speaking Listening and Speaking
Listening
Intro
sive research ensures that the language e most relevant and important.
and Speaking
ONLINE WORKBOOK INCLUDED SEE INSIDE FRONT COVER
ONLINE WORKBOOK INCLUDED SEE INSIDE FRONT COVER
mpus section in every unit teaches detailed w to be a successful and engaged college N.M. White Susan Peterson
Listening
Sabina Ostrowska & Nancy Jordan
cal thinking. More college skills. A fresh perspective on EAP.
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2 ONLINE WORKBOOK INCLUDED
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ecome well-rounded critical thinkers, thanks tegration of Bloom’s taxonomy.
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Listening and Speaking
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Listening and Speaking
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ONLINE WORKBOOK INCLUDED
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Listening and Speaking 2
ce, more autonomy, more feedback
ine workbook
Lewis Lansford Robyn Brinks Lockwood
Jessica Williams
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Reading/Writing Reading
•
The On Campus section in every unit teaches detailed skills on how to be a successful and engaged college student.
•
Students become well-rounded critical thinkers, thanks to the full integration of Bloom’s taxonomy.
Writing
ONLINE WORKBOOK INCLUDED
ONLINE WORKBOOK INCLUDED
SEE INSIDE FRONT COVER
SEE INSIDE FRONT COVER
Richard O’Neill Michele Lewis
and
Intro Reading
Comprehensive research ensures that the language taught is the most relevant and important.
•
The On Campus section in every unit teaches detailed skills on how to be a successful and engaged college student.
•
Students become well-rounded critical thinkers, thanks to the full integration of Bloom’s taxonomy.
Sabina Ostrowska Kate Adams
ONLINE WORKBOOK INCLUDED SEE INSIDE FRONT COVER
ONLINE WORKBOOK INCLUDED SEE INSIDE FRONT COVER
Easy-to-use, powerful online tools:
Writing
Jessica Williams
less grading time with the online workbook
ONLINE WORKBOOK INCLUDED
ONLINE WORKBOOK INCLUDED
SEE INSIDE FRONT COVER
SEE INSIDE FRONT COVER
Jessica Williams
Chris Sowton Alan Kennedy
For teachers • more student engagement with Presentation Plus on screen •
helps you create Better Learning experiences.
and Writing
Reading and Writing
For students • more practice, more autonomy, more feedback with the online workbook
Writing
and
Writing
SEE INSIDE FRONT COVER
and
Reading
and
ONLINE WORKBOOK INCLUDED
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Carolyn Westbrook Lida Baker
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ONLINE WORKBOOK INCLUDED
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ONLINE WORKBOOK INCLUDED Writing
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Reading
For teachers • more student engagement with Presentation Plus on screen •
Reading
More critical thinking. More college skills. A fresh perspective on EAP. Writing What makes Prism special: •
Reading and Writing
mpus section in every unit teaches detailed w to be a successful and engaged college
and
Writing
Easy-to-use, powerful online tools: For students • more practice, more autonomy, more feedback with the online workbook
Reading
and
Comprehensive research ensures that the language taught is the most relevant and important.
Richard O’Neill & Michele Lewis
More critical thinking. More college skills. A fresh perspective on EAP. What makes Prism special: •
Sabina Ostrowska & Kate Adams
es Prism special:
nsive research ensures that the language e most relevant and important.
Reading
Carolyn Westbrook & Lida Baker
ical thinking. More college skills. A fresh perspective on EAP.
less grading time with the online workbook
cambridge.org/prism
Better Learning is our simple approach where
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deeper insights help shape richer content that
deeper insights help shape richer content that
Sabina Ostrowska drives stronger results. Kate Adams
drives stronger results. Discover more:
Richard O’Neill Michele Lewis
Discover more:
cambridge.org/betterlearning
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SEE INSIDE FRONT COVER
ecome well-rounded critical thinkers, thanks ntegration of Bloom’s taxonomy. Reading
Reading
and
and
Writing
Comprehensive research ensures that the language taught is the most relevant and important.
•
The On Campus section in every unit teaches detailed skills on how to be a successful and engaged college student.
•
Students become well-rounded critical thinkers, thanks to the full integration of Bloom’s taxonomy.
SEE INSIDE FRONT COVER
ONLINE WORKBOOK INCLUDED SEE INSIDE FRONT COVER
g time with the online workbook
Writing
SEE INSIDE FRONT COVER
ONLINE WORKBOOK INCLUDED SEE INSIDE FRONT COVER
SEE INSIDE FRONT COVER
Reading and
•
less grading time with the online workbook
Writing
ONLINE WORKBOOK INCLUDED
SEE INSIDE FRONT COVER
SEE INSIDE FRONT COVER
Chris Sowton Alan Kennedy
helps you create Better Learning experiences. cambridge.org/prism Better Learning is our simple approach where deeper insights help shape richer content that
Chris Sowton drives stronger results. Alan S. Kennedy Discover more:
cambridge.org/betterlearning
4 ONLINE WORKBOOK INCLUDED
Richard O’Neill Michele Lewis
ONLINE WORKBOOK INCLUDED
Jessica Williams
Reading and Writing 2
helps you create Better Learning experiences.
cambridge.org/betterlearning
Writing
and
ONLINE WORKBOOK INCLUDED
Writing
Carolyn Westbrook Lida Baker
Reading and Writing
less grading time with the online workbook
Better Learning is our simple approach where
deeper insights help shape richer content that drives stronger results.
and
Reading
and
and
For students • more practice, more autonomy, more feedback with the online workbook For teachers • more student engagement with Presentation Plus on screen
Reading
SEE INSIDE FRONT COVER
Easy-to-use, powerful online tools:
SEE INSIDE FRONT COVER
Jessica Williams
ONLINE WORKBOOK INCLUDED
Reading
ONLINE WORKBOOK INCLUDED
SEE INSIDE FRONT COVER
Discover more:
Reading
Sabina Ostrowska Kate Adams
Writing
ONLINE WORKBOOK INCLUDED
cambridge.org/prism
3 Writing
Comprehensive research ensures that the language taught is the most relevant and important. The On Campus section in every unit teaches detailed skills on how to be a successful and engaged college student. Students become well-rounded critical thinkers, thanks to the full integration of Bloom’s taxonomy.
and
Writing
ce, more autonomy, more feedback ine workbook
What makes Prism special: •
•
• Reading
and
nt engagement with Presentation Plus
and
Richard O’Neill Michele Lewis
Reading
Carolyn Westbrook Lida Baker
Reading and Writing
•
Writing
ONLINE WORKBOOK INCLUDED
Sabina Ostrowska Kate Adams
Easy-to-use, powerful online tools: For students • more practice, more autonomy, more feedback with the online workbook For teachers • more student engagement with Presentation Plus on screen
Reading
More critical thinking.Writing More college skills. A fresh perspective on EAP.
Jessica Williams
What makes Prism special: •
e, powerful online tools:
Chris Sowton & Alan S. Kennedy
More critical thinking. More college skills. A fresh perspective on EAP.
2 ONLINE WORKBOOK INCLUDED
helps you create Better Learning experiences.
cambridge.org/prism
you create Better Learning experiences.
g/prism
ng is our simple approach where
help shape richer content that
results.
Carolyn Westbrook Lida Baker
/betterlearning
page 54
page 56
Interactions/Mosaic Reading can be found on page 48.
Grammar
Grammar
1 Randi Reppen ONLINE WORKBOOK INCLUDED SEE INSIDE FRONT COVER
NEW Grammar and Beyond Essentials
Grammar and Beyond Page 36
Grammar in Use Page 40
Page 35 Overview
An updated, streamlined version of Grammar and Beyond, Essentials is designed to be used on its own or as a companion text alongside other coursebooks. Each Student's Book includes access to online practice.
A contextualized grammar series, offering real-world information, a strong emphasis on practice and avoiding common mistakes. Every unit offers explicit application of the target grammar in writing.
A self-study series with simple explanations and lots of practice exercises that has helped millions of people around the world to communicate in English.
Number of Levels
4
4
3
Proficiency Level
Beginner to Advanced
Beginner to Advanced
High Beginner to Advanced
Perfect as
A supplementary text
A core grammar and writing text
A self-study, or supplementary text
Topic/Skills Based
Topic Based
Topic Based
Skills Based
Explicit/ Contextualized
Contextualized
Contextualized
Explicit
• Online Practice • Classroom Presentation • App
• Online Practice • Writing Skills Interactive • ebook
• Interactive ebook
Includes Digital
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Grammar
1
2
3
4
Randi Reppen
Randi Reppen
Laurie Blass Susan Iannuzzi Alice Savage with Randi Reppen
John D. Bunting Luciana Diniz Susan Iannuzzi Alice Savage with Randi Reppen
ONLINE WORKBOOK INCLUDED
ONLINE WORKBOOK INCLUDED
SEE INSIDE FRONT COVER
SEE INSIDE FRONT COVER
ONLINE WORKBOOK INCLUDED
ONLINE WORKBOOK INCLUDED
SEE INSIDE FRONT COVER
SEE INSIDE FRONT COVER
Past Perfect and Past Perfect Progressive
4
UNIT
NEW Grammar and
Beyond Essentials Level 1: Randi Reppen Level 2: Randi Reppen Level 3: Laurie Blass, Susan Iannuzzi, Alice Savage, with Randi Reppen Level 4: John D. Bunting, Luciana Diniz, with Randi Reppen
• Access to self-grading online practice and assessment means less time spent correcting. • Avoid Common Mistakes sections help students study and practice fixing the most common mistakes.
1 Grammar in the A Have you ever reconnected with someone from your past?
Read the web article about twins who lived apart for many years. What surprised the twins when they reconnected?
B Comprehension Check
Answer the questions.
5
1 What was surprising about the twins’ adoption? 2 What characteristics and interests did Elyse and Paula have in common? 3 What is the nature versus nurture debate?
C Notice
10
Underline the verbs in each sentence.
1 Both girls knew that their parents had adopted them as infants.
Are you looking for a grammar companion text to use alongside other coursebooks? Grammar and Beyond Essentials teaches grammar in a real-world context that students can apply outside the classroom. Every Student’s Book includes access to an Online Workbook for extra practice.
• Clear charts and practice activities help teachers mix and match chosen grammar points with other coursebooks .
Nature vs. Nurture
Real World
BEGINNER TO ADVANCED
• Clear grammar presentation and practice helps learners understand the form, meaning, and usage of each grammar point.
Past Perfect and Past Perfect Progressive
2 She had been doing research on her birth mother when she made a surprising discovery. 3 Even more surprising, she learned that she had been part of a secret scientific study.
The SCIENCE
of TWINS appeal: interest or attract someone
Which event happened first in each sentence? What event followed? Write the verbs. What do you notice about the form of the verbs?
1
1 First:
4
Then:
3 First:
Then:
20
adorable: attractive and easy to love
2
inappropriate: unsuitable, especially for the particular time, place, or situation
3
approach: a method or way of doing something 4dominant: more important, strong, or noticeable
Then:
2 First:
15
25
30
Twins, especially identical1 twins, have always fascinated scientists. Identical twins develop from one egg, have identical DNA,2 and are usually very similar in appearance and behavior. There have been many studies of identical twins raised in the same family. There have also been a number of studies of identical twins separated at birth and raised in separate families. These studies have provided interesting information about the impact of nature (genetics) and nurture (the environment) on the development of the individual. However, some of the studies have been controversial.3 Take the case of Elyse Schein and Paula Bernstein. Elyse and Paula were identical twins separated at birth. Both girls knew that their parents had adopted them as infants, but neither girl knew about her twin. When Elyse grew up, she longed to meet her biological mother, so she contacted the agency that had arranged the adoption. She had been doing research on her birth mother when she made a surprising discovery. She had an identical twin. Even more surprising, she learned that she had been part of a secret scientific study. At the time of the adoption, the agency had allowed different families to adopt each twin. The agency had told the families that their child was part of a scientific study. However, it had never told the families the goal of the study: for scientists to investigate nature versus nurture. When Elyse and Paula finally met as adults, they were amazed. They had many similarities. They looked almost identical. They had both studied film. They both loved to write. Together, the twins discovered that the researchers had stopped the study before the end because the public strongly disapproved of this type of research. Although that study ended early, many scientists today make a strong case for the dominant4 role of nature. Schein and Bernstein agree that genetics explains many of their similarities. However, recent research suggests that nurture is equally important. It is clear that the nature versus nurture debate will occupy scientists for years to come.
46
Nature vs. Nurture
47
Past Perfect and Past Perfect Progressive
2 Past Perfect
Data from the Real World In writing, these verbs are commonly used in the past perfect: come, have, leave, make, and take.
Grammar Presentation The past perfect is used to describe a completed event that happened before another event in the past.
Elyse finally met her sister, Paula. Paula had been married for several years. (First, Paula got married; Elyse met Paula at a later time.)
The form is the same for all subjects.
They were available for adoption because their birthmother had given them up.
"What had you heard about this study before that time?" "I’d heard very little about it." Irregular Verbs: See page A1.
2.2 Using Past Perfect with Simple Past A Use the past perfect to describe an event in a time period that leads up to another past event or time period. Use the simple past to describe the later event or time period. B The prepositions before, by, or until can introduce the later time period.
The researchers had not been aware of each other’s work on twins until they met.
Complete the sentences about twins who met as adults. Use the past perfect form of the verbs in parentheses. 1 Two separate Illinois families
had adopted
(adopt) Anne Green and Annie Smith
before the twins were three days old. 2 When the girls met, they were fascinated by their similarities. For example, they
(live) near each other before the Greens moved away.
3 As children, both Anne and Annie
later time
earlier time
She learned that she had been part of a secret study. later time
earlier time
The twins discovered that they had both studied psychology.
earlier time
later time
Their mother had known about the study before her death. earlier time
later time
Sue hadn’t met her sister until last year. earlier time
later time
Studies on twins had become common by the 1960s. C The past perfect is often used to give reasons or background information for later past events.
Psychologists praised the study because the researchers had been very careful in their work.
Exercise 2.1 Past Perfect
Elyse and Paula did not grow up together. They had lived with different families.
"Had she talked about the study to anyone at the time?" "No, she hadn’t."
A core or companion text to these other skills titles!
The family thought that they had made the right decision.
Grammar Application
2.1 Forming Past Perfect Form the past perfect with had + the past participle of the main verb. Form the negative by adding not after had.
The twins had not gone to the same school as children.
Had been is the most common past perfect form in speaking and writing.
4 Anne Annie
(not / attend) college, either.
5 Both
(marry) for the first time by the age of 22.
6 Anne
(get) divorced and
Annie
(remarry).
(not / get) divorced and was still married.
7 Both Anne and Annie were allergic to cats and dogs and never
(own) pets.
8 Both 9 Both
reason
(go) to the same summer camp.
(not / go) to college, and
(give) the same name – Heather – to their daughters. previously
(work) in the hospitality industry.
She was late. She had forgotten to set her alarm clock. background information
later past event
He had never taken a subway before he moved to New York.
10 Anne
(work) as a hotel manager. However, Annie (not / work) in hotels; she
48 Unit 4 Past Perfect and Past Perfect Progressive
Grammar and Beyond Essentials Student’s Book with Online Workbook Presentation Plus, Teacher’s Manual, Unit Quizzes and Answer Keys
(be) a
restaurant manager.
Nature vs. Nurture
Level 1 978-1-108-69723-1
Level 2 978-1-108-69718-7
Level 3 978-1-108-69717-0
Level 4 978-1-108-69716-3
49
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Available in January 2019
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Grammar GRAMMAR AND BEYOND
J o h n D. B u n t i n g Luciana Diniz with Randi Reppen
Future Time Clauses, Future Perfect, and Future Perfect Progressive
6
U N I T
Grammar and Beyond Level 1: Randi Reppen Level 2: Randi Reppen
4
Business Practices of the Future
1 Grammar in the Real World
Level 3: Laurie Blass, Susan Iannuzzi, Alice Savage, with Randi Reppen
A What personal information do you have online? Read the web article about cloud computing. What are the pros and cons?
Level 4: John D. Bunting, Luciana Diniz, with Randi Reppen
Smart Businesses Have Their Heads in the Cloud
BEGINNER TO ADVANCED
Grammar and Beyond prepares students for success beyond the ESL classroom, by teaching them to master the grammar used in real-world speech and academic writing.
5
Grammar in Context Backed by Data • Students learn the grammar topics they are most likely to need in the real world, thanks to a syllabus based on the Cambridge English Corpus, a billion-word collection of authentic language.
10
15
Self-Study Writing Practice Online • Writing Skills Interactive, a self-study online program, helps students master writing skills ranging from avoiding repetition to paragraph unity and from concluding sentences to subject-verb agreement (for more information, see page 58). Rigorous Vocabulary Development • Every unit in the series includes words from the Academic Word List. And because students need multiple exposures to learn new vocabulary, these words are recycled in charts, activities, and elsewhere throughout the units. cambridge.org/grammarandbeyond
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In addition to storing information, cloud computing sometimes offers software and management tools that can help companies cut costs. According to a recent survey on cloud computing, by 2020, many companies will have eliminated2 their technology departments and saved large sums of money because they will have been using the cloud. In addition, when these businesses move their work to the cloud, they will not need to spend money on software updates because the cloud will provide access to the most current technology. 1 provider: a business that provides access to a service, such as the Internet or the cloud | 2eliminate: remove or take away
Academic Writing Practice • Students develop valuable skills for college composition and mainstream classes, by applying the grammar to writing at the end of each unit.
More and more people are accessing their personal electronic data from their phones and other devices using cloud computing. Cloud computing is the term for computer work on the Internet. Instead of storing fi les on your own computer or mobile device, you pay a cloud services provider1 to keep everything on a computer in another location.
76
Grammar in the Real World Each unit presents the grammar in a realistic context, using intriguing, contemporary readings
Real-World Grammar
Grammar
From instruction to application Future Time Clauses, Future Perfect, and Future Perfect Progressive
Bo Right. I’m sure that when I
(5)
some good ideas. I’ll take notes while I Erin While you
(study) Dan’s page, I’ll get (look) at it.
(6)
(analyze) Dan’s page, I’ll think about how
(7)
we can use blogs for marketing as well. Bo Great idea. While you
(think) about blogs, I’ll get
(8)
Grammar Application Once students have studied the unit’s grammar, they apply their knowledge in a variety of activities
some information on the impact e-mail can have. Erin Good plan! Let's get moving!
Look at Jared's meeting agenda. Then complete the sentences about what is going to happen. Pay close attention to the sequence of events. Use will or the future progressive of the verbs in parentheses. Sometimes there is more than one correct answer.
10:20–11:30 11:30
4 Avoid Common Mistakes 1. Use future forms in the main clause and present forms for the time clause. We will buy it after we will get back from our trip. 2. Remember to use the future perfect when describing a future event that occurs before another future event. will have They left by the time we get there, so we won’t see them. have moved By that time, you will move. 3. Make sure you do not confuse the future perfect progressive with other forms. living In June, we will have been lived in Texas for 2 years.
Exercise 2.3 Time Clauses with When
Agenda 8:00–8:20 8:15 8:20–10:00 10:00–10:20 10:00 10:20
Future Time Clauses, Future Perfect, and Future Perfect Progressive
4. Remember to use will when forming the future perfect. will By this time next year, she have gotten a better job.
Introduce new employees Sara arrives; introduce Sara Brainstorm for new budget Take break Photocopy worksheets Return from break; hand out worksheets; put everyone into small groups Small-group discussions; walk around and take notes Vice president arrives; reassemble group
Editing Task Find and correct seven more mistakes in the paragraph about the future of health care. have changed Experts say that by 2020, the health-care industry will change in many ways because of technology and the Internet. I plan on working in this industry, so it is fascinating for me to know that by the time I graduate, the job market has changed dramatically. One change that interests me is in the doctor-patient relationship. By that time, 5
technology will empower patients because they will have been used the Internet to gather information and discuss information with others. Also, health-care companies will have
1. I
will be introducing (introduce) the new employees when Sara arrives.
been used cloud computing for a few years, so a patient’s medical files will always be
(introduce) her.
2. When Sara arrives, I
available to both the patient and the doctor. This means that, for example, when a patient
3. I
(photocopy) the worksheets when the group takes a break.
4. I
(hand out) the worksheets when the group returns from the break.
Avoid Common Mistakes
(put) them into
5. When people return from the break, I small groups.
(walk) around and
6. When people work in small groups, I (take) notes.
(finish)
7. When the vice president arrives, the groups their discussions.
(reassemble) the group when the vice president arrives.
8. I
Business Practices of the Future
81
Students study and practice fixing the most common mistakes (based on a corpus of learner language)
will arrive for his appointment, he will not have to fill out forms, and the doctor have 10
already seen the patient’s information. By the time a patient decides on a treatment, the doctor and patient will have been discussed many options. The whole health-care system will have improved, so more people will live in a state of health.
Business Practices of the Future
87
5 Grammar for Writing Using Future Perfect and Future Perfect Progressive to Write About Completed and Ongoing Events in the Future Writers use a combination of future forms to describe something that will happen in the future. They use the future perfect for events that will be completed in the future. They use the future perfect progressive for ongoing events in the future. Read these examples:
Enhanced Teacher’s Manual Enhanced Teacher’s Manual includes customizable tests, communicative activities, presentations, and more
You’ll have become an expert in cloud computing by the time you get your degree. Once I get my degree, I will have been in the program for three years. I’ll have been studying for a year before I really understand cloud computing. By next May, he will have been working in cloud computing for eight years. Writers also often use the words before, by, by the time, and once to indicate the time of an event. By can be followed only by a time or noun phrase, such as by 1981 or by the end of the year. Before can be followed by a time or noun phrase or by a clause such as before he arrives. By the time and once can be followed only by a clause.
Pre-writing Task 1 Read the paragraph about getting an IT certificate. Who do you think is the writer of this paragraph? Where would you find a paragraph similar to this one? Getting an IT Certificate Westport City College (WCC) has become a well-respected institution in the Westport community over the past several decades. By the end of this spring, WCC will have been educating students for 50 years. Once summer break begins, we will have served over 1 million Westport residents. WCC has always offered programs in leading fields 5
of industry, and we are constantly updating our programs to teach the most up-to-date information. Right now, we have exciting news for students with an interest in computers. By next fall, WCC will have been offering a certificate program in Information Technology for over 30 years, but we are planning many important changes to the program for September. For example, we will offer a specialized certificate in cloud computing next
10
fall. Two new professors will be joining our team of excellent instructors to help make this happen. Professor Gordon Jones will be teaching several basic courses, including Cloud Computing 101. By the time he joins us, Professor Jones will have been working in cloud computing for 10 years. Professor Margaret Chan will have trained employees to use
88 Unit 6 Future Time Clauses, Future Perfect, and Future Perfect Progressive
Grammar for Writing The final section teaches specific ways in which writers use the grammar
Continued on page 38 | 37
Grammar
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Online Workbook • Automatically graded independent practice. • Instant feedback for students. • Convenient gradebook including time-on-task.
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See also • Writing Skills Interactive Page 58
Writing Skills Interactive and the Online Workbook are available on the Cambridge Learning Management System. • More flexible options for teaching. • Better tools for communicating with students. • No access codes for teachers – just register and start creating classes.
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Grammar in Use All language learners need a little extra help from time to time. Perfect for both classroom teaching and self study, teachers have been recommending Grammar in Use for over 30 years. Effective Methodology • The simple two-page format for each grammar point teaches the most important aspects of the grammar and then offers immediate practice. This methodology provides students with a fast learning path favored by teachers all over the world.
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• Basic, Intermediate and Advanced levels are available with or without answer keys. • All levels are now available with interactive ebooks which work on PCs, Macs, iPads and Android tablets. Comprehensive Instruction and Reference
w
Unit
1
Exercises
Present Continuous (I am doing) A
1.1
Study this example situation:
cross
Sarah is in her car. She is on her way to work. She’s driving to work. (= She is driving …)
• Each level covers over 100 grammar points, making them invaluable tools for instruction and long-term reference guides.
1
1
hide
scratch 2
take
tie
wave
3
4
5
6
This means: she is driving now, at the time of speaking. The action is not finished. am/is/are + ‒ing is the present continuous: I he/she/it we/you/they
am is are
(= I’m) (= he’s, etc.) (= we’re, etc.)
1 She’s taking a picture. 2 He 3
driving working doing, etc. 1.2
B
I am doing something = I started doing it, and I haven’t finished. I’m in the middle of doing it. Please don’t make so much noise. I’m trying to work. (not I try) “Where’s Mark?” “He’s taking a shower.” (not He takes a shower) Let’s go out now. It isn’t raining anymore. (not It doesn’t rain) How’s your new job? Are you enjoying it? What’s all that noise? What’s going on? or What’s happening? Steve is talking to a friend on the phone. He says: I’m reading a really good book right now. It’s about a man who …
C
You can use the present continuous with today, this week, this year, etc. (periods around now): a: You’re working hard today. (not You work hard today) b: Yes, I have a lot to do. The company I work for isn’t doing so well this year. We use the present continuous when we talk about a change that has started to happen. We often use these verbs in this way: getting becoming
changing improving
increasing growing
rising falling
starting beginning
Is your English getting better? (not Does your English get better) The population of the world is increasing very fast. (not increases) At first I didn’t like my job, but I’m starting to enjoy it now. (not I start)
2
Present Continuous and Simple Present ➜ Units 3–4
Present Tenses with a Future Meaning ➜ Unit 18
his head. behind a tree. to somebody.
Please don’t make so much noise. We need to leave soon. I don’t have anywhere to live right now. I need to eat something soon. They don’t need their car anymore. Things are not so good at work. What they say isn’t true. We’re going to get wet.
a b c d e f g h
I’m getting hungry. They’re lying. It’s starting to rain. They’re trying to sell it. It’s getting late. I’m trying to work. I’m staying with friends. The company is losing money.
1 2 3 4 5 6 7 8
f
1.3
Write questions. Use the present continuous. 1 What’s all that noise? What’s happening? (what / happen?) (why / you / cry?) 2 What’s the matter? (she / work / today?) 3 Where’s your mother? (what / you / do / these days?) 4 I haven’t seen you in ages. (what / she / study?) 5 Amy is a student. (what / they / do?) 6 Who are those people? (you / enjoy / it?) 7 I heard you started a new job. (why / you / walk / so fast?) 8 We’re not in a hurry.
1.4
Put the verb into the correct form, affirmative (I’m doing, etc.) or negative (I’m not doing, etc.). 1 Please don’t make so much noise. I’m trying (I / try) to work. 2 Let’s go out now. It isn’t raining (it / rain) anymore. (I / listen) to it. 3 You can turn off the music. (She / have) 4 Kate called last night. She’s on a trip with friends. a great time and doesn’t want to come back. (He / learn) Japanese. 5 Andrew started evening classes recently. (they / speak) 6 Jason and Sarah have had an argument and now to each other. (it / get) worse. 7 The situation is already very bad, and now (work) today. He’s taken the day off. 8 Tim (I / look) for Allison. Do you know where she is? 9 (It / work) now. 10 The washing machine has been repaired. (They / build) a new hospital. It will be finished next year. 11 (He / enjoy) his courses. 12 Ben is a student, but he’s not very happy. (The weather / change). I think it’s going to rain. 13 (He / start) to get 14 Dan has been in the same job for a long time. bored with it.
Steve says “I’m reading …” but he is not reading the book at the time of speaking. He means that he has started reading the book but has not finished it yet. He is in the middle of reading it. Some more examples: Kate wants to work in Italy, so she’s learning Italian. (but perhaps she isn’t learning Italian at the time of speaking) Some friends of mine are building their own house. They hope to finish it next summer.
4 5 6
his shoelaces. the road.
The sentences on the right follow those on the left. Which sentence goes with which? 1 2 3 4 5 6 7 8
Sometimes the action is not happening at the time of speaking. For example:
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Unit
What’s happening in the pictures? Choose from these verbs:
3
Grammar
Basic Grammar in Use Self-study reference and practice for students of North American English Fourth edition Raymond Murphy with William R. Smalzer and Joseph Chapple HIGH BEGINNER TO LOW INTERMEDIATE
Basic Grammar in Use Fourth edition is an American English, self-study reference and practice book for beginning-level learners. With simple explanations, clear examples and easy to understand exercises, it is perfect for students who are studying on their own, but can also be used in the classroom. The ebook has the same grammar explanations and exercises found in the printed book, plus other great features such as audio for all of the example sentences and an easy-to-use answer key. cambridge.org/chooseinuse
NEW Grammar in Use
Advanced Grammar in Use
Intermediate
Third edition
Self-study reference and practice for students of English Fourth edition Raymond Murphy with William R. Smalzer and Joseph Chapple INTERMEDIATE TO HIGH INTERMEDIATE
Grammar in Use Intermediate is the first choice for intermediate learners of American English and covers all the grammar required at this level. With simple explanations, clear examples and easy to understand exercises, it is perfect for students who are studying on their own, but can also be used in the classroom. The interactive ebook has the same grammar explanations and exercises found in the printed book, plus other great features such as audio for all of the example sentences and an easy-to-use answer key.
Martin Hewings HIGH INTERMEDIATE TO ADVANCED
This advanced-level reference and practice book is perfect for self study, but also ideal for supplementary grammar activities in the classroom. It provides ideal support for learners preparing for IELTS, Cambridge English: Advanced and Cambridge English: Proficiency examinations. The interactive ebook makes it easier to study on the go, with all of the content from the printed book plus integrated audio to help with listening and pronunciation practice. The Study Planner helps learners to select areas of grammar they need to work on most and is a useful diagnostic test for use by teachers. cambridge.org/chooseinuse
The Study Guide helps learners to identify the most useful language areas to study. cambridge.org/chooseinuse
Student's Book with answers and Interactive ebook Student's Book with answers Student's Book without answers
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Vocabulary and Idioms
Whatever your students’ vocabulary needs … choose in Use
Vocabulary in Use The Vocabulary series gives you the words you need to communicate with confidence. Whether the focus is on general vocabulary, Academic vocabulary, or on specific areas such as collocations, idioms and phrasal verbs, there’s an in Use to meet your needs.
Vocabulary in Use Michael McCarthy, Felicity O’Dell, Stuart Redman with John D. Bunting, Randi Reppen, Lawrence J. Zwier
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Ideal for classroom use, or self study, these popular books organize vocabulary into manageable groups of the most common words and phrases, offering complete coverage of the most important words for learners at each level. The unique 2-page format teaches vocabulary on the left, and offers practice on the right, so students immediately apply what they are studying. The series is informed by the Cambridge English Corpus, ensuring the words taught as well as the examples provided represent the way English is really used. cambridge.org/chooseinuse Basic Vocabulary in Use Second edition Student's Book with answers 978-1-316-64673-1 and Interactive ebook Student's Book with answers 978-1-316-64674-8 Student's Book without 978-1-316-64675-5 answers Vocabulary in Use Intermediate Second edition Student's Book with answers 978-1-108-61761-1 and Interactive ebook Student's Book with answers 978-1-108-44945-8 Student's Book without 978-1-108-44939-7 answers Vocabulary in Use High Intermediate Second edition Student's Book with answers 978-1-107-53930-3 and Interactive ebook Student's Book with answers 978-1-107-69738-6 Student's Book without 978-1-107-61378-2 answers
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Academic Vocabulary in Use Second edition is the perfect study aid for anyone using English for their academic work. Ideal for students of any discipline, from engineers and social scientists to business students and lawyers, it covers all the key vocabulary found in academic textbooks, articles, lectures and seminars. The book is also useful for those preparing for IELTS and university entrance examinations. The Second edition has been updated to reflect changes in education, technology and communications, includes a selection of new reading passages, and is now in full colour. • 50 easy-to-use, two-page units with clear explanations of new vocabulary on the left page, and a variety of practice exercises on the right. • The most useful and frequently-used academic vocabulary, based on the Cambridge English Corpus and established academic word lists.
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978-1-107-59166-0
INTERMEDIATE TO ADVANCED
Explanations and practice of English idioms, phrasal verbs and collocations, fully revised, updated and now in full colour. • English Collocations in Use presents and practices hundreds of collocations in typical contexts to help students improve their written and spoken English. • English Idioms in Use presents and practices over 1,000 idioms in typical contexts to help students understand the everyday English spoken by native speakers. • Using short texts, dialogues, tables and charts, English Phrasal Verbs in Use explains and practices over 1,000 phrasal verbs at each level to help students develop more natural-sounding English. cambridge.org/chooseinuse English Collocations in Use Second edition Book with answers Intermediate 978-1-316-62975-8 Book with answers Advanced 978-1-316-62995-6 English Idioms in Use Second edition Book with answers Intermediate 978-1-316-62988-8 Book with answers Advanced 978-1-316-62973-4 English Phrasal Verbs in Use Second edition Book with answers Intermediate 978-1-316-62815-7 Book with answers Advanced 978-1-316-62809-6
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Reading Skills
NEW Prism Reading
Page 44
Making Connections Page 46
Overview
A moderately paced skill building course, featuring An academic reading course with systematic engaging, high-interest topics, video, and a strong practice of reading and vocabulary skills to emphasis on critical thinking. prepare students for the challenges of reading college textbooks. This series emphasizes critical thinking and increasing reading speed.
Number of Levels
5
5
Proficiency Level
Beginner to Advanced
High Beginner to Advanced
Topic/Skills Based
Topic Based
Skills Based
Academic/ General English
General English
Academic English
• Online Practice • Classroom Presentation • ebook
• ebook • Online Audio
Interactions/Mosaic
Prism Reading/Writing
Includes Digital
Page 48
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Overview
Intensive skill development course that includes modern topics and vocabulary practice using the Academic Word List.
A coursebook designed for academic programs that combine reading and writing. In addition to supporting key reading/writing outcomes, this course features videos and emphasizes critical thinking and grammar.
Number of Levels
5
5
Proficiency Level
Beginner to Advanced
Beginner to Advanced
Topic/Skills Based
Topic Based
Topic Based
Academic/ General English
Academic English
Academic English
• Online Practice • Power of Process
• Online Practice • Online Teacher Training Module • Classroom Presentation • ebook
Includes Digital
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Bring these pages to life! Scan this cover with the Cambridge Experience App for extra content
NEW Intro: Kate Adams, Sabina Ostrowska Level 1: Michele Lewis, Richard O’Neill Level 2: Lida Baker, Carolyn Westbrook Level 3: Alan S. Kennedy, Chris Sowton Level 4: Jessica Williams BEGINNER TO ADVANCED Captivating readings, videos, academic reading skills, strategies, and critical thinking skills in Prism Reading help students to become well-rounded thinkers and build confidence to succeed in and outside of the classroom. • A wide variety of reading genres in different formats expose and prepare students to understand real-life text they may face in or outside the classroom. • Students work together to apply new skills and language in task-based collaborative activities that extend each reading and video. • Topics, vocabulary, academic skills and integration of critical thinking skills to build students’ confidence and prepare them for college courses were shaped by conversations with teachers at over 500 institutions.
SKILLS CRITICAL THINKING COLLABORATION
• The Online Workbook has one extra reading and additional practice for each unit. • Teachers can deliver effective and engaging lessons using Presentation Plus. Prism Reading Student's Book with Online Workbook Teacher's Manual ebook
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Engage • Equip • Excel
Reading
Unit Opener Introduces and generates interest in the unit theme with an engaging visual, sets learning objectives, and makes connections between students’ background knowledge and the unit topic/theme.
Readings Two reading passages in each unit provide different angles, viewpoints, and genres related to the unit theme and give students exposure to and practice with language and reading skills.
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Reading
The academic reading and vocabulary skills your students need for college
Making Connections
Improving Reading Speed
Skills and Strategies for Academic Reading
• Every book contains tips for reading more quickly. Students chart their speed in a special section that allows them to see their own progress. This emphasis on reading speed helps boost fluency and prepares students for the extensive reading they will encounter in universities.
Intro: Jessica Williams, David Wiese Level 1: Jessica Williams Level 2: Jessica Williams, Jo McEntire Level 3: Kenneth J. Pakenham, Jo McEntire, Jessica Williams Level 4: Jessica Williams, Pamela Vittorio HIGH BEGINNER TO ADVANCED
Making Connections prepares students for the challenges of reading college textbooks through systematic practice of reading and vocabulary skills. Extensive Skill Building • Each unit teaches students how to read and how to learn new words. The reading and vocabulary strategies that students develop are then applied during the readings. This direct application of skills helps students learn exactly how and when to use each strategy. Intensive Vocabulary Building • Students learn key academic words, including words from the Academic Word List, in every unit. Each unit further extends students’ knowledge through exploration of synonyms, word families, and placement of words into their correct context.
Beyond the Reading
Critical Thinking In Reading 3, the writer says that in the future, there will be powerful technology at borders, borders will become easier to cross, and one day, borders may even disappear. A Work with a partner and decide if there is enough information to support the writer’s point by answering the following questions. Give reasons for your answers, and take notes on your discussion.
Critical thinkers ask themselves if there is enough information to support the points a writer makes in a text.
1 Does the writer explain what type of powerful technology there might be at the borders in the future? What type do you imagine there will be? 2 Does the writer explain why it will become easier to cross borders in the future? Do you think it will become easier to cross borders in the future or more difficult? 3 Does the writer explain why borders might disappear in the future? Do you think there will be a time in the future when borders disappear? B Work with another pair of students. Compare your answers and the reasons you gave for your answers.
Research Find out about border control in your country or a country that you know well. Find answers to the following questions. ●
Who needs a visa to visit this country?
●
Do citizens of the country need a visa to visit other countries?
●
What sort of technology is used at the borders of the country?
Writing Write a short summary of your research. Describe border control in the country you researched.
Improving Your Reading Speed
Integrated Digital learning
Good readers read quickly and still understand most of what they read. A Read the instructions and strategies for Improving Your Reading Speed in Appendix 3 on page 273.
• Student’s Books include access to Online Audio.
B Choose one of the readings in this unit. Read it without stopping. Time how long it takes you to finish the text in minutes and seconds. Enter the time in the chart on page 274. Then calculate your reading speed in number of words per minute.
cambridge.org/makingconnections 30 ● UNIT 1
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EVALUATING INFORMATION
Reading The perfect transition to academic courses
READING
Students apply the skills not only in separate exercises but during the reading tasks, teaching them exactly when and how to use each skill
2
Walls as Borders 1
2
3
Today, most national borders are lines on a map. Two countries agree on the line between them. However, in the past, some countries had walls or fences on their borders. Walls had several purposes. They helped prevent invasions, that is, the arrival of enemies. Walls were also a good way to make money. There were often only a few entrances in a wall. People had to pay taxes when they went through these entrances. In more recent times, walls also have had other purposes. These days, some walls prevent people from leaving their country. Other walls stop people from entering a country. These peo‑ ple are often looking for jobs and are hoping for a better life on the other side of the wall. Two of the most famous walls in history are the Great Wall of China and Hadrian’s Wall. The Great Wall of China is 5,500 miles (8,850 kilometers) long and more than 29.5 feet (9 meters) wide in some places. The Chinese built it to stop invaders from entering China. Along the top of the wall, there were thousands of guards. These guards were men who could see anyone who came near the wall. In England, the Romans built Hadrian’s Wall in the second cen‑ tury CE. Like the Great Wall of China, its major purpose was also to stop invaders. However, that was not its only purpose. The other reason was money: People had to pay a tax to the Romans when they came through Hadrian’s Wall. The most famous wall in recent history was the Berlin Wall. After World War II, East and West Germany became separate, that is, they became two different countries. The Soviet Union controlled East Germany and the eastern part of Berlin. At first, people could still travel between East and West Berlin. However, the Soviet Union wanted to stop this, so in 1961, it built the Berlin Wall. The purpose of this wall was not to stop invaders or get money from taxes. It was
WHILE YOU READ
1
Look in the next sentence for a definition of recent. Highlight it.
WHILE YOU READ
2
Look in the next sentence to help you guess the meaning of guards. What do guards do? a) Keep people safe b) Build walls
MAKING CONNECTIONS The Great Wall of China stopped invaders from entering China.
PRONOUN CONNECTORS
Writers use pronouns to connect words and ideas within and across sentences. Pronouns make the writing shorter and less repetitive. However, pronouns give the reader extra work to do because the reader has to find the words and ideas that the pronouns refer to. Some common pronouns are he
she
it
they
this
that
these
those
When you see a pronoun, ask yourself: What does this pronoun refer to? In the following example, the pronoun is in bold, and the noun it refers to is underlined. The arrow shows the connection. Government officials work at the border. They check all passports. READING 2 ● 13
In the next example, the pronoun is in bold, and the idea it refers to is underlined. The arrow shows that the pronoun refers to the whole idea in the first sentence. There was a long line of trucks and cars at the border crossing. This delayed the tour bus for 3 hours.
Exercise 1 Read the following groups of sentences. Highlight the pronoun in the second sentence in each group. Underline the noun or ideas the pronoun refers to. Draw an arrow from the pronoun to the underlined items. The first one has been done for you. 1 I gave my passport to the official. He examined the photo carefully. 2 Everyone is required to show some kind of identification. The guard at the entrance will ask for it. 3 All the documents are electronic. They are stored on one computer. 4 There were three attempts to guess the password. They all failed. 5 Each person’s iris is unique. That is the reason irises are good forms of identification.
Students also study the connectors used in academic texts, helping them learn how to navigate dense college textbooks
Making Connections Student’s Book with Integrated Digital Learning Teacher’s Manual ebook
Intro Level First edition 978-1-108-65143-1 978-1-107-51609-0
6 There were separate lines for visitors and citizens. This made it faster for citizens to come back into the country. MAKING CONNECTIONS ● 31
Level 1 Level 2 Level 3 Second edition Second edition Third edition 978-1-108-58368-8 978-1-108-65782-2 978-1-108-66226-0 978-1-107-61023-1 978-1-107-65062-6 978-1-107-65054-1 Available for purchase on Blink Learning: shopusa.blinklearning.com
Level 4 First edition 978-1-108-57023-7 978-1-107-51616-8
Price $36.40 $17.00 $29.99
Teacher’s Manual is also available online. Visit our website: cambridge.org/esl | 47
Reading
Interactions/Mosaic Reading
Every chapter of Interactions/Mosaic Reading teaches students critical academic reading skills, preparing them for college courses
Sixth edition
Connecting to student needs
Interactions Access: Pamela Hartmann, James Mentel Interactions Level 1: Elaine Kirn, Pamela Hartmann Interactions Level 2: Pamela Hartmann, Elaine Kirn Mosaic Level 1: Brenda Wegmann, Miki Knezevic Mosaic Level 2: Brenda Wegmann, Miki Knezevic
PA R T
1
Reading Skills and Strategies
Connect ESL is an online environment custom-designed for students academically bound. Homework is completed online with automatically graded exercises.
Before You Read 1
Previewing the Topic Look at the descriptions of the photos the photos. Next to each description, write the number matching photo.
Relaxing in a messy room
At home relaxing with friends At home studying
In a dorm room studying
• More practice helps students learn what they study in class.
BEGINNER TO ADVANCED
Photo 1
• Automatically graded activities give students immediate feedback and save teachers time spent correcting homework.
A 21ST-CENTURY COURSE
Interactions/Mosaic Reading prepares students for college classes by fully integrating every aspect of student life: from analyzing textbooks to online homework.Intensive skill development.
• A full ebook can be projected in class or used by students for out-of-class reference.
Photo 3
• Intensive skill development and modern topics that cover every aspect of student life. • Extensive vocabulary work. Students are introduced to 15-25 new words in every chapter of Interactions/Mosaic Reading, helping them to understand much more of what they read and hear.
• Powerful instructor tools allow you to choose what homework is assigned.
Photo 2
In small groups, look at the and discuss these questions.
• You can even create your own exercises, allowing for a fully customized experience.
1. What is each place? Who are the people?
(Examples: family, friends, college students, roommates/housemates) What are they doing?
2. Imagine the conversation in each picture. Photo 4
What do you think the people are saying or texting to one another?
• Access Power of Process directly in Connect! Click “Add Assignment” to get started.
3. How is each situation like your own?
How is it different?
4
CHAPTER 1
kir95076_ch01-Rnd02.indd 4
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• Online, students complete automatically graded exercises that extend their practice of reading skills and vocabulary. • Connect ESL is an online environment customdesigned for students academically bound. Homework is completed online with automatically graded exercises. Now with access to Power of Process.
The full ebook serves as a reference for students and a presentation tool for instructors
cambridge.org/interactions cambridge.org/mosaic
Interactions Reading Student’s Book Student’s Registration Code for Connect ESL (Stand Alone) Student’s Book plus Registration Code for Connect ESL Teacher’s Manual with Tests Teacher Access to Connect ESL Class Audio Mosaic Reading Student’s Book Student Registration Code for Connect ESL (Stand Alone) Student Book plus Registration Code for Connect ESL Teacher’s Manual with Tests Teacher Access to Connect ESL Class Audio
48 | Contact your ESL Specialist: 888-ESL-BUZZ (375-2899)
Access 978-0-078-01963-0 978-0-077-78302-0 978-0-077-82919-3
Level 1 978-0-077-59507-4 978-0-077-78304-4 978-0-077-83098-4 cambridge.org/interactions Contact your ESL Specialist cambridge.org/interactions
Level 2 978-0-077-59510-4 978-0-077-78306-8 978-0-077-83101-1
978-0-077-59511-1 978-0-077-78308-2 978-0-077-83103-5 cambridge.org/mosaic Contact your ESL Specialist cambridge.org/mosaic
978-0-077-59512-8 978-0-077-78310-5 978-0-077-83105-9
Price $55.60 $55.60 $58.80 FREE $49.00 $49.00 $60.60 FREE
Reading Strategic Reading Second Edition
2
Jack C. Richards Samuela Eckstut-Didier CUP_StrategicReading_Covers-MkgPDFs.indd 2
Strategic Reading Second Edition
7/7/11 2:11 PM
3
Jack C. Richards Samuela Eckstut-Didier CUP_StrategicReading_Covers-MkgPDFs.indd 3
Academic skills through engaging content
7/7/11 2:11 PM
Reading fluency through authentic content
Strategic Reading Second edition
Read This!
Jack C. Richards, Samuela Eckstut-Didier
Fascinating Stories from the Content Areas
LOW INTERMEDIATE TO HIGH INTERMEDIATE
Daphne Mackey, Alice Savage
Strategic Reading helps students develop reading fluency by focusing on reading speed and key skills as they read authentic and adapted texts.
HIGH BEGINNER TO HIGH INTERMEDIATE
Read This! is the only series that presents the most interesting stories from academic disciplines as a way to teach academic skills and vocabulary.
• Readings are adapted from authentic sources to prepare students for reading outside the classroom.
• Thematic units mix content from different academic areas and promote interdisciplinary study.
• Pre-reading tasks build students’ schema on the topic of the reading and teach them to skim and scan the text before reading in depth.
• Students learn both useful content-related vocabulary and words from the Academic Word List.
• Key vocabulary is practiced throughout, building students’ reading readiness.
• Reading skills exercises that use graphic organizers provide greater insight into the texts. • Unit Wrap-Ups allow students to review the unit vocabulary and discuss and write about the unit topic.
• Instruction on one reading strategy per reading facilitates student learning. • Expanded post-reading activities help students develop essential critical thinking skills. cambridge.org/strategicreading
• MP3 files are available online for students to listen to as well as read each story. • Unit Tests in the Teacher’s Manual help assess students’ progress. cambridge.org/readthis Intro Level Student’s Book Teacher’s Manual with Audio CD Level 1 Student’s Book Teacher’s Manual with Audio CD Level 2 Student’s Book Teacher’s Manual with Audio CD Level 3 Student’s Book Teacher’s Manual with Audio CD
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Visit our website: cambridge.org/esl | 49
Reading
Great literature and the skills needed to read it
“As most teachers would agree, celebrating diversity promotes understanding and tolerance. Moreover, building our students’ self-esteem should be a goal in every classroom.”
Judith Kay Rosemary Gelshenen
Discovering Fiction Second edition Judith Kay, Rosemary Gelshenen LOW INTERMEDIATE TO ADVANCED
Discovering Fiction equips students to read and understand authentic short stories. As students develop the reading, vocabulary, and critical thinking skills they need, they progress from adapted to authentic literature. Contemporary and Classic North American Stories • The greatest stories, from Hughes to Cisneros, from Hemingway to Chopin, give students a thorough background in North American literature, and provide insights into the culture that produced each work.
Selected authors: Intro Adapted literature • • • •
Edith Eaton O. Henry Sinclair Lewis Mark Twain
Chapter 1
Level 1 Authentic literature • • • •
Kate Chopin William Saroyan James Thurber Yoshiko Uchida
Level 2 Authentic literature • • • •
Sandra Cisneros Ernest Hemingway Langston Hughes Shirley Jackson
Eleven
Key Skills for Reading Literature
s andra c isnerOs
• To read literature, students need more than the standard set of reading skills. Discovering Fiction pays special attention to skills like guessing meaning from context and understanding literary devices.
A P reParing
TO
r ead
1 Think Before You Read Answer the following questions:
Critical Thinking Skills for Understanding Literature • Reading literature is more than simply comprehending a text, and Discovering Fiction trains students to think critically, make inferences, discuss what they read, and write responses to the work. cambridge.org/discoveringfiction
50 | Contact your ESL Specialist: 888-ESL-BUZZ (375-2899)
1 Have you ever been disappointed by your birthday? How did you feel about your birthday when you were a child? Did your birthday make you feel older? 2 Do you remember being embarrassed by a teacher when you were a child? What happened? 3 What are some things a child might do in a situation where an adult, who has more power, is being unfair to him or her?
Discovering Fiction Student’s Book Instructor’s Manual
Intro Level 978-1-107-63802-0
Level 1 978-1-107-65222-4 cambridge.org/discoveringfiction
4
Childhood Memories
Level 2 978-1-107-62214-2
Price $35.00 FREE
Reading
Engage
Equip
Excel
Shaped by conversations with teachers at over 500 institutions, Prism Reading builds students’ confidence and prepares them for college courses by capturing their interest and teaching them to read, understand, and analyze complex university texts.
To learn more about Prism Reading turn to page 44 Visit our website: cambridge.org/esl | 51
Reading
Camb r
ders ea
ngl ge E ish R id
Always Original
Horror
Let Me Out! Antoinette Moses WINNER Language Learner Literature Award
Cambridge English Readers
Nolan is a robot created by a lonely electronics expert, John, to run his home, cook and do the ironing. But Nolan is not content; he wants to be human. When he realizes that this is not possible, he turns against John, who finds there is no escape from his malevolence.
Award-winning original fiction for learners of English Series Editor: Philip Prowse BEGINNER TO ADVANCED Winner Language Learner Literature Award
Paperback
978-0-521-68329-6
With the widest selection of genres, settings and modern thought-provoking topics, this award-winning original fiction series is designed to captivate learners of any level of English.
Human Interest
• Audio recordings of all titles are available FREE at cambridge.org/readers
Alan Maley
• Free lesson plans and worksheets to help your students make the most of extensive reading.
WINNER Language Learner Literature Award
The Best of Times?
Chee Seng, a 16-year-old Malaysian boy, has to grow up fast as he lives through the best and the worst of times. He suffers heartbreak as his parents’ marriage falls apart and experiences the joys and heartache of first love.
• All titles available as ebooks from Amazon and at cambridge.org/readers • Over 5 million copies sold! cambridge.org/readers Try out these prize-winning stories!
Paperback
Romance
Michael Austen
WINNER Language Learner Literature Award
FINALIST Language Learner Literature Award
Arman, a teenage refugee, makes an epic journey across Europe, often in the hands of people smugglers. He lives and works as an illegal immigrant in the UK until one day love comes into his life. 978-0-521-18493-9
Hiro, a Japanese student, sits next to an old man on a train to Berlin. By mistake they exchange phones and read each other’s text messages. Hiro believes that the man’s messages show he is going to Berlin to kill someone. But is the plot real or does it exist only in Hiro’s imagination?
$7.40
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Murder Mystery
Dead Cold Sue Leather
Also available
WINNER Language Learner Literature Award
A dead girl in a swimming pool in Pine Crest, USA. She’s Janine, a 23-year-old student who wanted to write for a newspaper. Detective Flick Laine has to find the killer. But first she must find out the big story Janine was working on before her death. 978-0-521-69379-0
• Cambridge Experience Readers This series of graded readers for teenagers has something for everyone, with a lively mix of original fiction, adapted fiction and factbooks. cambridge.org/experiencereaders
$8.20
Titles marked with this symbol contain adult material which may not be suitable for younger learners. If in doubt about your choice, contact your local Cambridge University Press representative.
52 | Contact your ESL Specialist: 888-ESL-BUZZ (375-2899)
$10.40
Berlin Express
Philip Prowse
Paperback
978-0-521-73545-2
Thriller
Arman’s Journey
Paperback
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Reading Beginner Level/Literacy: 250 Headwords Romance Big Hair Day by Margaret Johnson WINNER Language Learner Literature Award Romance Arman’s Journey by Philip Prowse Human Interest Book Boy by Antoinette Moses WINNER Language Learner Literature Award Human Interest Why? by Philip Prowse Comedy What a Lottery! by Colin Campbell Ghost Story The Girl at the Window by Antoinette Moses Murder Mystery A Death in Oxford by Richard MacAndrew Science Fiction/ WINNER Language Learner Literature Award Horror Let Me Out! by Antoinette Moses Thriller Dirty Money by Sue Leather Thriller The Black Pearls by Richard MacAndrew Thriller The Penang File by Richard MacAndrew Level 1 Beginner/Elementary: 400 Headwords Comedy Help! by Philip Prowse Murder Mystery Bad Love by Sue Leather Murder Mystery Inspector Logan by Richard MacAndrew Murder Mystery John Doe by Antoinette Moses Romance Hotel Casanova by Sue Leather Romance Next Door to Love by Margaret Johnson Short Stories Three Tomorrows by Frank Brennan Thriller Blood Diamonds by Richard MacAndrew Thriller Don’t Stop Now! by Philip Prowse Thriller Just Like a Movie by Sue Leather Thriller Parallel by Colin Campbell Thriller The Big Picture by Sue Leather FINALIST Language Learner Literature Award Thriller The Caribbean File by Richard MacAndrew Thriller Ten Long Years by Alan Battersby Level 2 Elementary/Lower-intermediate: 800 Headwords WINNER Language Learner Literature Award Human Interest Jojo’s Story by Antoinette Moses FINALIST Language Learner Literature Award Human Interest One Day by Helen Naylor Murder Mystery Bad Company by Richard MacAndrew WINNER Language Learner Literature Award Murder Mystery Dead Cold by Sue Leather Murder Mystery Logan’s Choice by Richard MacAndrew Murder Mystery The Double Bass Mystery by Jeremy Harmer Romance Different Worlds by Margaret Johnson FINALIST Language Learner Literature Award Romance Within High Fences by Penny Hancock Science Fiction Superbird by Brian Tomlinson Thriller A Picture to Remember by Sarah Scott-Malden Thriller The Dark Side of the City by Alan Battersby Thriller The Man from Nowhere by Bernard Smith Thriller The New Zealand File by Richard MacAndrew Adventure Apollo’s Gold by Antoinette Moses Short Stories Circle Games by Frank Brennan
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Level 3 Lower-intermediate: 1300 Headwords 60.928 mm Romance Romance Two Lives by Helen Naylor Romance Wild Country by Margaret Johnson
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The Ironing Man by Colin Campbell
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Comedy Ghost Story Horror Murder Mystery Murder Mystery Murder Mystery Short Stories Thriller Thriller Thriller Thriller Thriller
How I Met Myself by David A. Hill The Beast by Carolyn Walker A Puzzle for Logan by Richard MacAndrew FINALIST Language Learner Literature Award Not Above the Law by Richard MacAndrew FINALIST Language Learner Literature Award Strong Medicine by Richard MacAndrew FINALIST Language Learner Literature Award Tales of the Supernatural by Frank Brennan Double Cross by Philip Prowse Eye of the Storm by Mandy Loader No Place To Hide by Alan Battersby The House by the Sea by Patricia Aspinall The Lahti File by Richard MacAndrew
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Level 3 Lower-Intermediate: 1300 Headwords FINALIST Language Learner Literature Award Murder Mystery Strong Medicine by Richard MacAndrew FINALIST Language Learner Literature Award Short Stories Tales of the Supernatural by Frank Brennan Thriller Double Cross by Philip Prowse Thriller Eye of the Storm by Mandy Loader Thriller No Place To Hide by Alan Battersby Thriller The House by the Sea by Patricia Aspinall Thriller The Lahti File by Richard MacAndrew Level 4 Intermediate: 1900 Headwords Romance In the House by Margaret Johnson Romance Love in the Lakes by Penny Hancock FINALIST Language Learner Literature Award Romance Staying Together by Judith Wilson Adventure Nothing but the Truth by George Kershaw Ghost Story The Lady in White by Colin Campbell Murder Mystery But Was it Murder? by Jania Barrell WINNER Language Learner Literature Award Murder Mystery Man Hunt by Richard MacAndrew Murder Mystery The Amsterdam Connection by Sue Leather Murder Mystery The University Murders by Richard MacAndrew The Fruitcake Special and other stories by Frank Short Stories Brennan FINALIST Language Learner Literature Award Thriller Berlin Express by Michael Austen Thriller A Matter of Chance by David A. Hill Thriller High Life, Low Life by Alan Battersby Human Interest When Summer Comes by Helen Naylor Level 5 High Intermediate: 2800 Headwords Murder Mystery Emergency Murder by Janet McGiffin Murder Mystery Murder by Art by Janet McGiffin Adventure The Sugar Glider by Rod Neilsen Future Thriller Dolphin Music by Antoinette Moses WINNER Language Learner Literature Award Human Interest Dragons’ Eggs by J. M. Newsome Human Interest Forget to Remember by Alan Maley Human Interest In the Shadow of the Mountain by Helen Naylor Romance All I Want by Margaret Johnson Romance Jungle Love by Margaret Johnson Short Stories Windows of the Mind by Frank Brennan Thriller A Tangled Web by Alan Maley Thriller Better Late Than Never by J.M.Newsome Thriller Death in the Dojo by Sue Leather Thriller East 43rd Street by Alan Battersby Level 6 Advanced: 3800 Headwords WINNER Language Learner Literature Award Human Interest A Dangerous Sky by Michael Austen Frozen Pizza and other slices of life by Antoinette Human Interest Moses Human Interest He Knows Too Much by Alan Maley WINNER Language Learner Literature Award Human Interest Nelson’s Dream by J. M. Newsome FINALIST Language Learner Literature Award Human Interest Solo Saxophone by Jeremy Harmer WINNER Language Learner Literature Award Human Interest The Best of Times? by Alan Maley Romance A Love for Life by Penny Hancock Murder Mystery Deadly Harvest by Carolyn Walker Short Stories The Way Home by Sue Leather Thriller Murder Maker by Margaret Johnson Thriller This Time it’s Personal by Alan Battersby Thriller Trumpet Voluntary by Jeremy Harmer
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Titles marked with this symbol contain adult material which may not be suitable for younger learners. If in doubt about your choice, contact your local Cambridge University Press representative. Visit our website: cambridge.org/esl | 53
Reading and Writing Bring these pages to life! Scan this cover with the Cambridge Experience App for extra content
Intro: Sabina Ostrowska, Kate Adams Level 1: Richard O’Neill, Michele Lewis Level 2: Carolyn Westbrook, Lida Baker Level 3: Chris Sowton, Alan S. Kennedy Level 4: Jessica Williams BEGINNER TO ADVANCED Prism, a 5-level paired Reading and Writing skills course, takes a fresh approach by focusing strongly on critical thinking, skills for academic life, and teaching the most useful language. Students develop a range of academic skills, learn how to analyze information, look at things in new ways, formulate their own opinions, and express themselves clearly. Prism is built on a solid foundation of research; classroom teachers shaped everything about Prism – the topics, exercises, critical thinking activities, and ‘On Campus’ sections.
Reading Skills Aligned with Program Requirements
Engagement through Videos
Explicit Grammar Instruction
• Carefully selected videos spark students’ interest and prepare them to explore the unit’s topic in greater depth.
• With a focus on using grammar to accomplish rhetorical goals, students learn the most useful grammar for their writing tasks.
cambridge.org/prism 54 | Contact your ESL Specialist: 888-ESL-BUZZ (375-2899)
• Students study key vocabulary to prepare them for each reading and to develop academic reading skills. The Most Important Words • Prism focuses on the language students need in their academic studies integrating the General Service List, the Academic Word List, and the Cambridge English Corpus.
More critical thinking. More college skills.
Reading and Writing
WRITING CRITICAL THINKING
Critical thinking and productive skills Prepare students for exercises that focus on writing skills like grammar, leading into a structured writing task where students apply the skills and language they have developed over the course of the unit.
At the end of this unit, you are going to write an argumentative essay about factors that are important in choosing a career. Your essay should include some form of graphical support. Look at this unit’s Writing Task below.
SKILLS
Considering what you know about the job market, what is a good choice for a career path with a secure future?
Analyzing information in graphs and other figures Information in academic texts is often presented visually in graphs or other types of figures. It is important to be able to connect this information with the information in the text.
UNDERSTAND
1 Work with a partner. Read the information about the annual 100 Best Jobs report and study the figure. Take turns explaining each of the components in your own words. Every year, the news magazine U.S. News and World Report publishes a report on the year’s 100 best jobs. Figure 5 shows how the report’s authors measured job quality.
FINDING RELIABLE SOURCES Students need good sources for their research papers, but they often don’t know how to find a reliable source.
Figure 5. Components of Best Job measure Stress level*, 5%
UNRELIABLE SOURCES
Work–life balance*, 5%
Blogs: Anyone can write a blog. The writer may not be an expert or even have any real knowledge of the subject. Blogs often include biased information and personal opinions, not factual data or research. Company websites: Sites that end in “.com” are commercial sites. These sites may provide information for customers, but they are often designed to sell products or services. These sites may present a biased point of view.
Projected demand, 10% Median salary, 30% 10-year growth (percentage), 15% 10-year growth (number of jobs), 15%
Employment rate, 20%
Wikipedia: Many different people contribute to the pages of Wikipedia. The writers are not necessarily experts in the field. Students should never use Wikipedia as a source, but there are a few ways that Wikipedia may be useful in your research: you can get general background information on your topic, find key words to do other searches, and find reliable sources in their list of resources.
RELIABLE SOURCES *based on interviews with current job holders 148
Educational sites: Sites that end in “.edu” are typically reliable sources. People that contribute to these sites are often professors or researchers. Articles on these sites are based on studies and research. Government sites: Websites that end in “.gov” can be trusted. They often present data or statistics from government agencies. Often, there is no author for these sources, but they are written by experts.
Source: U.S. News and World Report 2016
UNIT 6
SITES THAT NEED MORE RESEARCH
OTHER SOURCES
Nonprofit sites: A website that ends in “.org” is nonprofit. Nonprofit organizations include groups like the Red Cross, an international relief organization. However, they can also include groups who have a religious or political bias. Always do your own research to learn more.
Article and research databases: The college subscribes to over 200 databases of research, data, and scholarly articles. With your student ID, you can use these databases and find good, reliable sources. A reference librarian can show you how to find the right database.
Practical skills for life ‘On Campus’ Unique lessons that support the development of skills to build students’ confidence, supporting their success.
Online professional journals: These sources are based on research and present balanced information. The articles are written by professionals for other people in their field. Newspapers: Newspapers respected for their accuracy and balanced reporting are good sources.
REMEMBER THAT THE LIBRARIANS ARE ALWAYS HERE TO HELP YOU.
REAL-WORLD APPLICATION 4 With your partner, imagine you are writing a paper on the attitudes of young people about online privacy. Find some reliable sources. a one government source: b one educational source: c one news source: IDENTIFYINGRELIABLEONLINE ON CAMPUS SOURCES
Prism Reading and Writing Student's Book with Online Workbook Teacher’s Manual ebook
Intro 978-1-316-62418-0 978-1-316-62497-5
Level 1 Level 2 Level 3 978-1-316-62427-2 978-1-316-62431-9 978-1-316-62445-6 978-1-316-62508-8 978-1-316-62513-2 978-1-316-62519-4 Available for purchase on Blink Learning: shopusa.blinklearning.com
Level 4 978-1-316-62474-6 978-1-316-62544-6
85
Price $49.40 $30.00 $39.99
Presentation Plus, Unit Quizzes and Answer Keys are available to download from esource.cambridge.org Contact your ESL Specialist for details.
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Reading and Writing
Preparing students for academic coursework
Academic texts and tasks
Academic Encounters Reading and Writing
Reading 3 EARTHQUAKES
Second edition Level 1: Jennifer Wharton Level 2: Jessica Williams Level 3: Jessica Williams, Kristine Brown, Susan Hood Level 4: Bernard Seal
5
10
15
fault a large break in the surface of the earth 20
LOW INTERMEDIATE TO ADVANCED 25
Academic Encounters Reading and Writing Second edition prepares students for university study by replicating the texts and tasks that they will encounter in different academic disciplines. Academic Skills • To help students succeed in college, Academic Encounters teaches critical academic skills. Skills and Learning Outcomes are noted at the beginning of each unit, with icons throughout to highlight which skills are being practiced in each exercise.
As 1974 came to an end and the new year began, animals in Haicheng, China, started acting strangely. Snakes normally hibernate underground during the winter, but they suddenly came out of their holes. Dogs began to bark and run around wildly, and horses became so upset that some ran away. Why were the animals acting like this? Many people think that the animals sensed what was coming: On February 4, 1975, the earth began to shake and buildings collapsed as a very large earthquake struck the city of Haicheng.
What causes earthquakes? When the tectonic plates that make up Earth’s crust move past each other, they often bump or rub against each other. The earth, or ground, above the plates moves as well. This movement is called an earthquake. Sometimes the plates get stuck. The pressure increases as the two plates try to move past each other but cannot. They finally move with a sudden and powerful jerk. This can also cause an earthquake. During a small earthquake, the ground simply shakes a little, and people may not even notice. However, a strong movement can cause the ground to shake and roll violently. It can make buildings and bridges fall. It can also cause the ground to split open and form a large fault, or crack.
This intensive, immersive approach replicates exactly what students will experience in college classrooms
Where do earthquakes happen? Earthquakes can happen anywhere, but certain places have more earthquakes. These places sit on tectonic plates that move frequently. One example is the area around the Pacific Plate, which includes China, the Philippines, Japan, and the western coasts of Canada, the United States, and South America. Earthquakes are common in those places. The deadliest earthquake in modern times happened in 1976 in Tangshan, China. It lasted less than two minutes, but more than 250,000 people died, and more than 90 percent of the buildings collapsed. Earthquake scientists study places such as Tangshan because of the many faults in these areas and the activity of the tectonic plates.
San Andreas fault in California
40 Unit 1 Planet Earth
Example Skills Reading | Writing
Authentic and Adapted Texts • Students interact with authentic academic content (adapted at lower levels). Readings mirror university textbooks, ensuring that students not only practice reading authentic texts, but also receive an authentic university experience. Sustained Content • Academic Encounters’ sustained content approach to language teaching immerses students in an academic discipline. This approach creates an authentic college experience, preparing students for the rigor of later coursework. Integrated Digital Learning • Each Reading and Writing Student’s Book includes Writing Skills Interactive. cambridge.org/academicencounters
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Academic Encounters Reading and Writing Second edition Student’s Book with Writing Skills Interactive Pack Teacher’s Manual 2-Book Set (Student's Book Reading and Writing with Writing Skills Interactive, Student's Book Listening and Speaking with Integrated Digital Learning)
Student’s Book with Writing Skills Interactive Pack Teacher’s Manual 2-Book Set (Student's Book Reading and Writing with Writing Skills Interactive, Student's Book Listening and Speaking with Integrated Digital Learning) ebook
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Level 2 978-1-107-45758-4 978-1-107-62722-2
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Level 4 978-1-107-45761-4 978-1-107-60300-4
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Available for purchase on Blink Learning: shopusa.blinklearning.com
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Writing Skills
Final Draft Page 60
Writers at Work
Prism Reading/Writing
Page 64
Page 54
Overview
A corpus-informed coursebook that models writing from students and the real world. Also covers vocabulary, grammar, and avoiding plagiarism.
A coursebook designed for programs that teach process writing. This series builds student understanding of editing and working through multiple drafts.
A coursebook designed for academic programs that combine reading and writing. In addition to supporting key reading/writing outcomes, this course features videos and emphasizes critical thinking and grammar.
Number of Levels
4
4
5
Proficiency Level
Low Intermediate to Advanced
Beginner to High Intermediate
Beginner to Advanced
Topic/Skills Based
Topic Based
Skills Based
Topic Based
Academic/ General English
Academic English
Academic English
Academic English
• Classroom Presentation • Writing Skills Interactive • ebook
• Writing Skills Interactive
• Online Practice • Online Teacher Training Module • Classroom Presentation • ebook
Skills for Effective Writing
New Directions
Guidelines
Includes Digital
Page 64
Page 65
Page 65
Overview
A perfect series for students who need more support, this course offers extensive focus on a single skill in each unit.
A thematic writing skills text for advanced students that bridges the gap between ESL and college writing courses. Also covers research papers and citations.
A classic reading/writing text that teaches academic essay and research writing with the use of cross-cultural readings.
Number of Levels
4
1
1
Proficiency Level
Beginner to Advanced
Advanced/Freshman Comp
Advanced/Freshman Comp
Topic/Skills Based
Skills Based
Skills Based
Skills Based
Academic/ General English
Academic English
Academic English
Academic English
| 57
Students need a large number of skills to be successful writers – Writing Skills Interactive provides both instruction and practice. After watching a short animated presentation, students complete automatically graded exercises on skills ranging from avoiding repetition to paragraph unity and from concluding sentences to subject-verb agreement.
Essential Features • Flexible content makes Writing
Skills Interactive the perfect addition to any course. • Animated presentations for each skill provide instruction to students outside of class. • Extensive practice activities help students master the skills. • Online forums allow instructors to set open-ended writing tasks. • Intuitive gradebook shows all student scores as well as time on task.
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Writing skills: instruction and practice Strapline
Writing
After setting the stage with a reading, animated presentations teach students how and when to use a range of key writing skills. Students then apply the skills through extensive, automatically graded exercises.
Give students extra practice Practice is the best way to improve writing skills, so we have included complimentary access to Writing Skills Interactive with these titles.
Academic Encounters Reading and Writing Student’s Book and Writing Skills Interactive Pack Final Draft Student’s Book and Writing Skillls Interactive Pack Grammar and Beyond Student’s Book and Writing Skills Interactive Pack Grammar and Beyond Student’s Book A and Writing Skills Interactive Pack Grammar and Beyond Student’s Book B and Writing Skills Interactive Pack
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Writers at Work Student’s Book and Writing Skills Interactive Pack
From Sentence to Paragraph 978-1-107-45764-5
The Paragraph 978-1-107-45766-9
The Short Composition 978-1-107-45768-3
The Essay 978-1-107-45771-3
Price $41.40
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Writing
Final Draft Each unit features two writing models, the first one models how the rhetorical mode they are studying is applied in a real-world setting, helping them recognize that academic writing is all around them.
Level 1: David Bohlke, Robyn Brinks Lockwood, Pamela Hartmann Level 2: Jill Bauer, Mike S. Boyle, Sara Stapleton Level 3: Andrew Aquino-Cutcher, Wendy Asplin, David Bohlke, Jeanne Lambert Level 4: Pamela Hartmann, Monica F. Jacobe, Alan S. Kennedy Series Editor: Jeanne Lambert LOW INTERMEDIATE TO ADVANCED
Final Draft is a four-level academic writing series that prepares students to become confident and effective writers and prepares them for success in their future studies. Students are given the tools to master academic writing by learning a systematic approach to writing that focuses on foundational and higher-level skills. • Real-world and Student Writing Models help students make connections between their writing class and their future studies. • Informed by corpus research, students focus on the most relevant grammar, vocabulary, collocations, and phrases while learning how to avoid common mistakes. • A pedagogical approach to plagiarism helps students develop an understanding of and techniques for avoiding these situations through realistic examples and practical activities. • Additional online writing instruction and additional self-graded practice help students improve discrete writing skills.
cambridge.org/finaldraft
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Final Draft Student's Book and Writing Skills Interactive Pack Teacher's Manual ebook
Level 1
Level 2
Level 3
Level 4
Price
978-1-107-49541-8
978-1-107-49550-0
978-1-107-49558-6
$46.40
978-1-107-49538-8 978-1-107-49542-5 978-1-107-49554-8 978-1-107-49559-3 Available for purchase on Blink Learning: shopusa.blinklearning.com
$22.20 $39.99
978-1-107-49537-1
Writing
With the right tools, every
7
student can be a great writer
proceSS eSSAyS SociAL Work: SociAL ActiViSiM
“Be the change that you wish to see in the world.” Mahatma Gandhi (1869–1948)
Work with a partner. Read the quotation about change. Then answer the questions. 1
Gandhi believed that anyone could help change the world. Do you agree or disagree? Why?
2
What are some social problems in today’s world?
3
What steps can you take to start changing the world and helping to solve social problems?
About the Author: Mahatma Gandhi used peaceful and nonviolent protest to fight for freedom, civil rights, and justice in India. Throughout history, he inspired many leaders, such as Dr. Martin Luther King, Jr.
In the unit opener students begin to explore the unit theme and structure or rhetorical mode and connect it to their everyday lives.
proceSS eSSAyS 195
Students develop an extensive skill set, preparing them for every aspect of academic writing.
Continued on page 62 | 61
Writing
Learning corpus-informed academic vocabulary and collocations helps prepare students for writing assignments.
Exposure to phrases used in academic writing helps students become familiar with the language they will learn in mainstream academic texts.
The second model shows a typical assignment from a college writing course. Students analyze this in detail, preparing for their own writing.
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Writing
4
ShArpen your SkiLLS
d
A
Writing Skill 1: Clarity
Writers need to use precise adjectives so that ideas are really clear. They also need to use correct pronoun references when referring to nouns to make sure the reader can follow the ideas more easily.
long, triangular
Precise Adjectives: First, cut the paper into shapes.
^
It
Pronoun Reference: The varnish is clear. The varnish makes the beads hard and shiny. preciSe AdJectiVeS Below are some guidelines for using precise adjectives. uSing preciSe AdJectiVeS Use specific adjectives. Try to avoid general words, such as the following: a lot of, big/small, good/bad, nice, old/young, and some.
Doctors without Borders provides assistance for
millions
a lot of people around the world.
drop
Put a small amount of glue on the end of the piece of paper.
Avoiding Plagiarism
The Internet is a wonderful resource, but sometimes it is not clear how to cite sources from the Internet.
In this section, you will learn writing and grammar skills that will help make your writing more academic and accurate.
Developing more refined writing skills and learning to acknowledge others’ work and ideas helps students avoid plagiarism and other common mistakes to become more proficient academic writers.
I found some interesting Internet articles about starting up a volunteer program in a community. I’m not sure if I can use these articles because I’m having trouble finding information, like the name of the authors or the date. I think these sources are helpful, but I don’t want to plagiarize. Can you give me some tips on citing Internet sources? Zainab
Dear Zainab, Citing sources from the Internet can be a little different from citing sources from books and magazines. Often information you usually include in a citation is missing from an Internet source. You can still use those articles, though. Be sure to provide as much information as you can from the site. Good luck! Professor Wright citing internet SourceS
disastrous
Citing print and online sources is very similar. However, online sources often do not include the same amount of source information. It is common to have page numbers, dates, or even author’s names and article titles missing from online sources. All sources, in spite of any missing information, should be cited in-text and in the Works Cited at the end of the essay.
It helps people in bad situations, such as wars, natural calamities, or extreme poverty.
bright, multi-colored
Customers often like nice beads.
six-year-old
In-text citations
Even young children can become volunteers in service‑learning projects.
1
If the page number is missing: Treat the citation as you treat print citations, but do not include a page number at the end of the sentence.
The primary goal of the project was to raise
one thousand dollars
some money for Honduran students to buy books.
Avoiding Common Mistakes Research tells us that these are the most common mistakes that students make when using phrasal verbs in academic writing.
2
If the author’s name is missing: Treat the citation as you treat print citations, but include the name of the website or article instead of the author’s name.
1 use fill out, not write or answer, when talking about forms.
fill out
Kathy Tully reports that volunteers picked crops from already picked fields and donated the crops to food banks. Over 88,000 pounds of produce were gathered last year (Tully). According to Habitat.org, volunteers helped bring safer and cleaner water to the village of Chazanga in Zambia. According to a Habitat for Humanity newsletter, volunteers helped build a safe water system for 400 residents in Fiji. (“Safe Water in Fiji and Zambia”).
You must write an application form. 2 use find out, not know, learn, or check, when the meaning is “to discover.”
found out
I knew that the company helps immigrants.
find out
Go to the organization’s website to learn if they need volunteers. proceSS eSSAyS 211 3 use sign up (for), not sign in or subscribe to, when you talk about joining something officially, such as a class at school, a program, or an organization.
218 unit 7
sign up
It is easy to get people to sign in for the organization.
sign up for
I am going to subscribe to a volunteer program at the library.
4.7 editing Task Find and correct six more mistakes in the paragraph below. First, decide the date and location for your blood drive. You need to work with the Red
find out
Cross to choose a date when they are available. Also, know how much space the Red Cross requires for their equipment. Learn if your location will work well. After that, you can begin advertising the event. The Red Cross recommends that you begin advertising four weeks before the event. At the same time, you can subcribe donors. Sign people in to give blood and schedule appointments. On the day of the event, call donors to remind them of their appointment times. Next, greet the Red Cross workers and show them where to set up. When donors arrive, the Red Cross staff will do everything. They help donors write the necessary paperwork. After all the paperwork is answered, the staff safely takes the blood donations. Finally, check how many people gave blood so that you can announce the results and thank all of the donors.
proceSS eSSAyS 217
Equipped with the skills and language they have developed throughout the unit, students pull their ideas into the writing process to produce a successful final draft.
Visit our website: cambridge.org/esl | 63
Writing
Writers at Work From Sentence to Paragraph: Laurie Blass, Deborah Gordon
III REVISING YOUR WRITING REVISING Revising means improving the content and organization of your draft. When you revise, you can add material, delete material, or move material from one place in the composition to another.
The Paragraph: Jill Singleton
Use the following editing marks when you revise. • Carets (^) to show where to insert material • Lines to cross out material • Circles and arrows to show where you’re moving material this semester Victor Carrasco is in my ESL writing class. His major is electronics, and when I asked ^
The Short Composition: Ann O. Strauch The Essay: Dorothy E. Zemach, Lynn Stafford-Yilmaz
him why, he responded that he’s always enjoyed learning about how things work. When he was a child, he would take apart radios and clocks just to see how they worked. He added with a smile, though, that his mother did not like his hobby. He is from Veracruz, Mexico,
BEGINNER TO HIGH INTERMEDIATE
Skills for Effective Writing BEGINNER TO ADVANCED
Students are better writers when they master discrete writing skills. Learning to write is a complex process, and Skills for Effective Writing helps to simplify it. This innovative series teaches a wide variety of discrete writing skills and offers extensive practice in each one. Discrete Writing Skills • Writers need to master a large number of skills, from topic sentences to coherence and from recognizing fact vs. opinion to paraphrasing. This series targets a wide range of skills that help make students better writers.
Professors in North American colleges and universities expect their students to turn in multiple drafts of their writing. This process approach needs to be taught, and this is where Writers at Work excels.
A Analyze supporting details Practice
Version 1
Most series only teach a small amount of surfacelevel editing. Writers at Work helps students learn how to find issues in the content as well as the form of their writing. This special emphasis on fully developed revision results in better writing and a greater student appreciation of the value of the process.
Tomoe has a boyfriend from another culture who speaks two languages. He is in the military. He’s fairly young. I could tell that she loves him very much because when she talked about him, she seemed very happy. She misses him a lot when he’s away. After she told me about him, she asked me about my boyfriend. When I told her about him, she showed interest in hearing about him. We both have special feelings for our boyfriends.
30
The Process Approach at All Levels
• When students master the skills, they turn in cleaner work to instructors. This frees teachers to focus their feedback on larger issues, like developing ideas and mastering rhetorical modes. cambridge.org/skillsforeffectivewriting Level 1
Level 2
Price
Writers at Work: The Short Composition
• Writers at Work believes that students at all levels can understand and apply the full writing process. Beginning with sentences, students learn to revise and edit their writing and internalize this approach for later college courses.
978-1-107-68434-8
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Level 3
Level 4
Student’s 978-1-107-61356-0 978-1-107-61357-7 Book Answer Key All Levels cambridge.org/skillsforeffectivewriting
Student’s Book and Writing Skills Interactive Pack Teacher’s Manual
$25.80 FREE
See also • Writing Skills Interactive Page 58
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Revising Your Writing The largest portion of the chapter is on revision and editing. Students first focus on content, as they add to, cut from, and rearrange their writing Editing Your Writing Students continue by editing their work for a variety of features, including grammar and specific aspects of academic writing
cambridge.org/waw/teacher
Writers at Work Student’s Book and Writing Skills Interactive Pack Teacher’s Manual
5
When writing a composition, one common mistake is not developing or explaining the ideas in the body with enough specific, supporting details. Read the two versions of the paragraph that follow. They are from a student composition. Which one has better specific, supporting details? Be prepared to explain your choice.
Additional downloadable practice activities and tests are available at
Better Student Writing
Student’s Book
and he has been here for two years. Veracruz is a large city on the east coast of Mexico.
From Sentence to Paragraph 978-1-107-45764-5 978-0-521-12032-6 The Short Composition 978-1-107-45768-3 978-0-521-54497-9
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Writing
Guidelines
New Directions
The International Story
A Cross-Cultural Reading and Writing Text Third edition
Reading, Writing, and Critical Thinking Second edition
An Anthology with Guidelines for Reading and Writing About Fiction
Ruth Spack
Peter S. Gardner
Ruth Spack
ADVANCED/FRESHMAN COMP
ADVANCED/FRESHMAN COMP
ADVANCED/FRESHMAN COMP
Guidelines teaches the most common and important types of writing: Writing from experience, relating reading to experience, responding to argumentative essays, responding to fiction and writing from field research.
Extensive Reading, Intensive Writing: An Authentic College Experience
The International Story features a generous selection of thought-provoking classic and contemporary short stories from many different countries. Unique to this text is the integration of literary works with detailed guidelines for reading and writing and for crafting an interpretive essay.
How to Read Long Texts Critically • Each chapter offers four or five longer readings, which students take notes on and analyze. This practice trains them for the realities of academic courses and prepares them to write. Extensive Instruction and Practice
Handbook for Academic Writing • A 50-page handbook at the end of the text provides critical tips on avoiding plagiarism and citing sources, the revision process, and locating and correcting errors. 978-0-521-61301-9 978-0-521-61302-6
$41.20 $14.00
• Fosters reflection, creativity, and critical thinking through interactive discussion activities. • Emphasizes the connection between reading and writing, and between literature and composition. Student’s Book Instructor’s Manual
Analysis of Academic Writing
• After the readings, students study the type of writing and learn key strategies for generating ideas and turning these ideas into high-level academic writing.
Student’s Book Teacher’s Manual
• University courses ask students to read large amounts of academic texts, analyze them, and respond to them. New Directions does exactly this, preparing students for the rigor of college coursework. Each chapter includes three core readings spanning several pages, and another 20 pages of additional readings. Students read for content, and respond using the conventions of academic writing.
• Students also analyze each core reading intensively, mining it for vocabulary, grammar, and technique. This analysis feeds into the students’ own writing, helping them to master academic style. Students Learn Advanced Writing Techniques and Apply Them
978-0-521-65797-6 978-0-521-65796-9
$41.40 $14.00
See also • Other Writing Titles Page 101
• At this high level, students have already studied the basics of writing. New Directions teaches them advanced skills such as tone, audience, and figurative language. Student’s Book Teacher’s Manual
978-0-521-54172-5 978-0-521-54173-2
$41.20 $14.00
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Listening and Speaking Bring these pages to life! Scan this cover with the Cambridge Experience App for extra content
Intro: N.M. White, Susan Peterson Level 1: Stephanie Dimond-Bayir, Kimberly Russell Level 2: Sabina Ostrowska, Nancy Jordan Level 3: Lewis Lansford, Robyn Brinks Lockwood Level 4: Jessica Williams BEGINNER TO ADVANCED Prism, a 5-level paired Listening and Speaking skills course, takes a fresh approach by focusing strongly on critical thinking, skills for academic life, and teaching the most useful language. Students develop a range of academic skills, learn how to analyze information, look at things in new ways, formulate their own opinions, and express themselves clearly. Prism is built on a solid foundation of research; classroom teachers shaped everything about Prism – the topics, exercises, critical thinking activities, and ‘On Campus’ sections.
Rigorous Critical Thinking Practice
Engagement through Videos
• To support academic studies, vocabulary has been carefully selected that integrates the General Service List, the Academic Word List, and the Cambridge English Corpus. While language development lessons focus on vocabulary and grammar, students learn how to decode spoken English, developing listening skills that focus on detail and nuance.
• Carefully selected videos spark students’ interest and prepare them to explore the unit’s topic in greater depth. Academic Listening Skills Aligned with Program Requirements • Students study key vocabulary to develop academic listening skills and improve their listening abilities through a sequence of proven activities.
cambridge.org/prism 66 | Contact your ESL Specialist: 888-ESL-BUZZ (375-2899)
• Critical thinking activities focus on speaking skills, functional language, and pronunciation leading up to a structured speaking task, in which students apply the skills and language they have developed over the course of the entire unit. Pronunciation, Grammar, and Vocabulary for Academic Success
More critical thinking. More college skills.
Listening and Speaking
SPEAKING Critical thinking and productive skills
CRITICAL THINKING
Prepare students for exercises that focus on speaking skills like functional language and pronunciation, leading into a structured speaking task where students apply the skills and language they have developed over the course of the unit.
At the end of this unit, you are going to do the Speaking Task below. Choose a group of events from a festival and persuade your group to go to them. UNDERSTAND
1 Read the website about the Winter Carnival in Minnesota. Find one group of events you would like to attend.
Winter Carnival Parades If you love parades, the Winter Carnival has three! The nighttime Moon Glow Parade has hot chocolate and treats. Marchers carry colorful glowing lights. Or how about watching the king of winter, King Boreas, as he comes to town with marching bands, floats, and people in costumes? And don't miss the last parade with the lively Vulcan Krewe. They fight for warm weather, marching through town to battle King Boreas so the cold weather will go away. Celebrate their win with fantastic fireworks!
ON CAMPUS
Competitions and Races Do you like competitions and sports? Why not watch college teams compete to build robots to clean the snow? Or you can join the competitions for snow or ice sculpture to win prizes. You could also run a race through the city with thousands of people. How about watching ice skaters race down a hill? Or watch the bouncing teams use a blanket to bounce people high into the air? See who bounces the highest!
SETTING SMART GOALS PREPARING TO LISTEN 1 You are going to listen to a lecture about SMART goals. Before you listen, look at the list of goals. Circle three goals that you have.
Buried Treasures Are you good at puzzles? Do you want to find treasure? Be sure to read the newspaper for clues to find a $10,000 prize hidden in the city snow. Sometimes it takes two weeks with hundreds of people looking to find the prize. Kids should try the children’s treasure hunt at the snow park for candy and coins.
be a better student eat better food get a good job get good grades get more exercise graduate on time have more free time help my family learn a new skill speak English well transfer to a four-year college
Snow and Ice Events 2 Work with a partner and compare your goals. Discuss the questions.
At the Snow Park, you can see snow sculptures, slide down a giant snow slide, or make giant snow walls. How about going ice skating at the ice palace? Why not take a photo with the blue-costumed King Boreas and his royal family? Or take a ride on a fire truck with the Vulcan Krewe, the red-costumed group that fights for warm weather. 50
1 Why is each goal important to you? 2 What other goals do you have? 3 Work with a partner. Look at the words below and discuss the questions. 1 What does each word mean? 2 How might each word apply to goal-setting?
UNIT 2
specific
measurable
achievable
relevant
time-bound
WHILE LISTENING 4
3.9 Listen to the lecture and complete the notes. SMART goals
specific measurable
Practical skills for life ‘On Campus’ Unique lessons that support the development of skills to build students’ confidence, supporting their success.
achievable relevant time-bound
78
Prism Listening and Speaking Student's Book with Online Workbook Teacher’s Manual ebook
Intro 978-1-316-62088-5 978-1-316-62505-7
. e.g., What is a good job? Identify ? How will you (2) ? e.g., how many hours in the gym, how much (3) (4) e.g., not “A in all classes” but = more realistic. (5) ? What steps do I need to take? Ask yourself, Relevant = linked to (6) objectives Ask yourself, “how important in long term?” (7) . Decide on a What will you do this week/ next week, etc.? (1)
UNIT 3
Level 1 Level 2 Level 3 Level 4 978-1-316-62094-6 978-1-316-62097-7 978-1-316-62099-1 978-1-316-62101-1 978-1-316-62511-8 978-1-316-62516-3 978-1-316-62540-8 978-1-316-62546-0 Available for purchase on Blink Learning: shopusa.blinklearning.com
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Presentation Plus, Unit Quizzes and Answer Keys are available to download from esource.cambridge.org Contact your ESL Specialist for details.
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Listening and Speaking
Preparing students for academic coursework
Academic Encounters Listening and Speaking Second edition Level 1: Yoneko Kanaoka Level 2: Kim Sanabria, Carlos Sanabria Level 3: Kim Sanabria Level 4: Miriam Espeseth
Academic listening and speaking B Work with your partner. Match the vocabulary terms from Step A with their definitions. Write the vocabulary word on the line. Check your answers in a dictionary if necessary. a. hard to stop or give up b. office that sells subway or metro cards or tokens c. informed about d. likely to be affected by e. sadly f. moving with no clear direction or purpose g. not wanting to do anything; inactive h. aware
LOW INTERMEDIATE TO ADVANCED
2 Organizing your notes as a map
N L
A Look at the following map. It is a map for all of Part 1 of the lecture. Notice that you
Academic Encounters Listening and Speaking Second edition prepares students for university study by replicating the tasks that they will encounter in different academic disciplines.
already know some of the missing information because you listened to excerpts from Part 1 in the note-taking task on page 120. Copy your answers from that task onto the appropriate lines in this map.
Dedra Smith: Dangers of the Mass Media Pt 1: Issues of violence, , and 15 yrs ago, m. media =
Now, m. m. includes: blogs social networking sites
Academic Skills • To help students succeed in college, Academic Encounters Listening and Speaking teaches critical academic skills. Skills and Learning Outcomes are noted at the beginning of each unit, with icons throughout to highlight which skills are being practiced in each exercise.
1 violence • TV (avg time TV on each day • Kids:
)
2 • “Couch potato”
Advances Dangers
3
Each unit provides extensive instruction and practice in taking notes, helping students succeed in university courses
• imp. decisions:
• Subway booth:
B Now watch or listen to Part 1 of the lecture and complete the map. C Compare your map with a partner.
Authentic and Adapted Texts
Chapter 6 Impact of the Media on Our Lives 119
• Students interact with authentic academic content (adapted at lower levels). Academic lectures were created using transcripts of actual classroom lectures. These lectures are available online with the Student’s Books.
Academic lectures online Each unit’s lectures were recorded in real college classrooms, complete with interactions between professors and students.
Sustained Content • The course’s sustained content approach to language teaching immerses students in an academic discipline. This approach creates an authentic college experience, preparing students for the rigor of later coursework. Integrated Digital Learning • Listening and Speaking Student’s Books include access to Online Audio and Video. cambridge.org/academicencounters Academic Encounters Listening and Speaking Second edition Student’s Book with Integrated Digital Learning Teacher’s Manual 2-Book Set (Student's Book Reading and Writing with Writing Skills Interactive, Student's Book Listening and Speaking with Integrated Digital Learning) ebook
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Level 1 978-1-316-99565-5 978-1-107-64492-2
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Listening and Speaking
Interactions/Mosaic Listening and Speaking Sixth edition
PA R T
Interactions Access: Emily Austin Thrush, Robert Baldwin, Laurie Blass Interactions Level 1: Judith Tanka, Paul Most Interactions Level 2: Judith Tanka, Lida R. Baker Mosaic Levels 1 and 2: Jami Hanreddy, Elizabeth Whalley
3
Strategies for Better Listening and Speaking
Using Context Clues If you don’t understand everything that English speakers say, you probably try to guess the meaning. How do you do this?
• Listen to clues, or signals, that help you guess. • Words that you already know can be clues to new words. • Grammar, stress, and intonation can also be clues to meaning. Read the sentence below. Try to guess the meaning of the new word from all the other words you know.
BEGINNER TO ADVANCED
Studying biology is a prerequisite to applying for medical school.
A 21ST-CENTURY COURSE
clue
(new word)
clue
The strategies students learn help them master both the conversations and lectures that they will hear around campus
You probably understood that you must study biology before you can go to medical school, and so prerequisite means something it is necessary for you to complete before you start something else.
Interactions/Mosaic Listening and Speaking prepares students for college classes by fully integrating every aspect of student life: from analyzing textbooks to online homework.
Many tests such as the TOEFL® iBT, or the IELTS measure your academic listening and speaking abilities. This activity, and others in the book, will develop your social and academic communication abilities, and help you succeed on a variety of standardized tests.
Using Context Clues Listen to a conversation between Ming, Peter, and Peter’s new roommate, Kenji.
• Intensive skill development and modern topics that cover every aspect of student life.
1. The conversation is in five parts. Listen to the beginning of each part. Then listen to the question. 2. Stop the recording after the question and choose the best answer to each question. 3. In the Clues column, write the words that helped you choose your answer.
• Introduces students to important vocabulary.
4. Start the recording again. Listen to the last part of each conversation to hear the correct answer.
• Automatically graded exercises enable students to see how well they are progressing. • Instructors can assign speaking tasks and even create their own activities. • Connect ESL is an online environment customdesigned for students academically bound. Homework is completed online with automatically graded exercises. Now with access to Power of Process. cambridge.org/interactions cambridge.org/mosaic
Ming
Peter
Kenji
TOEFL® is a registered trademark of Educational Testing Service (ETS). This product is not endorsed or approved by ETS. Academic Life Around the World
15
tan95181_ch01_Rnd07.indd 15
Interactions Listening/Speaking Student’s Book Student’s Registration Code for Connect ESL (Stand Alone) Student’s Book plus Registration Code for Connect ESL Teacher’s Manual with Tests Teacher Access to Connect ESL Class Audio Mosaic Listening/Speaking Student’s Book Student Registration Code for Connect ESL (Stand Alone) Student Book plus Registration Code for Connect ESL Teacher’s Manual with Tests Teacher Access to Connect ESL Class Audio
8/23/12 3:36 PM
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Listening and Speaking
Let’s Talk
Teacher’s Manual
Present Yourself
Second edition
• Detailed notes give teaching steps, tips, key vocabulary, and answers.
Second edition
Leo Jones HIGH BEGINNER TO HIGH INTERMEDIATE
Let’s Talk Second edition is a three-level course designed to develop oral communication skills and build learner confidence. Unique twists on topics draw students into conversations, and engaging activities guarantee maximum talking time. The 16 four-page thematic units in each level are divided into two-page lessons, with each lesson encouraging students to express their feelings, ideas, and opinions. Student’s Book • Frequent pair and group work activities give students opportunities to share ideas. • Vocabulary-building exercises prepare learners to discuss topics. • Expansion sections review key language in a fun, fluency-building way. • Communication tasks in every unit provide additional speaking practice.
• Language objectives for every activity highlight learning expectations. • A program of tests and quizzes allows for assessment flexibility. • Model Conversations provide additional language support. • A separate section for audio scripts allows for easy photocopying. cambridge.org/letstalk Level 1 Student’s Book with Self-study Audio CD Teacher’s Manual with Audio CD Class Audio CDs (3) Level 2 Student’s Book with Self-study Audio CD Teacher’s Manual with Audio CD Class Audio CDs (3) Level 3 Student’s Book with Self-study Audio CD Teacher’s Manual with Audio CD Class Audio CDs (3)
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Steven Gershon LOW INTERMEDIATE TO INTERMEDIATE
Present Yourself Second edition, with complementary video for each level, is a presentation skills course for adult and young adult learners of English. This series takes a process approach to giving presentations and offers students an opportunity to develop the life skill of talking about topics to an audience outside the language classroom. The books can be used as a main text in a presentation skills course, in the context of a general conversation course, or as a component in speaking or integrated-skills classes. • Getting Ready unit introduces students to the process of planning a presentation. • Fun, personalized communicative activities. • A process approach to preparing and giving a presentation. • A clear focus on how to organize a presentation and systematic teaching of presentation skills. cambridge.org/presentyourself Level 1 Student’s Book with Self-Study Audio CD Teacher’s Manual with Audio CD Level 2 Student’s Book Teacher’s Manual with DVD
Active Listening Second edition Steven Brown, Dorolyn Smith HIGH BEGINNER TO INTERMEDIATE
Active Listening Second edition is a popular three-level listening series for adult and young-adult learners of English. Each level offers students 16 engaging, task-based units, each built around a
topic, function, or grammatical theme. Grounded in the theory that learners are more successful listeners when they activate their prior knowledge of a topic, the series gives students a frame of reference to make predictions about what they will hear. Through a careful balance of activities, students learn to listen for main ideas, to listen for details, and to listen and make inferences. It can be used as a main text for listening classes or as a component in speaking or integrated-skills classes. cambridge.org/activelistening
70 | Contact your ESL Specialist: 888-ESL-BUZZ (375-2899)
Level 1 Student’s Book with Self-Study Audio CD Teacher’s Manual with Audio CD Class Audio CDs (3) Level 2 Student’s Book with Self-Study Audio CD Teacher’s Manual with Audio CD Class Audio CDs (3) Level 3 Student’s Book with Self-Study Audio CD Teacher’s Manual with Audio CD Class Audio CDs (3)
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Pronunciation
“Students who learn to recognize important signals of the natural rhythms and melodies of English often report improved understanding of speech on TV, in movies, and in face-to-face conversations.”
Judy Gilbert
The world’s favorite pronunciation series, with free downloadable audio!
6
Clear Speech Judy B. Gilbert Clear Speech sets the standard of pronunciation instruction. Regardless of their language background, all students benefit from a focus on comprehensibility and contextualized practice – a methodology that author Judy Gilbert has been refining for years.
A
Sentence Focus: Emphasizing Content Words
Contrast 1 Compare the two pictures below. In the picture on the left, the butterfly is hard to see because it is the same color as the things around it. The butterfly on the right is lighter than everything else around it. This contrast between light and dark makes the butterfly easier to notice.
The Most Important Areas of Pronunciation
• Not all aspects of pronunciation contribute equally to comprehensibility. Clear Speech focuses students’ attention on the importance of intonation, rhythm, and stress to being understood by native speakers. Hundreds of Clear, Effective Exercises • Just like any language skill, pronunciation takes practice. Clear Speech uses exercises developed by Judy Gilbert and tested in classrooms all over the world. The result is that students improve their pronunciation faster and better than they thought possible.
2 This is the same kind of contrast English speakers use to stress a syllable and its peak vowel in important words. This contrast helps emphasize important words so that they are easy for a listener to notice. Listen. One word in the sentence below is emphasized and the other words are de-emphasized. This is contrast.
“easy”?
B
Focus words In each thought group (a short sentence, clause, or phrase), there is only one most important word. This word is the focus word. You can help your listeners notice the focus word by giving it extra emphasis. To make a strong contrast, the stressed vowel in the focus word must be pronounced with extra clarity. /i y/ peak vowel
eas stressed syllable
Integrated Digital Learning
With the Pronunciation: Clear Speech App for iPhone, iPad, and iPod touch available • Student’s Books include access to on the App Store, you can: play games and practice pronunciation cambridge.org/clearspeech in a fun, interactive way
easy focus word
Online Audio.
cambridge.org/clearspeechfromthestart
With the Student’s Book Audio you can: download the MP3s for all the listening activities in the Student’s Book review and practice all the sounds, intonation, and rhythm patterns presented and practiced in class
Clear Speech Student’s Book with Integrated Digital Learning Teacher’s Resource and Assessment Book Class and Assessment Audio CDs (4) ebook
How do you spell “easy”? thought group
44 • Clear Speech
The series focuses on the areas of English that are most important for comprehensibility
Clear Speech from the Start Second edition Clear Speech Fourth edition 978-1-108-34826-3 978-1-108-65933-8 978-1-107-60431-5 978-1-107-63706-1 978-1-107-61172-6 978-1-107-62743-7 Available for purchase on Blink Learning: shopusa.blinklearning.com
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Visit our website: cambridge.org/esl | 71
Pronunciation UNIT
8 /ə/ • a banana
“. . . successfully combines pronunciation practice with meaningful and communicative tasks, an ideal long advocated but rarely achieved in pronunciation textbooks.”
/ / in Unstressed Syllables and Words; can and can’t e
TESOL Journal
Practice the sound /� /. Make it very short for /ə/. The sound /ə/ is always short and weak. Listen and repeat: /ə/.
/ə/
� ə
A Vocabulary 1
The sound /ə / is used in many unstressed syllables and words. In the words below, the spelling has been changed to show you when to use the sound /ə /. Stressed syllables are in bold. Listen and repeat.
Pronunciation Pairs An Introduction to the Sounds of English Second edition
chickən
təmatoes
lettəce
ə bənanə
ən oniən
səme chocoləte*
ə questiən
ə womən
womən
Ann Baker, Sharon Goldstein HIGH BEGINNER TO LOW INTERMEDIATE
This highly successful pronunciation text covers the speech sounds of English, as well as common sound-spelling relationships, intonation, and stress. Pronunciation Pairs Second edition offers a variety of exercises and activities, from minimal pair and listening discrimination tasks to dialogues, games, puzzles, and guided conversations. Each speech sound is presented with a list of high-frequency words that includes the sound as well as common spellings used to represent it. Humorous dialogues include current and useful vocabulary. Hundreds of simple, clear illustrations help students understand the vocabulary and dialogues. A student Audio CD is included in the back of the Student’s Book, and a complete Class Audio Program is available separately.
* A slash through a letter means it is not pronounced.
30
Unit 8
Additional downloadable practice exercises, audio files, and resources are available at 030-033_PronPairs_U8.indd 30
7/25/07 9:56:39 AM
cambridge.org/pronunciationpairs/support Student’s Book with Student’s Audio CD Teacher’s Manual Class Audio CDs (5)
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$41.40 $28.00 $105.80
11
/s/ (same), /z/ (zoo), /f/ (four), /v/ (very), /θ/ (thanks), and /ð/ (this)
Unit
1 To make the sounds underlined in these words, air is pushed through a narrow opening in the mouth. Repeat these words. /s/
/z/ zoo zero easy noise amuse
same second sister house science
/f/ few phone perfect enough February
/v/ voice very never five invite
/θ/ thanks thought Thursday nothing fourth
/ð/ this that those breathe other
2 The pictures show how the sounds are made. Which two sounds are shown in
Pronunciation Plus
a, b, and c?
c.
b.
a.
Practice Through Interaction Martin Hewings, Sharon Goldstein LOW INTERMEDIATE TO INTERMEDIATE
Pronunciation Plus helps students improve their pronunciation through a variety of stimulating listening and speaking tasks that address all the important topics in English pronunciation: individual speech sounds, sounds in connected speech, stress, rhythm, intonation, and spelling. Many of the tasks are done with a partner or in small groups, giving students the opportunity to interact with their classmates while practicing their pronunciation.
See also • Teaching Pronunciation Page 95
72 | Contact your ESL Specialist: 888-ESL-BUZZ (375-2899)
column B? Put a check in the correct box. A 1. fat 2. sing 3. say 4. some 5. first 6. breeze 7. pass
❑ ❑ ❑ ❑ ❑ ❑ ❑
B that thing they thumb thirst breathe path
❑ ❑ ❑ ❑ ❑ ❑ ❑
A 8. closing 9. there 10. Sue 11. few 12. prices 13. ice 14. leaf
❑ ❑ ❑ ❑ ❑ ❑ ❑
B clothing fair zoo view prizes eyes leave
❑ ❑ ❑ ❑ ❑ ❑ ❑
4 Work with a partner. Look at each pair of words in 3. Your partner should
cambridge.org/pronunciationplus Student’s Book Teacher’s Manual Class Audio CDs (5)
3 Listen to these words. Do you hear the word in column A or the one in
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say one of the words silently to you. Tell your partner which word you think was said. For items 10 to 14, your partner should say one of the words in each pair aloud. Can you explain why you need to say these words aloud? Part 2 / Consonants
25
Make your words meaningful Free, trustworthy, corpus-informed dictionaries, grammar reference and language learning resources.
def
Definitions, audio, translations and grammar
Written especially for learners of English, our definitions are clear and easy to understand. You’ll also find American and British English audio pronunciations for each word, grammar advice, lots of example sentences, and translation dictionaries in more than 30 languages.
Optimized for smartphones Perfect for looking up definitions, checking grammar and listening to pronunciations on the move. Cambridge Dictionary is as easy to use on a mobile phone as it is on a tablet or laptop.
Always up to date Follow our blog to find out about new words and to get advice on grammar, vocabulary, phrasal verbs and idioms. Join us on Facebook, Twitter and Instagram for our Word of the Day and to become part of our community.
Personalized for you Create and share personalized wordlists, quiz yourself and be the first to receive information about new features by signing up for My Dictionary.
@cambridgewords @cambridgewords
dictionary.cambridge.org
@cambridgedictionariesonline Cambridge Dictionary
Dictionaries and Reference
Cambridge Dictionary of American English
Cambridge Academic Content Dictionary
Second edition
Cambridge English Pronouncing Dictionary
INTERMEDIATE TO HIGH INTERMEDIATE
18th edition
INTERMEDIATE TO HIGH INTERMEDIATE
The Cambridge Academic Content Dictionary defines the vocabulary students need to succeed in high school and beyond.
The Cambridge Dictionary of American English includes over 60,000 meanings and examples. Based on the world’s largest corpus of written and spoken American English, it includes up-to-date vocabulary (“blog”, “podcast”, “wiki”), usage notes that help learners avoid common mistakes, frequency information that identifies the words learners need to know, easy-to-understand definitions, and full-sentence examples that show how English is really used. • Up-to-date vocabulary (“DSL”, “Jihad”, “morph”, “PDA”, “retro”, “Wiki”) defines the language of today. • More than 500 usages notes to help learners avoid common mistakes. • Thousands of idioms, phrases, and phrasal verbs that are easy to find and easy to understand. • Study pages explaining details of grammar, usage, pronunciation, writing, and more. • Full-sentence examples illustrate the way words are really used. cambridge.org/dictionaries Paperback with CD-ROM
978-0-521-69197-0
$36.20
Its entries include more than 2,000 key vocabulary items from the content areas of math, the arts, chemistry, earth science, physics, American and world history, social studies, language arts, and other disciplines, as well as the more general vocabulary used in academic writing and speech, such as “analyze”, “derive”, and “subsequent”. The dictionary also provides full coverage of the everyday words and phrases students need to know. It is based on extensive Cambridge International Corpus research and developed with the needs of English learners in mind. • Easy-to-understand definitions make the meanings clear. • Subject labels make it easy to find content-area vocabulary. • General academic vocabulary labels show which words are the building blocks of academic writing. • Full-sentence examples show how English is really used. • Usage notes help students avoid common mistakes.
Paperback with CD-ROM
• The Cambridge Advanced Learner’s Dictionary Fourth edition HIGH INTERMEDIATE TO ADVANCED
The 18th edition of Daniel Jones’s classic work is the definitive guide to contemporary English pronunciation. It includes over 230,000 pronunciations of words and phrases. Unlike general dictionaries, it also includes the pronunciation of proper names, people and places. It also features The World of English Pronunciation – a collection of lively essays on aspects of pronunciation by leading experts in the field, and includes a phonetics and phonology glossary and notes on the relationship between spellings and sounds. • Over 80,000 entries and 215,000 pronunciations using the International Phonetic Alphabet. • Includes proper names as well as general vocabulary. • CD-ROM and online version include spoken pronunciations in British and American English. • Panels give information on sounds and phonetics terminology.
$33.20
cambridge.org/dictionaries Paperback with CD-ROM Paperback
Ideal for Cambridge English: First, Advanced, Proficiency, Business English and IELTS test preparation, the Cambridge Advanced Learner’s Dictionary includes hundreds of new words and has been specially designed to help learners become fluent speakers of English at an advanced level. Paperback with CD-ROM
978-0-521-69196-3
HIGH INTERMEDIATE TO PROFICIENCY
• CD-ROM includes exercises, pronunciation pronunciation practice, and phonetic search facility for comparing sounds.cambridge.org/dictionaries
cambridge.org/dictionaries
Also available
Daniel Jones Edited by Peter Roach, Jane Setter and John Esling
$44.00
74 | Contact your ESL Specialist: 888-ESL-BUZZ (375-2899)
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CEFR Levels A2 B1 B2 C1
The Michigan English Placement Test— Helping institutions place language learners since 1972 •
One of the most reliable and accurate placement tests available
•
Measures levels from beginner to advanced (CEFR A2–C1)
•
Created by Michigan Language Assessment and backed by two of the world’s leading universities
•
6 parallel forms available to ensure secure testing
•
•
Assesses listening, grammar, vocabulary, and reading comprehension
Provides a comprehensive assessment of students’ language levels in 60 minutes or less
•
Easy to administer computer-based test that provides instant results
Price Michigan EPT [computer-based] (per test) $5.95 • minimum purchase: 25 tests test credits expire after 364 days Price subject to change
The Michigan English Test (MET) is a multilevel 4-skills exam that measures proficiency for English language learners at the high-beginner to lowadvanced level. The test content spans social, educational, and workplace contexts. The MET can be used for educational or employment purposes and is intended for test takers at or above a secondary level of education.
The Michigan English Test • Secure test with unique content for each administration • Test is offered at least once a month • Multilevel test (CEFR A2 to C1) • Paper-based test ideal for largescale administrations • Official MET certificate backed by the University of Michigan and Cambridge Assessment English
Use • Pathway programs at universities • Corporate clients in need of a secure test
CEFR Levels
• Test takers aged 15 to adult
A2 B1 B2 C1
• Precise, reliable measurement of American English
For more information please visit our website or email info@michiganassessment.org
MichiganAssessment.org
76 | Please place your order by clicking on the ‘Buy products’ tab at www.cambridgemichigan.org
DEAR TEACHERS AND TEST TAKERS I’m delighted that you’ve chosen our official preparation materials to prepare for Cambridge English Qualifications and IELTS. We take great pride in the fact that our materials draw on the expertise of a whole team of writers, teachers, assessors and exam experts. These are materials that you can really trust. Our preparation materials are unique in many ways: •
They combine the skills and knowledge of the teams at Cambridge Assessment English, who create the tests, and the teams at Cambridge University Press, who create the English Language Teaching materials.
•
They draw upon the experience of millions of previous exam candidates – where they succeed and where they have difficulties. We target exercises and activities precisely at these areas so that you can actively ‘learn’ from previous test takers’ mistakes.
•
Every single task in our materials has been carefully checked to be an accurate reflection of what test takers find in the test.
In addition, we listen to what you tell us at every stage of the development process. This allows us to design the most user-friendly courses, practice tests and supplementary training. We create materials using in-depth knowledge, research and practical understanding. Prepare for Cambridge English Qualifications and IELTS with confidence in the knowledge that you have the best materials available to support you on your way to success. We wish you the very best on your journey with us.
With kind regards,
Pamela Baxter Director Cambridge Exams Publishing PS. If you have any feedback at all on our support materials for exams, please write to us at cambridgeexams@cambridge.org
You can also place your order toll free by phone at 844-881-8232, by fax at 844-881-8233, or by emailing us at CAMLAorders@cambridge.org | 77
Experts Together Our aim is to deliver the materials you tell us you need. Exclusive insights from test development and candidate performance guarantes expert content. The result is a unique Exam Journey in each course, ensuring every student is ready on exam day. From skill development to exam tasks, language discovery to real world usage, we create better learning experiences, together.
IELTS Overview
Two IELTS Modules
The world’s most popular English test for higher education and global migration
IELTS Academic
IELTS is designed to test English at all CEFR levels and is accepted by over 10,000 institutions, employers and government bodies worldwide. More than 3 million IELTS tests are taken each year around the world.
Key Facts • IELTS assesses all four language skills – listening, reading, writing and speaking. • Everyone takes the same Listening and Speaking tests. • There are different Reading and Writing tests for IELTS Academic and General Training. • The total test time is 2 hours and 45 minutes: – Listening 30 minutes – Reading 60 minutes – Writing 60 minutes – Speaking 11–14 minutes
The Academic module is for candidates wishing to study at undergraduate or graduate levels or seeking professional certification. IELTS General Training The General Training module is for candidates wishing to move to an English-speaking country and those wishing to train or study at pre-college level.
Support for IELTS Teachers Teaching IELTS can sometimes be challenging, especially for those new to the test. Our materials aim to develop your understanding of the the IELTS test AND boost your confidence in the classroom. Our range of teacher support includes webinars, videos, lesson plans and an online How to Teach IELTS course. cambridge.org/teachingIELTS
Our IELTS Courses
Mindset, Page 80
Official Guide, Page 81
Complete, Page 82
No. Levels
4
1
3
Target Band Score
Intro to IELTS / 5.5 / 6.5 / 7.5
4 and above
4–5 / 5–6.5 / 6.5-7.5
Module
ACADEMIC
BOTH
ACADEMIC
Topic/Skill based
Topic, organized by skill
Skill
Topic
Hours (per level)
Foundation: 40–130
Up to 120
50–70
Student’s Book and Teacher’s Book
Student’s Book
Online modules including core skills, first language specific, and Academic Study Skills
Audio and video content via DVD-ROM and App
Student’s Book and Teacher’s Book
Objective, Page 83
New Insight into IELTS, Page 83
No. Levels
2
1
Target Band Score
5–6 / 6–7
4 and above
Module
BOTH
BOTH
Topic/Skill based
Topic
Skill
Hours (per level)
80–120
Up to 120
Features
Student’s Book, Workbook and Teacher’s Book
Student’s Book and Workbook
Levels 1–3: 60–150 Features
Suitable for class and self-study
ebook for bands 4–5
Exams
LEVELS: FOUNDATION LEVEL
LEVEL 1 Target Band 5.5
LEVEL 2 Target Band 6.5
LEVEL 3 Target Band 7.5
Get your mind set for IELTS COURSE COMPONENTS: Mindset for IELTS Greg Archer, Joanna Kosta, Lucy Passmore, Jishan Uddin, Susan Hutchison, Claire Wijayatilake, Peter Crossthwaite, Natasha De Souza, Marc Loewenthal INTERMEDIATE TO HIGH INTERMEDIATE 60-90 teaching hours
Step inside a space that lives and breathes IELTS. Cambridge University Press in collaboration with Cambridge English Language Assessment, the organisation that produces the IELTS test, brings you a course that gets you into the MINDSET of the exam. Designed to help students achieve exam excellence, Mindset takes you on a journey that can be tailored to your individual requirements. • Suitable for students preparing for IELTS Academic. • Choose a pathway to suit your students’ precise needs. • Topic-based units deal with all four skills in turn so it’s easy to find what you want. • Each unit provides extra online practice in Speaking, Writing, Reading, Listening and Grammar and Vocabulary to work on weaker areas. • Corpus-informed first language specific modules help students avoid common mistakes. • Academic Study Skills module gives students the confidence they need to start a university course.
CORE TOPICS & SKILLS
Student’s Book (print and digital) 8 topic-based units, organised by skill, provide 60-90 hours of teaching per level (levels 1, 2 and 3)
ONLINE SKILLS MODULES
8 hours of practice per skill, per level: • Speaking • Writing • Reading • Listening • Grammar and Vocabulary
ACADEMIC STUDY SKILLS
6 hours of practice to get ready for the challenges of studying a university-level course
LANGUAGE SPECIFIC AND PLUS MODULES
6 hours of practice per module: • Pronunciation and Speaking for Chinese speakers • Spelling and Writing for Chinese speakers • Spelling and Vocabulary for Arabic speakers • Writing for Arabic speakers • Speaking Plus • Writing Plus Access to Cambridge English authentic IELTS Academic practice tests online
cambridge.org/mindset
See also Flyers 3 cover
• IELTS Practice Tests page 84 • Cambridge English Testbank cambridge.org/testbank
Mindset for IELTS Foundation Level 1 Level 2 Level 3 Student’s Book with Testbank and Online Modules 978-1-316-63668-8 978-1-316-64005-0 978-1-316-64015-9 978-1-316-64926-8 Teacher's Book with Class Audio 978-1-316-64024-1 978-1-316-64011-1 978-1-316-64026-5 978-1-316-64933-6 Presentation Plus* 978-1-108-43712-7 978-1-108-43715-8 978-1-108-43716-5 978-1-108-43717-2 *Contact your local Cambridge representative for more information.
80 | Contact your ESL Specialist: 888-ESL-BUZZ (375-2899)
Price $58.20 $30.00 $212.00
Exams
“This is one of the best IELTS coursebooks I’ve come across. It is comprehensive in coverage, with a clean modern layout, and could be used for self study, as a classroom coursebook, or for supplementary materials in class. Highly recommended.” êêêêê
The Official Cambridge Guide to IELTS Pauline Cullen, Amanda French and Vanessa Jakeman BEGINNER TO ADVANCED
The Official Cambridge Guide to IELTS is the definitive guide to IELTS from the experts in the test itself, Cambridge Assessment English. The most thorough and authoritative preparation available for this high stakes exam, it includes language and skills development, with a focus on test-taking strategy, to help students maximise their band-score.
• Suitable for students at all levels covering both the Academic and General Training modules. • Exercises are based on research into real IELTS candidates’ exam answers – and the mistakes they make, so that you don’t make the same ones! • Eight practice tests ensure that students are completely familiar with the exam and are able to perform with confidence. • Videos of the Speaking test provide a head start in a part of the exam which is tricky to prepare for.
Amazon customer
Official Cambridge Guide to IELTS App • Easy access to all the course audio and video material. • Introduction available in Arabic, Chinese, Japanese, Korean, Italian, Russian, Spanish and Turkish. • Individual skills guides available to buy and download.
• Includes more than 100 ‘must have’ Exam and Study Tips. Student’s Book with answers with DVD-ROM
978-1-107-62069-8
$54.80
Practice makes perfect! Download IELTS Lesson Plans from practicemakesperfect.cambridge.org
The Official Cambridge Guide to IELTS Student’s Book
Visit our website: cambridge.org/esl | 81
Exams
Complete
• Fantastic teacher resources and support are available in the Teacher’s Book and online.
Guy Brook-Hart, David McKeegan, Emma Heyderman, Peter May, Simon Haines, Vanessa Jakeman, with Helen Tilouine
• Presentation Plus – provides complete course content, including audio, annotation tools, links to online resources and the ability to save your customized lessons to any computer anywhere.
HIGH-INTERMEDIATE TO ADVANCED First and Advanced: 90 teaching hours, extendable to 120
Student’s ebooks
IELTS: 50–70 teaching hours per level
• Designed specifically to work on tablets.
These stimulating, topic-based courses covers every part of the exam in detail, ensuring students are fully equipped to tackle each part of every paper. Language work is fully integrated with exam preparation in each unit. The Complete series combines the very best in contemporary classroom practice with first-hand knowledge of the challenges students face.
• Available for Complete First Second edition, Complete Advanced Second edition and Complete IELTS Bands 4-5. cambridge.org/complete
Also available
Complete offers an integrated approach with exam information, advice and practice alongside language development.
Complete Student’s Book without answers with CD-ROM Student’s Book with answers with CD-ROM Teacher’s Book* Class Audio CDs (2) Workbook without answers with Audio CD Workbook with answers with Audio CD Student’s Pack (Student’s Book without answers with CD-ROM, Workbook without answers with Audio CD) Student’s Book Pack (Student’s Book with answers and CD-ROM and Audio CDs (2) Presentation Plus DVD-ROM
Complete First Second edition
The third revision for Complete, we believe even the most thorough courses can be improved. Our new editions combine the proven Complete formula with up-to-date design and features.
• Compact Ideal for shorter courses, Compact offers intensive revision and practice to quickly maximise student performance.
• Exercises are based on exclusive insights into real exam candidates’ areas of difficulty from the Cambridge Learner Corpus, to help students avoid common mistakes.
cambridge.org/exams
Complete Advanced Second edition
Complete IELTS Bands 4-5 B1
Complete IELTS Bands 5-6.5 B2
Complete IELTS Bands 6.5-7.5 C1
Celebrating 10 years of Complete preparation
Price
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Exam advice
Language development Exam training
978-1-107-69835-2 978-1-107-68823-0 978-0-521-17960-7 978-0-521-17953-9 978-1-107-68863-6 $68.40 978-1-107-66666-5 978-1-107-66289-6
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* For Complete First and Advanced Second edition – Teacher’s Book with Teacher’s Resources CD-ROM ebooks are also available. For further information please visit cambridge.org/ebooks
82 | Contact your ESL Specialist: 888-ESL-BUZZ (375-2899)
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Complete confidence
Exams
New Insight into IELTS Objective
Vanessa Jakeman and Clare McDowell
Annette Capel, Wendy Sharp, Louise Hashemi, Barbara Thomas, Felicity O’Dell, Annie Broadhead, Erica Whettem, Peter Sunderland, Susan Kingsley, Michael Black
HIGH INTERMEDIATE 50 teaching hours, extendable to 90
• Exam preparation in separate ‘Exam folders’ makes Objective suitable for classes with general English students.
HIGH INTERMEDIATE TO ADVANCED First and Advanced: 70 teaching hours, extendable to 90 Proficiency: 90 teaching hours, extendable to 120
• English Profile research provides the most targeted and efficient vocabulary syllabus available (First, Advanced and Proficiency).
IELTS: 80 teaching hours, extendable to 120
Objective provides the perfect solution for the demands of the modern classroom; short units emphasising progress, motivating students and getting results. The Objective series provides solid language development, lively class discussion and thorough training in exam skills. Objective Student’s Book without answers with CD-ROM Student’s Book with answers with CD-ROM Teacher’s Book Class Audio CDs (2)** Workbook without answers Workbook without answers with Audio CD Workbook with answers Workbook with answers with Audio CD Student’s Book Pack (Student’s Book with answers with CD-ROM and Class Audio CDs (2)**) Student’s Pack without answers (Student’s Book with CD-ROM, Workbook with Audio CD) Presentation Plus DVD-ROM
• Based on research into real exam candidates’ answers from the Cambridge Learner Corpus, exercises target areas that commonly cause difficulty.
• Presentation Plus – provides complete course content, including audio and video material, annotation tools, links to online resources and the ability to save your customized lessons to any computer anywhere. cambridge.org/objective
Objective First Objective Advanced Fourth edition Fourth edition
Objective IELTS Intermediate
Objective IELTS Advanced
Price
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This course gradually builds up the skills, language and test techniques that students need to approach IELTS with confidence. It explores the test paper by paper, giving an exam overview as well as looking in detail at the various task types and giving handy test tips for each. • Suitable for classroom or self-study use. • Appropriate for both Academic and General Training candidates. • Includes supplementary activities for use in the classroom or as homework. • Student’s Book with Testbank offers four online practice tests for IELTS. Student’s Book with answers Student’s Book with answers with Testbank Student’s Book Audio CD Student’s Book Pack (Student’s Book with answers and Student’s Book Audio CD) Workbook with answers Workbook Audio CD Workbook Pack (Workbook with answers and Workbook Audio CD)
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• Mindset for IELTS Page 80
978-1-107-62856-4
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• NEW IELTS Trainer 2 Page 85
978-1-107-62857-1
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**For Objective Advanced Fourth edition and Objective IELTS – Class Audio CDs (3)
See also Flyers 3 cover
• Grammar and Vocabulary for IELTS Page 85
Visit our website: cambridge.org/esl | 83
Exams 12
12
• • • •
14 IELTS14 IELTS ACADEMIC GENERAL TRAINING
WITH ANSWERS
• • • •
four complete tests for Academic candidates a useful introduction to the exam together with an explanation of the scoring system answer keys and recording scripts photocopiable answer sheets so you can practise transferring your answers.
four complete tests for General Training candidates a useful introduction to the exam together with an explanation of the scoring system answer keys and recording scripts photocopiable answer sheets so you can practise transferring your answers.
Also available: Separate Audio CDs (Recorded material for the Listening paper) Student’s Book with answers with Audio (downloadable) Online versions as IELTS General Training Tests 5–8 on IELTS 12 Academic examination papers / Online versions as IELTS Academic 5–8 on
Also available: Separate Audio CDs (Recorded material for the Listening paper) Student’s Book with answers with Audio (downloadable) Online versions as IELTS Academic Tests 5–8 on IELTS 12 General Training examination papers / Online versions as IELTS General Training 5–8 on
Go digital! Go
IELTS12
This 12th collection of examination papers for IELTS provides all the exam practice you need. It contains:
Go digital! Go
.org.uk
WITH ANSWERS
WITH ANSWERS
ISBN 978 1 107 46440 7
ISBN 978 1 107 61550 2
ISBN 978 1 316 50385 0
GENERAL TRAINING
.org.uk
WITH ANSWERS
AUTHENTIC EXAMINATION PAPERS
ISBN 978 1 107 61550 2
GENERAL TRAINING
ACADEMIC
WITH ANSWERS
IELTS
IELTS
12 IELTS ACADEMIC This 12th collection of examination papers for IELTS provides all the exam practice you need. It contains:
ISBN 978 1 107 46440 7
WITH ANSWERS
AUTHENTIC EXAMINATION PAPERS
ISBN 978 1 316 50388 1
Cambridge IELTS Practice Tests
IELTS Life Skills Official Cambridge Test Practice
INTERMEDIATE TO PROFICIENCY
Official range of authentic practice tests for IELTS.
BEGINNER TO INTERMEDIATE
• Cambridge IELTS 11–14 Academic and Cambridge IELTS 11–14 General Training each offer candidates four tests to prepare for their specific module.
IELTS Life Skills is an exam for people who need to prove their English speaking and listening skills at CEFR levels A1 or B1 for UK visa requirements. The test is available at two levels: IELTS Life Skills - A1 Speaking and Listening and IELTS Life Skills - B1 Speaking and Listening.
• Cambridge IELTS sets 5–10 each contain four complete tests for the Academic module plus two General Training tests for the Reading and Writing papers. cambridge.org/exams Cambridge IELTS 5 Student’s Book with answers 978-0-521-67701-1 Audio CDs (2) 978-0-521-67704-2 Cambridge IELTS 6 Student’s Book with answers 978-0-521-69307-3 Audio CDs (2) 978-0-521-69310-3 Cambridge IELTS 7 Student’s Book with answers 978-0-521-73917-7 Audio CDs (2) 978-0-521-73918-4 Cambridge IELTS 8 Student’s Book with answers 978-0-521-17378-0 Audio CDs (2) 978-0-521-17379-7 Student’s Book Pack † 978-0-521-17380-3 Cambridge IELTS 9 Student’s Book with answers 978-1-107-61550-2 Audio CDs (2) 978-1-107-66534-7 Student’s Book Pack † 978-1-107-64562-2 Cambridge IELTS 10 Student’s Book with answers 978-1-107-46440-7 Audio CDs (2) 978-1-107-46442-1 Student’s Book with answers with Audio 978-1-107-46443-8 Cambridge IELTS 11 Academic* Student’s Book with answers 978-1-316-50385-0 Student’s Book with answers with Audio 978-1-316-50396-6 Audio CDs (2) 978-1-316-50392-8 Cambridge IELTS 11 General Training* Student’s Book with answers 978-1-316-50388-1 Student’s Book with answers with Audio 978-1-316-50397-3 Audio CDs (2) 978-1-316-50392-8
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Practice makes perfect!
Cambridge IELTS 12 Academic* Student’s Book with answers 978-1-316-63782-1 Student’s Book with answers with Audio 978-1-316-63786-9 Audio CDs (2) 978-1-316-63784-5 Cambridge IELTS 12 General Training* Student’s Book with answers 978-1-316-63783-8 Student’s Book with answers with Audio 978-1-316-63787-6 Audio CDs (2) 978-1-316-63784-5 Cambridge IELTS 13 Academic Student's Book with answers 978-1-108-45049-2 Student's Book with answers with Audio 978-1-108-55309-4 Cambridge IELTS 13 General Training Student's Book with answers 978-1-108-45055-3 Student's Book with answers with Audio 978-1-108-55319-3 NEW Cambridge IELTS 14 Academic Available June 2019 Student's Book with answers 978-1-108-71777-9 Student's Book with answers with Audio 978-1-108-68131-5 NEW Cambridge IELTS 14 General Training Available June 2019 Student's Book with answers 978-1-108-71779-3 Student's Book with answers with Audio 978-1-108-68136-0 *Online versions of these tests also available on †Student’s Book with answers and Audio CDs (2)
$29.00 $53.20 $53.60 $27.60 $53.20 $53.60 $27.60 $53.20 $29.00 $53.20 $29.00 $53.20
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• Each Student’s Book includes four practice tests for the exam at the chosen level with full answer key. • Contains an introduction to the exam with information about what to expect and guidelines for teachers on how to assess students. • Includes model Speaking answers, practice exercises and exam tips to support candidates. • Ideal for class or group-based study. A1 Student's Book with answers and Audio Audio CD B1 Student's Book with answers and Audio Audio CD
978-1-316-50712-4 978-1-316-50711-7
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978-1-316-50715-5 978-1-316-50714-8
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Official IELTS Practice Materials INTERMEDIATE TO PROFICIENCY
Contains complete samples of the Reading,Listening, Writing and Speaking tests, together with sample answers for candidates to test themselves. It is suitable for students preparing for Academic or General Training modules. Vol 1 Paperback with CD-ROM Vol 2 Paperback with DVD-ROM
978-1-906438-46-3 978-1-906438-87-6
$17.00 $17.00
Download IELTS Lesson Plans from practicemakesperfect.cambridge.org
Get access to four authentic online practice tests with Testbank editions of the Student’s Books. cambridge.org/testbank
84 | Contact your ESL Specialist: 888-ESL-BUZZ (375-2899)
Exams
Trainers The Trainer books contain six full practice tests, expert guidance, and exam tips. The first two tests are fully guided, with step-by-step advice on tackling each paper. Answer keys provide clear explanations, including model answers for the Writing papers. Extra practice activities, informed by the Cambridge Learner Corpus, focus on areas where students at each level typically need most help and train them to avoid common mistakes. First Trainer Six Practice Tests with answers with Audio Six Practice Tests without answers with Audio Audio CDs (3) First Trainer 2 Six Practice Tests without answers with Audio Six Practice Tests with answers with Audio Advanced Trainer Six Practice Tests with answers with Audio Six Practice Tests without answers with Audio Audio CDs (3) IELTS Trainer Six Practice Tests with answers and Audio CDs (3) Six Practice Tests without answers Audio CDs (3) NEW IELTS Trainer 2 Available May 2019 Academic Six Practice Tests without Answers with Downloadable Audio General Training Six Practice Tests without Answers with Downloadable Audio
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Common Mistakes… and how to avoid them
Cambridge Grammar and Vocabulary
Common Mistakes with Testbank
Grammar and Vocabulary for Advanced Martin Hewings and Simon Haines Book with answers with Audio 978-1-107-48111-4 Cambridge Grammar for IELTS Diana Hopkins and Pauline Cullen Student’s Book with answers and 978-0-521-60462-8 Audio CD Student’s Book without answers 978-0-521-60463-5 Cambridge Vocabulary for IELTS Pauline Cullen Book with answers and Audio CD 978-0-521-70975-0 Book without answers 978-0-521-70976-7 Cambridge Vocabulary for IELTS Advanced Pauline Cullen Book with answers and Audio CD 978-0-521-17922-5 Book without answers 978-0-521-17921-8
Maximise your chances of exam success. ‘With Testbank’ editions include access to four authentic online practice tests. Common Mistakes at First Certificate... and how to avoid them Susanne Tayfoor Paperback 978-0-521-52062-1 Paperback with Testbank 978-1-316-63012-9 Common Mistakes at CAE... and how to avoid them Debra Powell Paperback 978-0-521-60377-5 Paperback with Testbank 978-1-316-62932-1 Common Mistakes at Proficiency... and how to avoid them Julie Moore Paperback 978-0-521-60683-7 Common Mistakes at IELTS... and how to avoid them Pauline Cullen and Julie Moore INTERMEDIATE / BAND 5.0–6.0 ADVANCED / BAND 6.0–7.0 Intermediate Paperback 978-0-521-69246-5 Paperback with Testbank Academic 978-1-316-62939-0 Paperback with Testbank General Training 978-1-316-62942-0 Advanced Paperback 978-0-521-69247-2 Paperback with Testbank Academic 978-1-316-62952-9 Paperback with Testbank General Training 978-1-316-62953-6
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$16.00
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Visit our website: cambridge.org/esl | 85
Business English
Business Vocabulary in Use Professional English in Use Second and Third editions
INTERMEDIATE TO ADVANCED
Bill Mascull
60–90 teaching hours, for self-study and classroom use
BEGINNER TO ADVANCED
Business Vocabulary in Use is a must for any teacher or learner of business English. Ideal for self-study, class use and one-to-one lessons, each unit gives clear explanations of new language plus exercises to practise using the language.
This series offers reference and practice of specialist vocabulary for training and in-service professionals who need English to communicate at work. Written by both subject and ELT experts, the series is corpus informed to ensure relevant language.
Bringing you right up to date with the language you need for business today, the topics in the new editions include ‘E-commerce’, ‘CVs, cover letters and emails’, ‘Interns, trainees and apprentices’, ‘Risk and uncertainty’ and lots more.
cambridge.org/chooseinuse
The revised and updated Intermediate and Advanced levels are now available with ebooks that can be used on iPads and Android tablets, as well as desktop and laptop computers. cambridge.org/chooseinuse Elementary to Low intermediate Second edition Book with answers and CD-ROM 978-0-521-74923-7 Book with answers 978-0-521-12827-8 Intermediate Third edition Book with answers and Enhanced ebook 978-1-316-62997-0 Book with answers 978-1-316-62998-7 Enhanced ebook (Cambridge Bookshelf 978-1-316-63000-6 version) Advanced Third edition Book with answers and Enhanced ebook 978-1-316-62822-5 Book with answers 978-1-316-62823-2 Enhanced ebook (Cambridge Bookshelf 978-1-316-62825-6 version)
• Presents key topics and specialist vocabulary through case studies and realistic professional contexts. • ‘Over to you’ sections allow learners to apply the vocabulary they learn to their own studies and working lives.
Professional English in Use Medicine
Professional English in Use Finance
Eric H. Glendinning and Ron Howard
Ian MacKenzie
• Covers a wide variety of medical vocabulary, functional language and communication skills, such as discussing treatment and giving bad news.
• Covers key ICFE vocabulary and topics. Ideal companion for students preparing for the Cambridge ICFE exam.
• Informed by the Institute for Applied Language Studies medical corpus.
• Language reference section featuring idioms, numbers and differences between British and American English.
Book with answers
Book with answers
978-0-521-68201-5
$26.20
978-0-521-61627-0
$40.40 $36.00
Professional English in Use ICT
Professional English in Use Engineering
$40.40 $36.00
Santiago Remacha Esteras and Elena Marco Fabré
Mark Ibbotson
$25.80
• Covers a wide variety of ICT vocabulary giving learners the confidence and ability to function in English.
$40.40 $36.00 $25.80
Book with answers
978-0-521-68543-6
$26.20
• A full index with phonemic script. Book with answers
978-0-521-73488-2
$34.20
Professional English in Use Law
Professional English in Use Management
Gillian D. Brown and Sally Rice
Arthur Mckeown and Ros Wright
• Covers a wide variety of legal vocabulary, giving learners the confidence and ability to function in English.
• Covers all the key management vocabulary learners will need on an MBA course and to become successful managers.
• A full index with pronunciation shown in IPA.
• Informed by the Cambridge Business English Corpus.
978-0-521-68542-9
$26.20
Professional English in Use Marketing Cate Farrall and Marianne Lindsley • Learner-friendly answer key and a comprehensive index for easy vocabulary reference. • A regular focus on real companies and a variety of authentic texts.
86 | Contact your ESL Specialist: 888-ESL-BUZZ (375-2899)
• Authentic texts, real companies and credible scenarios.
• Informed by the Cambridge English Corpus.
Book with answers
Business Vocabulary in Use Advanced ebook
$26.20
Book with answers
978-0-521-70269-0
$26.20
Book with answers
978-0-521-17685-9
$26.20
Business English Analysis of real companies in the Practice lessons gives students an insight into today’s business world and shows how business theory is applied
Business Advantage Michael Handford, Martin Lisboa, Almut Koester and Angela Pitt INTERMEDIATE TO ADVANCED A flexible, modular course with up to 100 teaching hours of material
Business Advantage is the course for tomorrow’s business leaders. Based on a unique syllabus that combines current business theory, business in practice and business skills – all presented using authentic, expert input – the course contains specific business-related outcomes that make the material highly relevant and engaging. Thanks to the innovative Theory-Practice-Skills approach and the substantial input into the lessons and activities from the world of business, success starts with Business Advantage. • Several leading business schools and institutions have contributed to the course, providing fascinating content and giving the course a credible, authentic stamp. • Business Advantage is the first business course to benefit from a spoken business English corpus, guaranteeing relevant, up-to-date language.
Business Advantage Advanced
• Based on a modular approach containing short, discrete units, Business Advantage allows the trainer to customise the materials according to their student’s needs. • ebook versions make it easy to study on the go, with all the content from the Student’s Books available digitally, plus integrated audio and video. cambridge.org/businessadvantage
Student’s Book with DVD Personal Study Book with Audio CD Teacher’s Book Class Audio CDs Presentation Plus DVD-ROM
Intermediate 978-0-521-13220-6
High Intermediate 978-0-521-13217-6
Advanced 978-0-521-18184-6
$41.00
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978-0-521-17932-4 978-1-107-66634-4 978-0-521-17929-4
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ebooks are also available. For information please visit cambridge.org/ebooks
Communicating in Business Second edition Simon Sweeney INTERMEDIATE TO HIGH INTERMEDIATE
Communicating in Business is a short American English course for students in or preparing for work who need to improve their communicative ability when socializing, telephoning, presenting, taking part in meetings and negotiating. Students analyze the requirements of the relevant communicative situation and are then given controlled and free stage practice to develop confidence, fluency, range and effectiveness. Includes a Quick Communication Check in each unit and a greater focus on email communication. Paperback
978-0-521-54912-7
$31.80
Visit our website: cambridge.org/esl | 87
Business English
Cambridge Business Skills www.cambridge.org/elt/business Writing for Impact
Communicating Across Cultures
Tim Banks
Bob Dignen
HIGH INTERMEDIATE TO ADVANCED
INTERMEDIATE TO HIGH INTERMEDIATE
15-20 hour short course
20-30 hour short course
Writing for Impact covers all aspects of writing, from writing emails and letters to report-writing. It also focuses on communication skills and provides a progressive syllabus on the process of writing. The Audio CD provides input from real business people, meetings and phone conversations.
This course covers all types of written and spoken communications, preparing learners to work effectively with business colleagues and partners the world over. An additional DVD contains six dramatised sequences which can be used as standalone or to supplement the course.
Student’s Book with Audio CD
Student’s Book with Audio CD DVD
978-1-107-60351-6
$26.20
978-0-521-18198-3 978-0-521-18202-7
$23.40 $23.40
Dynamic Presentations
International Negotiations
Mark Powell
Mark Powell
INTERMEDIATE TO ADVANCED
INTERMEDIATE TO ADVANCED
15-20 hour short course
15-20 hour short course
Packed with tips from leading business and communication experts, this course systematically develops the key language and presentation techniques learners need to give an effective, professional and memorable performance.The DVD includes expert advice from the author and examples from business presentations to illustrate best practice.
English is the language used in international business and no skill is more central to professional life than negotiation. International Negotiations gives learners the essential skills, language and techniques they will need to ensure their negotiations are successful.
Student’s Book with Audio CDs (2) DVD
978-0-521-15004-0 978-0-521-15006-4
Student’s Book with Audio CDs (2)
978-0-521-14992-1
$23.40
$23.40 $23.40
Dynamic Presentations
88 | Contact your ESL Specialist: 888-ESL-BUZZ (375-2899)
Business English
English for Business Studies A course for Business Studies and Economics students Third edition
Company to Company
Business Start-up
A task-based approach to business emails, letters and faxes Fourth edition
Mark Ibbotson and Bryan Stephens BEGINNER TO LOW INTERMEDIATE 55 teaching hours
Andrew Littlejohn
Ian MacKenzie
LOW INTERMEDIATE TO HIGH INTERMEDIATE
HIGH INTERMEDIATE TO ADVANCED
Suitable for anyone studying or working in business, commerce or administration, this course teaches and practises correspondence in English.
60–90 teaching hours
This best-selling course helps students to understand and talk about key concepts in business and economics. Reflecting changes in the world’s business and economic environment, the course features subjects such as wikinomics, viral marketing, hedge funds and the subprime crisis. As well as short, manageable chunks of listening material, the class audio features authentic interviews with business people from key areas of business, from finance to marketing. Student’s Book Teacher’s Book Audio CDs (2)
978-0-521-74341-9 978-0-521-74342-6 978-0-521-74343-3
$35.00 $35.00 $41.80
Student’s Book Teacher’s Book
978-0-521-60975-3 978-0-521-60976-0
$28.60 $29.20
Designed for complete beginners, this course teaches English as it’s really spoken. The Student’s Books bring reality to even the most basic levels of language learning through the presentation of natural language in authentic contexts, a regular focus on real companies and products, and practice in the communication skills that professionals really need. The Teacher’s Books include full classroom notes, additional communicative practice activities and regular progress tests, plus an end of course/ placement test. By the end of the course, students will be ready to begin preparation for the BEC Preliminary examination. Level 1 Student’s Book Workbook with CD-ROM/Audio CD Teacher’s Book Audio CDs (2) Level 2 Student’s Book Workbook with CD-ROM/Audio CD Teacher’s Book Audio CDs (2)
978-0-521-53465-9 978-0-521-67207-8 978-0-521-53466-6 978-0-521-53468-0
$30.20 $20.80 $26.60 $45.40
978-0-521-53469-7 978-0-521-67208-5 978-0-521-53470-3 978-0-521-53472-7
$30.20 $20.80 $26.60 $45.40
English for Business Studies
Visit our website: cambridge.org/esl | 89
Business English
Cambridge English for…
Cambridge English for Engineering
Series Editor: Jeremy Day
Mark Ibbotson
LOW INTERMEDIATE TO ADVANCED
INTERMEDIATE TO HIGH INTERMEDIATE
40-60 teaching hours per book
• A regular focus on technical and semi-technical vocabulary enables learners to become familiar with and practise using the specialist language they need for work.
Written by professionals for professionals, each book in this short courses series combines the best in ELT methodology with real professional practice to develop the specialist language and communication skills professionals need in their daily work. • Glossary of specialist terms in each Student’s Book.
Cambridge English for Scientists Tamzen Armer INTERMEDIATE TO HIGH INTERMEDIATE
• Authentic texts and realistic tasks help prepare learners for their everyday working lives, with an emphasis on listening and speaking to help learners develop their communicative ability.
• Free online Teacher’s Books with information on specialist subject and extra activities.
Student’s Book with Audio CDs (2)
• Free additional case studies online.
Cambridge English for Marketing
• Cambridge English for Engineering is available as an ebook.
Nick Robinson with CIM
978-0-521-71518-8
$29.40
Cambridge English for Job-hunting Colm Downes HIGH INTERMEDIATE TO ADVANCED
• Authentic materials such as genuine CVs and cover letters give learners practical experience in understanding and preparing vital documents. • Encompassing reading, writing, listening and speaking, this course develops all the communicative skills that job-hunters need, from understanding job advertisements to negotiating on job offers. Student’s Book with Audio CDs (2)
978-0-521-72215-5
$29.40
• As the focus is on the language skills needed to ‘do’ science, the course is usable with working scientists and science students from a variety of different scientific disciplines (physics, biology, genetics, etc.). Student’s Book with Audio CDs (2)
978-0-521-15409-3
$29.40
Cambridge English for Human Resources
INTERMEDIATE TO HIGH INTERMEDIATE
cambridge.org/english-for-specific-purposes
• Emphasis is on the language and skills needed to present scientific information in spoken and written English in a variety of professional situations (e.g. describing data, presenting at a conference, making a written application for funding).
• Units focus on the functions students need to carry out in their jobs.
George Sandford
• Provides practise of, for example, preparing briefs, planning marketing campaigns, carrying out SWOT, PESTEL and Five Forces analyses, running focus groups, organising events and exhibitions, and more.
• Covers a wide range of topics of concern to HR Resources and Personnel Development, from the essentials of resourcing and outsourcing through to strategic HR.
Student’s Book with Audio CDs (2)
978-0-521-12460-7
$29.40
INTERMEDIATE TO HIGH INTERMEDIATE
• As well as teaching specialist vocabulary and theory, the course develops job-specfic skills such as coaching, appraisal systems and managing conflict. Student’s Book with Audio CDs (2)
978-0-521-18469-4
$29.40
Cambridge English for the Media Nick Ceramella and Elizabeth Lee
Cambridge English for Nursing
INTERMEDIATE TO HIGH INTERMEDIATE
Virginia Allum and Patricia McGarr
• Authentic teaching materials such as newspaper articles, adapted film scripts, advertisements and blogs help prepare learners for real working life.
LOW INTERMEDIATE TO INTERMEDIATE
• Authentic medical texts, realistic patient scenarios and practical nursing tasks help prepare learners for their day-to-day working lives. • A focus on communication skills helps nurses to build rapport with patients, and become more effective in their work-based interactions. Low intermediate Student’s Book with Audio CDs (2) Intermediate + Student’s Book with Audio CDs (2)
978-0-521-14133-8
$29.40
978-0-521-71540-9
$29.40
90 | Contact your ESL Specialist: 888-ESL-BUZZ (375-2899)
• Covering a range of media-related fields and topics, this course can be used either as a complete programme or to supplement general or business English courses. Student’s Book with Audio CDs (2)
978-0-521-72457-9
$29.40
Business English and Vocational
Grammar for Business
Flightpath
Be My Guest
Michael McCarthy, Jeanne McCarten, David Clark and Rachel Clark
Aviation English for pilots and ATCOs
English for the Hotel Industry
Philip Shawcross
Francis O’Hara
INTERMEDIATE TO HIGH INTERMEDIATE
HIGH INTERMEDIATE TO ADVANCED
ELEMENTARY TO LOW INTERMEDIATE
Grammar for Business is a must-have for intermediate business students and anyone using English in the workplace. It provides clear explanations and authentic practice of the most essential language used in business English. Designed to help you improve your communication skills in real business situations, it includes a unique focus on spoken as well as written grammar, and practical tips on areas such as organising presentations, negotiating and giving your opinion. Ideal for classroom use and self study.
Flightpath is the definitive course for pilots and Air Traffic Controllers who need an ICAO4 level of English to work in the industry.
Be My Guest is ideal for both in-service and pre-service students of English in the hotel industry. It deals with the many situations in which hotel employees meet guests, including reception, restaurant and bar work, answering the phone, giving directions, dealing with guests’ problems, writing short e-mails and letters, suggesting places to visit and explaining how things work.
• Based on a corpus of real written and spoken business English to ensure you learn language as it’s really used. • Includes a special focus on speaking strategies to help you get your point across more effectively in business. • Clearly explains differences between formal and informal language and British and American English. • ‘Make it personal’ sections encourage you to apply what you have learnt to your own personal experience.
It is the only Aviation English course to offer a thorough grounding in the full range of communication skills needed by aviation professionals to communicate in non-routine situations. With regular focus on ICAO criteria, learners are given full support in reaching industry standards, including case studies, analysis of their own communication skills, exposure to authentic in-flight communication, and communicative tasks. Flightpath is the most accurate preparation course available for any ICAO4 language test, and includes authentic industry training video. Flightpath has been reviewed and endorsed by a panel of leading aviation communication and safety professionals. cambridge.org/flightpath Student’s Book with Audio CDs (3) and DVD Teacher’s Book
978-0-521-17871-6
$48.60
978-0-521-17870-9
$52.60
• Short, easy-to-use units that focus on improving the skills that students need for work such as fluency, grammatical accuracy, pronunciation and vocabulary. • Personal job files in the Student’s Book enable students to keep a record of their work, giving them a real sense of progress and achievement. Student’s Book Teacher’s Book Audio CDs (2)
978-0-521-77689-9 978-0-521-77688-2 978-0-521-77686-8
$22.00 $19.80 $49.80
• Audio CD provides extra speaking and listening practice. Book with Audio CD
978-0-521-72720-4
$35.40
Visit our website: cambridge.org/esl | 91
Cambridge Teacher Development Inspire your professional development with over 50 online courses •
Written by experts
•
Designed to meet your specific development needs
• Course lengths to suit you: 2 or 20 hours long
For more about each course and a full list of courses, visit:
cambridge.org/ctd/online-courses
Lesson Planning and Classroom Management
How to Teach IELTS
Teaching with Technology
Developing Collaboration with Young Learners
Using Projects with Teenagers
Introduction to Educational Management
Teacher Development Teacher Training and Development
Jack C Richards’ 50 Tips for Teacher Development
A Course in English Language Teaching
Jack C. Richards
This highly-regarded book provides a comprehensive introduction to English Language Teaching. It combines theory and practice, with both reflection and classroom-based tasks. It is ideal for use in initial teaching training and as a reference for practising teachers.
This highly accessible and practical book looks at different aspects of teacher development, such as critical reflection, collaboration, developing knowledge and skills. It includes clear strategies, for individuals or groups, and outlines activities to facilitate teacher development. Paperback
978-1-108-40836-3
Penny Ur
Paperback
978-1-107-68467-6
$42.00
$13.00
NEW Teaching
Adult English Language Learners Second edition Betsy Parrish This book provides an accessible, comprehensive introduction to the context of adult ESL, as well as practical teaching guidance underpinned by theory. It has been revised and updated to reflect significant developments which have taken place in the adult ESL landscape. Available July 2019 Paperback
From Teacher to Manager
Mentor Courses
An introduction to the key concepts required by managers of language teaching organizations, covering topics from financial management, sales and marketing and customer service through to academic and human resource management. Paperback
978-0-521-70909-5
*Also available as an ebook
$40.00
Ruth Waynryb
This experiential approach to mentoring offers a range of activities for exploring the roles and duties of mentors and for practising the skills required to support the development of learner-teachers. Paperback
978-0-521-56690-2
$40.80
This book provides a bank of 35 structured tasks which guide the user through the process of observing, analysing and reflecting, and which develop the skills of observation. Paperback
978-0-521-40722-9
Craig Thaine This book of ready-to-use teacher training workshops provides a bank of planned sessions with accompanying photocopiable worksheets. The sessions develop participants’ knowledge of methodology, language and theory. Paperback
978-0-521-17224-0
$51.00
$35.00
Classroom Observation Tasks
Angi Malderez and Caroline Bodoczky
Ron White, Andrew Hockley, Julie van der Horst Jansen and Melissa S. Laughnerl
978-1-108-70283-6
Teacher Training Essentials
Practice Teaching Jack C. Richards and Thomas Farrell Written for language teachers in training at the diploma, undergraduate, or graduate level, this book surveys issues and procedures in conducting practice teaching. Paperback with CD-ROM
978-0-521-18622-3
$41.80
$38.60
Also available Literature and Language Teaching by Gillian Lazar Paperback 978-0-521-40651-2 $40.80 The Cambridge Guide to Research in Language Learning and Teaching Edited by James Dean Brown and Christine Coombe Paperback* 978-1-107-48555-6 $53.20
Action research for Language Teachers by Michael J. Wallace Paperback 978-0-521-55535-7 $40.80 Teaching Children English, A training course for teachers of English to children by David Vale and Anne Feunteun Paperback 978-0-521-42235-2 $53.20 Visit our website: cambridge.org/esl | 93
Teacher Development Background to Teaching and Learning
Scott Thornbury’s 30 Language Teaching Methods Scott Thornbury This easy-to-read book takes a fresh look at a range of language teaching methods, grouping them by what they have in common, rather than by chronology. Some forgotten methods are rehabilitated and some current orthodoxies challenged. Paperback
978-1-108-40846-2
$13.00
The Cambridge Curriculum Guide to Learning Development in English as a Second Language Teaching Second edition Language Jack C. Richards
Edited by Anne Burns and Jack C. Richards This book provides an up-to-date and comprehensive coverage of second language learning. The focus is primarily on language learning, but chapters also discuss the implications for pedagogy, thus informing both understanding and practice. Paperback
978-1-108-40841-7
A new edition of a successful title, which has been fully revised and updated to reflect contemporary issues in curriculum. The book covers the issues involved in planning, developing and managing effective language programmes. Paperback
978-1-316-62554-5
$44.80
$55.40
Approaches and Methods in Language Teaching Third edition Jack C. Richards and Theodore S. Rodgers An extensively revised and up-to-date edition of this popular book. The section on current communicative methodology has been updated to include new material on CLIL, text and genre-based teaching. Further new material deals with other directions in language teaching. Paperback
978-1-107-67596-4
$41.00
Also available
Learner English Second edition Edited by Michael Swan and Bernard Smith This practical reference guide compares the relevant features of a student’s own language with English, helping teachers to predict and understand the problems their students have. Chapters focus on major problems of pronunciation, grammar, vocabulary, and other errors. Paperback
978-0-521-77939-5
$35.80
The Cambridge Guide to Pedagogy and Practice in Second Language Learning Edited by Anne Burns and Jack C. Richards This collection of original articles provides a state-of-the-art overview of key issues and approaches in contemporary language teaching. Paperback
94 | Contact your ESL Specialist: 888-ESL-BUZZ (375-2899)
978-1-107-60200-7
Methodology in Language Teaching Edited by Jack C. Richards and Willy A. Renandya This book provides an overview of current approaches, issues, and practices in the teaching of English to speakers of other languages. It illustrates the complexity underlying many of the practical planning and instructional activities teaching English involves. Paperback
978-0-521-00440-4
Key Issues in Language Teaching by Jack C. Richards Paperback 978-1-107-45610-5 $61.60 Apple iBook 978-1-107-66329-9 $29.80 Cambridge Guide to Teaching English to Speakers of Other Languages, The by Ronald Carter and David Nunan Paperback 978-0-521-80516-2 $41.80 Genre analysis by John Swales Paperback 978-0-521-33813-4 $42.80 Teaching Languages to Young Learners by Lynne Cameron Paperback 978-0-521-77434-5 $41.00 Motivating Learners, Motivating Teachers by Zoltan Dornyei and Magdalena Kubanyiova Paperback 978-1-107-60664-7 CLIL by Do Coyle, Philip Hood and David Marsh Paperback with 978-0-521-13021-9 $52.20 CD-ROM Motivational Strategies by Zoltan Dornyei Paperback 978-0-521-79377-3 $37.00 Educating Second Language Children by Fred Genesse Paperback 978-0-521-45797-2 $42.40
$48.20
$47.40
*Also available as an ebook
Teacher Development Language for Teachers Also available
Grammar for English Language Teachers
NEW Scott
Thornbury’s 101 Grammar Questions Scott Thornbury
Second edition Martin Parrott
This course has established itself as the most practical, comprehensive text in the field. It presents the basic theoretical material needed to understand phonetics, phonology and the pronunciation of English, along with supporting exercises.
In this compact, user-friendly reference book, Scott Thornbury answers the most frequent grammar questions that regularly confront both novice and experienced teachers. The book is designed to fulfil this everyday need, and is informative and pleasurable to read.
This highly-successful book helps you develop your understanding of English grammar and how to teach it. It provides clear explanations, as well as practical ideas for planning lessons, and addresses typical problems that learners encounter.
Available March 2019
Paperback
978-1-108-70145-7
Fourth edition Peter Roach
WINNER ESU Award
Paperback
English Phonetics and Phonology
978-0-521-71204-0
Paperback with Audio CDs (2) Apple iBook
978-0-521-71740-3
$55.40
978-1-139-79545-6
$39.20
$32.80
About Language Second edition by Scott Thornbury Paperback 978-1-107-66719-8 $41.20 English for the Teacher by Mary Spratt Paperback* 978-0-521-42676-3 $53.20 Audio CDs (2) 978-0-521-15497-0 $24.20 World Englishes by Andy Kirkpatrick Paperback with 978-0-521-61687-4 $160.40 Audio CD Teaching Pronunciation Second edition by Marianne Celce-Murcia, Donna Brinton, Janet Goodwin, Barry Griner Paperback with 978-0-521-72976-5 $60.00 Audio CD Multilingual Education by Jasone Cenoz and Durk Gorter Paperback 978-1-107-47751-3 $45.20 Common European Framework of Reference for Languages by Council of Europe Paperback 978-0-521-00531-9 The CEFR in Practice by Brian North Paperback 978-1-107-41459-4 $79.60 The English Profile in Practice Edited by Julia Harrison and Fiona Barker Paperback 978-1-107-49398-8 $44.20 Discourse of the IELTS Speaking Test by Paul Seedhouse and Fumiyo Nakatsuhara Paperback 978-1-108-43769-1 $49.40 Defining Integrated Reading-into-Writing Constructs by Sathena Chan Paperback 978-1-108-44241-1 $60.00 Corpora in Applied Linguistics by Susan Hunston Paperback 978-0-521-80583-4 $42.80 Discourse Analysis for Language Teachers by Michael McCarthy Paperback 978-0-521-36746-2 $39.40
$13.00
Teaching Language Skills Also available
Teaching Speaking Christine Goh and Anne Burns This book provides an introduction to the theory and practice of teaching speaking. It considers issues and features related to speaking and the language learner, along with the implications for teaching. Paperback
978-1-107-64833-3
$56.00
Teaching and Developing Reading Skills
Second Language Writing
Peter Watkins
This text is a highly accessible and authoritative approach to the theory and practice of teaching writing. It considers the strategies for drafting and revising, as well as the importance of an understanding of genre when structuring writing.
*Also available as an ebook
978-1-316-64731-8
Instant Academic Skills by Sarah Lane Paperback 978-0-521-12162-0
$55.00
Ken Hyland
Drawing on current reading theory, this very accessible book contains activities to support and develop learners’ reading skills and strategies. Activities cover aspects such as developing fluency, exploiting digital sources, using learner-generated texts and assessing reading. Paperback
Discussions and More by Penny Ur Paperback* 978-1-107-44275-7 $48.80 Reading in a Second Language by William Grabe Paperback 978-0-521-72974-1 $45.20 Listening in the Language Classroom by John Field Paperback 978-0-521-68570-2 $45.20 Teaching Listening Comprehension by Penny Ur Paperback 978-0-521-28781-4 $35.80 Keep Talking by Friederike Klippel Paperback 978-0-521-27871-3 $35.80 Second Language Listening by John Flowerdew and Lindsay Miller Paperback 978-0-521-78647-8 $38.60
Paperback
978-0-521-53430-7
$38.60
$49.20 Visit our website: cambridge.org/esl | 95
Teacher Development Teaching Language Systems
Lexical Grammar Leo Selivan Supported by insights from research, this practical book provides an important resource for teachers interested in the role of chunks in language learning and teaching. Activities are user friendly and generalisable and can be used in a range of contexts. Paperback
978-1-316-64475-1
$49.20
Grammar Practice Activities
Pronunciation Practice Activities
Pronunciation Games
Second edition
Martin Hewings
Mark Hancock
This resource book provides an accessible introduction to teaching pronunciation, and over 90 practical activities for classroom use. Activities range from awareness-raising to connected speech, stress and intonation, to testing pronunciation.
This photocopiable resource contains pronunciation games for use in the classroom. Activities raise awareness of aspects of English pronunciation, including individual sounds, word stress, sentence stress and intonation. The games are supported by step-by-step teacher’s notes.
Penny Ur This classic handbook is an invaluable resource, containing a wealth of imaginative and engaging grammar practice activities. It contains clear teaching guidelines, along with an explanation of the principles of effective practice. Paperback
978-0-521-73232-1
Paperback
978-0-521-75457-6
$42.20
$42.20
Paperback
978-0-521-46735-3
$51.00
Also available Games for Grammar Practice by Maria Lucia Zaorob and Elizabeth Chin Paperback 978-0-521-66342-7
$51.00
Collocations Extra by Elizabeth Walter and Kate Woodford Book with CD-ROM 978-0-521-74522-2 $55.00 Using Corpora in the Language Classroom by Randi Reppen Paperback 978-0-521-14608-1 $38.60 From Corpus to Classroom by Anne O’Keeffe, Michael McCarthy and Ronald Carter Paperback 978-0-521-61686-7 $42.80
Vocabulary Activities
Vocabulary in Language Teaching
Penny Ur
Norbert Schmitt
This text provides a wealth of ideas for introducing, presenting, expanding, exploring and practising vocabulary. These teacher-friendly activities are clearly written and wide-ranging, and the book also contains a detailed guidelines section outlining the key principles involved in teaching and practising vocabulary.
This text offers a comprehensive introduction to vocabulary for language teachers who would like to know more about the way vocabulary works. It provides the background knowledge necessary for practitioners to make informed choices about vocabulary teaching and testing.
Paperback
978-0-521-18114-3
$84.80
Paperback with CD-ROM
96 | Contact your ESL Specialist: 888-ESL-BUZZ (375-2899)
978-0-521-66938-2
$38.60
Learning Vocabulary in Another Language Second edition I. S. P Nation This title is a key work in the area of second and foreign language vocabulary studies. It provides a survey of research and theory on the teaching and learning of vocabulary, along with pedagogical suggestions for teachers and learners. Paperback
978-1-107-62302-6
$45.20
*Also available as an ebook
Teacher Development Classroom Practice
Penny Ur’s 100 Teaching Tips
Alan Maley’s 50 Creative Activities
Penny Ur
Alan Maley
Drawing on the author’s extensive experience as a teacher and trainer, this book contains clear and concise advice. The tips are broad-ranging, covering areas such as error correction, mixedlevel classes, discipline, homework, testing and assessment.
An engaging book of practical classroom activities designed to promote creative language use. Alan Maley considers how fostering creativity and exploring new ideas helps the formation of critical mind-sets, among both students and their teachers.
Paperback
978-1-316-50728-5
$13.00
Translation and Own-language Actvities Philip Kerr This award-winning title outlines the theoretical basis for using the learners’ own language in the language classroom, and considers the implications of this, providing a range of effective practical activities, some drawing on easy-to-use web tools. Paperback
978-1-107-64578-3
*Also available as an ebook
$35.80
Paperback
978-1-108-45776-7
$13.00
Classroom Management Techniques
CLIL Activities Liz Dale and Rosie Tanner
Jim Scrivener This essential book offers a huge range of practical suggestions and techniques to help you create the right conditions for effective learning, delivering real solutions for real classrooms. Paperback
978-0-521-74185-9
This book offers a clear explanation of the benefits and challenges of CLIL, along with a wide range of accessible activities. Dedicated subject pages demonstrate how language is used in subjects such as geography, science, maths and ICT. Paperback
978-0-521-14984-6
$35.80
Planning Lessons and Courses
Games for A Practicum in Language Learning TESOL
Tessa Woodward
Andrew Wright, David Betteridge and Michael Buckby
This book provides a step-by-step approach to designing sequences of work for the language classroom. Grounded in educational theory, the book contains clear explanations of key principles and easily accessible ideas. Paperback
978-0-521-63354-3
$42.20
This hugely popular title contains a wealth of games for the language classroom, from warmers and icebreakers to activities related to language skills and systems. Containing over 100 games, the activities both engage and challenge learners.
Graham Crookes This book addresses practical teaching matters, including lesson planning, motivation, classroom management, as well as moral and political issues. It is a valuable source book for both teacher educators and classroom teachers. Paperback
978-0-521-52998-3
$38.60
$35.80 Paperback
978-0-521-61822-9
$35.80
Visit our website: cambridge.org/esl | 97
Teacher Development Classroom Practice
Five-Minute Activities
Teaching Large Multilevel Classes
Lessons from Nothing
Activities for Very Young Learners
Penny Ur and Andrew Wright
Natalie Hess
Bruce Marsland
Herbert Puchta and Karen Elliott
This invaluable source of ideas for language teachers contains over 130 short activities for the language classroom: some are well-tried favourites clearly restated, others are new ideas or variations. Almost all the activities can be student-led.
This book provides practical advice for teachers who work with large, mixed-ability classes. It offers a wide range of activities to develop student motivation, interest, participation and responsibility.
A resource for busy teachers everywhere who are looking for easy-to-use activities that do not require extensive facilities or preparation. Activities encourage interaction and cooperation in the classroom.
This book is an essential resource for practising and trainee language teachers of three- to seven-year-olds. It outlines a clear educational vision, and provides over 90 easy-to-use activities, along with helpful tips for teaching this age group.
Paperback
Paperback*
Paperback
978-0-521-39781-0
Developments in English for Specific Purposes Tony Dudley-Evan and Maggie Jo St John
978-0-521-59675-6
978-0-521-66785-2
$35.80
Materials Development in Language Teaching Second edition Edited by Brian Tomlinson
English for Specific Purposes (ESP) is well established as an important and distinctive part of English Language Teaching. This book provides an update of developments in ESP and a summary of where the discipline is now. It is practical and accessible while covering a wide range of both theoretical and methodological topics. Paperback
Paperback*
$35.80
Essential reading for all those involved in developing materials for language teaching, this book helps readers apply current theoretical principles and research findings to the practical realities of developing and exploiting classroom materials. Paperback
978-0-521-15704-9
978-0-521-62765-8
$35.80
978-1-316-62273-5
$35.80
Communicative Activities for EAP Jenni Guse This invaluable handbook, an ideal supplement to an EAP course, provides innovative EAP teaching ideas suitable for a wide range of contexts. It offers practice in speaking, listening, reading and writing, plus grammar and vocabulary. Paperback
978-0-521-14057-7
$42.20
$40.80
$42.80
98 | Contact your ESL Specialist: 888-ESL-BUZZ (375-2899)
*Also available as an ebook
Teacher Development Teaching with Technology
Language Learning with Technology
Interaction Online
Graham Stanley
This valuable book supports interaction between people, and is relevant for online, blended or face-to-face courses. It contains a range of triedand-tested activities which provide opportunities for online interaction, and makes use of generic tools for ease of use.
With pedagogy given a central position, this very practical book is an essential resource for anyone using technology in their classroom. It contains over 130 activities, incorporating a wide range of tools, such as mobile technologies and social networking. Paperback
978-1-107-62880-9
$40.00
Lindsay Clandfield and Jill Hadfield
Paperback
978-1-316-62917-8
$39.20
Language Learning The Cambridge with Digital Video Guide to Blended Ben Goldstein and Paul Driver Learning for Language Teaching This book is an ideal resource for anyone using video in the classroom. There are a wealth of activities, requiring minimal preparation, which are either based on using existing video content or on making and using learner-generated video. Paperback
978-1-107-63464-0
$48.20
Edited by Michael McCarthy This book is concerned with best practice in blended language learning. It considers the theory underpinning language acquisition and provides insights into designing and delivering blended learning programmes. Paperback
978-1-316-50511-3
$53.20
Testing and Assessment Also available
Testing for Language Teachers Second edition Arthur Hughes This best-seller is a comprehensive and practical guide to testing in language teaching. It considers the theory behind test construction, the purposes of testing, a range of test techniques, and the relationship between testing, teaching and learning. Paperback
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The Cambridge Guide to Second Language Assessment
Neil Jones and Nick Saville
Edited by Christine Coombe, Peter Davidson, Barry O’Sullivan and Stephen Stoynoff This title provides a theoretical background of the key issues associated with language testing, as well as practical advice on how to improve the effectiveness of tests. Paperback
*Also available as an ebook
Learning Oriented Assessment
978-1-107-67707-4
With fresh insights into the role of assessment in supporting learning, this volume will be of considerable interest to assessment practitioners, teachers and academics, educational policy-makers and examination board personnel. Paperback
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Second Language Assessment and Action Research Edited by Anne Burns and Hanan Khalifa Paperback 978-1-108-43670-0 $66.60 Examining Young Learners by Szilvia Papp and Shelagh Rixon Paperback 978-1-316-63820-0 $42.40 Assessing Speaking by Sari Luoma Paperback 978-0-521-80487-5 $40.60 Assessing Young Language Learners by Penny McKay Paperback 978-0-521-60123-8 $40.60 Testing Spoken Language by Nic Underhill Paperback 9978-0-521-31276-9 $35.00 Applying the Socio-Cognitive Framework to the BioMedical Admissions Test by Kevin Y.F. Cheung and Sarah McElwee Paperback 978-1-108-43931-2 $53.20 Language Assessment for Multilingualism Edited by Coreen Docherty and Fiona Barker Paperback 978-1-316-50500-7 $55.40 Assessing Grammar by James E. Purpura Paperback 978-0-521-003344-5 $42.20 Assessing Language Teachers’ Professional Skills and Knowledge Edited by Rosemary Wilson and Monica Poulter Paperback 978-1-107-49978-2 $58.20
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English for Academic Purposes: Integrated series Interactions Writing Student's Book 978-0-073-53385-8 978-0-073-53386-5 $55.60 Teacher's Edition cambridge.org/interactions5e
Interactions/Mosaic Fifth edition Lida R. Baker, Robert Baldwin, Laurie Blass, Jami Hanreddy, Pamela Hartmann, Darcy Jack, Margaret Keenan Segal, Elaine Kirn, Miki Knezevic, James Mentel, Paul Most, John Nelson, Cheryl Pavlik, Meredith Pike-Baky, Judith Tanka, Emily Austin Thrush, Brenda Wegmann, Patricia Werner, Elizabeth Whalley, Lawrence J. Zwier
TKT Course Modules 1, 2 and 3 Second edition Mary Spratt, Alan Pulverness and Melanie Williams
BEGINNING TO ADVANCED
A comprehensive course for teachers and trainee teachers preparing for the Cambridge ESOL Teaching Knowledge Test (TKT), or other initial teacher training qualifications. It contains concepts, guidance, activities and practice tests. Paperback
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Adult Education: Ventures Second edition Gretchen Bitterlin, Dennis Johnson, Donna Price, Sylvia Ramirez Series Editor: K. Lynn Savage LITERACY TO HIGH INTERMEDIATE
Kay Bentley A self-study preparation course for the Content and Language Integrated Learning (CLIL) Module of the Teaching Knowledge Test. This book covers theory and practice and is suitable for both content and language teachers. Paperback
978-0-521-15733-9
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The CELTA Course Scott Thornbury and Peter Watkins The Trainee Book provides full coverage of the CELTA syllabus, and is endorsed by Cambridge Assessment English. It includes a range of material to be used in input sessions, helpful advice, and a wealth of reference material. The Teacher’s Manual gives suggestions and advice on using the course materials in training sessions. Trainee Book Teacher’s Manual
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Title Index
Other Titles Writing A Writer’s Workbook Fourth edition Trudy Smoke LOW ADVANCED TO ADVANCED/FRESHMAN COMP
Student’s Book with Answers Teacher’s Manual
978-0-521-54489-4 978-0-521-54490-0
$40.00 $14.00
In Our Own Words Third edition Rebecca Mlynarczyk, Steven B. Haber HIGH INTERMEDIATE TO ADVANCED/FRESHMAN COMP
Student’s Book Teacher’s Manual
978-0-521-54028-5 978-0-521-54029-2
$40.00 $14.00
Academic Writing Second edition Ilona Leki LOW ADVANCED TO ADVANCED/FRESHMAN COMP
Student’s Book Instructor’s Manual
978-0-521-65768-6 978-0-521-65767-9
$38.00 $13.20
Inspired to Write Jean Withrow, Gay Brookes, Martha Clark Cummings LOW ADVANCED TO ADVANCED/FRESHMAN COMP
Student’s Book Teacher’s Manual
978-0-521-53711-7 978-0-521-53712-4
$40.00 $14.00
Writing from Within Second edition Curtis Kelly, Arlen Gargagliano BEGINNING TO LOW INTERMEDIATE
Level 1 Student’s Book Teacher's Manual
978-0-521-18827-2 978-0-521-18831-9
$28.00 $25.80
Level 2 Student’s Book Teacher's Manual
978-0-521-18834-0 978-0-521-18833-3
$28.00 $25.80
Write to Be Read Second edition William R. Smalzer HIGH INTERMEDIATE TO LOW ADVANCED
Student’s Book Teacher’s Manual
978-0-521-54746-8 978-0-521-54747-5
$40.00 $13.60
From Writing to Composing Second edition Beverly Ingram, Carol King HIGH BEGINNING TO LOW INTERMEDIATE
Student’s Book Instructor’s Manual
978-0-521-53914-2 978-0-521-67136-1
$30.40 $19.60
A About Language Second edition.....................................................95 Academic Encounters Listening and Speaking.................................68 Academic Encounters Reading and Writing.....................................56 Academic Vocabulary in Use ..........................................................42 Academic Writing.........................................................................101 Action research for Language Teachers...........................................93 Active Listening..............................................................................70 Activities for Very Young Learners ..................................................98 Advanced Grammar in Use.............................................................41 Advanced Trainer............................................................................85 Alan Maley’s 50 Creative Activities.................................................97 Applying the Socio-Cognitive Framework to the BioMedical Admissions Test............................................................................99 Approaches and Methods in Language Teaching.............................94 Assessing Grammar........................................................................99 Assessing Language Teachers’ Professional Skills and Knowledge..........99 Assessing Speaking........................................................................99 Assessing Young Language Learners...............................................99 B Basic Grammar in Use....................................................................41 Be My Guest..................................................................................91 Business Advantage ......................................................................87 Business Start-up ..........................................................................89 Business Vocabulary in Use ............................................................86 C Cambridge Academic Content Dictionary........................................74 Cambridge Advanced Learner’s Dictionary.......................................74 Cambridge Business Skills..............................................................88 Cambridge Dictionary of American English......................................74 Cambridge English for… ...............................................................90 Cambridge English for Engineering.................................................90 Cambridge English for Human Resources........................................90 Cambridge English for Job-hunting.................................................90 Cambridge English for Marketing....................................................90 Cambridge English for Nursing.......................................................90 Cambridge English for Scientists.....................................................90 Cambridge English for the Media....................................................90 Cambridge English Pronouncing Dictionary ....................................74 Cambridge English Readers ...........................................................52 Cambridge Grammar and Vocabulary..............................................85 Cambridge Guide to Blended Learning for Language Teaching, The........99 Cambridge Guide to Learning English as a Second Language, The..........94 Cambridge Guide to Pedagogy and Practice in Second Language Learning, The................................................................................94 Cambridge Guide to Research in Language Learning and Teaching, The................................................................................93 Cambridge Guide to Second Language Assessment, The..................99 Cambridge Guide to Teaching English to Speakers of Other Languages, The.............................................................................94 Cambridge IELTS Practice Tests........................................................84 CEFR in Practice, The......................................................................95 CELTA Course, The........................................................................100 Classroom Management Techniques...............................................97 Classroom Observation Tasks..........................................................93 Clear Speech..................................................................................71 CLIL...............................................................................................94 CLIL Activities.................................................................................97 Collocations Extra..........................................................................96 Common European Framework of Reference for Languages............95 Common Mistakes… and how to avoid them.................................85 Communicating Across Cultures.....................................................88 Communicating in Business............................................................87 Communicative Activities for EAP ..................................................98 Company to Company ...................................................................89 Complete.......................................................................................82 Corpora in Applied Linguistics.........................................................95 Course in English Language Teaching, A..........................................93 Curriculum Development in Language Teaching..............................94 D Defining Integrated Reading-into-Writing Constructs.......................95 Developments in English for Specific Purposes ...............................98 Discourse Analysis for Language Teachers.......................................95 Discourse of the IELTS Speaking Test...............................................95 Discovering Fiction.........................................................................50 Discussions and More.....................................................................95 Dynamic Presentations...................................................................88
E Educating Second Language Children.............................................94 English Collocations in Use.............................................................42 English for Academic Purposes: Integrated series...........................100 English for Business Studies ...........................................................89 English for the Teacher...................................................................95 English Idioms in Use.....................................................................42 English Phonetics and Phonology ...................................................95 English Phrasal Verbs in Use...........................................................42 English Profile in Practice, The.........................................................95 Evolve............................................................................................20 Examining Young Learners..............................................................99 F Final Draft......................................................................................60 Five-Minute Activities ....................................................................98 Flightpath......................................................................................91 Four Corners Second edition...........................................................28 From Corpus to Classroom..............................................................96 From Teacher to Manager...............................................................93 G Games for Grammar Practice..........................................................96 Games for Language Learning........................................................97 Genre analysis................................................................................94 Grammar and Beyond....................................................................36 Grammar and Beyond Essentials.....................................................35 Grammar for Business....................................................................91 Grammar for English Language Teachers.........................................95 Grammar in Use.............................................................................40 Grammar in Use Intermediate.........................................................41 Grammar Practice Activities............................................................96 Guidelines......................................................................................65 I IELTS Life Skills Official Cambridge Test Practice...............................84 IELTS Trainer...................................................................................85 In Our Own Words........................................................................101 Inspired to Write..........................................................................101 Instant Academic Skills...................................................................95 Interaction Online...........................................................................99 Interactions/Mosaic Listening and Speaking....................................69 Interactions/Mosaic Reading...........................................................48 Interchange Fifth edition................................................................24 International Negotiations..............................................................88 International Story, The...................................................................65 J Jack C Richards’ 50 Tips for Teacher Development..........................93 K Keep Talking...................................................................................95 Key Issues in Language Teaching.....................................................94 L Language Assessment for Multilingualism.......................................99 Language Learning with Digital Video.............................................99 Interactions/Mosaic......................................................................100 Learner English..............................................................................94 Learning Oriented Assessment........................................................99 Learning Vocabulary in Another Language.......................................96 Lessons from Nothing ....................................................................98 Let’s Talk........................................................................................70 Lexical Grammar............................................................................96 Listening in the Language Classroom..............................................95 Literature and Language Teaching..................................................93 M Making Connections......................................................................46 Materials Development in Language Teaching Second edition .........98 Mentor Courses.............................................................................93 Methodology in Language Teaching................................................94 Michigan English Test, The..............................................................76 Michigan English Placement Test....................................................75 Mindset for IELTS............................................................................80 Motivating Learners, Motivating Teachers........................................94 Motivational Strategies...................................................................94 Multilingual Education...................................................................95 N New Directions...............................................................................65 New Insight into IELTS....................................................................83
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Title Index O Objective........................................................................................83 Official Cambridge Guide to IELTS, The............................................81 Official IELTS Practice Materials.......................................................84 P Passages Third edition....................................................................27 Penny Ur’s 100 Teaching Tips..........................................................97 Planning Lessons and Courses........................................................97 Practice Teaching............................................................................93 Present Yourself..............................................................................70 Prism Listening and Speaking.........................................................66 Prism Reading ...............................................................................44 Prism Reading and Writing.............................................................54 Professional English in Use ............................................................86 Professional English in Use Engineering..........................................86 Professional English in Use Finance................................................86 Professional English in Use ICT.......................................................86 Professional English in Use Law......................................................86 Professional English in Use Management........................................86 Professional English in Use Marketing.............................................86 Professional English in Use Medicine..............................................86 Pronunciation Games.....................................................................96 Pronunciation Pairs........................................................................72 Pronunciation Plus.........................................................................72 Pronunciation Practice Activities.....................................................96 R Read This!......................................................................................49 Reading in a Second Language.......................................................95 S Scott Thornbury’s 101 Grammar Questions......................................95 Scott Thornbury’s 30 Language Teaching Methods...........................94 Second Language Assessment and Action Research.........................99 Second Language Listening............................................................95 Second Language Writing...............................................................95 Skills for Effective Writing...............................................................64 Strategic Reading...........................................................................49 T Teacher Training Essentials..............................................................93 Teaching Adult English Language Learners......................................93 Teaching and Developing Reading Skills..........................................95 Teaching Children English, A training course for teachers of English to children....................................................................93 Teaching Languages to Young Learners...........................................94 Teaching Large Multilevel Classes ..................................................98 Teaching Listening Comprehension.................................................95 Teaching Pronunciation Second edition...........................................95 Teaching Speaking.........................................................................95 Testing for Language Teachers........................................................99 Testing Spoken Language...............................................................99 TKT Course CLIL Module..............................................................100 TKT Course Modules 1, 2 and 3...................................................100 Touchstone Second edition.............................................................30 Touchstone Online Course Second edition.......................................31 Trainers..........................................................................................85 Translation and Own-language Actvities..........................................97 V Ventures Third edition.....................................................................14 Ventures Second edition...............................................................100 Viewpoint .....................................................................................30 Viewpoint Online Course................................................................31 Vocabulary Activities.......................................................................96 Vocabulary in Language Teaching...................................................96 Vocabulary in Use..........................................................................42 Vocabulary in Use..........................................................................42 W World Englishes.............................................................................95 Writers at Work..............................................................................64 Writer’s Workbook, A....................................................................101 Writing for Impact..........................................................................88 Writing from Within......................................................................101 Writing Skills Interactive.................................................................58 Write to Be Read..........................................................................101
Author Index A Adams, Kate............................................................................. 44, 54 Allum, Virginia...............................................................................90 Aquino-Cutcher, Andrew.................................................................60 Archer, Greg...................................................................................80 Armer, Tamzen................................................................................90 Aspinall, Patricia.............................................................................53 Asplin, Wendy................................................................................60 Austen, Michael....................................................................... 52, 53 B Baker, Ann......................................................................................72 Baker, Lida R................................................................................100 Baldwin, Robert..................................................................... 69, 100 Banks, Tim......................................................................................88 Barker, Fiona............................................................................ 95, 99 Barrell, Jania..................................................................................53 Battersby, Alan...............................................................................53 Bauer, Jill.......................................................................................60 Bentley, Kay.................................................................................100 Betteridge, David............................................................................97 Bitterlin, Gretchen.................................................................. 14, 100 Black, Michael................................................................................83 Blass, Laurie............................................................... 36, 64, 69, 100 Bodoczky, Caroline.........................................................................93 Bohlke, David........................................................................... 28, 60 Boyle, Mike S..................................................................................60 Brennan, Frank...............................................................................53 Brinks Lockwood, Robyn.................................................................60 Brinton, Donna...............................................................................95 Broadhead, Annie...........................................................................83 Brook-Hart, Guy.............................................................................82 Brookes, Gay................................................................................101 Brown, Gillian D.............................................................................86 Brown, James Dean........................................................................93 Brown, Steven................................................................................70 Buckby, Michael.............................................................................97 Bunting, John D........................................................................ 36, 42 Burns, Anne........................................................................ 94, 95, 99 C Cameron, Lynne.............................................................................94 Campbell, Colin..............................................................................53 Capel, Annette...............................................................................83 Carter, Ronald................................................................................94 Celce-Murcia, Marianne.................................................................95 Cenoz, Jasone................................................................................95 Ceramella, Nick..............................................................................90 Chan, Sathena...............................................................................95 Chapple, Joseph.............................................................................41 Cheung, Kevin Y.F...........................................................................99 Chin, Elizabeth...............................................................................96 CIM...............................................................................................90 Clandfield, Lindsay................................................................... 20, 99 Clark, David...................................................................................91 Clark, Rachel..................................................................................91 Coombe, Christine.................................................................... 93, 99 Council of Europe...........................................................................95 Coyle, Do.......................................................................................94 Crookes, Graham............................................................................97 Crossthwaite, Peter.........................................................................80 Cullen, Pauline...............................................................................81 Cummings, Martha Clark..............................................................101 D Dale, Liz.........................................................................................97 Davidson, Peter..............................................................................99 Day, Jeremy....................................................................................90 De Souza, Natasha.........................................................................80 Dignen, Bob...................................................................................88 Diniz, Luciana.................................................................................36 Docherty, Coreen............................................................................99 Dornyei, Zoltan...............................................................................94 Downes, Colm................................................................................90 Driver, Paul.....................................................................................99 Dudley-Evan, Tony..........................................................................98 E Eckstut-Didier, Samuela..................................................................49 Elliott, Karen..................................................................................98 Esling, John....................................................................................74 F Fabré, Elena Marco.........................................................................86 Farrall, Cate...................................................................................86 Farrell, Thomas...............................................................................93
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Author Index Feunteun, Anne..............................................................................93 Field, John......................................................................................95 Flowerdew, John............................................................................95 French, Amanda.............................................................................81 G Gardner, Peter S..............................................................................65 Gargagliano, Arlen.......................................................................101 Gelshenen, Rosemary.....................................................................50 Genesse, Fred.................................................................................94 Gershon, Steven.............................................................................70 Gilbert, Judy B................................................................................71 Glendinning, Eric H.........................................................................86 Goh, Christine................................................................................95 Goldstein, Ben.......................................................................... 20, 99 Goldstein, Sharon...........................................................................72 Goodwin, Janet..............................................................................95 Gordon, Deborah...........................................................................64 Gorter, Durk...................................................................................95 Grabe, William................................................................................95 Griner, Barry...................................................................................95 Guse, Jenni....................................................................................98 H Haber, Steven B............................................................................101 Hadfield, Jill...................................................................................99 Haines, Simon................................................................................82 Hancock, Mark...............................................................................96 Hancock, Penny..............................................................................53 Handford, Michael..........................................................................87 Hanreddy, Jami.............................................................................100 Harmer, Jeremy...............................................................................53 Harrison, Julia................................................................................95 Hartmann, Pamela............................................................ 48, 60, 100 Hashemi, Louise.............................................................................83 Hendra, Leslie Anne........................................................................20 Hess, Natalie..................................................................................98 Hewings, Martin................................................................. 41, 72, 96 Heyderman, Emma.........................................................................82 Hill, David A...................................................................................53 Hockley, Andrew.............................................................................93 Hood, Philip...................................................................................94 Howard, Ron..................................................................................86 Hughes, Arthur...............................................................................99 Hull, Jonathan................................................................................24 Hunston, Susan..............................................................................95 Hutchison, Susan............................................................................80 Hyland, Ken....................................................................................95 I Iannuzzi, Susan..............................................................................36 Ibbotson, Mark............................................................. 20, 86, 89, 90 Ingram, Beverly............................................................................101 J Jack, Darcy...................................................................................100 Jacobe, Monica F............................................................................60 Jakeman, Vanessa............................................................... 81, 82, 83 Jo St John, Maggie.........................................................................98 Johnson, Dennis..................................................................... 14, 100 Johnson, Margaret.........................................................................53 Jones, Ceri.....................................................................................20 Jones, Leo......................................................................................70 Jones, Neil......................................................................................99 K Kanaoka, Yoneko............................................................................68 Kay, Judith.....................................................................................50 Keenan Segal, Margaret...............................................................100 Kelly, Curtis..................................................................................101 Kennedy, Alan S..............................................................................60 Kerr, Philip................................................................................ 20, 97 Kershaw, George............................................................................53 Khalifa, Hanan...............................................................................99 King, Carol...................................................................................101 Kingsley, Susan..............................................................................83 Kirkpatrick, Andy............................................................................95 Kirn, Elaine...................................................................................100 Klippel, Friederike...........................................................................95 Knezevic, Miki..............................................................................100 Koester, Almut................................................................................87 Kosta, Joanna.................................................................................80 Kubanyiova, Magdalena.................................................................94
L Lambert, Jeanne.............................................................................60 Lane, Sarah....................................................................................95 Laughnerl, Melissa S.......................................................................93 Lazar, Gillian..................................................................................93 Leather, Sue............................................................................. 52, 53 Lee, Elizabeth.................................................................................90 Leki, Ilona....................................................................................101 Lindsley, Marianne.........................................................................86 Lisboa, Martin................................................................................87 Littlejohn, Andrew..........................................................................89 Loader, Mandy...............................................................................53 Loewenthal, Marc..........................................................................80 Luoma, Sari....................................................................................99 M MacAndrew, Richard......................................................................53 MacKenzie, Ian......................................................................... 86, 89 Mackey, Daphne.............................................................................49 Malderez, Angi...............................................................................93 Maley, Alan........................................................................ 52, 53, 97 Marsh, David..................................................................................94 Marsland, Bruce.............................................................................98 Mascull, Bill...................................................................................86 May, Peter......................................................................................82 McCarten, Jeanne.................................................................... 30, 91 McCarthy, Michael..................................................30, 42, 91, 95, 99 McDowell, Clare.............................................................................83 McElwee, Sarah..............................................................................99 McGarr, Patricia..............................................................................90 McGiffin, Janet...............................................................................53 McKay, Penny.................................................................................99 McKeegan, David...........................................................................82 Mckeown, Arthur............................................................................86 Mentel, James........................................................................ 48, 100 Miller, Lindsay................................................................................95 Mlynarczyk, Rebecca....................................................................101 Moses, Antoinette.................................................................... 52, 53 Most, Paul....................................................................................100 Murphy, Raymond..........................................................................41 N Nakatsuhara, Fumiyo......................................................................95 Nation, I. S. P.................................................................................96 Naylor, Helen..................................................................................53 Neilsen, Rod...................................................................................53 Nelson, John................................................................................100 Newsome, J. M...............................................................................53 North, Brian...................................................................................95 Nunan, David.................................................................................94 O O’Dell, Felicity.......................................................................... 42, 83 O’Dell, Kathryn...............................................................................20 O’Hara, Francis...............................................................................91 O’Keeffe, Anne...............................................................................96 O’Sullivan, Barry.............................................................................99 Ostrowska, Sabina................................................................... 44, 54 P Papp, Szilvia...................................................................................99 Parrish, Betsy.................................................................................93 Parrott, Martin...............................................................................95 Passmore, Lucy...............................................................................80 Pavlik, Cheryl...............................................................................100 Peterson, Susan .............................................................................66 Pike-Baky, Meredith......................................................................100 Pitt, Angela....................................................................................87 Poulter, Monica..............................................................................99 Powell, Mark..................................................................................88 Price, Donna........................................................................... 14, 100 Proctor, Susan................................................................................24 Prowse, Philip........................................................................... 52, 53 Puchta, Herbert..............................................................................98 Pulverness, Alan...........................................................................100 Purpura, James E............................................................................99 R Ramirez, Sylvia....................................................................... 14, 100 Redman, Stuart..............................................................................42 Remacha Esteras, Santiago.............................................................86 Renandya, Willy A...........................................................................94 Reppen, Randi.................................................................... 35, 36, 42 Rice, Sally.......................................................................................86 Richards, Jack C.................................................24, 27, 28, 49, 93, 94
Rixon, Shelagh...............................................................................99 Roach, Peter............................................................................. 74, 95 Robinson, Nick...............................................................................90 Rodgers, Theodore S.......................................................................94 S Sandford, George...........................................................................90 Sandiford, Helen.............................................................................30 Sandy, Chuck.................................................................................27 Savage, Alice............................................................................ 36, 49 Savage, K. Lynn..................................................................... 14, 100 Saville, Nick....................................................................................99 Schmitt, Norbert.............................................................................96 Scott-Malden, Sarah.......................................................................53 Scrivener, Jim..................................................................................97 Seedhouse, Paul.............................................................................95 Selivan, Leo....................................................................................96 Setter, Jane....................................................................................74 Sharp, Wendy.................................................................................83 Shawcross, Philip............................................................................91 Singleton, Jill..................................................................................64 Smalzer, William R.................................................................. 41, 101 Smith, Bernard......................................................................... 53, 94 Smith, Dorolyn...............................................................................70 Smoke, Trudy................................................................................101 Spack, Ruth....................................................................................65 Spratt, Mary........................................................................... 95, 100 Stafford-Yilmaz, Lynn......................................................................64 Stanley, Graham.............................................................................99 Stapleton, Sara...............................................................................60 Stephens, Bryan..............................................................................89 Stoynoff, Stephen...........................................................................99 Strauch, Ann O...............................................................................64 Sunderland, Peter...........................................................................83 Swales, John..................................................................................94 Swan, Michael................................................................................94 Sweeney, Simon.............................................................................87 T Tanka, Judith................................................................................100 Tanner, Rosie..................................................................................97 Thaine, Craig..................................................................................93 Thomas, Barbara............................................................................83 Thornbury, Scott............................................................... 94, 95, 100 Thrush, Emily Austin............................................................... 69, 100 Tilouine, Helen...............................................................................82 Tomlinson, Brian...................................................................... 53, 98 U Uddin, Jishan.................................................................................80 Underhill, Nic.................................................................................99 Ur, Penny.................................................................93, 95, 96, 97, 98 V Vale, David.....................................................................................93 Van der Horst Jansen, Julie.............................................................93 W Walker, Carolyn..............................................................................53 Wallace, Michael J..........................................................................93 Walter, Elizabeth............................................................................96 Watkins, Peter........................................................................ 95, 100 Waynryb, Ruth................................................................................93 Wegmann, Brenda.......................................................................100 Werner, Patricia............................................................................100 Whalley, Elizabeth........................................................................100 Wharton, Jennifer...........................................................................56 Whettem, Erica...............................................................................83 White, N.M.....................................................................................66 White, Ron.....................................................................................93 Wiese, David..................................................................................46 Wijayatilake, Claire.........................................................................80 Williams, Jessica.............................................................................46 Williams, Melanie.........................................................................100 Wilson, Judith................................................................................53 Wilson, Rosemary...........................................................................99 Withrow, Jean..............................................................................101 Woodford, Kate..............................................................................96 Woodward, Tessa...........................................................................97 Wright, Andrew........................................................................ 97, 98 Wright, Ros....................................................................................86 Z Zaorob, Maria Lucia........................................................................96 Zemach, Dorothy E.........................................................................64 Zwier, Lawrence J................................................................... 42, 100
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Examination Copies Please visit cambridge.org/esl or contact your local ESL Specialist and include the following information: • Complete title • ISBN • Course title • Current book adopted • Estimated class enrollment • Adoption decision date • Name and phone number of decision maker(s) Contact your ESL Specialist 888-ESL-BUZZ (375-2899) Some materials, including teacher resource materials, professional reference titles, Audio CDs, videos, DVDs, etc., may not be available for sampling. However, online audio and video samplers are available for most titles at: cambridge.org/esl Cambridge University Press reserves the right to limit the number of exam copies sent to any one person or address.
Orders from Schools, Bookstores, and Other Institutions All orders should provide the following information: 1. 2. 3. 4. 5. 6. 7. 8. 9.
Account # (if known) Complete bill-to name and address Complete ship-to name and address (if different) Name, title, phone, and email of the person(s) placing the order School purchase order number ISBN per title Full title and author name Quantity, per title Special instructions, if any
Books will be shipped UPS Ground or Fed Ex Ground unless other method is requested. Terms are net 30 days, F.O.B. shipping point.
For McGraw-Hill ESL, go to http://mpss.mhhe.com
Please forward your purchase order on official letterhead to: Cambridge University Press Order Fulfillment 1 Liberty Plaza New York, NY 10006 Fax 212-691-3239
Call toll free 844-682-0042 4am–5pm EST
Schools and bookstores with established accounts call 800-872-7423
Connect ESL The Connect Success Academy can be accessed from connectsuccessacademy.com. Teachers can also call 1-800-331-5094
Customers who want to set up new accounts may call the Credit Department toll free 800-872-7423
Create mcgrawhillcreate.com
Customer Service
Tech Support For Cambridge technical support, go to cambridge.org/esl/support
Call 800-872-7423 (9:00 am – 5:00 pm Eastern time) Please examine your shipment upon receipt. Any damages, shortages, billing errors, or other problems must be reported within 30 days. These and all other inquiries should be addressed to Customer Service, Cambridge University Press, 1 Liberty Plaza, New York, NY 10006.
Orders from Individuals All orders from individuals must be prepaid by check, money order, or credit card (AMERICAN EXPRESS, VISA, and MASTERCARD). Credit card customers may also call 800-872-7423. Shipping and handling in North America is $6.50 for the first book and $1.75 for each additional book. Orders shipped to California, New York, Tennessee, Washington, and Canada must include the appropriate state and local tax.
Returns All book returns should be sent prepaid to the following address: Cambridge University Press Attn: Returns Department 1210 Ingram Drive Chambersburg, PA 17202
104 | Contact your ESL Specialist: 888-ESL-BUZZ (375-2899)
Find your ESL Specialist United States
Guam Annette Acosta
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Cambridge University Press and Cambridge Assessment English work in partnership to share expertise and strengthen the link between language education and language assessment.
Cutting edge technology Cambridge Days and conferences
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2 billion words
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California Northern and Central California (including Kern, San Luis Obispo, Santa Barbara, San Bernardino, and Ventura Counties) Annette Acosta
of our digital learning platforms
... growing every day
A joint consultancy service offering curriculum design, policy development, and teacher development for customers such as education ministries and larger institutions
Delaware Beth Montagano Dist. of Columbia Beth Montagano Florida Jim Goldstone Georgia Beth Montagano
Cambridge Learning Solutions The Cambridge English Corpus guarantees that the language in our products is relevant to students and allows us to identify typical areas of difficulty for learners
publishing Nebraska Natalie Cornelison
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Southern California (including Imperial, Los Angeles, Orange, Riverside, and San DiegoMeasuresLouisiana existing Robin Graybilllanguage Counties) levels and matches them Helen Chade-Mahshi Maine to Cambridge English Regina Snyder Colorado Connecticut Regina Snyder
South Dakota Natalie Cornelison
Hawaii Annette Acosta
Kentucky English Cambridge Beth Montagano placement test
Annette Acosta
Montana Custom Annette Acosta
tests and courses
Tennessee
Beth Montagano English profile Texas An open resource Robin Graybill for teachers showing whichUtah vocabulary Annette Acosta and grammar is Vermont relevant to learners Regina Snyder at each CEFR level
Over
North Carolina Beth Montagano
30 million North Dakota users Natalie Cornelison
West Virginia Beth Montagano
Ohio every month Natalie Cornelison
Wyoming Annette Acosta
Maryland Beth Montagano
Oklahoma Robin Graybill
Massachusetts Regina Snyder
Oregon Annette Acosta
Canada
Michigan Natalie Cornelison
Pennsylvania Beth Montagano
National Manager Ian Sutherland
Minnesota Natalie Cornelison
Puerto Rico Jim Goldstone
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Rhode Island Regina Snyder
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Consultancy South Carolina and Bethadvice Montagano
Annette Acosta
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888-860-7175 (toll free) aacosta@cambridge.org
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Jim Goldstone
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Learning Helen Oriented Chade-Mahshi Assessment 800-860-5817 (toll free) (LOA) hchade-mahshi@cambridge.org
Wisconsin Natalie Cornelison
Become888-714-7312 a 877-788-6609 (toll free) (toll free) jgoldstone@cambridge.org rsnyder@cambridge.org Cambridge partner
Robin Graybill 800-580-3711 (toll free) rgraybill@cambridge.org
The most popular online dictionary and thesaurus for learners of English dictionary.cambridge.org
For Canadian orders contact: Ian Sutherland/Tilley Education 34 Armstrong Avenue Georgetown, ON Â L7G 4R9 866-379-9645 (toll free) orders@tilleyeducation.ca
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English Language Teaching 2019
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ENGLISH LANGUAGE TEACHING
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