US ELT 2022 Cambridge University Press Catalog by Cambridge English

English Language Teaching

We are part of the University of Cambridge, with a wealth of expertise in English language learning, curriculum, assessment and teacher training. Working in partnership with you, we provide a coherent, evidence-based approach, end-to-end support, solutions and advice for achieving greater educational outcomes. Your path to learning English, step by step cambridgeenglish.org/qualifications

Our bank of over The Cambridge English Corpus guarantees that our products teach the language that learners will really encounter and enables us to identify and address typical areas of difficulty

Professional Learning and Development World class initiatives including certified teacher training and webinars

2 billion words that’s growing every day

Test candidates’ English skills easily and reliably, and provide fast results cambridgeenglish.org/linguaskill

An online platform for learners to develop their English language skills, learn test strategies from experts and build confidence so they’re ready for test day

We deliver the materials you tell us you need – the result is a unique Exam Journey in each exam course

weloveielts.org

cambridge.org/exams

The perfect training tool for Cambridge English Qualifications cambridge.org/testandtrain

77million million assessments assessments taken taken every every year year Accepted Accepted byby

25,000 25,000

Over 75,000 subscribers to our Learn English with Cambridge YouTube channel

Join us for conferences and online events such as the Better Learning Leadership Conference and Cambridge Days

English Profile

organizations organisations worldwide worldwide

An open resource for teachers showing which vocabulary and grammar is relevant to learners at each CEFR level

cambridgeenglish.org/exams cambridgeenglish.org/exams

Cambridge English Placement Test Measures existing language levels for matching onto Cambridge English exams and courses

The most popular online dictionary and thesaurus for learners of English, sitting in the top 500 websites worldwide

Digital tools and online learning

Over 4 million teachers and learners using our digital learning environments

Over

50 million users every month dictionary.cambridge.org

Recommended for 2022 NEW Professional Development – Page 90

Grammar – Page 38

Cambridge Educational Management

Second Edition with Academic Writing

Leading Technological Change

Second Edition

with Academic Writing

ONLINE PRACTICE INCLUDED

SEE INSIDE FRONT COVER

Penny Ur’s

Lenise Butler Andy Hockley

77 Tips for Teaching Vocabulary

Cambridge Handbooks for Language Teachers Pocket editions

Randi Reppen

Laurie Blass, Susan Iannuzzi, Alice Savage with Randi Reppen

Randi Reppen

Series Editor: Scott Thornbury

Series editor Andy Hockley

John D. Bunting, Luciana Diniz, Susan Iannuzzi, Alice Savage with Randi Reppen

Adult Education – Page 14 3rd Edition

STUDENT’S BOOK

3rd Edition

STUDENT’S BOOK

3rd Edition

STUDENT’S BOOK

QR codes give students quick & easy access to audio and grammar videos for self-directed learning while developing digital literacy.

Comprehensive Curriculum: Each lesson is designed to teach the relevant language students need to meet the expectations of Adult Education standards. A CCR section focuses on informative texts to bring text complexity into the classroom and expand students’ reading and critical thinking skills.

Self-grading online practice 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 software allows you to share the Student’s Book pages along with all the resources, such as audio and video, in face-to-face or remote classrooms.

3rd Edition

TEACHER’S EDITION

STUDENT’S BOOK

WORKBOOK

Gretchen Bitterlin ∙ Dennis Johnson Donna Price ∙ Sylvia Ramirez K. Lynn Savage (Series Editor)

helps you create Better Learning experiences in your classroom.

Student’s Book

Teacher’s Edition

cambridge.org/ventures

Gretchen Bitterlin ∙ Dennis What is Better Learning? Johnson It’s a continuous cycleRamirez where our insights Donna Price shape Sylvia ∙ content that drives results.

Gretchen Bitterlin ∙ Dennis Johnson Donna Price ∙ Sylvia Ramirez K. Lynn Savage (Series Editor)

Workbook (print or online)

Bitterlin, Johnson, Price, Ramirez, & Savage

K. Lynn Savage (Series Editor)

unparalleled experience in the classroom, Ventures 3rd Edition meets demands set by WIOA.

Transitions 3rd Edition has: • an additional lesson focusing specifically on grammar for writing. • enhanced readings with more rigor. • expanded Workbook pages with more practice to reinforce unit lessons. • a complete Teacher’s Edition with a detailed lesson plan for every unit.

STUDENT’S BOOK

Gretchen Bitterlin ∙ Dennis Johnson Donna Price ∙ Sylvia Ramirez

K. Lynn Savage (Series Editor)

Engaging Learners

Deeper Insights: Researched and authored by a team of teachers and administrators with

Bitterlin, Johnson, Price, Ramirez, & Savage

Gretchen Bitterlin ∙ Dennis Johnson Donna Price ∙ Sylvia Ramirez

K. Lynn Savage (Series Editor)

STUDENT’S BOOK

WORKBOOK

Gretchen Bitterlin ∙ Dennis Johnson Donna Price ∙ Sylvia Ramirez

K. Lynn Savage (Series Editor)

3rd Edition

Aligned with the National Reporting System (NRS), English Language Proficiency (ELP) and College and Career Readiness (CCR) standards, Ventures helps students develop the skills needed to be college and career ready, and function successfully in their community.

3rd Edition

Gretchen Bitterlin ∙ Dennis Johnson Donna Price ∙ Sylvia Ramirez

STUDENT’S BOOK 3rd Edition

The most complete course for student success 3rd Edition

3rd Edition

9781108925204 Bitterlin, Johnson, Price, Ramirez, and Savage - Ventures Student’s Book Transitions 2nd Ed C M Y K

Basic

3rd Edition

Gretchen Bitterlin ∙ Dennis Johnson Donna Price ∙ Sylvia Ramirez K. Lynn Savage (Series Editor)

Insights

Content

ISBN 978-1-108-92520-4

K. Lynn Savage (SeriesBuilding Editor) brighter futures together Results

Find out more at: cambridge.org/betterlearning

9 781108 925204 >

NEW Integrated Series – Page 34

Content

It’s a continuous cycle where our insights shape content that drives results. Building brighter futures together

Results

Adrian Doff, Craig Thaine, Find out more at: cambridge.org/betterlearning Herbert Puchta, Jeff Stranks, Peter Lewis-Jones

CEFR

ELEMENTARY

Starter

Elementary

PreIntermediate

Intermediate

Upper Intermediate

Advanced

B1+

What is Better Learning?

Insights

Content

It’s a continuous cycle where our insights shape content that drives results.

Adrian Doff, Craig Thaine, Herbert Puchta, Jeff Stranks, Peter Lewis-Jones Results

Building brighter futures together

Find out more at: cambridge.org/betterlearning

WITH EB

cambridge.org/americanempower

PRE-INTERMEDIATE Insights

Content

CEFR

Starter

Elementary

PreIntermediate

Intermediate

Upper Intermediate

Advanced

B1+

What is Better Learning? It’s a continuous cycle where our insights shape content that drives results.

Adrian Doff, Craig Thaine, Building brighter futures together Results Herbert Puchta, Jeff Stranks, Peter Lewis-Jones Find out more at: cambridge.org/betterlearning

American Empower is a recommended course for Linguaskill preparation.

Adrian Doff, Craig Thaine, Herbert Puchta, Jeff Stranks, Peter Lewis-Jones

Effective English language testing for success Linguaskill is a quick and convenient online test to help institutions check their students’ level of English.

CONTENT YOU’LL LOVE. ASSESSMENT YOU CAN TRUST.

American Empower is a general English course for adult and young adult learners that combines course content from Cambridge University Press with validated assessment from the experts at Cambridge Assessment English.

For more information visit: cambridgeenglish.org/linguaskill

T’S BOOK STUDEN OOK

American Empower provides: • content that surprises, entertains, and provokes an emotional response • validated assessment from Cambridge Assessment English that measures progress against the CEFR • an eBook with audio, giving all of the content of the Student’s Book in a digital format • manageable learning with a syllabus informed by English Profile and the Cambridge English Corpus so that students encounter the most relevant language at the right point in their learning.

WITH EB

cambridge.org/americanempower

B1+ INTERMEDIATE Insights

Content

CEFR

Starter

Elementary

PreIntermediate

Intermediate

Upper Intermediate

Advanced

B1+

What is Better Learning? It’s a continuous cycle where our insights shape content that drives results.

Building brighter futures together Adrian Doff, Craig Thaine, Results Find out more at: cambridge.org/betterlearning Herbert Puchta, Jeff Stranks, Peter Lewis-Jones

AN AMERIC ER

EMPOW C1 ADVANCED STUDENT’S BOOK WITH EBOOK

American Empower is a recommended course for Linguaskill preparation.

Adrian Doff, Craig Thaine, Herbert Puchta, Jeff Stranks, Peter Lewis-Jones

Effective English language testing for success Linguaskill is a quick and convenient online test to help institutions check their students’ level of English.

CONTENT YOU’LL LOVE. ASSESSMENT YOU CAN TRUST.

ISBN 978-1-108-81721-9 American Empower Student’s Book Doff, Thaine, Puchta, Stranks, Lewis-Jones C M Y K

For more information visit: cambridgeenglish.org/linguaskill

EMPOW B2 UPPER INTERMEDIATE STUDENT’S BOOK WITH EBOOK

ISBN 978-1-108-81719-6 American Empower Student’s Book Doff, Thaine, Puchta, Stranks, Lewis-Jones C M Y K

Advanced

ISBN 978-1-108-81812-4 American Empower Student’s Book Doff, Thaine, Puchta, Stranks, Lewis-Jones C M Y K

ISBN 978-1-108-81751-6 American Empower Student’s Book Doff, Thaine, Puchta, Stranks, Lewis-Jones C M Y K

Upper Intermediate

B1+

T’S BOOK STUDEN OOK

AN AMERIC ER

For more information visit: cambridgeenglish.org/linguaskill

T’S BOOK STUDEN OOK

WITH EB

AN AMERIC ER

EMPOW T’S BOOK STUDEN OOK

WITH EB

cambridge.org/americanempower

UPPER INTERMEDIATE Insights

Content

CEFR

Starter

Elementary

PreIntermediate

Intermediate

Upper Intermediate

Advanced

B1+

What is Better Learning? It’s a continuous cycle where our insights shape content that drives results.

Adrian Doff, Craig Thaine, Building brighter futures together Results Herbert Puchta, Jeff Stranks, Peter Lewis-Jones Find out more at: cambridge.org/betterlearning

Doff, Thaine, Puchta, Stranks, Lewis-Jones

Intermediate

Linguaskill is a quick and convenient online test to help institutions check their students’ level of English.

C1 ADVANCED STUDENT’S BOOK WITH EBOOK

PreIntermediate

Effective English language testing for success

CONTENT YOU’LL LOVE. ASSESSMENT YOU CAN TRUST.

AN AMERIC

AMERICAN EMPOWER

Elementary

cambridge.org/americanempower

American Empower is a recommended course for Linguaskill preparation.

Adrian Doff, Craig Thaine, Herbert Puchta, Jeff Stranks, Peter Lewis-Jones

Doff, Thaine, Puchta, Stranks, Lewis-Jones

STARTER

Starter

WITH EBO

EMPOW B1+ INTERMEDIATE STUDENT’S BOOK WITH EBOOK

Doff, Thaine, Puchta, Stranks, Lewis-Jones

CEFR

What is Better Learning?

Insights

For more information visit: cambridgeenglish.org/linguaskill

Doff, Thaine, Puchta, Stranks, Lewis-Jones

T’S BOOK STUDENOK

AN AMERIC ER

B2 UPPER INTERMEDIATE STUDENT’S BOOK WITH EBOOK

cambridge.org/americanempower

Linguaskill is a quick and convenient online test to help institutions check their students’ level of English.

AN AMERIC

AMERICAN EMPOWER

WITH EB

Effective English language testing for success

CONTENT YOU’LL LOVE. ASSESSMENT YOU CAN TRUST.

B1+ INTERMEDIATE STUDENT’S BOOK WITH EBOOK

American Empower is a recommended course for Linguaskill preparation.

Adrian Doff, Craig Thaine, Herbert Puchta, Jeff Stranks, Peter Lewis-Jones

AN AMERIC

AMERICAN EMPOWER

For more information visit: cambridgeenglish.org/linguaskill

T’S BOOK STUDEN OOK

EMPOW B1 PRE-INTERMEDIATE STUDENT’S BOOK WITH EBOOK

B1 PRE-INTERMEDIATE STUDENT’S BOOK WITH EBOOK

Effective English language testing for success Linguaskill is a quick and convenient online test to help institutions check their students’ level of English.

AN AMERIC ER

AMERICAN EMPOWER

American Empower is a recommended course for Linguaskill preparation.

CONTENT YOU’LL LOVE. ASSESSMENT YOU CAN TRUST.

Doff, Thaine, Puchta, Stranks, Lewis-Jones

Advanced

Adrian Doff, Craig Thaine, Herbert Puchta, Jeff Stranks, Peter Lewis-Jones

A2 ELEMENTARY STUDENT’S BOOK WITH EBOOK

Doff, Thaine, Puchta, Stranks, Lewis-Jones

Upper termediate

EMPOW A2 ELEMENTARY STUDENT’S BOOK WITH EBOOK

AN AMERIC

AMERICAN EMPOWER

isit: /linguaskill

A1 STARTER STUDENT’S BOOK WITH EBOOK

uage testing for success

AMERICAN EMPOWER

a recommended course for n.

and convenient online s check their students’

AN AMERIC ER

ISBN 978-1-108-79807-5 American Empower Student’s Book Doff, Thaine, Puchta, Stranks, Lewis-Jones C M Y K

AMERICA

C1 ADVANCED

Adrian Doff, Craig Thaine, Herbert Puchta, Jeff Stranks, Peter Lewis-Jones

Integrated Series – Page 22

Reading – Page 48

For information on how to order our titles, please see page 96

NEW Online Course

Contents Skill Level Chart Adult Education

10 12

Ventures Third Edition................................................14

Integrated Series 21 NEW Evolve Digital.................................................24 NEW Interchange Fifth Edition Digital Packs.....26 NEW Passages Third Edition Digital Packs.........29

Four Corners Second Edition.................................30 Touchstone Second Edition....................................33 Viewpoint...................................................................33 NEW American Empower with Digital Packs.....34

Grammar 37 Grammar and Beyond Second Edition................38 Grammar and Beyond Essentials............................ 41 Basic Grammar in Use Fourth Edition...................44 Grammar in Use Intermediate Fourth Edition.....44 Advanced Grammar in Use Third Edition.............44

Vocabulary and Idioms 45 Vocabulary in Use......................................................45 English Collocations in Use Second Edition........45 English Idioms in Use Second Edition..................45 English Phrasal Verbs in Use Second Edition.......45

Reading 47 Prism Reading...........................................................48 Making Connections................................................50 Read This!..................................................................52 Strategic Reading.....................................................52 Discovering Fiction...................................................52 Cambridge English Readers...................................54

Reading and Writing 58 Teacher Development 87 Prism Reading and Writing.....................................58 Academic Encounters Reading and Writing........60

Clear Speech.............................................................72 Pronunciation Pairs...................................................72 Pronunciation Plus....................................................72

Teacher Training and Development....................87 NEW From Teacher to Trainer..............................87 Background to Teaching and Learning.............88 NEW The Better Learning Research Review......88 Language for Teachers.........................................89 Teaching with Technology....................................89 NEW Nicky Hockly’s 50 Essentials for Using Learning Technologies.................................89 Teaching Language Systems and Language Skills.................................................90 NEW Penny Ur’s 77 Tips for Teaching Vocabulary..................................................................90 Educational Management.................................90 NEW Leading Technological Change ��90 NEW Cultivating Teacher Wellbeing ��90 NEW Promoting Professional Learning ��90 Classroom Practice.............................................91 NEW Jeremy Harmer’s 50 Communicative Activities...................................................................91 Testing and Assessment.......................................91 NEW Insights into Assessing Academic Listening...................................................................91 Teaching Qualifications........................................92

Dictionaries and Reference 73 & 74

Other Titles

Writing 61 Grammar and Beyond Second Edition................62 Final Draft...................................................................64 Writers at Work..........................................................66 Writing Skills Interactive...........................................66 Skills for Effective Writing........................................66 Cambridge Academic Writing Collection............67

Listening and Speaking 68 Prism Listening and Speaking................................68 Academic Encounters Listening and Speaking...70 Let’s Talk...................................................................71 Present Yourself.......................................................71 Active Listening.......................................................71

Pronunciation 72

Business English 75 Title and Author Index

Exams 76 Ordering Information

Cambridge ELT Specialists

Join us:

World of Better Learning cambridge.org/wobl @cambridgeupelt

Key to symbols Cambridge English Corpus

Video

eBook

Kahoot! quizzes

Presentation Plus – classroom presentation tool

Test Generator

App

Test & Train

Online Tools

Downloadable Audio

Practice Extra/Online Workbook

Your interactive guide The pages of this catalog will tell you all about our products. But our interactive catalog will also show you. Explore our teaching and learning experiences further through sample content, video, audio and free resources including guides to teaching remotely with our courses.

Interactive features: Get in touch

Explore the Course

Order eSample

Scope & Sequence

Audio

Video

cambridge.org/USELT/catalog2022 | 3

Contents

Building Brighter Futures Together Better learning is our approach, connecting teachers and learners from around the world, with the latest research and materials, to build brighter futures together.

This approach lets us learn from each other, constantly improve our teaching materials and unlock real-life opportunities for all.

cambridge.org/betterlearning

How does Better Learning work? It’s a continuous cycle where our insights shape content that drives results.

Insights

Our researchers discover unique insights to create modern, vibrant materials.

Teachers get effective materials to help their learners achieve the results they need.

With every learner’s success, we build further insights that shape the future of learning.

Content 3

Results 2

4 | Find out about our range of classroom teaching tools – see page 8

Contents

Five years ago, we created the World of Better Learning. Over 3 million people have joined us here each year! Now, you can create your own world.

Our blog is a place for experts in education, teachers and people with backgrounds in languages to share their experience, advice and stories with English teachers from everywhere. With new content every day, there’s always lots to update you on. But what we update you on is up to you!

Downloadable activities Expert advice Tools and techniques Celebrity interviews Insights and experiences

So come on in. Create your account at cambridge.org/wobl Find out about our range of classroom teaching tools – see page 8 | 5

Your home for digital learning Cambridge One is a digital learning environment providing rich teaching and learning experiences based on years of research and innovation.

All in one place Easy access to all teaching and learning materials in one place across multiple devices.

Mobile-friendly Variety of activities that are easily accessible from any device, including smartphones and tablets – perfect for use at home or on the go.

Data you can trust Meaningful, relevant and actionable data with gamified experiences to guide teachers and keep learners motivated.

6 |

cambridge.org/one

Offering flexible course packages with Cambridge One Whether you’re teaching remotely or in a classroom, our flexible digital tools will help you deliver engaging blended learning experiences with demonstrable results. They are underpinned by pedagogical insights and digital learning principles, and you’ll have easy access to all these tools in one place on Cambridge One.

eBooks are mobile-friendly and offer the same great content as in the printed books. They can also be accessed offline with the desktop app.*

Presentation Plus is the classroom presentation software, which makes presenting content easy. It can be used in class or downloaded for offline use.*

The Teacher Resources area includes a variety of materials to assist with your teaching including class audio, videos, Teacher’s Book and ready-made tests.

Practice Extra/Digital Workbook offers a full suite of grammar, vocabulary and practice of all four skills designed specifically for mobile and digital.

*For information about the desktop app for offline use, please contact your Cambridge representative. | 7

Contents

Behind the

Everything we do is underpinned and improved by evidence. We research how people learn and use English, so that the Cambridge learning experience is effective, efficient and enjoyable.

We use our findings to develop our Welearning analyze materials

We measure We analyze the impact of real exam those materials results in the classroom real exam results

We develop our materials further

This means teachers have the best resources for preparing their students for real situations and conversations.

We analyze huge collections of language to find out how it behaves and how it works When it comes to language, our job is to work out which words learners of English should be using and when. So, we use our collection of over two billion words – the Cambridge English Corpus. These words are gathered from a multitude of real situations, from a family conversation around the dinner table, to a quick text message.

8 | Find out about our range of classroom teaching tools – see page 8

Contents

We share research for teachers to use in their own classrooms The Cambridge Papers in ELT are freely available to you, giving you access to evidence-based support and practical ideas. We combine the deep insights from linguistic and pedagogical research with everyday ELT practice. The series covers a huge range of topics for all learner age groups and new papers are being published all the time.

View our full catalog of Cambridge Papers by using this QR code or visiting cambridge.org/ pedagogy

We build up skills step by step over each level of the course The Cambridge English Curriculum framework helps us create the building blocks for effective learning materials. Learning English is a complex, multi-dimensional challenge. Therefore simple, linear learning material won’t do! We break the challenge down into manageable chunks and build it back up into a motivating course.

Read on and find out all about our materials and remember, research is at the center of everything we do. Delve deeper behind the insights at cambridge.org/insights Find out about our range of classroom teaching tools – see page 8 | | 99

Skill Level Chart

Classroom Presentation

eBook

A1–C1

Online Practice

A1–C1

Beginner to Advanced

Digital Workbook

Beginner to Advanced

Online Resources

Kahoot!

NEW Evolve Digital

Remote Teaching Guide

Evolve

Grades 9–12

A0–B2

Academic English

Literacy to High Intermediate

Career Readiness

CEFR

Number of Levels

Proficiency Level

Page

Technology

•

Adult Education Ventures Integrated Series

Four Corners

Beginner to Intermediate

A1–B1+

Interchange

Beginner to Intermediate

A1–B1+

Passages

High Intemediate to Advanced

Touchstone

Viewpoint

NEW American Empower

Basic Grammar In Use Grammar in Use Intermediate

•

Fully online course •

•

B2–C1

•

Beginner to Intermediate

A1–B1+

•

High Intermediate to Advanced

B2–C1

•

Complete Beginner to Advanced

A1–C1

•

High Beginner to Low Intermediate

A1+–B1

•

Intermediate to High Intermediate

B1–B2

•

Advanced Grammar In Use

High Intermediate to Advanced

B2–C1

Grammar and Beyond

Beginner to Advanced

A1–C1

•

Grammar and Beyond Essentials

Beginner to Advanced

A1–C1

•

Academic Vocabulary in Use

1 Intermediate to High Intermediate

B1–B2

•

English Collocations In Use

2 Intermediate to Advanced

B1–C2

English Idioms In Use

2 Intermediate to Advanced

B1–C2

English Phrasal Verbs In Use

2 Intermediate to Advanced

B1–C2

Vocabulary In Use

2 High Beginner to High Intermediate

A1–B2

Cambridge Advanced Learner’s Dictionary 74

High Intermediate to Advanced

B2–C1

•

Cambridge English Pronouncing Dictionary

High Intermediate to Proficiency

B2–C2

•

Cambridge English Readers

7 Beginner to Advanced

A1–C1

Discovering Fiction

3 Low Intermediate to Advanced

A2–C1

•

Making Connections

5 High Beginner to Advanced

A2–C1

•

Prism Reading

5 Beginner to Advanced

A1–C1

•

Read This!

4 High Beginner to High Intermediate

A1–B2

Strategic Reading

3 Low Intermediate to High Intermediate

A2–B2

•

Academic Encounters Reading and Writing

4 Low Intermediate to Advanced

A2–C1

•

Prism Reading and Writing

5 Beginner to Advanced

A1–C1

•

• •

•

Grammar

• •

•

Vocabulary and Idioms

Cambridge Dictionaries and Reference

Reading •

• •

•

• •

•

• • •

Reading and Writing

10 | Contact your ESL Specialist: 888-ESL-BUZZ (375-2899)

•

• •

•

Skill Level Chart

Online Practice

Classroom Presentation

eBook

Online Resources •

•

Digital Workbook

Kahoot! •

•

A2–C1

•

Guidelines

1 Advanced/Freshman Comp

•

New Directions

1 Advanced/Freshman Comp

•

Skills for Effective Writing

4 Beginner to Advanced

A1–B2

•

The International Story

1 Advanced/Freshman Comp

•

Writing Skills Interactive

4 Beginner to Advanced

A1–C1

•

Writers at Work

4 Beginner to High Intermediate

A1–B2

•

Academic Encounters Listening and Speaking

4 Low Intermediate to Advanced

A2–C1

•

Active Listening

3 Beginner to Advanced

A1–B1

Let’s Talk

3 High Beginner to High Intermediate

A1–B2

Present Yourself

2 Low Intermediate to Intermediate

A2–B2

Prism Listening and Speaking

5 Beginner to Advanced

A1–C1

Clear Speech

2 Beginner to High Intermediate

A1–B2

•

Pronunciation Pairs

1 High Beginner to Low Intermediate

•

Pronunciation Plus

1 Low Intermediate to Intermediate

A2–B2

•

Be My Guest

Elementary to Low Intermediate

A2–B1

•

Business Vocabulary In Use

Elementary to Advanced

A2–C1

•

Cambridge Business Skills

Intermediate to Advanced

B1–C2

•

Cambridge English For Job-hunting

High Intermediate to Advanced

B2–C1

•

English for Business Studies

High Intermediate to Advanced

B2–C1

•

Flightpath

High Intermediate to Advanced

B2–C1

•

Grammar for Business

Intermediate to High Intermediate

B1–B2

•

Grades 9–12

A1–C1

4 Low Intermediate to Advanced

Academic English

Career Readiness

Final Draft

CEFR

Grammar and Beyond

Proficiency Level

Number of Levels

•

Page

Remote Teaching Guide

Technology

Writing Beginner to Advanced

•

Listening and Speaking •

•

• • •

•

Pronunciation •

Business English •

Visit our website: cambridge.org/esl | 11

Adult Education

digital solutions to meet your changing needs Whether you are going back into the classroom, still teaching remotely, or managing a hybrid class, you need a course with digital content that is that is flexible, easy to use, and has a solid pedagogical foundation to help your students get results. Ventures offers a variety of digital options to meet your needs, whether your program is all-in with technology or only uses it occasionally.

Introducing Cambridge One – your new home for digital learning Cambridge One, a new Learning Management System, helps deliver an upgraded digital experience with Ventures that will help you engage and motivate students to maintain enrollment, keep track of their progress, and make teaching easier for you… all in one place. A variety of customizable bundles are available based on your program’s needs. See page 6 for more information about Cambridge One.

12 | Contact your ESL Specialist: 888-ESL-BUZZ (375-2899)

Adult Education

Digital content for everyone Depending on how much technology you use...

MEDIUM

LOW

GH HI

and what you’re looking for...

we offer a variety of different digital solutions.

–F un digital practice that is easy to access (sign-in not required!) to keep students engaged.

– Teacher Resources

–D ownloadable teacher resources with lots of support to make teaching easier.

– Ventures Arcade

–S treaming presentation material that won’t get blocked by your school’s firewall.

MEDIUM

GH HI

LOW

– Presentation Plus – Kahoot! Quizzes (see pages 56–57 to learn more about Kahoot!)

(in addition to above)

–M aterial that is simple for students to be able to do asynchronous online learning without technical help from teachers.

– Online Tests/Online Placement Test*

–E fficient onboarding for both students and teachers.

– Digital Workbook*

–D ownloadable reports that provide the data needed by your funding agencies.

GH HI

LOW

MEDIUM

(in addition to above)

–D igital versions of the Student’s Books that include all the audio and video and can be used on any device.

– eBook with Audio and Video

–O nline test prep material that targets specific learning gaps to boost student test scores.

– Study & Succeed: CASAS Test Prep*

*Coming in early 2022

Digital Workbook

eBook

• Enhanced reporting captures learning data for asynchronous learning.

• Digital version of the Student’s Book to access using any device.

• Practice exercises for every lesson in the Student’s Book, including listening, grammar, reading and writing activities.

• Audio and video that can be played from the eBook, making it easy for students to review.

Teacher Resources • All resources in one convenient location on Cambridge One – no more searching for files in multiple locations. Teacher Digital Pack • Presentation Plus • Online Tests See page 19 for more information.

Study & Succeed – CASAS Life and Work Listening & Reading or GOALS Reading & Math • Assign practice for the competencies where students need the most help. • Build confidence by exposing students to the types of questions they’ll encounter on the test. • Videos cover key skills and address issues like overcoming test-taking anxiety.

Study & Succeed CASAS test prep is perfect to use on its own or to supplement other courses. Visit our website: cambridge.org/esl | 13

Adult Education Basic

3rd Edition

STUDENT’S BOOK

Gretchen Bitterlin ∙ Dennis Johnson Donna Price ∙ Sylvia Ramirez K. Lynn Savage (Series Editor)

Get in touch

Audio

Video

Order eSample

Scope & Sequence

Explore the Course

Download sample content and free resources, including a guide to teaching Ventures remotely.

DISCOVER MORE!

cambridge.org/ventures

Gretchen Bitterlin, Dennis Johnson, Donna Price, Sylvia Ramirez Series Editor: K. Lynn Savage Literacy to High Intermediate 6 Levels 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. Remote teaching guide • How to teach remotely with Ventures, available as a free download from the website, supports teachers working with the course and our digital resources in a virtual classroom.

How does Ventures meet today’s Adult Education needs? • After the Basic level, a dedicated College and Career Readiness (CCR) section 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 and video via QR codes that promote mobile learning and 21st century skills.

TRANSITIONS NEW EDITION This advanced level text helps students develop reading and writing skills to prepare them for success in an academic setting or in the workplace. High-interest topics such as building self-confidence, teamwork, and having a positive attitude support the learning of transferable soft skills. 3rd Edition

STUDENT’S BOOK

3rd Edition

The most complete course for student success

by WIOA.

Comprehensive Curriculum: Each lesson is designed to teach the relevant language

students need to meet the expectations of Adult Education standards. A CCR section focuses on informative texts to bring text complexity into the classroom and expand students’ reading and critical thinking skills.

Presentation software allows you to share the Student’s Book pages along with all the resources, such as audio and video, in face-to-face or remote classrooms.

Transitions 3rd Edition has:

•

an additional lesson focusing specifically on grammar for writing.

•

enhanced readings with more rigor.

•

expanded Workbook pages with more practice to reinforce unit lessons.

•

a complete Teacher’s Edition with a detailed

3rd Edition

STUDENT’S BOOK

3rd Edition

TEACHER’S EDITION

Student’s Book

Gretchen Bitterlin ∙ Dennis Johnson Donna Price ∙ Sylvia Ramirez K. Lynn Savage (Series Editor)

Teacher’s Edition

WORKBOOK

Bitterlin, Johnson, Price, Ramirez, & Savage

Gretchen Bitterlin ∙ Dennis Johnson Donna Price ∙ Sylvia Ramirez K. Lynn Savage (Series Editor)

helps you create Better Learning experiences in your classroom.

WORKBOOK

lesson plan for every unit.

cambridge.org/ventures

Gretchen Bitterlin ∙ Dennis Johnson Donna Price ∙ Sylvia Ramirez K. Lynn Savage (Series Editor)

Workbook (print or online)

What is Better Learning? Insights Content

It’s a continuous cycle where our insights shape content that drives results.

STUDENT’S BOOK

Self-grading online practice with instant feedback helps learners understand their problem-areas. Teachers can track time-on-task and check students’ progress with just a few clicks.

3rd Edition

9781108925204 Bitterlin, Johnson, Price, Ramirez, and Savage - Ventures Student’s Book Transitions 2nd Ed C M Y K

QR codes give students quick & easy access to audio and grammar videos for self-directed learning while developing digital literacy.

ISBN 978-1-108-92520-4

Building brighter futures together Results

Find out more at: cambridge.org/betterlearning

9 781108 925204 >

Bitterlin, Johnson, Price, Ramirez, & Savage

14 | Contact your ESL Specialist: 888-ESL-BUZZ (375-2899)

See page 18 for more information.

Engaging Learners

STUDENT’S BOOK

Watch tips and ideas on how to teach Ventures remotely.

Deeper Insights: Researched and authored

by a team of teachers and administrators with unparalleled experience in the classroom, Ventures 3rd Edition meets demands set

3rd Edition

Gretchen Bitterlin ∙ Dennis Johnson Donna Price ∙ Sylvia Ramirez K. Lynn Savage (Series Editor)

Adult Education

The most complete course for student success 3rd Edition

STUDENT’S BOOK

3rd Edition

STUDENT’S BOOK

STUDENT’S BOOK 3rd Edition

3rd Edition

The most complete course for student success Aligned with the National Reporting System (NRS), English Language Proficiency (ELP) and College and Career Readiness (CCR) standards, Ventures helps students develop the skills needed to be college and career ready, and function successfully in their community.

STUDENT’S BOOK

Engaging Learners QR codes give students quick & easy access to audio and grammar videos for self-directed learning while developing digital literacy.

Lesson F Another view unparalleled experience in the classroom, Ventures 3rd Edition meets demands set by WIOA.

Comprehensive Curriculum: Each lesson

Adult Education standards. A CCR section focuses on informative texts to bring text complexity into the classroom and expand

students’ reading and critical thinking skills.

an additional lesson focusing specifically on grammar for writing.

•

enhanced readings with more rigor. expanded Workbook pages with more practice to reinforce unit lessons.

•

a complete Teacher’s Edition with a detailed lesson plan for every unit.

cambridge.org/ventures

What is∙Better Learning? Gretchen Bitterlin Dennis Johnson a continuous cycle where our insights Donna Price ∙ It’s Sylvia Ramirez shape content that drives results.

Drug facts

STUDENT’S BOOK

3rd Edition

TEACHER’S EDITION

WORKBOOK

Bitterlin, Johnson, Price, Ramirez, & Savage

K. Lynn Savage (Series Editor)

helps you create Better Learning experiences in your classroom.

3rd Edition

Gretchen Bitterlin ∙ Dennis Johnson Donna Price ∙ Sylvia Ramirez K. Lynn Savage (Series Editor)

Student’s Book

Gretchen Bitterlin ∙ Dennis Johnson Donna Price ∙ Sylvia Ramirez K. Lynn Savage (Series Editor)

Teacher’s Edition

Gretchen Bitterlin ∙ Dennis Johnson Donna Price ∙ Sylvia Ramirez K. Lynn Savage (Series Editor)

Workbook (print or online)

Insights

Content

ISBN 978-1-108-92520-4

Building brighter futures together K. Lynn Savage (Series Editor)

Bitterlin, Johnson, Price, Ramirez, & Savage

•

WORKBOOK

Gretchen Bitterlin ∙ Dennis Johnson Donna Price ∙ Sylvia Ramirez

K. Lynn Savage (Series Editor)

Presentation software allows you to share the Student’s Book pages along with all the resources, such as audio and video, in face-to-face or remote classrooms.

Transitions 3rd Edition has:

3rd Edition

Gretchen Bitterlin ∙ Dennis Johnson Donna Price ∙ Sylvia Ramirez

K. Lynn Savage (Series Editor)

Self-grading online practice with instant feedback helps learners understand their problem-areas. Teachers can track time-on-task and check students’ progress with just a few clicks.

is designed to teach the relevant language students need to meet the expectations of

1 Life-skills reading Gretchen Bitterlin ∙ Dennis Johnson Donna Price ∙ Sylvia Ramirez

STUDENT’S BOOK

Deeper Insights: Researched and authored by a team of teachers and administrators with

3rd Edition

STUDENT’S BOOK

3rd Edition

9781108925204 Bitterlin, Johnson, Price, Ramirez, and Savage - Ventures Student’s Book Transitions 2nd Ed C M Y K

3rd Edition

Gretchen Bitterlin ∙ Dennis Johnson Donna Price ∙ Sylvia Ramirez K. Lynn Savage (Series Editor)

Results

Find out more at: cambridge.org/betterlearning

9 781108 925204 >

Realia 4.16R Active ingredient (in each tablet) Purpose Acetaminophen 325 mg . . . . . . . . . . . Design . . . . . . . will . . . . . . . . . . . . . Pain reliever

The unit starts by focusing on the topic using visuals to assess students’ prior knowledge and serves as prompt for key vocabulary.

rework

Uses Temporary relief of minor aches and pains Warnings

UNIT 4 HEALTH

UNIT GOALS Read warning labels Interpret medicine labels Complete an accident report form

Ask a doctor or pharmacist before use if you are taking a prescription drug. Lesson A Listening 2 Listen Ask a doctor before use if you have liver or kidney disease. A Listen. Who is Hamid talking to? Write the letter of the conversation. 1 Before you listen When using this product, do not take more than directed. A Look at the picture. What do you see? Can cause drowsiness. B Point to: ■ crutches ■ an injured hand ■ broken bones ■ a sprained ankle ■ an inhaler ■ an X-ray ■ a painful knee Keep out of reach of children. C Where are these people? What happened to them?

CD 1, Track 26

Directions Adults and children 12 years and over: Take 2 tablets every 4 to 6 hours as needed. Do not take more than 8 tablets in 24 hours.2. 1. 3. Children under 12 years of age: Ask a doctor. B Listen again. Write T (true) or F (false). Conversation A Hamid

1. Hamid had an accident at home.

2. Hamid fell off a ladder. A Read the questions. Look at the medicine label. Fill in the answer. 3. Hamid will pick up his children.

1. Why should you take this medicine? A

for drowsiness

for aches and pains

for kidney disease

for liver disease

F CD 1, Track 26

3. What does temporary mean?

Conversation B

4. Hamid had to get an X-ray.

definite

5. Chris can’t drive Hamid home.

6. The hospital is on 53rd Street. Conversation C

unlimited

7. Mr. Jackson will fill out an accident report. 8.

C apaint short Hamid has to finish the job.

9. Hamid will stay home tomorrow.

D a long Listen again. Check your answers.

time

listen 3 After you4. How many tablets can an adult take in 2. How many tablets should children under Talk with a partner. Ask and answer the questions. one day? 12 take at one time? 1. What jobs are dangerous? Why?

UNIT 4

2 tablets

8 tablets

4 tablets

12 tablets Listen for and identify information about an accident

no tablets

24 tablets

none of the above

2. Did you ever have an accident at work? What happened? 3. Did you ever have an accident at home? What happened? UNIT 4

B Solve the problem. Which solution is best? Circle your opinion. DOWNLOAD SAMPLE UNIT cambridge.org/ventures

See also • Teaching Adult English Language Learners Second edition Page 87

John is a butcher. He cut his finger slicing meat. He needs to get it stitched. What should he do? 1. Leave work immediately to go to the doctor.

3. Use a bandage from the first aid kit and go to the doctor after work.

2. Show his supervisor and ask what he should do.

4. Other:

54 Covers UNIT 4 critical thinking and soft skills, crucial for workplace readiness, and helps students

meet WIOA requirements through problem-solving activities.

Visit our website: cambridge.org/esl | 15

rammar focus: should and shouldn’t Adult Education

se should and shouldn’t before a base verb to give advice or an opinion.

UESTIONS

ANSWERS I

You

Lesson B You should go to the hospital.

What

go to the should1 Grammar he do? focus: He shouldshould and shouldn’t hospital. sheshould and shouldn’tShe Use before a base verb to give advice or an opinion. QUESTIONS

they

They

I we

What

ractice

should

do?

They

You

shouldn’t = should not

We should

go to the hospital.

shouldn’t

she

She

they

They

work.

Watch

Write. Complete the conversations. Use should or shouldn’t. shouldn’t = should not

should

Practice 2 eyes 1. A Ken’s hurt. What

he do?

should

1. A Ken’s eyes hurt. What

shouldn’t

B He should rest. He

2. A They have stomachaches. What

read right now. he do?

read right now.

2. A They have stomachaches. What

3. A My tooth hurts. What B You What 3. A My tooth hurts.

B You

B She

You

she do?

take some aspirin. I do?

get an X-ray.

she do?

How to use a QR code

take walk. some aspirin.

5. A I hurt my leg.What What B You

Point-of-use student audio and grammar presentation linked to QR codes promote mobile learning.

I do?

see a dentist.

6. A I have a bottle of medicine. B You

Additional activities ensure students have the chance to practice more grammar to meet the rigor of CCR standards.

take

I do?

see a dentist.

5. headache. A I hurt my leg. What 4. A Mia has a What

You

take

4. A Mia has a headache. What B She

they do?

B They eat. They B They eat. They some medicine. some medicine.

I do?

get

• Open the camera on your smartphone.

I do?

• Point it at the QR code

the label. anreadX-ray.

walk.

• Camera will automatically* scan the code. If not, press the button to take a picture.

keep it in a hot place.

7. A We are very tired. What should we do? B We

rest. We

6. A I have a bottle workof so medicine. hard. What 46

B You

Listen and repeat. Then practice with a partner.

I do?

UNIT 4

You

Grammar Presentation videos to watch on mobile devices using QR codes allow for self-directed learning and develop digital literacy. Grammar point is presented in a chart form, followed by exercises to check comprehension and provide guided practice.

A Write. Complete the conversations. shouldn’tUse should or shouldn’t.

B He should rest. He

Watch

work.

She

ANSWERS You

shouldn’t

Not all cameras automatically scan QR codes. You may need to download a QR code reader. Search “QR free” and download an app

CD 1, Track 27

read the label. keep it in a hot place.

Try it!

7. A We are very tired. What should we do? B We work so hard.

rest. We

Listen and repeat. Then practice with a partner.

IT 4

16 | Contact your ESL Specialist: 888-ESL-BUZZ (375-2899)

CD 1, Track 27

Adult Education

Reading lessons develop reading skills and expand vocabulary while bringing text complexity into the classroom to help students read independently and proficiently. Lesson combines reading with writing and listening practice for an integrated approach to ensure better comprehension.

UNIT 4

Lesson D Reading

College and Career Readiness

Reading Tip: Each bulleted item (•) on a list is a key (or important) idea. Look at the warning. How many key ideas are there?

1 Before you read Look at the picture. Answer the questions. 1. Who is the man?

WARNING – HEAVY OBJECT

2. What is he doing?

• Avoid straining muscles. • Avoid injuring your back. • Use proper lifting methods. truck. • Use lifting aids such as a hand

3. What should he do?

2 Read Read the warning label. Listen and read again.

WARNING:

PREVENT ACCIDENTS. READ BEFORE USING!

• Face the ladder when climbing up and down. • Don’t carry a lot of equipment while climbing a ladder – wear a tool belt. • Never stand on the shelf of the ladder – stand on the steps. • Never stand on the top step of a ladder. • Be safe! Always read and follow the safety stickers.

John’s Problem

CD 1, Track 29

John works for a moving company. Every day, he first removes furniture from residences and businesses. Then, he loads the furniture onto a company truck. Finally, he unloads the furniture at the new home or business. He lifts many heavy things. But John has a problem. Yesterday he saw the doctor. The doctor said, “You have a back injury. You must not lift anything. You should stay home. You shouldn’t work. Your back requires rest.”

Lists often begin with a number or bullet (•). Each numbered or bulleted item is a new idea.

3 After you read A Write. Answer the questions. 1. What is the purpose of the warning? 2. Why should you wear a tool belt? 3. What is another word for prevent? 4. Why shouldn’t you stand on the top step of a ladder? 5. Why do we read safety stickers?

CULTURE NOTE In emergencies, dial 911 for help.

B Write. Complete the paragraph. Words can be used more than once. accidents

ladder

safe

safety

shelf

should

shouldn’t

1 Check your understanding

tool belt

Be Careful in the Workplace!

Don’t have accidents at work. Always read the 1

, wear a

equipment. When you climb a ask someone to help you. You

3 5

.When you carry heavy items,

carry a lot of equipment. You

What What What Read

is the main idea of the warning label? does it say to avoid? does it say to use? the paragraph about John. Do you think he read the warning label? Why or why not?

stand 6

stand on the

on the steps. You

1. 2. 3. 4.

stickers on your tools and 2

. When climbing up or down, you 8

face the ladder. We want our workers to be

and healthy.

50 UNIT 4

College & Career Readiness (CCR) section builds critical thinking skills and uses informative texts to help master the more complex CCR standards.

Practice with process writing within the context of the unit supports students to meet the challenges of work and the classroom through academic and purposeful writing practice. UNIT 4

Lesson E Writing

D Write. Work with a partner. Read the sentences. Number the sentences in the correct order. 1. Yesterday, I cut my foot.

1 Before you write A Talk with a partner. What happened to this woman?

Lesson F Another view

3. Yesterday, I broke my leg.

It fell on my foot.

I fell off the ladder.

The knife fell.

I went to the hospital.

I was in the kitchen.

I was at the top of a ladder.

2. Yesterday, I sprained my ankle.

1 Life-skills reading Drug facts Realia 4.16R Active ingredient (in each tablet) Purpose Acetaminophen 325 mg . . . . . . . . . . . Design . . . . . . . will . . . . . . . . . . . . . Pain reliever

4. Yesterday, I hurt my back.

There was water on the floor.

I felt a terrible pain in my back.

I have to fill out an accident report.

I picked up a heavy box.

I slipped.

I have to see a doctor tomorrow.

rework

Uses Temporary relief of minor aches and pains Warnings Ask a doctor or pharmacist before use if you are taking a prescription drug. Ask a doctor before use if you have liver or kidney disease. When using this product, do not take more than directed. Can cause drowsiness. Keep out of reach of children.

2 Write Complete the accident report form. Use your imagination or write about a real accident. Use Exercises 1B and 1D to help you. 1.

Directions Adults and children 12 years and over: Take 2 tablets every 4 to 6 hours as needed. Do not take more than 8 tablets in 24 hours. Children under 12 years of age: Ask a doctor.

ACCIDENT REPORT FORM Employee name:

B Read the accident report.

Date of accident:

ACCIDENT REPORT FORM

Time:

A Read the questions. Look at the medicine label. Fill in the answer.

Type of injury:

Employee name: Komiko Yanaka

1. Why should you take this medicine?

How did the accident happen?

3. What does temporary mean?

for drowsiness

definite

Type of injury: cut foot

for aches and pains

unlimited

for kidney disease

a short time

How did the accident happen? Last night, I was in the kitchen. Every night,

for liver disease

a long time

Date of accident: September 13, 2018

Time: 9:00 p.m.

I cut vegetables. Last night, the knife fell and cut my foot. I had to go to the doctor. Signature:

Komiko Yanaka

C Write. Answer the questions about the accident report. 1. Who had an accident? Komiko Yanaka 2. When did the accident happen? 3. What was the injury? 4. How did the injury happen?

Signature: Date: 9/14/18

3 After you write A Read your form to a partner.

2. How many tablets should children under 12 take at one time?

Date: Your signature on a form makes it official. For a signature, use cursive writing. Don’t print.

Carl Stanley

4. How many tablets can an adult take in one day?

2 tablets

8 tablets

4 tablets

12 tablets

no tablets

24 tablets

none of the above

B Solve the problem. Which solution is best? Circle your opinion.

Carl Stanley

B Check your partner’s form.

John is a butcher. He cut his finger slicing meat. He needs to get it stitched. What should he do?

■ What was the injury? ■ What was the date of the accident? ■ Is there a signature on the form?

5. When did she sign the form? 52 UNIT 4

142 UNIT 4 College and Career Readiness

Complete an accident report form about an injury

UNIT 4 53

Easy-to-follow writing tips help students avoid common mistakes, improving their confidence.

1. Leave work immediately to go to the doctor.

3. Use a bandage from the first aid kit and go to the doctor after work.

2. Show his supervisor and ask what he should do.

4. Other:

54 UNIT 4

Explicit real-life skills practice using authentic document types builds document literacy. Prepares students for standardized tests by familiarizing them with bubble answer format. Visit our website: cambridge.org/esl | 17

Adult Education

3rd Edition

success STUDENT’S BOOK

STUDENT’S BOOK

give students asy access to audio mar videos for ed learning while g digital literacy.

3rd Edition

ency (ELP) develop the ommunity.

ng online practice t feedback helps derstand their reas. Teachers can track sk and check students’ ith just a few clicks.

3rd Edition

WORKBOOK

WORKBOOK Bitterlin, Johnson, Price, Ramirez, & Savage

Gretchen Bitterlin ∙ Dennis Johnson Donna Price ∙ Sylvia Ramirez K. Lynn Savage (Series Editor)

Workbook (print or online)

ISBN 978-1-108-92520-4

Bitterlin, Johnson, Price, Ramirez, & Savage

ion software allows re the Student’s es along with all the such as audio and ace-to-face or remote s.

Gretchen Bitterlin ∙ Dennis Johnson Donna Price ∙ Sylvia Ramirez K. Lynn Savage (Series Editor)

9 781108 925204 >

Ventures Transitions Third edition Listening lessons in the form of lectures and presentations develop valuable note-taking, summarizing, and critical thinking skills.

HIGH INTERMEDIATE TO LOW ADVANCED Transitions can be used for advanced NRS-level Adult Education classes as the highest level of the Ventures series or can be used in programs to support students looking to move on to academic studies.

2 Listening A Listen and answer the questions. 1. What are two types of job skills? 2. Which type is more important? CD1, Track 2

B Listen again. Take notes on the key information.

Topic: Two types of job skills A. 1. Definition:

CD1, Track 2

2. Examples:

The new edition helps students to strengthen their reading skills with even more rigorous reading passages and grammar for writing to improve their writing as well as their editing skills.

B. 1. Definition: 2. Examples:

Conclusion

What’s new in the Third Edition?

Listen again. Check your notes. Did you miss anything important?

C Exchange notes with a partner. Do the notes answer these questions?

• Grammar for writing strengthens writing skills with a lesson focusing specifically on grammar for writing.

1. What are hard skills? 2. What are soft skills? 3. Which type of skill is more important?

D Discuss. Talk with your classmates. 1. What kind of job do you want to have in the future? 2. Which hard and soft skills will you need?

• Enhanced readings help develop reading skills and vocabulary to meet WIOA standards.

3. What do you plan to do in order to get the skills you need?

All new grammar lesson focusing on grammar for writing in each unit.

• Expanded Workbook provides extra practice to reinforce lessons taught in the Student’s Book with two pages of additional activities in the new expanded Workbook.

Listen for and identify types of job skills

UNIT 1 3

9781108449595u01_p002-013.indd 3

09/06/20 10:02 AM

UNIT 1

Lesson C Verb Tenses

3 Practice Rewrite each sentence. Use the tense indicated in parentheses.

• Complete Teacher’s Edition enables teachers to prepare for class with ease using detailed teaching notes for every lesson and additional teaching tips in the interleaved Teacher’s Edition.

1. David had difficulty achieving his goal. (future) David

1 Grammar focus: Review of verb tenses

will have difficulty achieving his goal.

2. Have they gone to work? (past)

Use simple present tense for general truths, habitual events, and permanent situations. Use simple past tense for things that happened before now. Use present perfect tense for things that started in the past but continue to the present, and things that happened at a non-specific time. Use simple future tense for things that haven’t happened yet.

3. Every student has taken that vocational class. (present) 4. Does Cindy know the names of the medications? (past) 5. The vocational counselors will help me. (present perfect)

Are you currently employed?

Yes, I’m a cashier in a restaurant.

How many hours do you work?

I work 36 hours a week.

6. Will that be a transferable skill? (present)

Simple Present

• Digital Workbook allow teachers to track students’ progress and time-on-task with self-grading activities for extra practice.

What was your last position?

I was a salesclerk.

Where did you work?

I worked at a small gift shop.

Present Perfect

How long have you been at your current job? Have you ever worked for this company?

I’ve been at my current job for 14 months. No, I’ve never worked for this company before.

Simple Future

When will you be available to work?

I’ll be available at the end of this month.

7. Carol’s coworkers love her enthusiasm. (future) 8. Did some of you start the assignment? (present perfect)

Watch

Simple Past

4 Edit Find and correct eight mistakes with verb tenses in the following paragraph. had Frank has never have a regular job, but he makes good money. For the last three years he been a travel blogger. How do travel bloggers make money? They travel to interesting destinations and they writing about their adventures and post photos. Good bloggers can have many thousands of followers. Advertisers often paying to have banner ads on travel websites. Sometimes hotels offers money and free lodging to a blogger for writing good reviews of the hotel. Last year Frank traveled to Southeast Asia, India, and China. He stayed in many different hotels and inns and write about his experiences

2 Notice

each day. To develop his skills, last spring Frank takes two online courses – a writing class and a photography class. Currently Frank has over 30,000 followers. He says, “By next year I’ll had

Look at the following job application questions. Notice the tense. On the line before the question, write Present, Past, PP (present perfect) or F (future). Underline the word or words that indicate the tense.

Past

60,000 followers.”

5 Collaborate and write

1. When did you come to this country? 2. Have you completed your high school education?

Work in groups of three. Ask and answer the questions in Exercise 2. Together, write a paragraph about one person in your group. Write 6–8 sentences. Include at least one sentence from each of the four verb tenses in this lesson.

3. Were you employed in your native country?

is a student in this class.

4. What kind of vocational training have you had? 5. What technical skills do you have? 6. Have you ever worked as part of a team? 7. Did you ever supervise other employees? 8. What are your career goals? 9. What will you need to do to achieve your goals? 10. Where will you be five years from now? 6

UNIT 1

9781108449595u01_p002-013.indd 6

Practice activities have students notice the structure, write sentences with it, and recognize and correct mistakes in a paragraph.

18 | Contact your ESL Specialist: 888-ESL-BUZZ (375-2899)

Use simple present, simple past, present perfect and simple future

09/06/20 10:02 AM

9781108449595u01_p002-013.indd 7

UNIT 1 7

09/06/20 10:02 AM

Collaborative activities give students an opportunity to write an original paragraph using the structure they learned in the lesson.

Adult Education

Digital Resources on Cambridge One Teacher Digital Pack includes:

Teacher Resources

Presentation Plus

• All resources in one convenient location on Cambridge One – no more searching for files in multiple locations.

• Student’s Book content to stream online so there’s no need to download a big file or worry about a firewall that may prevent you from installing an application.

• Reproducible supplementary materials for in-class assessment, activities for the entire class, and group work. • Over a thousand pages of additional, easy-to-find material, including a variety of worksheets and lesson plans.

• Videos with subtitles and audio that can be slowed down or sped up depending on the situation.

Teacher Support Videos and Guides • Videos and guides to help you navigate Ventures in Cambridge One

Online Tests • Self-graded online unit, mid-term, and final tests to help you assess your students more easily. • Accessible and convenient to access on a computer, tablet or a smartphone. Teacher’s Edition and Printable Tests • Teacher’s Edition PDF includes lesson plans and teaching tips • Printable tests in PDF and Word to administer in class. For other digital resources, see pages 12–13.

Energize your classroom with Kahoot! quizzes for Ventures. With game-based learning, practice and formative assessment can be fun and engaging. See pages 56–57 for details. The digital resources

Presentation Plus

cambridge.org/kahoot/ventures

eBook

Ventures Third edition Student's Book Workbook Literacy Workbook Teacher’s Edition Class Audio CDs (2) Presentation Plus eBook

Digital Workbook

Online Teacher Resources

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

Kahoot! Quizzes

Level 1 978-1-108-44955-7 978-1-108-45053-9 – 978-1-108-68985-4 978-1-108-44920-5

Level 2 Level 3 978-1-108-44956-4 978-1-108-44957-1 978-1-108-45000-3 978-1-108-45056-0 – – 978-1-108-66609-1 978-1-108-63615-5 978-1-108-44921-2 978-1-108-44922-9 Contact your Cambridge representative cambridge.org/USELT/eBooks

Level 4 978-1-108-44958-8 978-1-108-45062-1 – 978-1-108-68517-7 978-1-108-44923-6

Transitions 978-1-108-92520-4 978-1-108-92521-1 – 978-1-108-92524-2 978-1-108-92525-9

Price $28.20 $18.80 $18.80 $90.40 $46.60

Price $33.60 $33.60 $33.60 $43.20

Value packs Literacy Value Pack (Student's Book/Literacy Workbook) Value Pack (Student's Book/Workbook) NEW Digital Value Pack (Student's Book/Digital Workbook) Super Value Pack (Student's Book/Workbook/Digital Workbook) Classroom Pack (25 Student's Books & Workbooks/Class Audio CDs/Teacher's Edition / Career Pathways Worksheets) Institutional Student’s Digital Pack Code (available January 2022)

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$20.00

Shell course with tests available for Canvas. Contact your Cambridge representative for details.

Value packs Save more with these special offers • Value Pack with Student’s Book and Workbook for $33.60 • NEW Digital Value Pack with Student’s Book and Online Workbook for $33.60 • Classroom Pack with 25 Student’s Books & Workbooks, Class Audio CDs, Teacher’s Edition, and Career & Educational Pathways Worksheets for $728.40 • Institutional Student’s Digital Pack Codes $20.00

Visit our website: cambridge.org/esl | 19

Integrated Series

BECAUSE ONLINE TEACHING HAS EVOLVED This flexible online course for adults combines independent learning with synchronous teacher-led lessons to get students speaking with confidence.

To find out more turn to page 24

20 | Contact your ESL Specialist: 888-ESL-BUZZ (375-2899)

Integrated Series Overview

Levels

Proficiency Includes Digital

Evolve page 22

• Smartphone-friendly activities

Get students speaking with confidence. Covers all skills and focuses on the most effective and efficient ways to progress in English.

RICHARDS

• Video program

• Class audio

WITH DIGITAL PACK

Digital Workbook:

FIFTH EDITION

Mobile-friendly activities to practice new language and skills from every unit.

assages 2 C1

INTRO STUDENT’S BOOK WITH DIGITAL PACK

the ith

Beginner to Advanced

• eBook with Audio and Video • Online Teacher Training Module • Test Generator • Classroom Presentation

FIFTH EDITION

ludes:

NEW Evolve Digital page 24

glish course.

Integrated Series

Fully online course.

Beginner to Advanced

• NEW Digital Workbook

intro

• NEW eBook with Audio

Interchange page 26

Student’s Book With Digital Pack

Jack C. Richards

Proven and popular integrated skills syllabus with an emphasis on speaking and listening.

Beginner to Intermediate

• Online Teacher Training Module • Classroom App • Online Placement Test • Classroom Presentation • Canvas Tests

Four Corners page 30 Richards & Sandy

vel

Jack C. Richards & Chuck Sandy

ncludes: • Video program

book

• Class audio

Passages

Digital Workbook:

CEFR-informed syllabus with Can-do statements to benchmark students’ progress.

Beginner to Intermediate

• Online Workbook • Classroom Presentation • Online Teacher Training Module

WITH DIGITAL PACK

Third Edition

Mobile-friendly activities to practice new language and skills from every unit.

• NEW Digital Workbook

Student’s Book 1 with Digital Pack

of the k with

ords meaningful

Student’s Book

Passages page 29 Proven and popular integrated skills syllabus with an emphasis on discussion and oral fluency.

High Intermediate to Advanced

• NEW eBook with Audio • Online Teacher Training Module • Assessment Audio CD/CD-ROM • Online Placement Test • Classroom Presentation

• Online Practice

Touchstone page 33

Linguaskill is a quick and convenient online test to help institutions check their students’ level of English. For more information visit: cambridgeenglish.org/linguaskill

Intermediate

Upper Intermediate

Advanced

B1+

Doff, Thaine, Puchta, Stranks, Lewis-Jones

diate

A1 STARTER STUDENT’S BOOK WITH EBOOK

Effective English language testing for success

AMERICAN EMPOWER

American Empower is a recommended course for Linguaskill preparation.

AN AMERIC ER

Corpus-informed, research-based syllabus with an inductive learning methodology in a blended learning approach.

Beginner to Advanced

T’S BOOK STUDEN OOK

A1 STARTER

Adrian Doff, Craig Thaine, Herbert Puchta, Jeff Stranks, Peter Lewis-Jones

• Online Placement Test

• Digital Workbook

NEW American Empower page 34 A general English course that includes validated assessment from the experts at Cambridge Assessment English.

• Assessment CD-ROM • Classroom Presentation

EMPOW WITH EB

• Online Teacher Training Module

Beginner to Advanced

• eBook with Audio • Online Teacher Training Module • Online Assessment • Classroom Presentation Visit our website: cambridge.org/esl | 21

Integrated Series

Speaking Matters

Get in touch

Audio

Video

Order eSample

Scope & Sequence

Explore the Course

Watch a video overview and download sample content to find out how this versatile course could work for you.

DISCOVER MORE!

cambridge.org/evolve

Lindsay Clandfield, Ben Goldstein, Leslie Anne Hendra, Mark Ibbotson, Ceri Jones, Philip Kerr, Kathryn O’Dell Beginner to Advanced 6 Levels Finalist British Council ELTons Awards 2020 | Excellence in Course Innovation Evolve is a versatile general English course that gets students speaking with confidence.

UNIT OBJECTIVES

say what things are made of talk about where things come from question or approve of someone’s choices write feedback about company products design a commercial

■ ■ ■

• Student Books for all levels available in print and as eBooks with audio, video and note-taking tools.

■ ■

WHY WE BUY

10.1

• Digital workbooks provide interactive activities for every unit, plus grammar videos and vocabulary presentations for reference or flipped lessons.

VOCABULARY: Describing materials

2.28 PAIR WORK Listen and say the words for materials. Then look at the picture. Which of these materials do you see? What other things do we wear that use these materials?

cotton polyester

What makes Evolve special?

• Dedicated speaking lessons based on immersive tasks that really get students talking.

22 | Contact your ESL Specialist: 888-ESL-BUZZ (375-2899)

metal wool

plastic

fragile soft

hard strong

heavy warm

light waterproof

INSIDER ENGLISH

Now go to page 150. Do the vocabulary exercises for 10.1.

LANGUAGE IN CONTEXT

Read the text from a clothing company’s website. What questions does it ask? Which ones can you answer?

Read again. Which material is more environmentally friendly: cotton or polyester? Why?

We use -friendly with a noun to say that something is not harmful or that it’s appropriate for a specific group of people. Common expressions with -friendly are eco-friendly, budgetfriendly, family-friendly, customerfriendly, and earth-friendly.

Eco

Shopping cart Men

Kids

Sale

About us

Are your clothes “green”?

For many of the things we buy, like paper products and cars, we know what’s green and what’s not. That knowledge helps us make eco-friendly choices. Our goal at Eco Stitch is to help you do the same with your clothing. Unless you’re wearing that wool sweater your grandmother knitted, you might not know what your clothes are made of. The names of the materials are written on the labels, but have you ever looked at them? Most people are interested in how fashionable the clothes are, not whether they’re cotton or polyester.

START SPEAKING A

Imagine you’re in this store. Would you buy any candy? What kinds? You can go online to learn the words for different kinds of candy in English.

How did you decide which candy to buy, and how much? Do you think the child is choosing his candy for the same reasons? Do you think adults and children make decisions about what to buy for the same reasons? Why or why not?

Think of something you bought recently. Explain why you decided to buy it. For ideas, watch Andrea’s video.

FIND IT

• Peer models and content from real students that help to motivate and engage. • Digital, mobile-friendly content that can be used in a variety of teaching situations, from classrooms to fully remote.

leather wood

Listen and say the adjectives. Which are opposites? Which describe something the man is wearing?

Women

• Professional development ideas are integrated into every unit of the Teacher’s Edition, offering opportunities to reflect and to try out new teaching ideas.

glass stone

say what things are made of

2.29

artificial natural C

• A downloadable remote teaching guide supports teachers working with students online or in blended classes.

■

• Presentation Plus allows teachers to deliver the course content at the front of class or online for remote lessons.

LESSON OBJECTIVE

GREEN CLOTHES

Even if you know what materials you’re wearing, do you know how eco-friendly they are? Cotton is taken from plants, and because it’s natural, many people think it is more environmentally friendly than polyester, which is artificial. However, a lot of chemicals are used by most cotton farmers, and large amounts of water are needed, too. Meanwhile, polyester is often made from recycled plastic bottles. It’s also warmer and GLOSSARY lighter than cotton, so less material is needed! green (adj) environmentally-friendly We’re here to help you make the best choices for you. LEARN MORE.

eco-friendly (n) good for the environment

What did Andrea buy? Were any of her reasons similar to yours?

Do you know what materials your clothes are made of? Is it important to you? For ideas, watch Angie’s video. PAIR WORK

See also

Student eBooks with audio and video • All of the Student’s Book content in a digital format for mobile devices and laptop/desktop computers.

Looking for a CEFR-aligned test of general or business English? Linguaskill is a quick and convenient online test that’s easy to administer and aligned to international standards. Page 36

• Integrated audio plus ‘real student’ and ‘expert speaker’ videos make it easy to review content at the touch of a button.

Official Quick Guide to Linguaskill Page 83

• Note-taking and highlighting tools make it simple to personalize the eBooks and keep a record of notes and answers.

The digital resources

• Grammar videos and vocabulary presentations deliver additional content for reference or flipped lessons.

Presentation Plus

eBook with Audio and Video

Evolve Student’s Book with eBook and Practice Extra Digital Workbook* Student’s Book* Workbook with Audio* Full Contact* Class Audio CDs Teacher's Edition with Test Generator Video Resource Book and DVD Presentation Plus

Practice Extra Digital Workbook

Video

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

Downloadable Test Generator Teacher Training Audio cambridge.org/training

Level 2 978-1-108-40526-3 978-1-108-40524-9 978-1-108-40898-1 978-1-108-41446-3 978-1-108-41202-5 978-1-108-40516-4 978-1-108-40788-5

Level 3 Level 4 978-1-108-40528-7 978-1-108-40532-4 978-1-108-40527-0 978-1-108-40531-7 978-1-108-40900-1 978-1-108-40901-8 978-1-108-41447-0 978-1-108-41449-4 978-1-108-41203-2 978-1-108-41204-9 978-1-108-40517-1 978-1-108-40518-8 978-1-108-40793-9 978-1-108-40795-3 Contact your Cambridge representative

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Price $52.20 $37.20 $20.20 $54.20 $64.40 $97.80 $26.60

*Available in split volume editions. Full Contact includes Student’s Book, Workbook, and Video Resource Book with DVD **Student eBooks and Digital Packs are available to purchase separately, without the printed books. Contact your Cambridge representative for more information. For access to student resources on Cambridge One, please use the code printed in the Student’s Book. To access the Teacher Digital Pack, please contact your Cambridge representative.

Visit our website: cambridge.org/esl | 23

Integrated Series

Visit the website to see how this online course meets your remote and hybrid teaching needs.

cambridge.org/EvolveDigital

DISCOVER MORE!

Get in touch

NEW David Baker, Kenna Bourke, Lindsay Clandfield, Ben Goldstein, Leslie Anne Hendra, Mark Ibbotson, Ceri Jones, Philip Kerr, Kathryn O’Dell, Chris Speck Beginner to Advanced

6 Levels

Evolve Digital is a flexible online course that combines independent learning with synchronous teacher-led lessons to get students speaking with confidence. Expectations around online language courses have evolved rapidly in recent years and our insights-led approach to content development has helped us create a course that meets the changing needs in language schools and higher education institutions. Simplicity, flexibility, success • The simplicity of the online course makes it easy for your adult and young adult students to learn autonomously, while saving you valuable time on marking and administrative tasks. • The combination of online content, alongside ready-made teaching materials, gives you the flexibility to deliver your online English course in a variety of ways, using any kind of digital device. • Our expertise in course design and testing ensures that language learning success is made visible through carefully integrated assessment and progress reporting.

24 | Contact your ESL Specialist: 888-ESL-BUZZ (375-2899)

Video

cambridge.org/tbc

Integrated Series

Because online teaching has evolved What makes Evolve Digital special? • Studying online can sometimes feel very lonely, so we have included ‘real teacher’ content to help guide and motivate students through their independent learning. This includes videos at the start and end of each unit, and lots of friendly support throughout. • Timely, relevant and helpful feedback is also key to keeping students motivated. This needs to go beyond marking answers right and wrong, so we’ve incorporated regular feedback that also explains the answers. • The independent, online learning can be supported with synchronous lessons. Ready-made teaching materials and guidance will help you make the most of this valuable time with your students. • Regardless of where and how they’re studying, we know that students consider their ability to speak as evidence of their progress in English. The course therefore makes use of the latest speech recognition technology, building students’ confidence to interact in real world scenarios. • The repetitive nature of some online courses can lead to high drop-out rates and poor results. Evolve Digital keeps students motivated with plenty of variety in language input and practice activities, making the most of multimedia to sustain engagement and get the very best outcomes. Digital pedagogy you can trust • The online course materials are expertly designed for independent, self-paced learning, covering all four skills and providing instruction and guidance as well as practice and production opportunities. • Ready-made synchronous lessons include instructions for delivery online or in a physical classroom, so virtual lessons can be as successful as traditional ones. • Online quizzes for each unit, as well as mid-term and end-of-course tests, help both students and their teachers measure progress and success.

See also

Looking for a CEFR-aligned test of general or business English? Linguaskill is a quick and convenient online test that’s easy to administer and aligned to international standards. Page 36 Official Quick Guide to Linguaskill Page 83

The digital resources

Online Video

Evolve Digital Student’s Course Student’s Course Split A Student’s Course Split B

Online Audio

Online Tests

Online Teacher’s Course Companion

Level 1 978-1-009-10148-6 978-1-009-10149-3 978-1-009-10150-9

Level 2 978-1-009-10157-8 978-1-009-10158-5 978-1-009-10159-2

Level 3 978-1-009-10168-4 978-1-009-10169-1 978-1-009-10170-7

Level 4 978-1-009-10177-6 978-1-009-10178-3 978-1-009-10179-0

Level 5 978-1-009-10186-8 978-1-009-10187-5 978-1-009-10188-2

Level 6 978-1-009-10102-8 978-1-009-10103-5 978-1-009-10104-2

Price $38.80 $20.80 $20.80

Student Courses are an 18-month subscription from date of activation on Cambridge One. Student Course split levels are a 9-month subscription from date of activation on Cambridge One. Prices available on request. Please contact your Cambridge representative. Levels 1, 2 and 3 available from January 2022 Level 4 available from August 2022 Levels 5 and 6 available from January 2023 For access to the Online Teacher’s Course Companion and the tests, please contact your Cambridge representative.

Visit our website: cambridge.org/esl | 25

Integrated Series RICHARDS

FIFTH EDITION

What makes Interchange special?

Digital Pack includes:

•

The trusted methodology and proven

• eBook

• Video program

approach have helped millions of

• Digital Workbook

• Class audio

eBook:

Digital Workbook:

Digital version of the Student’s Book with audio.

Mobile-friendly activities to practice new language and skills from every unit.

students around the world learn English. •

Insights from thousands of teachers ensure that the topics and activities

WITH DIGITAL PACK

in the fifth edition are right for today’s students and today’s classrooms. •

FIFTH EDITION

The fifth edition features new content and a refreshed design of the flexible unit structure that teachers and students love.

•

The clear communicative approach delivers results and helps students become confident speakers of English right from the beginning.

cambridgeone.org downloadable resources

Intro

Level 1

CEFR level:

Level 2

Level 3 B1

Passages 1

Passages 2

Interchange helps you create Better Learning experiences in your classroom.

INTRO STUDENT’S BOOK WITH DIGITAL PACK

ISBN 9781009040556 ∙ IC5 ∙ Intro - Student’s Book with Online Self-Study and Online Workbook

CMYK

The world’s favorite English course.

intro Student’s Book

What is Better Learning? Insights Content

With Digital Pack

It’s a continuous cycle where our insights shape content that drives results.

Jack C. Richards

Building brighter futures together Results

Find out more at: cambridge.org/betterlearning

Get in touch

Audio

Video

Order eSample

Scope & Sequence

Explore the Course

DISCOVER MORE!

Watch a video overview and download sample content, audio, video and free resources, including a guide to teaching Interchange remotely.

cambridge.org/interchange

Jack C. Richards with Jonathan Hull and Susan Proctor Beginner to Intermediate 4 Levels* More than 50 million students have learned to speak English with the help of Interchange.

Now on Cambridge One!

Key features • Students speak from the very beginning and this helps to build their confidence, thanks to the tried and true communicative methodology.

• Interchange Fifth edition has upgraded to our new digital learning environment, Cambridge One. Discover easy access to all teaching and learning materials, in one place and across multiple devices for a new and improved experience. Find out more at cambridge.org/interchange

• A proven syllabus with an easy to follow approach enables busy teachers to teach well and get the results their students expect.

Student Digital Pack includes:

• A flexible unit structure makes it easy for teachers to personalize each lesson, giving students the support they need to speak confidently.

• eBook with Audio

• Video Program

• Digital Workbook

• Class Audio

What’s new for the Fifth edition? • 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. • New Listenings and new Readings, updated with fresh, modern topics. • 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.

*Extendable to 6 levels with Passages. See page 29.

26 | Contact your ESL Specialist: 888-ESL-BUZZ (375-2899)

Digital Workbook • Mobile-friendly activities to practice new language and skills from every unit. eBook • Digital version of the Student’s Book with Audio.

Integrated Series

The world’s most popular English course

students around the world learn English. •

Insights from thousands of teachers

unit structure that teachers and students love. The clear communicative approach delivers results and helps students become confident speakers of English right from the beginning.

Digital version of the Student’s Book with audio.

Mobile-friendly activities to practice new language and skills from every unit.

cambridgeone.org downloadable resources

CEFR level:

Intro

Level 1

Level 2

Level 3 B1

Passages 1

Passages 2

Interchange helps you create Better Learning experiences in your classroom.

Student’s Book With Digital Pack Insights

What is Better Learning?

Insights from thousands of teachers ensure that the topics and activities in the fifth edition are right for today’s students and today’s classrooms.

•

The fifth edition features new content and a refreshed design of the flexible unit structure that teachers and students love.

•

Content

Building brighter futures together with Jonathan Hull and Susan Proctor Results Find out more at: cambridge.org/betterlearning

• Video program • Class audio

WITH Digital Workbook: DIGITAL PACK

eBook:

The clear communicative approach

Digital version of the Student’s Book with audio.

Mobile-friendly activities to practice new language and skills from every unit.

cambridgeone.org downloadable resources

CEFR level:

Intro

Level 1

Level 2

Level 3 B1

Passages 1

Passages 2

Interchange helps you create Better Learning experiences in your classroom.

Student’s BookWhat is Better Learning? Insights With Digital Pack

It’s a continuous cycle where our insights

shape content that drives results. Jack C. Richards

• eBook • Digital Workbook

delivers results and helps students become confident speakers of English right from the beginning.

Content

It’s a continuous cycle where our insights shape content that drives results.

Jack C. Richards

FIFTH EDITION

Digital Pack includes:

approach have helped millions of students around the world learn English. •

Building brighter futures together

Results

Find out more at: cambridge.org/betterlearning

with Jonathan Hull and Susan Proctor

STUDENT’S BOOK 3 WITH DIGITAL PACK

•

What makes Interchange special?

FIFTH EDITION • The trusted methodology and proven

WITH DIGITAL PACK

FIFTH EDITION

WITH Digital Workbook: DIGITAL PACK

The fifth edition features new content and a refreshed design of the flexible

The world’s favorite English course. CMYK

• Video program • Class audio

eBook:

ensure that the topics and activities in the fifth edition are right for today’s students and today’s classrooms. •

• eBook • Digital Workbook

ISBN 9781009040754 ∙ IC5 ∙ Level 3 - Student’s Book with Online Self-Study and Online Workbook

CMYK

Digital Pack includes:

The trusted methodology and proven approach have helped millions of

STUDENT’S BOOK 2 WITH DIGITAL PACK

ISBN 9781009040693 ∙ IC5 ∙ Level 2 - Student’s Book with Online Self-Study and Online Workbook

•

RICHARDS, HULL & PROCTOR

The world’s favorite English course. What makes Interchange special? FIFTH EDITION

FIFTH EDITION

Mobile-friendly activities to practice new language and skills from every unit.

STUDENT’S BOOK 1 WITH DIGITAL PACK

Digital Workbook:

FIFTH EDITION

ges 2

• Video program • Class audio

RICHARDS, HULL & PROCTOR

ish course.

es:

Student’s Book With Digital Pack

Jack C. Richards with Jonathan Hull and Susan Proctor

Easy-to-use resources for busy teachers • The Teacher’s Edition comes with a full test package, including placement test, quizzes, mid-term tests, final tests, and even customizable versions! • Save time with hundreds of ready-made activities and worksheets, with tips on how to integrate them into your lessons available on cambridge.org/one

“I strongly believe that our institution’s success is due to our consistency and the support we have gotten from the book.” Andres Paredes

Remote teaching guide • How to teach remotely with Interchange, available as a free download from the website, supports teachers working with the course and our digital resources in a virtual classroom.

DOWNLOAD SAMPLE UNIT cambridge.org/interchange

Visit our website: cambridge.org/esl | 27

Integrated Series Everything you need, all in one place All teacher resources for Interchange can be found on Cambridge One. • Presentation Plus

FREE Interchange Classroom app

• Digital Workbook

• Extend the course material with polling, surveys, and picture prompts to get students speaking even more.

• Teacher Resources • Worksheets • Complete testing program

• Easy to use and allows the teacher to remain in control.

• Class Audio • Video program

Try it!

• Teacher’s Manual cambridge.org/interchange/digital

• Teacher support material

See also

The digital resources

Presentation Plus

Digital Workbook

Classroom App Downloadable Audio

Interchange Fifth edition NEW Student's Book with eBook NEW Student's Book with Digital Pack Workbook NEW Full Contact with Digital Pack Class Audio CDs (3) Class Audio Download (All Levels) Teacher's Edition with Complete Assessment Program Presentation Plus Interchange Online Placement Test Interchange Classroom App Split editions NEW Student's Book A with eBook NEW Student's Book B with eBook NEW Student's Book A with Digital Pack NEW Student's Book B with Digital Pack Workbook A Workbook B NEW Full Contact A with Digital Pack NEW Full Contact B with Digital Pack

Video

Intro 978-1-009-04041-9 978-1-009-04055-6 978-1-316-62237-7 978-1-009-04058-7 978-1-316-62221-6 978-1-316-62241-4

Intro 978-1-009-04042-6 978-1-009-04043-3 978-1-009-04056-3 978-1-009-04057-0 978-1-316-62239-1 978-1-316-62240-7 978-1-009-04059-4 978-1-009-04062-4

Online Teacher Training Placement Test cambridge.org/training

Level 1 Level 2 978-1-009-04044-0 978-1-009-04049-5 978-1-009-04063-1 978-1-009-04069-3 978-1-316-62247-6 978-1-316-62269-8 978-1-009-04066-2 978-1-009-04072-3 978-1-316-62226-1 978-1-316-62228-5 cambridge.org/one 978-1-316-62268-1 978-1-316-62272-8 Contact your Cambridge representative Contact your Cambridge representative Download free from the App Store or Google Play Level 1 978-1-009-04047-1 978-1-009-04048-8 978-1-009-04064-8 978-1-009-04065-5 978-1-316-62254-4 978-1-316-62266-7 978-1-009-04067-9 978-1-009-04068-6

Level 2 978-1-009-04050-1 978-1-009-04051-8 978-1-009-04070-9 978-1-009-04071-6 978-1-316-62270-4 978-1-316-62271-1 978-1-009-04073-0 978-1-009-04074-7

*Full Contact includes Student’s Book with eBook, Workbook and Video Worksheets. For access to student resources on Cambridge One, please use the code printed in the Student’s Book. To access the Teacher Digital Pack, please contact your Cambridge representative.

28 | Contact your ESL Specialist: 888-ESL-BUZZ (375-2899)

Level 3 978-1-009-04052-5 978-1-009-04075-4 978-1-316-62276-6 978-1-009-04079-2 978-1-316-62230-8

Price $39.80 $54.20 $21.60 $75.90 $76.80

978-1-316-62280-3

$63.00

Level 3 978-1-009-04053-2 978-1-009-04054-9 978-1-009-04077-8 978-1-009-04078-5 978-1-316-62277-3 978-1-316-62279-7 978-1-009-04080-8 978-1-009-04081-5

Price $21.60 $21.60 $29.80 $29.80 $11.80 $11.80 $41.80 $41.80

Integrated Series

The perfect follow-up to Interchange and Four Corners! • Class audio

Passages is a two-level, four-skills course for high-intermediate and advanced students.

Digital Pack includes:

The fresh look, revised content, and powerful new digital resources ensure students remain engaged and motivated for success.

• Digital Workbook

• eBook

• Class audio Digital Workbook:

eBook:

Passages will open the door for students to communicate with greater fluency and proficiency through:

WITH DIGITAL PACK

• more sophisticated real-world grammar and vocabulary, • more thought-provoking discussions and academic writing activities, • more challenging listening and reading comprehension topics.

Mobile-friendly activities to practice new language and skills from every unit.

PERFECT PARTNERS Passages pairs with Interchange or Four Corners for a complete 6-level solution! CEFR A1 A2 B1 B1+ B2 C1

1 2

Make your words meaningful

Student’s Book What is Better Learning?

Insights

Content

WITH DIGITAL PACK

It’s a continuous cycle where our insights shape content that drives results.

Building brighter futures together

Student’s Book 2 with Digital Pack

Student’s Book 1 with Digital Pack

Digital version of the Student’s Book with audio.

cambridgeone.org downloadable resources

Jack C. Richards & Chuck Sandy

• Video program

Third Edition

Mobile-friendly activities to practice new language and skills from every unit.

Jack C. Richards & Chuck Sandy Taking English to a whole new level

Passages

Digital Workbook:

Passages

ningful

• Video program

Richards & Sandy

es:

Student’s Book

Results

Find out more at: cambridge.org/betterlearning

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

Now on Cambridge One!

• Discussions, academic writing activities and challenging topics for listening and reading activities.

• Passages has upgraded to our new digital learning environment, Cambridge One. Discover easy access to all teaching and learning materials, in one place and across multiple devices for a new and improved experience. Find out more at cambridge.org/passages

Lots of grammar and vocabulary practice • Grammar and vocabulary in every lesson, ‘Grammar Plus’ and ‘Vocabulary Plus’ sections at the back of the Student’s Book.

eBook

Compelling, real-world video

• Digital version of the Student’s Book with Audio.

• Thematically linked to unit topics to reinforce target language through realistic sources such as news reports, documentaries and interviews.

Digital Workbook

Complete Testing Program on Cambridge One

• Mobile-friendly activities to practice new language and skills from every unit.

• Ready-to-print quizzes and tests, with audio. • Lesson plans and answer keys. Presentation Plus classroom tool • 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. Remote teaching guide • How to teach remotely with Passages, available as a free download from the website, supports teachers working with the course and our digital resources in a virtual classroom. cambridge.org/passages

Passages Third edition NEW Student’s Book with eBook NEW Student’s Book with Digital Pack Workbook Teacher’s Edition with Assessment Audio CD/CD-ROM Class Audio CDs (3) NEW Full Contact with Digital Pack* Video Program DVD Presentation Plus

Level 1 Level 2 978-1-009-04061-7 978-1-009-04083-9 978-1-009-04086-0 978-1-009-04092-1 978-1-107-62725-3 978-1-107-62726-0 978-1-107-62768-0 978-1-107-62766-6 978-1-107-62754-3 978-1-107-62749-9 978-1-009-04089-1 978-1-009-04095-2 978-1-107-62762-8 978-1-107-62764-2 Contact your Cambridge representative

Split editions NEW Student’s Book A with eBook NEW Student’s Book B with eBook NEW Student’s Book A with Digital Pack NEW Student’s Book B with Digital Pack Workbook A Workbook B NEW Full Contact A with Digital Pack NEW Full Contact B with Digital Pack

Level 1 978-1-009-04076-1 978-1-009-04082-2 978-1-009-04087-7 978-1-009-04088-4 978-1-107-62718-5 978-1-107-62720-8 978-1-009-04090-7 978-1-00-904091-4

Level 2 978-1-009-04084-6 978-1-009-04085-3 978-1-009-04093-8 978-1-009-04094-5 978-1-107-62734-5 978-1-107-62780-2 978-1-009-04096-9 978-1-009-04097-6

Price $39.80 $54.20 $17.20 $61.00 $70.60 $76.00 $191.20 Price $21.60 $21.60 $29.80 $29.80 $11.40 $11.40 $41.80 $41.80

Visit our website: cambridge.org/esl | 29

Integrated Series

Second Edition

Get in touch

Audio

Video

Order eSample

Scope & Sequence

Explore the Course

DISCOVER MORE!

Watch a video overview and download sample content, audio and free resources, including a guide to teaching Four Corners remotely.

cambridge.org/fourcorners

Jack C. Richards and David Bohlke Beginner to Intermediate 4 Levels* Four Corners Second edition combines effective, communicative methodology with a practical, ‘can-do’ approach. The course has a fresh design with a real-world feel that students can relate to. The Readings and vocabulary cover, relevant topics such as mobile apps and fake news. This means students will be well equipped to understand the language they are likely to encounter outside of the classroom. Remote teaching guide • How to teach remotely with Four Corners, available as a free download from the website, supports teachers working with the course and our digital resources in a virtual classroom.

Communication

Can-do

• A manageable grammar and vocabulary syllabus provides a firm foundation for effective written and spoken communication.

• ‘Can-do’ statements in every lesson, linked to the Common European Framework of Reference (CEFR), help students measure the progress they are making.

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.

Confidence • ‘Interactions’ lessons and personalized speaking activities give students the language they need to speak with confidence in everyday situations.

Super Value Pack • Student’s Book with Online Self-study and Online Workbook, Workbook, Class Video and Video Activity Worksheets ONLY $44.20! Also available in split editions – $23.80 DOWNLOAD SAMPLE UNIT cambridge.org/fourcorners

*Extendable to 6 levels with Passages. See page 29.

30 | Contact your ESL Specialist: 888-ESL-BUZZ (375-2899)

Integrated Series

The ‘can-do’ course with measurable results

Teacher’s Edition with Complete 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. Digital resources • 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.

The digital resources

Online Tools

Presentation Plus

Online Workbook

Online Self-Study

Downloadable Audio

Video

Four Corners Second edition Student's Book with Online Self-study Workbook Online Workbook Student's Book with Online Self-study and Online Workbook Pack Super Value Pack* Teacher’s Edition with Complete Assessment Program Full Contact with Online Self-study** Class Audio Download (All Levels) Presentation Plus

Level 1 978-1-108-65961-1 978-1-108-45950-1 978-1-108-70405-2 978-1-108-56045-0 978-1-108-69938-9 978-1-108-63367-3 978-1-108-64464-8

Level 2 Level 3 978-1-108-56021-4 978-1-108-55859-4 978-1-108-45958-7 978-1-108-45935-8 978-1-108-70412-0 978-1-108-70418-2 978-1-108-62849-5 978-1-108-61762-8 978-1-108-62489-3 978-1-108-56831-9 978-1-108-65228-5 978-1-108-55995-9 978-1-108-56039-9 978-1-108-55999-7 cambridge.org/fourcorners Contact your Cambridge representative

Level 4 978-1-108-55989-8 978-1-108-45942-6 978-1-108-70420-5 978-1-108-56025-2 978-1-108-56035-1 978-1-108-64434-1 978-1-108-56022-1

Price $30.80 $16.80 $15.80 $42.40 $44.20 $47.60 $47.60

Split editions Student's Book A with Online Self-study Student's Book B with Online Self-study Workbook A Workbook B Online Workbook A Online Workbook B Student's Book A with Online Self-study and Online Workbook A Pack Student's Book B with Online Self-study and Online Workbook B Pack Super Value Pack A (Full Contact A with Online Self-study and Online Workbook A) Super Value Pack B (Full Contact B with Online Self-study and Online Workbook B) Full Contact A with Online Self-study Full Contact B with Online Self-study

Level 1 978-1-108-56048-1 978-1-108-64936-0 978-1-108-45953-2 978-1-108-45955-6 978-1-108-70407-6 978-1-108-70410-6 978-1-108-56048-1 978-1-108-56399-4 978-1-108-62389-6 978-1-108-68987-8 978-1-108-59712-8 978-1-316-99950-9

Level 2 978-1-108-57070-1 978-1-108-62772-6 978-1-108-45959-4 978-1-108-45961-7 978-1-108-70414-4 978-1-108-70416-8 978-1-108-57586-7 978-1-108-62779-5 978-1-108-63874-6 978-1-108-65603-0 978-1-108-63454-0 978-1-108-68906-9

Level 4 978-1-108-55990-4 978-1-108-63118-1 978-1-108-45945-7 978-1-108-45946-4 978-1-108-70422-9 978-1-108-70424-3 978-1-108-56029-0 978-1-108-56032-0 978-1-108-60190-0 978-1-108-64797-7 978-1-108-56023-8 978-1-108-56024-5

Price $15.80 $15.80 $8.80 $8.80 $8.40 $8.40 $22.40 $22.40 $23.80 $23.80 $24.60 $24.60

Level 3 978-1-108-55980-5 978-1-108-55982-9 978-1-108-46076-7 978-1-108-45936-5 978-1-108-72915-4 978-1-108-72924-6 978-1-108-65810-2 978-1-108-67667-0 978-1-108-60870-1 978-1-108-56930-9 978-1-108-56013-9 978-1-108-56292-8

*Super Value Pack includes Full Contact with Online Self-study and Online Workbook **Full Contact includes Student’s Book with Online Self-study including Class Video, Workbook, and Video Activity Worksheets

Visit our website: cambridge.org/esl | 31

Integrated Series

Digital Pack on Cambridge One The course you know and love is now easier to use than ever – whether you’re teaching remotely or face-to-face.

Scan to find out more All teaching and learning material can be found in one place, making it convenient for you to manage resources and support tools. Students can easily access content they need using their mobile devices. cambridge.org/interchange/digital 32 | Contact your ESL Specialist: 888-ESL-BUZZ (375-2899)

Integrated Series

The ideal blended course for you and your students

Touchstone

Choose the best way to deliver the course with fully flexible blended learning: in class, online, or a blend of the two.The Online Course can be used in combination with the Student’s Book so any part of the course can be done in class or online. Or it can be used as a standalone 100% print or online course.

Michael McCarthy, Jeanne McCarten, and Helen Sandiford BEGINNER TO ADVANCED Touchstone, together with Viewpoint is an English program based on research from the Cambridge English Corpus. It presents natural language in authentic contexts.

50%

• Corpus research ensures that the language taught is the language people really use. • Conversation strategies enable students to interact with fluency and confidence.

50% 100% Online

100% Classroom

Viewpoint follows on from Touchstone for higher level learners. • Writing syllabus focuses on academic and professional writing. • Vocabulary syllabus helps students master essential words and collocations. Touchstone and Viewpoint Online Course Remote teaching guide

The rich and immersive online environment provides complete instruction and practice.

How to teach remotely with Touchstone, available as a free download from the website, supports teachers working with the course and our digital resources in a virtual classroom.

• Language is presented in short videos, so students can work at their own pace.

cambridge.org/touchstone2

• Blogs and forums provide freer practice, build student confidence, and improve fluency.

• ‘Figure it out’ tasks encourage students to work out how language is formed and used before it is presented. • Teachers can identify areas of strength and weakness at a class and individual level, leading to more effective class planning.

The digital resources

Online Tools

Presentation Plus

Online Workbook

Print edition Student's Book Workbook Teacher's Edition with Assessment Audio CD/CD-ROM Class Audio CDs Full Contact with DVD* Presentation Plus DVD-ROM Presentation Plus Site License Pack Video Program DVD Video Resource Book Touchstone and Viewpoint Placement Test Print and Online edition Student's Book with Online Workbook Student's Book with Online Course and Online Workbook Online Courses

Video

Online Course

Level 1 978-1-107-67987-0 978-1-107-63933-1 978-1-107-64223-2 978-1-107-61414-7 978-1-107-68330-3 978-1-107-65796-0

Online Teacher Training Placement Test cambridge.org/training

Level 2 978-1-107-68173-6 978-1-107-69037-0 978-1-107-62402-3 978-1-107-67757-9 978-1-107-65940-7 978-1-107-66049-6

Level 3 978-1-107-66583-5 978-1-107-64271-3 978-1-107-68094-4 978-1-107-63179-3 978-1-107-62794-9 978-1-107-66725-9

Level 4 Viewpoint Level 1 Viewpoint Level 2 Price 978-1-107-68043-2 978-0-521-13186-5 978-0-521-13189-6 $34.60 978-1-107-68275-7 978-1-107-60277-9 978-1-107-60631-9 $20.60 978-1-107-68151-4 978-1-107-60153-6 978-1-107-60156-7 $54.60 978-1-107-61272-3 978-1-107-63988-1 978-1-107-66132-5 $71.60 978-1-107-66152-3 – – $60.60 978-1-107-66349-7 978-1-107-62978-3 978-1-107-67577-3 $129.00 978-1-316-61551-5 978-1-316-61554-6 $1,107.20 – – – 978-1-107-64921-7 978-1-107-67990-0 $196.60 – – – Free Worksheets at cambridge.org/viewpoint $32.00 Download free from the Resources tab at cambridge.org/touchstone2 Level 1 Level 2 Level 3 Level 4 Viewpoint Level 1 Viewpoint Level 2 Price 978-1-107-66878-2 978-1-107-65055-8 978-1-107-68455-3 978-1-107-66652-8 978-1-107-56815-0 978-1-107-56841-9 $56.60 978-1-107-49861-7 978-1-107-49875-4 978-1-107-49882-2 978-1-107-49892-1 978-1-107-56790-0 978-1-107-56808-2 $65.60 Please contact your Cambridge University Press representative to talk about the Touchstone and Viewpoint online courses and how we can find the right solution for you

*Full Contact includes Student’s Book, Workbook, Video Activity Pages and DVD Split editions are also available. For a list of ISBNs, please see page 85.

Visit our website: cambridge.org/esl | 33

Integrated Series

A1 STARTER STUDENT’S BOOK WITH EBOOK Adrian Doff, Craig Thaine, Herbert Puchta, Jeff Stranks, Peter Lewis-Jones

American Empower is a recommended course for Linguaskill preparation. Linguaskill is a quick and convenient online test to help institutions check their students’ level of English.

Doff, Thaine, Puchta, Stranks, Lewis-Jones C M Y K

EMPOW OK NT’S BO STUDEOO K WITH EB

cambridge.org/americanempower

CEFR

Starter

Elementary

PreIntermediate

Intermediate

Upper Intermediate

Advanced

B1+

Doff, Thaine, Puchta, Stranks, Lewis-Jones

ISBN 978-1-108-81813-1 Text to be replaced

For more information visit: cambridgeenglish.org/linguaskill

A1 STARTER STUDENT’S BOOK WITH EBOOK

Effective English language testing for success

CONTENT YOU’LL LOVE. ASSESSMENT YOU CAN TRUST. American Empower is a general English course for adult and young adult learners that combines course content from Cambridge University Press with validated assessment from the experts at Cambridge Assessment English.

AN AMERIC ER

AMERICAN EMPOWER

AN AMERIC

What is Better Learning? Insights Content

STARTER

It’s a continuous cycle where our insights shape content that drives results.

Adrian Doff, Craig Thaine, Herbert Puchta, Jeff Stranks, Peter Lewis-Jones

Building brighter futures together Results

Find out more at: cambridge.org/betterlearning

Find out more about the course and download sample content.

Get in touch

Audio

Video

Order eSample

Scope & Sequence

Explore the Course

DISCOVER MORE!

cambridge.org/americanempower

NEW Adrian Doff, Craig Thaine, Herbert Puchta, Jeff Stranks, Peter Lewis-Jones Complete Beginner to Advanced 6 Levels American Empower combines course content from Cambridge University Press with validated assessment from the experts at Cambridge Assessment English. The unique mix of engaging classroom materials and reliable assessment enables learners to make consistent and measurable progress. • Thought-provoking images, texts, video and speaking activities create an emotional response; content keeps students engaged and gets them talking. • Tests developed by Cambridge Assessment English, world leaders in language assessment, ensure reliable results. • Cambridge One – all digital resources in one place on this mobile-friendly platform. • A syllabus informed by the Cambridge English Corpus and English Vocabulary Profile means students encounter the most useful language at the right point in their learning.

Online Assessment and Digital Workbook* • Complete package available, includes the Student’s Book with Online Assessment and Practice, and Digital Workbook. • Unit Progress Tests are provided for every unit. • Skills-based mid- and end-of course Competency Tests assess each learner’s language proficiency. A unique CEFR report is provided which reliably benchmarks their level in each of the four skills, showing results and progress. *Tests and Workbook also available in print. CAN DO OBJECTIVES ■

Explain what technology does

■

Talk about discoveries

■

Ask for and give directions in a building

■

Write a post expressing an opinion

“There are so many adjectives to describe such a wonderful series but in my opinion it’s very reliable, practical and modern.” Zenaide Brianez, Director of Studies, Instituto da Lingua Inglesa Cuiabá, Brazil

DISCOVERY AND INVENTION GETTING STARTED a

Look at the picture and answer the questions. 1 What is on these people’s heads? What do you think they are for? 2 Which kinds of people might use this technology? Why? 3 Would you like to try this technology? Why / Why not?

UNIT

Ask and answer the questions. 1 What is the most interesting or unusual piece of technology you have seen or used? What did it do? How useful was it? 2 What modern problem would you like technology to be able to solve? How might this technology work?

107 107

34 | Contact your ESL Specialist: 888-ESL-BUZZ (375-2899)

Integrated Series

Content you’ll love Assessment you can trust

Intermediate

Upper Intermediate

Advanced

B1+

Content

PRE-INTERMEDIATE

Building brighter futures together Adrian Doff, Craig Thaine, Results Herbert Puchta, Jeff Stranks, Peter Lewis-Jones Find out more at: cambridge.org/betterlearning

Insights

Content

Starter

Elementary

PreIntermediate

Intermediate

Upper Intermediate

Advanced

B1+

CEFR

What is Better Learning? It’s a continuous cycle where our insights shape content that drives results.

Building brighter futures together Adrian Doff, Craig Thaine, Results Herbert Puchta, Jeff Stranks, Peter Lewis-Jones Find out more at: cambridge.org/betterlearning

For more information visit: cambridgeenglish.org/linguaskill

American Empower provides:

• content that surprises, entertains, and provokes an emotional response WITH EBO • • •

validated assessment from Cambridge Assessment English that measures progress against the CEFR an eBook with audio, giving all of the content of the Student’s Book in a digital format manageable learning with a syllabus informed by English Profile and the Cambridge English Corpus so that students encounter the most relevant language at the right point in their learning.

cambridge.org/americanempower

B1+ INTERMEDIATE Insights

Content

CEFR

Starter

Elementary

PreIntermediate

Intermediate

Upper Intermediate

Advanced

B1+

What is Better Learning?

EMPOW C1 ADVANCED STUDENT’S BOOK WITH EBOOK

Building brighter futures together Adrian Doff, Craig Thaine, Results Herbert Puchta, Jeff Stranks, Peter Lewis-Jones Find out more at: cambridge.org/betterlearning

Effective English language testing for success Linguaskill is a quick and convenient online test to help institutions check their students’ level of English.

CONTENT YOU’LL LOVE. ASSESSMENT YOU CAN TRUST.

For more information visit: cambridgeenglish.org/linguaskill

T’S BOOK STUDENOK

American Empower provides: • content that surprises, entertains, and provokes an emotional

response WITH EBO • • •

AN AMERIC ER

EMPOW T’S BOOK STUDENOK

WITH EBO

cambridge.org/americanempower

CEFR

UPPER INTERMEDIATE

It’s a continuous cycle where our insights shape content that drives results.

American Empower is a recommended course for Linguaskill preparation.

Adrian Doff, Craig Thaine, Herbert Puchta, Jeff Stranks, Peter Lewis-Jones

ISBN 978-1-108-81721-9 American Empower Student’s Book Doff, Thaine, Puchta, Stranks, Lewis-Jones C M Y K

PreIntermediate

It’s a continuous cycle where our insights shape content that drives results.

ISBN 978-1-108-81719-6 American Empower Student’s Book Doff, Thaine, Puchta, Stranks, Lewis-Jones C M Y K

Elementary

ISBN 978-1-108-79807-5 American Empower Student’s Book Doff, Thaine, Puchta, Stranks, Lewis-Jones C M Y K

ISBN 978-1-108-81812-4 American Empower Student’s Book Doff, Thaine, Puchta, Stranks, Lewis-Jones C M Y K

Starter

cambridge.org/americanempower

T’S BOOK STUDENOK

AN AMERIC ER

Insights

Content

Starter

Elementary

PreIntermediate

Intermediate

Upper Intermediate

Advanced

B1+

Doff, Thaine, Puchta, Stranks, Lewis-Jones

Insights

•

EMPOW

Effective English language testing for success Linguaskill is a quick and convenient online test to help institutions check their students’ level of English.

CONTENT YOU’LL LOVE. ASSESSMENT YOU CAN TRUST.

Doff, Thaine, Puchta, Stranks, Lewis-Jones

CEFR

What is Better Learning?

ELEMENTARY

• •

Doff, Thaine, Puchta, Stranks, Lewis-Jones

For more information visit: cambridgeenglish.org/linguaskill

American Empower provides: • content that surprises, entertains, and provokes an emotional

response WITH EBO

American Empower is a recommended course for Linguaskill preparation.

Adrian Doff, Craig Thaine, Herbert Puchta, Jeff Stranks, Peter Lewis-Jones

C1 ADVANCED STUDENT’S BOOK WITH EBOOK

cambridge.org/americanempower

T’S BOOK STUDENOK

B2 UPPER INTERMEDIATE STUDENT’S BOOK WITH EBOOK

AN AMERIC

AMERICAN EMPOWER

•

Effective English language testing for success Linguaskill is a quick and convenient online test to help institutions check their students’ level of English.

CONTENT YOU’LL LOVE. ASSESSMENT YOU CAN TRUST.

AN AMERIC ER

B2 UPPER INTERMEDIATE STUDENT’S BOOK WITH EBOOK

• •

EMPOW

American Empower is a recommended course for Linguaskill preparation.

Adrian Doff, Craig Thaine, Herbert Puchta, Jeff Stranks, Peter Lewis-Jones

AN AMERIC

AMERICAN EMPOWER

For more information visit: cambridgeenglish.org/linguaskill

American Empower provides:

• content that surprises, entertains, and provokes an emotional response WITH EBO

B1+ INTERMEDIATE STUDENT’S BOOK WITH EBOOK

T’S BOOK STUDENOK

AN AMERIC ER

AMERICAN EMPOWER

Advanced

Effective English language testing for success Linguaskill is a quick and convenient online test to help institutions check their students’ level of English.

CONTENT YOU’LL LOVE. ASSESSMENT YOU CAN TRUST.

Doff, Thaine, Puchta, Stranks, Lewis-Jones

Upper Intermediate

B1+

American Empower is a recommended course for Linguaskill preparation.

Adrian Doff, Craig Thaine, Herbert Puchta, Jeff Stranks, Peter Lewis-Jones

B1 PRE-INTERMEDIATE STUDENT’S BOOK WITH EBOOK

Intermediate

Doff, Thaine, Puchta, Stranks, Lewis-Jones

EMPOW B1 PRE-INTERMEDIATE STUDENT’S BOOK WITH EBOOK

AN AMERIC

AMERICAN EMPOWER

For more information visit: cambridgeenglish.org/linguaskill

A2 ELEMENTARY STUDENT’S BOOK WITH EBOOK

Effective English language testing for success Linguaskill is a quick and convenient online test to help institutions check their students’ level of English.

AN AMERIC ER

AMERICAN EMPOWER

American Empower is a recommended course for Linguaskill preparation.

AN AMERIC

What is Better Learning?

C1 ADVANCED

It’s a continuous cycle where our insights shape content that drives results.

Building brighter futures together Adrian Doff, Craig Thaine, Results Herbert Puchta, Jeff Stranks, Peter Lewis-Jones Find out more at: cambridge.org/betterlearning

Adrian Doff, Craig Thaine, Herbert Puchta, Jeff Stranks, Peter Lewis-Jones

All your digital tools, all in one place • All teacher and student resources in one place on the mobile-friendly platform, Cambridge One. • For use outside the classroom, American Empower provides easy access to a Digital Workbook and eBook that work on any device as well as desktop/laptop computers. Tests are designed for use on a desktop/laptop. • Cambridge One produces meaningful and actionable data, so teachers can track their students’ progress and adapt their lessons accordingly.

See also

DOWNLOAD SAMPLE CONTENT cambridge.org/americanempower

The digital resources

Presentation Plus

eBook with Audio

Digital Workbook

Downloadable Audio

Online Assessment

Teacher Training cambridge.org/training

American Empower Student's Book with eBook Student's Book with Digital Pack Workbook with Answers Workbook without Answers Teacher's Book with Digital Pack Full Contact with Digital Pack* Presentation Plus

Starter 978-1-108-81813-1 978-1-108-86221-9 978-1-108-81814-8 978-1-108-81820-9 978-1-108-81833-9 978-1-108-86223-3 978-1-108-81810-0

Elementary 978-1-108-81751-6 978-1-108-85046-9 978-1-108-81755-4 978-1-108-81758-5 978-1-108-79719-1 978-1-108-85051-3 978-1-108-79723-8

Pre-intermediate 978-1-108-81812-4 978-1-108-84969-2 978-1-108-81835-3 978-1-108-81838-4 978-1-108-81853-7 978-1-108-84972-2 978-1-108-81857-5

Intermediate Upper intermediate 978-1-108-79807-5 978-1-108-81719-6 978-1-108-86152-6 978-1-108-86138-0 978-1-108-79812-9 978-1-108-81720-2 978-1-108-79815-0 978-1-108-81724-0 978-1-108-79823-5 978-1-108-81732-5 978-1-108-85951-6 978-1-108-86139-7 978-1-108-81765-3 978-1-108-81717-2

Advanced 978-1-108-81721-9 978-1-108-86144-1 978-1-108-81735-6 978-1-108-81738-7 978-1-108-79803-7 978-1-108-86147-2 978-1-108-79808-2

Price $42.80 $48.00 $22.80 $22.80 $44.20 $67.00 $166.80

Split editions Student's Book A with Digital Pack Student's Book B with Digital Pack Full Contact A with Digital Pack* Full Contact B with Digital Pack*

Starter 978-1-108-86227-1 978-1-108-86229-5 978-1-108-86224-0 978-1-108-86225-7

Elementary 978-1-108-86244-8 978-1-108-86247-9 978-1-108-85054-4 978-1-108-86243-1

Pre-intermediate 978-1-108-84975-3 978-1-108-84976-0 978-1-108-84973-9 978-1-108-84974-6

Intermediate Upper intermediate 978-1-108-86154-0 978-1-108-86142-7 978-1-108-86157-1 978-1-108-86143-4 978-1-108-85952-3 978-1-108-86140-3 978-1-108-86153-3 978-1-108-86141-0

Advanced 978-1-108-86150-2 978-1-108-86151-9 978-1-108-86148-9 978-1-108-86149-6

Price $25.40 $25.40 $34.30 $34.30

*Full Contact includes Student’s Book, Workbook and Video Worksheets. The Student’s Book Digital Pack includes Online Assessment, Digital Workbook, an eBook version of the Student’s Book with Audio, and Student Resources. The Teacher’s Book Digital Pack includes Online Assessment, Digital Workbook, Presentation Plus, and Teacher Resources. For access to these digital resources on Cambridge One, please use the codes provided in the Student’s Book with Digital Pack, and the Teacher’s Book with Digital Pack.

Visit our website: cambridge.org/esl | 35

Grammar

from

The accurate English test with fast results Linguaskill is a quick and convenient online test to help institutions and organisations check the English levels of individuals and groups of candidates. It tests all four language skills – speaking, writing, reading and listening and is aligned to international standards. Accurate and easy-to-read results Aligned to the CEFR

Test anytime, anywhere Flexible testing, when and where you want

Easy to administer 1-minute set-up time

36 | Contact your ESL Specialist: 888-ESL-BUZZ (375-2899)

64041/V1/MAY19

Find out more about Linguaskill at: cambridgeenglish.org/linguaskill

Grammar 1 Second Edition with Academic Writing

ONLINE PRACTICE INCLUDED SEE INSIDE FRONT COVER

Randi Reppen ONLINE WORKBOOK INCLUDED SEE INSIDE FRONT COVER

Randi Reppen

Grammar and Beyond Second Edition

Grammar and Beyond Essentials

page 38

page 41

A new edition of the popular contextualized grammar series offering real-world information, a strong emphasis on practice and avoiding common mistakes. Every unit has a new section to help students develop academic writing skills.

Perfect to use on its own or as a companion text alongside other coursebooks. Each Student’s Book includes access to online practice.

Number of Levels

Proficiency Level

Beginner to Advanced

High Beginner to Advanced

Topic/Skills Based

Topic Based

Skills Based

Explicit/ Contextualized

Contextualized

Explicit

• • • • • • •

• • • • • •

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Grammar in Use page 43 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.

Grammar

1 Second Edition with Academic Writing

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Levels 1 and 2: Randi Reppen Level 3: Randi Reppen, Laurie Blass, Susan Iannuzzi, Alice Savage Level 4: Randi Reppen, John D. Bunting, Luciana Diniz Beginner to Advanced 4 Levels Grammar and Beyond is perfect for grammar courses with a strong focus on developing academic writing skills. Students learn grammar in real-world contexts that apply outside the classroom while acquiring key academic writing skills. • Academic writing skills and strategies prepare students to think critically and write successfully in the college classroom. • Rigorous vocabulary development using thematically linked words are recycled throughout the unit allowing students to acquire the meaning naturally. • Avoid Common Mistakes helps students identify and correct their most commonly made errors to develop self-editing skills and improve their speaking and writing. • QR codes throughout the book give point-of-use access to audio in class or for review. Remote teaching guide • How to teach remotely with Grammar and Beyond Second Edition, available as a free download from the website, supports teachers working with the course and our digital resources in a virtual classroom.

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Online Practice with every Student’s Book • The Digital Workbook has automatically-graded activities focusing on Avoiding Common Mistakes and Self-Assessment, giving students an opportunity to assess their mastery of the grammar points. • Writing Skills Interactive is a self-grading course to practice discrete writing skills and reinforce vocabulary to help students develop a wide range of skills to become successful writers. • eBook with Audio for students to access easily using their mobile devices or computers. Teacher support • Presentation Plus digitally transforms the classroom into an engaging and interactive experience. • Downloadable teacher resources include a Teacher’s Manual, assessment, and communicative activity worksheets. • Ready-made Kahoot! quizzes energize learners with game-based learning to make practice and formative assessment fun and engaging. See page 56 for details. cambridge.org/kahoot/grammarandbeyond • Self-scoring unit tests are available on Canvas Commons.

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Grammar

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2 Second Edition

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with Academic Writing

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Randi Reppen

Count and Noncount Nouns

Grammar in the Real World presents the unit’s grammar in realistic context using contemporary texts.

UNIT

Count and Noncount Nouns

IDENTITY THEFT

Privacy Matters

1 Grammar in the Real World A What information about yourself do you want to keep private? Read the

ACADEMIC WRITING

article from a website. What are some ways you can protect your personal information?

Expository writing

B Comprehension Check

Match the kind of ID theft with the way

Keep your identity private! Here are some facts about identity (ID) theft.

to avoid it.

What Is Identity Theft?

But you can . . . a only pay on secure websites. b not respond to an unsolicited e-mail. c shred your bills before you throw them away.

ID thieves . . . 1 take information from your garbage. 2 steal your credit card number online. 3 “phish” for information.

C Notice Find the sentences in the article and complete them with a or

Notice activities draw students’ attention to the structure, guiding their own analysis of form, meaning, and use.

an. If no word goes in the blank, write ✗.

1 Identity theft is the act of using someone’s personal information without

✗

3 They “phish” for

papers.

■ They steal your credit card number when you are buying something. This can happen with online shopping or in stores.

information.

4 Phishing is sending information.

e-mail that asks you for your personal

5 The e-mail looks like it is from

How Do Thieves Steal Your Identity? ■ ID thieves go through your garbage and look for papers with information about you, such as bills.

permission.

2 ID thieves go through your garbage and look for

Identity theft is the act of using someone’s personal information without permission. ID thieves use the information to buy things. They also use it to get credit cards or to open other types of accounts. Personal information includes your name and address. It also includes your Social Security number or credit card numbers. You can lose money because of ID theft. ID theft also causes damage to your reputation. Sometimes, people cannot get work or loans for school because of ID theft.

bank.

Which of the nouns are things you can count? Which are things you cannot count? Which noun is plural?

How Can You Avoid ID Theft?

shred: cut into very small pieces

secure: safe

■ They “phish” for information. Phishing is sending an e-mail that asks for your personal information. The e-mail looks like it is from a bank or credit card company. It often asks you to go to a website and give your personal information.

unsolicited: not asked for

■ Shred1 bills and other documents that have personal information before you throw them away. ■ If you shop online, only shop at well-known shopping sites. Only pay on secure2 Web pages. URLs on secure pages begin with “https.” (The s means “secure.”)

■ Never answer an unsolicited3 e-mail. This is especially true if the e-mail looks like it is from a bank or a credit card company. Follow this advice, and you can protect yourself from ID theft.

Grammar Presentation begins with an overview that describes the grammar in a summary that is easy to understand.

Privacy Matters 83

Count and Noncount Nouns

2 Count Nouns and Noncount Nouns Grammar Presentation Nouns are the names of people, places, and things. You can count most nouns (an e-mail, three e-mails); you cannot count certain nouns (information, money).

A website gave us information about ID theft.

2.1 Count Nouns

Grammar charts provide clear guidance on the form, meaning, and use of the target grammar for ease of instruction and reference.

Count nouns refer to things you can count with numbers. They have a plural form.

I do not have a credit card account. An ID thief opened two accounts in my name. The bank on First Street is closed. There are three banks on Oak Street.

2.2 Noncount Nouns Noncount nouns refer to things you cannot count with numbers. They have only one form.

ID theft causes damage to your reputation.

2.4 Using Noncount Nouns A Do not use plural forms like -s with noncount nouns.

They gave us information about ID theft.

B Do not use numbers with noncount nouns.

She gave me advice about using my credit card. She gave me two advices.

C Do not use a / an with noncount nouns.

Because of ID theft, he can’t get work.

D You can use other determiners (my, some, this, etc.) with noncount nouns.

They found some information on the Internet.

E Use a singular verb form with noncount nouns.

Safety is important to everyone.

F Some noncount nouns also have a countable meaning.

Coffee is delicious. (coffee as a drink)

The computer records how much money you spend.

Noncount Noun

Count Noun

I need some advice.

coffee

coffees

experience

experiences

paper

papers

2.3 Using Count Nouns

They gave us informations about ID theft.

Because of ID theft, he can’t get a work.

Her advice was useful.

There was information about ID theft online.

Data from the Real World takes students beyond traditional information and teaches them how the grammar point is used in authentic situations, including differences between spoken and written use.

We ordered two coffees. (two cups or orders of coffee) They hired someone with experience. (knowledge about a job) He has had a lot of interesting experiences. (things that he did or that happened to him) She needed some paper to print on. (material for writing or printing on) She threw away some important papers. (individual documents)

A Singular count nouns always have a determiner before them. Determiners are words like a, an, the, that, this, my, or our.

I have a brother.

B You can use plural count nouns with or without a determiner. However, do not use a or an with plural nouns.

Computers are not very expensive nowadays.

I have brother. This computer is fast. Computer is fast.

These computers are not very expensive. Credit cards are convenient. I can’t find my credit cards.

DATA FROM THE REAL WORLD Some common noncount nouns in speaking and writing are: advice bread cash coffee damage

equipment evidence fun furniture health

information knowledge luck milk money

music news permission progress publicity

research rice safety security software

stuff traffic water weather work

I can’t find a credit cards.

84 Unit 7 Count and Noncount Nouns

Privacy Matters

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Grammar Theme-related exercises boost fluency by providing grammar practice in a variety of different contexts. Contextualized practice moves from controlled to open-ended, teaching meaningful language for real communicative purposes.

Count and Noncount Nouns

of rice, a

Complete the comments on the article in A with too much, too many, or enough.

Comments (3)

has children. Shopper 2 buys seven

too much

Tom S., Canada: The writer spent

time on cookies. She didn’t spend

(1)

time on social networking sites.

(2)

And you can set your profile to “private.” It only takes a minute, so everyone has

(9)

Avoid Common Mistakes, based on a database of over 135,000 essays helps students learn to avoid the most common mistakes English language learners make and develop self-editing skills to improve their speaking and writing.

This person bought three loaves of bread, so it might be Nicki.

time

(8)

4 Avoid Common Mistakes

Exercise 3.2 Measurement Words

a rice

5 a cup of

e chocolate

2 a package of

b cake

6 a bar of

f paper

3 a glass of

c pizza

7 a scoop of

g coffee

4 a slice of

d milk

8 a sheet of

h ice cream

carton gallon

loaf package

A singular count noun needs a determiner. a I do not have card for this store. Do not use a / an with a noncount noun. You need a permission to use my credit card.

Complete the article about privacy issues and shopping. Use the correct form of the words in the box. Then listen and check your answers. box can

of water, seven

What did you buy this week? Write three sentences on a piece of paper. Do not write your name! Read the papers in groups and try to guess who wrote them.

A Match the measurement words and the nouns. b

(8)

of turkey each week. What does this tell the store? Shopper 2 is

C Group Work

silly pictures of yourself!

(7)

to do that.

1 a piece of

(10)

products that they buy. This gets them back into the store to buy more products.

information. There isn’t

(5)

privacy!

bar bottle

of cereal each week.

probably single, and she is probably dieting or is concerned with her health. How does the store

computer users understand how social

(4)

networking sites work. Some of those sites give out

Maria R., Houston: It’s not the site’s fault if you put up

QR codes give easy access to audio at point of use.

(7)

use this information? It sends advertising to the shoppers with specific information about the

Amy G., New York: I agree with Tom. Not

(6)

tuna, and a

computer users think those

(3)

sites are private, but they’re not.

of soap, and two

(6)

What does that tell the store? It probably tells the store that he has a big family, and he probably

pound tube

Do not use a noncount noun in the plural. information The supermarket has personal informations about shoppers.

Do not use many or too many with a noncount noun. a lot of There was many Internet crime last year.

Do not use much with a noncount noun in affirmative statements. a lot of She had much cash in her wallet when somebody stole it.

Editing Task Find eight more mistakes in this article about Internet spyware. a Spyware is type of computer software. Someone sends it to computer without your knowledges or permissions. It takes control of your computer. It can make your computer run slowly or even crash. Spyware often records an information about your computer use. It gives the information to advertisers or 5 other people who want to collect informations on you. Many spyware sneaks into your computer when you are downloading and installing programs from the Internet. One way to prevent a spyware is to put security settings on your Internet browser. Set your browser to a medium or higher setting. There is also much software you can buy that blocks spyware.

A lot of supermarket shoppers have store club cards these days. Club cards give you lower prices or points for shopping. To get the lower prices, you swipe your card every time you make a purchase. The card tells the store who you are and what you buy. Here is an example. Shopper 1 buys three (3)

loaves

of milk, a

of bread, two

(1)

(4)

(2)

of toothpaste, a

of juice, a (5)

92 Unit 7 Count and Noncount Nouns

Academic Writing is taught in cycles that span over 3 to 4 units, focusing on a specific type of academic writing, such as descriptive and narratives.

Privacy Matters 93

Count and Noncount Nouns

5 Academic Writing

7 In medicine, legs and arms are now so advanced that people use them to run marathons and to climb mountains. 8 With special equipment, doctors can now see a patient’s signs of disease.

Expository Writing Brainstorm

Organize

Write

Edit

Choose a new area of technology or invention to analyze. Write a report about its advantages and disadvantages, and include a prediction in the conclusion.

Exercise 5.1 Preparing to Write

1 What kind of technology is important to you in your life now? Why? 2 Are there disadvantages to this piece of technology? What are they? 3 In the future, what kind of problems could technology solve?

Exercise 5.2 Focusing on Vocabulary

Read the definitions. Complete the sentences with the correct form of the words in the box.

artificial (adj) not natural, made by people benefit (n) advantage; positive result; (v) to help or give an advantage to convenience (n) something that makes life or a process easier

congestion (n) a situation when something is blocked or stopped organ (n) part of a human or animal that has a special purpose power (n) energy, usually electricity or gas, used to provide heat, light, etc. process (n) a series of actions to reach a result progress (n) movement toward an improved situation

1 Designing new technology is often a long

3 Most modern cities have serious traffic

to people, too.

because there are too many cars on the road.

4 Many cities are making environmental cleaner buses and safer subways. 5 An electronic bus pass is a

. It can take years until it works well.

2 New technology sometimes creates problems, but there are usually

with better public transportation, like

for riders because it is so easy and fast.

6 Electric cars make the air cleaner because they get

, like the heart, to look for

The World Of Tomorrow

In this writing cycle (Units 7-9), you are going to write a report that answers the prompt below. In this unit (7), you will analyze a report and brainstorm ideas about the topic.

Work with a partner. Discuss the questions.

Students go through the writing process step-by-step from brainstorming, organizing, writing, and editing while reviewing the grammar and structure taught in the unit.

Editing task gives learners an opportunity to identify and correct commonly made errors and develop self-editing skills needed in their university studies.

from electricity, not gasoline. 35

Every generation develops new technology that has both positive and negative effects. In the past 30 years, for example, the Internet has become part of daily life. However, along with more information, faster communication, and greater convenience there are issues with privacy, identity theft, and online harassment. Now, what comes next? What will the world of tomorrow look like? Will it be easier or more difficult? Many people are confident that technology is going to help solve some of today’s most challenging problems. Other people worry that new technology may solve old problems but create new ones, like the internet has. While it is difficult to predict the world of tomorrow, progress today in the areas of transportation, production, and safety will probably change the future. When we dream about the future of transportation, many of us believe that we will be able to exit our garages and take to the skies in our own personal flying cars. In fact, companies like Terrafugia and AeroMobil are already developing them. The advantages of flying cars are obvious. They would allow full freedom of movement. We could fly at 300 miles per hour, avoiding traffic lights, busy roads, and speeding tickets. However, some people point to the disadvantages of flying cars. They claim that there are certain to be problems with controlling traffic. If the cars become popular, there is likely to be more congestion in the air. Another big problem is mechanical failure. What will happen if the cars break down? These are problems we must solve when flying cars become a reality. The way we make, buy, and sell things is also going to change. For example, most people print out electronic documents on sheets of paper at work or school, and many people are probably aware of 3D printing, a process by which three-dimensional objects are created. 3D printers build an object using layers of liquid plastic, metal, or other materials. They build up the layers line by line like a normal printer until the object is complete. Car companies like BMW and Volkswagen already use 3D printers to make life-size models of car parts, and medical technology companies have already used 3D printing to make body parts, such as artificial ears. Some

94 Unit 7 Count and Noncount Nouns

people print their own small objects at home, such as jewelry and toys, with 3D printers. However, 3D printing has the 40 ability to change the future. It can create

something as large as a house in a few days at a low cost. In addition, scientists are conducting experiments to “print” biological tissue. Before long, it might be possible to use 3D printing to create affordable housing, print organs for transplants, or even make food. Finally, the future of personal health and safety is bright. Imagine wearing a real Ironman suit. Several companies are trying to build a practical robot “exoskeleton.” This is a suit of robot arms and legs that follows the wearer’s movements. It allows the wearer to lift heavy objects, walk long distances, and even punch through walls! There are obvious military advantages for this technology, but there are also benefits for people with disabilities. The suit could help people walk again after disease or injury. However, the obvious disadvantage at the moment is the cost. Even a simple exoskeleton can cost hundreds of thousands of dollars. Another problem is battery life. This type of suit needs a lot of power; at the moment, the batteries last only about 15 minutes. One other problem is that a badly programmed robot suit could injure the wearer if the robot suit bent the leg or arm the wrong way, for instance. The future is clearly exciting. One day we might be able to fly to work, print out a new pair of shoes, or lift a car above our heads, but there are still a lot of problems to solve before any of these products become part of normal life. However, companies are making progress in all three areas.

Privacy Matters 95

For more information about the Academic Writing lesson, see page 62.

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Levels 1 and 2: Randi Reppen Level 3: Laurie Blass, Susan Iannuzzi, Alice Savage, with Randi Reppen Level 4: John D. Bunting, Luciana Diniz, with Randi Reppen Beginner to Advanced 4 Levels Perfect to use on its own or as a companion text to 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 grammar presentation and practice guide learners to understand the form, meaning, and usage of each grammar point. • Easy-to-read charts and engaging activities allow teachers to cover a broad range of learner outcomes. • Avoid Common Mistakes helps students identify and correct the most commonly made errors to develop self-editing skills and improve their speaking and writing. • Data from the Real World takes students beyond traditional information and shows how spoken and written grammar are used differently in authentic situations.

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See how Grammar and Beyond Essentials maps to other courses, such as Academic Encounters, Final Draft, Making Connections, Prism and Prism Reading. Download them at cambridge.org/ essentials/LessonMaps

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CHOOSE

IN USE.

• Recommended by teachers for 35 years. • Written for complete beginners through to advanced learners. • Perfect for self-study or supplementary classroom material.

To find out more, turn to page 44. cambridge.org/chooseinuse the Hear from in Use Grammar ymond author, Ra Murphy!

Grammar

The world’s best-selling grammar series for learners of English 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.

Grammar in Use Intermediate Fourth Edition available with eBook.

ebook

Flexible content and formats • The units can be taught in any order, allowing teachers to use the books as part of any curriculum.

Raymond Murphy

• Basic, Intermediate and Advanced levels are available with or without answer keys.

with William R. Smalzer and Joseph Chapple

• All levels are available with eBooks which work on PCs, Macs, iPads and Android tablets. Comprehensive instruction and reference • Each level covers over 100 grammar points, making them invaluable tools for instruction and long-term reference guides.

Unit

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 …)

Unit

What’s happening in the pictures? Choose from these verbs:

hide

scratch 2

take

tie

wave

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

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 …

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)

Present Continuous and Simple Present ➜ Units 3–4

Present Tenses with a Future Meaning ➜ Unit 18

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

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.

his head. behind a tree. to somebody.

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:

4 5 6

his shoelaces. the road.

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Grammar

Basic Grammar in Use Self-study reference and practice for students of 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 a self-study reference and practice book for 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 includes all of the print book content and an easy-to-use answer key. Additional exercises at the back of the book give learners further practice of grammar points. cambridge.org/chooseinuse

Grammar in Use Intermediate

Advanced Grammar in Use

Self-study reference and practice for students of American English

Self-study reference and practice for students of English

Fourth edition

Third edition

Raymond Murphy with William R. Smalzer and Joseph Chapple

Martin Hewings

INTERMEDIATE TO HIGH INTERMEDIATE Grammar in Use Intermediate is the first choice for intermediate learners 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 eBook includes all of the print book content and an easy-to-use answer key. The Study Guide helps learners to identify the most useful language areas to study and is a useful diagnostic test for use by teachers.

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 eBook makes it easier to study on the go, with all of the content from the printed book. 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

cambridge.org/chooseinuse

Student's Book with answers and eBook Student's Book with answers Student's Book without answers

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Basic Grammar in Use Fourth edition 978-1-316-64673-1 978-1-316-64674-8 978-1-316-64675-5

Grammar in Use Intermediate Fourth edition 978-1-108-61761-1 978-1-108-44945-8 978-1-108-44939-7

Advanced Grammar in Use Third edition 978-1-107-53930-3 978-1-107-69738-6 978-1-107-61378-2

Price $44.40 $36.20 $34.60

Vocabulary and Grammar 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 book to meet your needs.

Vocabulary in Use Michael McCarthy, Felicity O’Dell, Stuart Redman with John D. Bunting, Randi Reppen, Lawrence J. Zwier HIGH BEGINNER TO HIGH INTERMEDIATE 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 978-0-521-12367-9 Vocabulary in Use Intermediate Second edition Student's Book with answers 978-0-521-12375-4 Vocabulary in Use High Intermediate Second edition Student's Book with answers 978-0-521-12386-0

See also • Business Vocabulary in Use Page 75 •

NEW Penny Ur’s 77 Tips for Teaching Vocabulary

• Vocabulary in Language Teaching Second edition Page 90

Second edition

English Collocations in Use English Idioms in Use English Phrasal Verbs in Use

Michael McCarthy and Felicity O’Dell

INTERMEDIATE TO HIGH INTERMEDIATE

INTERMEDIATE TO ADVANCED

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 color.

Explanations and practice of English idioms, phrasal verbs, and collocations, fully revised, updated and now in full color.

Academic Vocabulary in Use

Price $35.00 Price $35.00 Price $35.00

• 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. cambridge.org/chooseinuse

“Really good book for self-study. Clear explanations and examples. Not only vocabulary, also collocations, phrasal verbs and common expressions.”

• 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

Price $28.80 $28.80 Price $28.80 $28.80 Price $28.80 $28.80

Keira, Amazon customer Book with answers

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Visit our website: cambridge.org/esl | 45

*Interactions/Mosaic Reading can be found on pg. 48 Reading

Academic English with Cambridge cambridge.org/academic-english

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Reading Skills Overview

Levels

Proficiency

Topic/ Skills Based

Academic/ General English

Prism Reading

• Online Workbook

page 48 A moderately paced skill building course, featuring engaging, high-interest topics, video, and a strong emphasis on critical thinking.

Includes Digital

Beginner to Advanced

Topic Based

General English

• Classroom Presentation • eBook • Kahoot! Games • Canvas Tests

Making Connections page 50 A rigorous reading course with systematic practice of reading and vocabulary skills to prepare students for the challenges of reading college textbooks. This series emphasizes critical thinking and increasing reading speed.

• eBook 5

High Beginner to Advanced

Skills Based

Academic English

• Kahoot! Games • Canvas Tests

Prism Reading / Writing page 58 A moderately paced course 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.

• Online Audio

• O nline Workbook • O nline Teacher Training Module 5

Beginner to Advanced

Topic Based

Academic English

• C lassroom Presentation • eBook • Kahoot! Games • Canvas Shell Courses and Tests

Academic Encounters Reading/Writing page 60 A rigorous reading/writing course to prepare students for university study by replicating the texts and tasks that they will encounter in different academic disciplines. Learning Outcomes are noted at the beginning of each unit, with icons for each exercise.

Low Intermediate to Advanced

Topic Based

Academic English

• W riting Skills Interactive • eBook • Kahoot! Games • Canvas Tests

Reading

Get in touch

Audio

Video

Order eSample

Scope & Sequence

Explore the Course

DISCOVER MORE!

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

• A wide variety of reading genres in different formats expose and prepare students to understand real-life texts 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. • The Online Workbook has one extra reading, additional practice for each unit, and recordings of the readings for students to review. • Teachers can deliver effective and engaging lessons using Presentation Plus.

48 | Contact your ESL Specialist: 888-ESL-BUZZ (375-2899)

cambridge.org/prismreading

SKILLS

Beginner to Advanced 5 Levels 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.

Download sample content, video, audio and free resources, including a guide to teaching Prism Reading remotely.

Test security Keep assessments secure with our downloadable tests at esource.cambridge.org

CRITICAL THINKING COLLABORATION

Canvas tests Self-scoring unit tests are available on Canvas Commons. eBook Students can access Student’s Books on their mobile devices or computers.

Energize your classroom with Kahoot! quizzes for Prism Reading. With game-based learning, practice and formative assessment can be fun and engaging. See pages 56–57 for details.

Remote teaching guide

cambridge.org/kahoot/prismreading

How to teach remotely with Prism Reading, available as a free download from the website, supports teachers working with the course and our digital resources in a virtual classroom.

Reading

Engage Equip Excel

UNIT 4

UNIT

WEATHER AND CLIMATE LEARNING OBJECTIVES Key Reading Skills

Unit Opener

Reading for details; using your knowledge to predict content

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.

Understanding key vocabulary; Additional Reading Skills reading for main ideas; recognizing text type; synthesizing Language Development

Collocations with temperature; describing a graph

ACTIVATE YOUR KNOWLEDGE 1

Match the types of weather to the photos.

What is your favorite type of weather? Why?

What is your least favorite type of weather? Why?

Look at the large photo. What type of weather do you see?

snowy

sunny

rainy

windy

DOWNLOAD SAMPLE UNIT cambridge.org/prismreading

SURVIVING THE SEA OF SAND

1 Can you imagine a sea of sand three times bigger than India? This is the Sahara Desert, the largest desert in the world. It covers 11 countries in North Africa and is over 3 million square miles (9 million square kilometers). That’s more than 25% of Africa. 2 In the Sahara, temperatures are very different during the day and at night. It is much hotter during the day than at night. During the day, the hottest time is between 2 p.m. and 4 p.m., when temperatures rise to 91°F (33°C). But it is very cold at night—the coldest time is at 4 a.m., when temperatures fall to 30°F (-1°C). The Sahara is very dry. The average precipitation in a year is only 3 inches (70 millimeters).

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.

3 Because of the extreme temperatures in the desert, it is a very difficult place to survive. Marco Rivera, our survival expert, has some tips.

READING 2

HOW TO STAY ALIVE IN THE SAHARA DESERT BRAD ROGERS

4 Take warm clothes and a blanket. You will need a hat, long pants, and a wool sweater to keep you warm at night. During the day, cover your body, head, and face. Clothes protect you from the sun and keep water in your body. You will also need a warm blanket at night. It can get cold very quickly. When the temperature drops, it can be a shock and make you feel even colder.

7 If you eat, you will get thirsty and drink all of your water more quickly. You can eat a little, but only to stop you from feeling very hungry. Eat very small amounts of food, and eat very slowly. You can live three weeks with no food, but you can only live three days with no water.

5 A car is easier to see than a person walking in the desert. You can also use the mirrors from your car to signal2 to planes and other cars. You can use your car tires to make a fire. A fire is easy to see. It will help people find you, and it will keep you warm at night.

8 It is very important to stay out of the sun during the day. Make a hole under your car and lie there. This will keep you cool and help you sleep. Find a warm place to sleep at night. A small place near a tree or a rock will be the warmest. But be careful before you decide where to sleep. Dangerous animals like snakes and scorpions also like to sleep in these places. Look carefully for animals before you lie down. noon

104° F (40° C)

91° F (33° C)

86° F (30° C) 68° F (20° C)

6 Try to drink some water at least once every hour. You need your water to last as long as possible. Drink only what you need. When you talk, you lose water from your body. Keep your mouth closed and do not talk.

50° F (10° C) 32° F (0° C) 30° F (-1° C) 12 a.m.

6 a.m.

12 p.m.

surviving (v) staying alive in dangerous situations

signal (v) make a sign or wave to get someone’s attention

6 p.m.

12 a.m.

The digital resources

Online Tools

Presentation Plus

eBook

Online Workbook

Prism Reading Student's Book with Online Workbook Teacher's Manual eBook Presentation Plus, Teacher’s Manual, Unit Quizzes and Answer Keys

Kahoot! quizzes

Intro Level 1 Level 2 Level 3 Level 4 978-1-108-55618-7 978-1-108-55619-4 978-1-108-62200-4 978-1-108-60114-6 978-1-108-63848-7 978-1-108-45529-9 978-1-108-45530-5 978-1-108-45531-2 978-1-108-45534-3 978-1-108-45535-0 cambridge.org/USELT/eBooks Download from esource.cambridge.org

Price $40.40 $57.60

Visit our website: cambridge.org/esl | 49

Reading

The academic reading and vocabulary skills your students need for college

Making Connections Skills and Strategies for Academic Reading 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 building skills. Extensive skill building Students develop skills and strategies for reading academic texts to help them succeed in college classes. Intensive vocabulary building Student’s expand their academic knowledge by learning key academic words, including words from the Academic Word List. They also develop understanding of synonyms, word families, and placing words into their correct context. Improving reading speed Special sections help students learn to read more quickly to help and prepare students for the extensive reading they will encounter in universities. Test security Keep assessments secure with our downloadable tests at esource.cambridge.org

Integrated digital learning Student’s Books include access to online audio. eBook Students can access Student’s Books on their mobile devices or computers and teachers can screenshare when teaching remotely.

cambridge.org/kahoot/makingconnections

Remote Teaching Guide How to teach remotely with Making Connections, available as a free download from the website, supports teachers working with the course and our digital resources in a virtual classroom.

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.

EVALUATING INFORMATION

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

Canvas tests

Good readers read quickly and still understand most of what they read.

Self-scoring unit tests are available on Canvas Commons.

A Read the instructions and strategies for Improving Your Reading Speed in Appendix 3 on page 273. 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

50 | Contact your ESL Specialist: 888-ESL-BUZZ (375-2899)

Energize your classroom with Kahoot! quizzes for Making Connections. With game-based learning, practice and formative assessment can be fun and engaging. See pages 56–57 for details.

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.

Walls as Borders 1

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

Look in the next sentence for a definition of recent. Highlight it.

WHILE YOU READ

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

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. 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.

READING 2 ● 13

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. 6 There were separate lines for visitors and citizens. This made it faster for citizens to

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

come back into the country. MAKING CONNECTIONS ● 31

Level 1 Second edition 978-1-108-58368-8 978-1-107-61023-1

Level 2 Second edition 978-1-108-65782-2 978-1-107-65062-6 cambridge.org/USELT/eBooks

Level 3 Third edition 978-1-108-66226-0 978-1-107-65054-1

Level 4 First edition 978-1-108-57023-7 978-1-107-51616-8

Price $57.00 $41.00

Teacher’s Manual, Unit Quizzes, and Answer Keys are available to download from esource.cambridge.org Contact your ESL Specialist for details.

Visit our website: cambridge.org/esl | 51

Reading

Strategic Reading Second Edition

Jack C. Richards Samuela Eckstut-Didier CUP_StrategicReading_Covers-MkgPDFs.indd 2

Strategic Reading Second Edition

7/7/11 2:11 PM

Jack C. Richards Samuela Eckstut-Didier CUP_StrategicReading_Covers-MkgPDFs.indd 3

7/7/11 2:11 PM

Strategic Reading

Discovering Fiction

Read This!

Second edition

Fascinating Stories from the Content Areas

Jack C. Richards, Samuela Eckstut-Didier

Judith Kay, Rosemary Gelshenen

LOW INTERMEDIATE TO HIGH INTERMEDIATE

LOW INTERMEDIATE TO ADVANCED

Daphne Mackey, Alice Savage

Students develop reading fluency by focusing on reading speed and key skills as they read authentic and adapted texts.

Equip 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. Attention to teaching key skills for reading literature, such as guessing meaning from context and understanding literary devices are taught throughout the course.

HIGH BEGINNER TO HIGH INTERMEDIATE Students develop reading fluency by reading and interacting with high-interest, content-rich texts written in an accessible narrative style. The readings tie in with academic subject areas while pedagogic tasks aid reading comprehension skills, critical thinking skills, and the development of both content-specific and general academic vocabulary knowledge.

• Readings are adapted from authentic sources to prepare students for reading outside the classroom. • 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. • Key vocabulary is practiced throughout, building students’ reading readiness.

eBook

• Instruction on one reading strategy per reading facilitates student learning.

Students can access Student’s Books on their mobile devices or computers and it allows teachers to screenshare when teaching remotely. 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 All Levels eBook

• Expanded post-reading activities help students develop essential critical thinking skills. eBook

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Students can access Student’s Books on their mobile devices or computers and it allows teachers to screenshare when teaching remotely. cambridge.org/strategicreading

cambridge.org/USELT/eBooks

52 | Contact your ESL Specialist: 888-ESL-BUZZ (375-2899)

Level 1 Student’s Book Teacher’s Manual Level 2 Student’s Book Teacher’s Manual Level 3 Student’s Book Teacher’s Manual All Levels eBook

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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. eBook Students can access Student’s Books on their mobile devices or computers and it allows teachers to screenshare when teaching remotely. cambridge.org/discoveringfiction Intro Level Student’s Book 978-1-107-63802-0 Level 1 Student’s Book 978-1-107-65222-4 Level 2 Student’s Book 978-1-107-62214-2 All levels Instructor’s Manual cambridge.org/discoveringfiction eBook cambridge.org/USELT/eBooks

See also • Teaching and Developing Reading Skills Page 90

Price $43.80 $43.80 $43.80 FREE

Reading

Great news for programs using CANVAS Learning Management System Check Canvas Commons to import scorable tests for these courses:

• • • • • • • •

Academic Encounters Final Draft Grammar and Beyond Grammar and Beyond Essentials Interchange Making Connections Prism Ventures

We also have Canvas shell courses for Ventures and Prism These shell courses include pre-made scorable activities for each lesson of every unit. The activities allow you to support skills development, monitor engagement, and provide accountability. For more information, scan the code to check out these videos:

Visit our website: cambridge.org/esl | 53

Reading Horror

Let Me Out! Camb r

ders ea

ngl ge E ish R id

Antoinette Moses WINNER Language Learner Literature Award

Always Original

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.

Cambridge English Readers

Paperback

978-0-521-68329-6

$11.80

Award-winning original fiction for learners of English Series Editor: Philip Prowse

Thriller

BEGINNER TO ADVANCED

East 43rd Street

Winner Language Learner Literature Award

Alan Battersby

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.

It's Christmas in New York and Private Investigator Nathan Marley is hired by a rich attractive woman to reclaim a briefcase from a locker at Grand Central station. He's right not to trust the woman and soon finds himself involved in a case of criminal activity.

• Audio recordings of all titles are available FREE at cambridge.org/readers • FREE lesson plans and worksheets to help your students make the most of extensive reading.

Paperback

• All titles available as eBooks from Amazon and at cambridge.org/readers

978-0-521-78363-7

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• Over 5 million copies sold! cambridge.org/readers Romance

Different Worlds

Try out these popular stories!

Margaret Johnson

Murder Mystery

Sam is like any other teenage girl except that she was born deaf. She meets Jim and falls in love. Then Jim's jealous ex-girlfriend reveals a secret and Sam wonders if she really knows Jim at all. For their love to grow he must show her that their worlds are not too different.

The Amsterdam Connection Sue Leather Journalist Kate Jensen is shocked when her friend Max is found murdered in Amsterdam. She goes there to search for his killer and starts asking questions at the football club he owned. Someone doesn't want her to get any answers and Kate discovers that football can be a very dangerous game indeed. Paperback

978-0-521-79502-9

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Paperback

Also available • 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

Human Interest

When Summer Comes Helen Naylor Stephen and Anna Martins are escaping their stressful lives in London, and taking a holiday by the sea. They make friends with a local fisherman, but when Stephen is called back to London for work, Anna is left alone for a few days. Then something happens which changes their lives for ever. Paperback

978-0-521-65611-5

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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 representative.

54 | Contact your ESL Specialist: 888-ESL-BUZZ (375-2899)

978-0-521-53655-4

$11.80

Reading Beginner Level/Literacy: 250 Headwords Comedy What a Lottery! by Colin Campbell Ghost Story The Girl at the Window by Antoinette Moses Human Interest Book Boy by Antoinette Moses WINNER Language Learner Literature Award Human Interest Why? by Philip Prowse Murder Mystery A Death in Oxford by Richard MacAndrew WINNER Language Learner Literature Award Romance Arman’s Journey by Philip Prowse Romance Big Hair Day by Margaret Johnson Science Fiction/ WINNER Language Learner Literature Award Let Me Out! by Antoinette Moses Horror Thriller The Black Pearls by Richard MacAndrew Thriller Dirty Money by Sue Leather Thriller The Penang File by Richard MacAndrew

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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 The Big Picture by Sue Leather Thriller Blood Diamonds by Richard MacAndrew FINALIST Language Learner Literature Award Thriller The Caribbean File 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 Ten Long Years by Alan Battersby

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Level 2 Elementary/Lower-intermediate: 800 Headwords Adventure Apollo’s Gold by Antoinette Moses 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 The Double Bass Mystery by Jeremy Harmer Murder Mystery Logan’s Choice by Richard MacAndrew Romance Different Worlds by Margaret Johnson FINALIST Language Learner Literature Award Romance Within High Fences by Penny Hancock Science Fiction Superbird by Brian Tomlinson Short Stories Circle Games by Frank Brennan 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 Thriller A Picture to Remember by Sarah Scott-Malden

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Level 3 Lower-intermediate: 1300 Headwords Comedy The Ironing Man by Colin Campbell Ghost Story How I Met Myself by David A. Hill Horror The Beast by Carolyn Walker Murder Mystery A Puzzle for Logan by Richard MacAndrew FINALIST Language Learner Literature Award Murder Mystery Not Above the Law by Richard MacAndrew FINALIST Language Learner Literature Award Murder Mystery Strong Medicine by Richard MacAndrew Romance Just Good Friends by Penny Hancock Romance Two Lives by Helen Naylor Romance Wild Country by Margaret Johnson 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 The House by the Sea by Patricia Aspinall Thriller The Lahti File by Richard MacAndrew Thriller No Place To Hide by Alan Battersby

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Level 4 Intermediate: 1900 Headwords Adventure Nothing but the Truth by George Kershaw Ghost Story The Lady in White by Colin Campbell Human Interest When Summer Comes by Helen Naylor Murder Mystery The Amsterdam Connection by Sue Leather Murder Mystery But Was it Murder? by Jania Barrell WINNER Language Learner Literature Award Murder Mystery Man Hunt by Richard MacAndrew Murder Mystery The University Murders by Richard MacAndrew 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 The Fruitcake Special and other stories Short Stories by Frank Brennan FINALIST Language Learner Literature Award Thriller Berlin Express by Michael Austen Thriller High Life, Low Life by Alan Battersby Thriller A Matter of Chance by David A. Hill Level 5 High Intermediate: 2800 Headwords 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 Murder Mystery Emergency Murder by Janet McGiffin Murder Mystery Murder by Art by Janet McGiffin Romance All I Want by Margaret Johnson Romance Jungle Love by Margaret Johnson Short Stories Windows of the Mind by Frank Brennan Thriller Better Late Than Never by J.M.Newsome Thriller Death in the Dojo by Sue Leather Thriller East 43rd Street by Alan Battersby Thriller A Tangled Web by Alan Maley Level 6 Advanced: 3800 Headwords WINNER Language Learner Literature Award Human Interest The Best of Times? by Alan Maley WINNER Language Learner Literature Award Human Interest A Dangerous Sky by Michael Austen Frozen Pizza and other slices of life Human Interest by Antoinette 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 Murder Mystery Deadly Harvest by Carolyn Walker Romance A Love for Life by Penny Hancock 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 representative.

Visit our website: cambridge.org/esl | 55

Reading

We’ve partnered with

to create hundreds of free ready-made quizzes aligned to eight of our titles. This collaboration furthers our mission to unlock people’s potential with the best learning and research solutions and Kahoot!’s mission to ‘make learning awesome’.

Kahoots are: • Adaptable for use in classrooms and for remote teaching – perfect for live/synchronous sessions or asynchronous self-paced gameplay. • Informed with various ways to assess student knowledge with advanced reports, a leader board, and the ability to see question accuracy. Visit cambridge.org/kahoot to learn more about our Kahoots! for these titles: 3rd Edition

Recent studies on the impact of game-based learning showed value both to teachers and students by: • Helping to improve instruction • Contributing to better learning outcomes • Creating a good learning environment • Increasing student motivation • Reducing student anxiety

Second Edition

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ESSENTIALS

Reading

4 Ways to use Kahoot! in an English Language Classroom

As a Diagnost ic Use before a lesson to find out what your stu dents know a nd don’t know. For Practice

I love the kahoots for Ventures! Kahoot was a valuable tool in the classroom and I love that Cambridge University Press has created Venturesspecific games. This will make it so much easier for our volunteers to implement games and play to facilitate SLA. Melissa Prouty Aberg Center for Literacy

Use after prese nting a new concept, to g ive students a chance to rein force their lea rning. Get Formativ e

Use to assess students’ knowledge o nce they have had a chance to p ractice a new concep t. As a Review

Use kahoots for previous le ssons to make sure students have retained key concepts.

Are you ready to play Kahoot!? Visit our website: cambridge.org/esl | 57

Reading

Reading and Writing Get in touch

Audio

Video

Order eSample

Scope & Sequence

Explore the Course

DISCOVER MORE!

Download sample content, audio and free resources, including a guide to teaching Prism remotely.

cambridge.org/prism

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 5 Levels A 5-level paired Reading and Writing skills course, with a fresh approach that focuses strongly on critical thinking, skills for academic life, and teaches 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.

The most important words

Remote teaching guide

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.

How to teach remotely with Prism, available as a free download from the website, supports teachers working with the course and our digital resources in a virtual classroom.

Engagement through videos

Test security

Carefully selected videos spark students’ interest and prepare them to explore the unit’s topic in greater depth.

Keep assessments secure with our downloadable tests at esource.cambridge.org

Reading skills aligned with program requirements Students study key vocabulary to prepare them for each reading and to develop academic reading skills.

Explicit grammar instruction With a focus on using grammar to accomplish rhetorical goals, students learn the most useful grammar for their writing tasks.

eBook Students can access Student’s Books on their mobile devices or computers. Canvas shell courses and tests • Canvas shell courses are available for Prism. Please contact your Cambridge representative for information. • Self-scoring unit tests are available on Canvas Commons.

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Energize your classroom with Kahoot! quizzes for Prism. With game-based learning, practice and formative assessment can be fun and engaging. See pages 56-57 for details. cambridge.org/kahoot/prism

Reading and Writing

More critical thinking. More college skills.

Critical thinking and productive skills

WRITING

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.

CRITICAL THINKING 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?

Practical skills for life ‘On Campus’ Unique lessons that support the development of skills to build students’ confidence, supporting their success.

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

DOWNLOAD SAMPLE UNIT cambridge.org/prism

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.

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.

REMEMBER THAT THE LIBRARIANS ARE ALWAYS HERE TO HELP YOU.

REAL-WORLD APPLICATION

The digital resources

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:

Online Tools

Presentation Plus

eBook

Online Workbook

Prism Reading and Writing Student's Book with Online Workbook Teacher’s Manual eBook Presentation Plus, Teacher’s Manual, Unit Quizzes and Answer Keys

Kahoot! quizzes

IDENTIFYINGRELIABLEONLINE ON CAMPUS SOURCES

Teacher Training cambridge.org/training

Intro 978-1-316-62418-0 978-1-316-62497-5

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Level 2 978-1-316-62431-9 978-1-316-62513-2 cambridge.org/USELT/eBooks Download from esource.cambridge.org

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Level 4 978-1-316-62474-6 978-1-316-62544-6

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Visit our website: cambridge.org/esl | 59

Reading and Writing

Preparing students for academic coursework

Academic Encounters Reading and Writing Second edition Level 1: Jennifer Wharton Level 2: Jessica Williams Level 3: Jessica Williams, Kristine Brown, Susan Hood Level 4: Bernard Seal LOW INTERMEDIATE TO ADVANCED

Integrated digital learning

Remote teaching guide

Student’s Book includes Writing Skills Interactive.

How to teach remotely with Academic Encounters, available as a free download from the website, supports teachers working with the course and our digital resources in a virtual classroom.

eBook Students can access Student’s Books on their mobile devices or computers and teachers can screenshare when teaching remotely. Canvas tests Self-scoring unit tests are available on Canvas Commons.

Academic texts and tasks

Prepare students for university study by replicating the texts and tasks that they will encounter in different academic disciplines.

Example Skills Reading 3

Academic skills

EARTHQUAKES

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.

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.

fault a large break in the surface of the earth 20

Sustained content 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.

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.

This intensive, immersive approach replicates exactly what students will experience in college classrooms.

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. 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

cambridge.org/academicencounters

40 Unit 1 Planet Earth

Energize your classroom with Kahoot! quizzes for Academic Encounters. With game-based learning, practice and formative assessment can be fun and engaging. See pages 56-57 for details. cambridge.org/kahoot/academicencounters

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 (all levels)

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Writing Skills 1 Second Edition with Academic Writing

ONLINE PRACTICE INCLUDED

Overview

Levels

Proficiency

Topic/ Skills Based

Academic/ General Includes English Digital

SEE INSIDE FRONT COVER

Grammar and Beyond Second Edition page 62 Academic English

• Smartphonefriendly activities • Writing Skills Interactive • Classroom Presentation • eBook • App • Kahoot! Games • Canvas Tests

Randi Reppen

A new edition of the popular contextualized grammar series with a focus on developing academic writing skills and strategies. Grammar taught in the unit through real-world information, a strong emphasis on practice and avoiding common mistakes become the foundation for the writing lesson.

Beginner to Advanced

Topic Based

Final Draft page 64 A corpus-informed coursebook that models writing from students and the real world. Also covers vocabulary, grammar, and avoiding plagiarism.

Beginner to Advanced

Topic Based

Academic English

• Writing Skills Interactive • eBook • Kahoot! Games • Canvas Tests

Beginner to High Intermediate

Skills Based

Academic English

• Writing Skills Interactive • eBook

Beginner to Advanced

Skills Based

Academic English

• eBook

Advanced/ Freshman Comp

Skills Based

Academic English

• eBook

Academic English

• Online Practice • Online Teacher Training Module • Classroom Presentation • eBook • Kahoot! Games • Canvas Tests

Writers at Work page 66 A coursebook designed to teach process writing, building student understanding of editing and working through multiple drafts.

Skills for Effective Writing page 66 A perfect series for students who need more support, offering extensive focus on a single skill in each unit.

New Directions / Guidelines page 67 New Directions is a thematic writing skills text that bridges the gap between ESL and college writing courses. Guidelines teaches academic essay and research writing with the use of cross-cultural readings.

Prism Reading / Writing page 58 A moderately paced 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.

Beginner to Advanced

Topic Based

Writing

1 Second Edition with Academic Writing

ONLINE PRACTICE INCLUDED SEE INSIDE FRONT COVER

Second Edition

Randi Reppen

Get in touch

Audio

Video

Order eSample

Scope & Sequence

Explore the Course

DISCOVER MORE!

Download sample content and free resources, including teaching tips and photocopiable activities for every unit.

cambridge.org/grammarandbeyond

Levels 1 and 2: Randi Reppen Level 3: Randi Reppen, Laurie Blass, Susan Iannuzzi, Alice Savage Level 4: Randi Reppen, John D. Bunting, Luciana Diniz Beginner to Advanced 4 Levels Grammar and Beyond teaches key academic writing skills using the writing process in cycles. Grammar is introduced and practiced in real-world contexts that can be applied the classroom and become the foundation for the academic writing lesson at the end of each unit. Students develop valuable skills with content based on research that helped identify grammar and writing tasks college students need the most. • Academic writing skills and strategies prepare students to think critically and write successfully in the college classroom. • Different types of academic writing are taught in cycles that span several units. Each Academic Writing lesson within the cycle concentrates on a specific stage: Brainstorm, Organize, Write, Edit, while incorporating the grammar and topics relating to the unit.

Online Practice with every Student’s Book

Teacher support

• The Digital Workbook has automatically-graded activities focusing on Avoiding Common Mistakes and Self-Assessment, giving students an opportunity to assess their mastery of the grammar points.

• Presentation Plus digitally transforms the classroom into an engaging and interactive experience.

• Writing Skills Interactive is a self-grading course to practice discrete writing skills and reinforce vocabulary to help students develop a wide range of skills to become successful writers. Each unit has:

• Ready-made Kahoot! quizzes energize learners with game-based learning to make practice and formative assessment fun and engaging. See page 56 for details. cambridge.org/kahoot/grammarandbeyond

- Vocabulary review - Short text to check understanding of the context - Animated presentation of target unit writing skill - Practice activities - Unit Quizzes to assess progress

• Rigorous vocabulary development using thematically linked words are recycled throughout the unit allowing students to acquire the meaning naturally.

UNIT

• Avoid Common Mistakes helps students identify and correct their most commonly made errors to develop self-editing skills and improve their speaking and writing.

ACADEMIC WRITING Expository writing

Count and Noncount Nouns Privacy Matters

1 Grammar in the Real World A What information about yourself do you want to keep private? Read the article from a website. What are some ways you can protect your personal information?

B Comprehension Check

Match the kind of ID theft with the way

to avoid it. ID thieves . . . 1 take information from your garbage. 2 steal your credit card number online. 3 “phish” for information.

• How to teach remotely with Grammar and Beyond Second Edition, available as a free download from the website, supports teachers working with the course and our digital resources in a virtual classroom.

But you can . . . a only pay on secure websites. b not respond to an unsolicited e-mail. c shred your bills before you throw them away.

C Notice Find the sentences in the article and complete them with a or an. If no word goes in the blank, write ✗.

Type of✗ academic writing covered is shown at the beginning of the unit. 1 Identity theft is the act of using someone’s personal information without permission.

2 ID thieves go through your garbage and look for

3 They “phish” for

papers.

information.

4 Phishing is sending information. 5 The e-mail looks like it is from

e-mail that asks you for your personal bank.

Which of the nouns are things you can count? Which are things you cannot count? Which noun is plural?

62 | Contact your ESL Specialist: 888-ESL-BUZZ (375-2899) 82

• Downloadable teacher resources include a Teacher’s Manual, assessment, and communicative activity worksheets.

• Self-scoring unit tests are available on Canvas Commons.

Writing Different types of academic writing are covered in each level such as: • Doing Research Online

2 Second Edition

Second Edition

with Academic Writing

ONLINE PRACTICE INCLUDED

SEE INSIDE FRONT COVER

• Opinion Writing • Expository Writing • Comparison-and-Contrast Writing • Argumentative Writing • Cause-and-Effect Writing

Randi Reppen

• Description and Analysis

John D. Bunting, Luciana Diniz, Susan Iannuzzi, Alice Savage with Randi Reppen

Laurie Blass, Susan Iannuzzi, Alice Savage with Randi Reppen

• Summary and Response Learner outcomes are mapped out at the beginning of each writing cycle and section. Count and Noncount Nouns

Each unit builds on the writing process completed in the previous unit(s) and states the objective for the new unit.

5 Academic Writing

7 In medicine, legs and arms are now so advanced that people use them to run marathons and to climb mountains. 8 With special equipment, doctors can now see a patient’s signs of disease.

Expository Writing Brainstorm

Organize

Write

Edit

Choose a new area of technology or invention to analyze. Write a report about its advantages and disadvantages, and include a prediction in the conclusion.

5 there are issues with privacy, identity theft, and online harassment.

Now, what comes next? What will the world of tomorrow look like? Will it be easier or more difficult? Many people are confident that technology is going to help solve some of today’s most challenging problems. Other people worry that new technology may solve

Exercise 5.2 Focusing on Vocabulary

10 old problems but create new ones, like the internet has. While it is

Read the definitions. Complete the sentences with the correct form of the words in the box.

artificial (adj) not natural, made by people benefit (n) advantage; positive result; (v) to help or give an advantage to convenience (n) something that makes life or a process easier congestion (n) a situation when something is blocked or stopped organ (n) part of a human or animal that has a special purpose power (n) energy, usually electricity or gas, used to provide heat, light, etc. process (n) a series of actions to reach a result progress (n) movement toward an improved situation

. It can take years until it works well.

2 New technology sometimes creates problems, but there are usually

to people, too.

3 Most modern cities have serious traffic

because there are too many cars on the road.

4 Many cities are making environmental cleaner buses and safer subways.

with better public transportation, like

for riders because it is so easy and fast.

6 Electric cars make the air cleaner because they get

from electricity, not gasoline. 35

difficult to predict the world of tomorrow, progress today in the areas of transportation, production, and safety will probably change the future. When we dream about the future of transportation, many of us believe that we will be able to exit our garages and take to the skies in our own personal flying cars. In fact, companies like Terrafugia and AeroMobil are already developing them. The advantages of flying cars are obvious. They would allow full freedom of movement. We could fly at 300 miles per hour, avoiding traffic lights, busy roads, and speeding tickets. However, some people point to the disadvantages of flying cars. They claim that there are certain to be problems with controlling traffic. If the cars become popular, there is likely to be more congestion in the air. Another big problem is mechanical failure. What will happen if the cars break down? These are problems we must solve when flying cars become a reality. The way we make, buy, and sell things is also going to change. For example, most people print out electronic documents on sheets of paper at work or school, and many people are probably aware of 3D printing, a process by which three-dimensional objects are created. 3D printers build an object using layers of liquid plastic, metal, or other materials. They build up the layers line by line like a normal printer until the object is complete. Car companies like BMW and Volkswagen already use 3D printers to make life-size models of car parts, and medical technology companies have already used 3D printing to make body parts, such as artificial ears. Some

My Writing

people print their own small objects at home, such as jewelry and toys, with 3D printers. However, 3D printing has the

Exercise 5.2 Planning Your Introductory Paragraph

40 ability to change the future. It can create

94 Unit 7 Count and Noncount Nouns

Review your notes and work from My Writing in Unit 7. Plan your essay’s introductory paragraph. 1 Write notes about the hook.

2 Write notes about the background information.

3 Write notes about the thesis statement.

Exercise 5.3 Writing Your Introductory Paragraph

Privacy Matters 95

Use your notes from Exercise 5.2. Write an introductory paragraph for your essay. Make sure the thesis statement shows the reader what your body paragraphs will be about.

Exercise 5.4 Editing Your Writing

Pronouns; Direct and Indirect Objects

A real world model incorporates the 1 Work with a partner. Use the questions below to give feedback on your partner’sunit report. grammar into common types of • Which of your partner’s ideas seem the strongest to you? writing for students to understand • Which of your partner’s ideas need to be explained more clearly? and analyze. • What could your partner add or remove to make the report stronger and easier to

Level 2, Unit 7

Articles

1 Underline the hook. What type of hook does the writer use? Is it effective? 2 Put a box around the background information. Does the writer include too much, too little, or the right amount of background information? 3 Double underline the thesis statement. How many body paragraphs do you think there will be? Will the writer focus more on the advantages or disadvantages?

Exercise 5.1 Preparing to Write Work with a partner. Discuss the questions.

5 An electronic bus pass is a

My Writing helps students develop their academic writing at various stages of the writing process.

The World Of Tomorrow

In this writing cycle (Units 7-9), you are going to write a report that answers the prompt below. In this unit (7), you will analyze a report and brainstorm ideas about the topic.

1 Designing new technology is often a long

, like the heart, to look for

Exercise 5.4 Revising Your Ideas

Use the editing tips to improve your paragraph. Make any necessary changes. Did you use an indefinite article with unfamiliar count nouns or not specific ones? Did you use any definitions in your paragraph? Did you use a definite article with specific, familiar, or unique count and noncount nouns? Did you avoid the common mistakes in the chart on page 105?

understand?

2 Use the feedback from your partner to revise your report. The Media 107

Exercise 5.5 Editing Your Writing Use the checklist to review and edit your report. Did you answer the prompt completely?

Level 2, Unit 8

Did you write a hook and background information in the introductory paragraph? Did you write an effective thesis statement? Do the topic sentences in your body paragraphs connect to your thesis statement?

Checklists guide students to develop self-editing skills.

Did you write about advantages and disadvantages in your body paragraphs? Did you use evidence and examples to support your statements? Did you summarize your thesis and main points in your concluding paragraph?

Using Pronouns To Avoid Repetition Writers use pronouns to replace or refer to nouns. This helps connect sentences and ideas. It also helps the writer avoid repeating the same noun.

Exercise 5.6 Editing Your Grammar Use the checklist to review and edit your report. Did you use count and non-count nouns correctly? Did you use the indefinite article with unfamiliar count nouns or not specific ones? Did you use the definite article with specific, familiar, or unique count and noncount nouns?

DOWNLOAD SAMPLE UNIT

Did you use pronouns to connect your sentences and ideas and to avoid repeating the same noun too many times? Did you avoid the common mistakes in the charts on pages 93, 105, and 119?

Exercise 5.7 Writing Your Final Draft

Level 2, Apply Unitthe 9feedback and edits from Exercise 5.4 to 5.6 to write the final draft of your report. The digital resources

Presentation Plus

cambridge.org/grammarandbeyond

Challenging Ourselves 121

eBook

Digital Workbook

App

For details about the grammar lessons, see page 38.

Kahoot!

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Writing

Final Draft 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

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 SociAL Work: SociAL ActiViSiM

LOW INTERMEDIATE TO ADVANCED A four-level academic writing series that prepares students to become confident and effective writers and succeed 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. • Based on extensive research, students focus on the most relevant grammar, vocabulary, collocations, and phrases while learning how to avoid common mistakes.

“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?

What are some social problems in today’s world?

What steps can you take to start changing the world and helping to solve social problems?

• Additional online writing instruction and additional self-graded practice help students improve discrete writing skills. eBook

Canvas tests • Self-scoring unit tests are available on Canvas Commons. Remote teaching guide • How to teach remotely with Final Draft, available as a free download from the website, supports teachers working with the course and our digital resources in a virtual classroom.

cambridge.org/finaldraft

64 | Contact your ESL Specialist: 888-ESL-BUZZ (375-2899)

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.

proceSS eSSAyS 195

• A pedagogical approach to plagiarism helps students develop an understanding of and techniques for avoiding these situations through realistic examples and practical activities.

• Students can access Student’s Books on their mobile devices or computers and teachers can screenshare when teaching remotely.

About the Author:

Learning corpus-informed academic vocabulary and collocations help prepare students for writing assignments.

Writing

ShArpen your SkiLLS

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.

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.

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.

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.

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.

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.

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 2

Research tells us that these are the most common mistakes that students make when using phrasal verbs in academic writing.

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

It is easy to get people to sign in for the organization.

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

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.

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

Final Draft Student's Book and Writing Skills Interactive Pack Teacher's Manual eBook

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Energize your classroom with Kahoot! quizzes for Final Draft. With game-based learning, practice and formative assessment can be fun and engaging. See pages 56-57 for details. cambridge.org/kahoot/finaldraft

Visit our website: cambridge.org/esl | 65

Writing

Writers at Work

Writing Skills Interactive

Skills for Effective Writing

From Sentence to Paragraph: Laurie Blass, Deborah Gordon The Paragraph: Jill Singleton The Short Composition: Ann O. Strauch The Essay: Dorothy E. Zemach, Lynn Stafford-Yilmaz

BEGINNER TO ADVANCED

Writing Skills Interactive offers instruction and practice across a range of discrete skills. Every exercise is automatically graded, helping students improve independently and giving instructors time to focus on other aspects of writing.

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.

BEGINNER TO HIGH INTERMEDIATE

• Flexible content makes Writing Skills Interactive the perfect addition to any course.

Discrete writing skills

Writers at Work helps students learn how to find issues in the content and form of their writing resulting in better writing and a greater appreciation of the value of the process.

• Animated presentations for each skill provide instruction to students outside of class.

The process approach at all levels

• Online forums allow instructors to set open-ended writing tasks.

Students at all levels can understand and apply the full writing process, as they learn to revise and edit their writing and internalize this approach for later college courses.

• Extensive practice activities help students master the skills.

Available free with Academic Encounters Reading and Writing, Final Draft, Grammar and Beyond, and Writers at Work.

eBook

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. Better student writing 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. eBook Students can access Student’s Books on their mobile devices or computers and it allows teachers to screenshare when teaching remotely.

Students can access Student’s Books on their mobile devices or computers and it allows teachers to screenshare when teaching remotely. Additional downloadable practice activities and tests are available at:

cambridge.org/skillsforeffectivewriting

cambridge.org/waw/teacher

Writers at Work Student’s Book and Writing Skills Interactive Pack Teacher’s Manual Student’s Book and Writing Skills Interactive Pack Teacher’s Manual eBook (all levels)

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Writing Skills Interactive 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 with Online Practice Contact your local Cambridge representative to purchase institutional access codes.

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Writing

Guidelines

New Directions

The International Story

A Cross-Cultural Reading and Writing Text

Reading, Writing, and Critical Thinking

Third edition

Second edition

An Anthology with Guidelines for Reading and Writing About Fiction

Ruth Spack

Peter S. Gardner

Ruth Spack

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 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. 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. eBook Students can access Student’s Books on their mobile devices or computers and it allows teachers to screenshare when teaching remotely. Student’s Book Teacher’s Manual eBook

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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 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. eBook Students can access Student’s Books on their mobile devices or computers and it allows teachers to screenshare when teaching remotely. 978-0-521-54172-5 978-0-521-54173-2 cambridge.org/USELT/eBooks

• Emphasizes the connection between reading and writing, and between literature and composition. Student’s Book Instructor’s Manual

Analysis of academic writing

Student’s Book Teacher’s Manual eBook

• Fosters reflection, creativity, and critical thinking through interactive discussion activities.

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See also • A Writer’s Workbook Fourth edition • In Our Own Words Third edition • Inspired to Write • Writing from Within Second edition • Write to Be Read Second edition • From Writing to Composing Second edition Page 93

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Listening and Speaking

Listening and Speaking Get in touch

Audio

Video

Order eSample

Scope & Sequence

Explore the Course

DISCOVER MORE!

Download sample content, video, audio and free resources, including a guide to teaching Prism remotely.

cambridge.org/prism

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 5 Levels A 5-level paired Listening and Speaking skills course that 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. Engagement through videos 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.

Rigorous critical thinking practice

Canvas shell courses and tests

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.

• Canvas shell courses are available for Prism. Please contact your local Cambridge representative.

Pronunciation, grammar, and vocabulary for academic success • Language development lessons support academic studies and focus on vocabulary and grammar that were chosen based on research. • Students learn how to decode spoken English, developing listening skills that focus on detail and nuance. Test security Keep assessments secure with our downloadable tests at esource.cambridge.org eBook Students can access Student’s Books on their mobile devices or computers.

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• Self-scoring unit tests are available on Canvas Commons. Remote teaching guide How to teach remotely with Prism, available as a free download from the website, supports teachers working with the course and our digital resources in a virtual classroom.

Energize your classroom with Kahoot! quizzes for Prism. With game-based learning, practice and formative assessment can be fun and engaging. See pages 56-57 for details. cambridge.org/kahoot/prism

Listening and Speaking

More critical thinking. More college skills.

Critical thinking and productive skills 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.

SPEAKING CRITICAL THINKING 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.

ON CAMPUS

Winter Carnival Parades

SETTING SMART GOALS

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!

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. 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

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!

2 Work with a partner and compare your goals. Discuss the questions. 1 Why is each goal important to you? 2 What other goals do you have?

Buried Treasures

3 Work with a partner. Look at the words below and discuss the questions.

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.

1 What does each word mean? 2 How might each word apply to goal-setting? specific

measurable

achievable

relevant

time-bound

Snow and Ice Events

WHILE LISTENING

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

3.9 Listen to the lecture and complete the notes. SMART goals

specific measurable

UNIT 2

achievable

Practical skills for life ‘On Campus’

relevant

Unique lessons that support the development of skills to build students’ confidence, supporting their success.

time-bound

. e.g., What is a good job? Identify (1) ? How will you (2) ? e.g., how many hours in the gym, how much (3) e.g., not “A in all classes” but (4) = more realistic. ? What steps do I need to take? Ask yourself, (5) Relevant = linked to (6) objectives Ask yourself, “how important in long term?” . Decide on a (7) What will you do this week/ next week, etc.?

UNIT 3

DOWNLOAD SAMPLE UNIT

The digital resources

cambridge.org/prism

Online Tools

Presentation Plus

eBook

Online Workbook

Prism Listening and Speaking Student's Book with Online Workbook Teacher’s Manual eBook Presentation Plus, Teacher’s Manual, Unit Quizzes and Answer Keys

Kahoot! Quizzes

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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 LOW INTERMEDIATE TO ADVANCED Prepares students for university study by replicating the tasks that they will encounter in different academic disciplines. Academic skills Teaches critical academic skills to help students succeed in college. 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. Authentic and adapted texts 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. Sustained content The 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

Remote teaching guide

Each Student’s Book includes access to online audio and video.

How to teach remotely with Academic Encounters, available as a free download from the website, supports teachers working with the course and our digital resources in a virtual classroom.

Academic lectures online

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

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 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

1 violence • TV (avg time TV on each day • Kids:

)

2 • “Couch potato”

Lectures were recorded in real college classrooms, complete with interactions between professors and students.

Advances Dangers

Energize your classroom with Kahoot! quizzes for Academic Encounters. With game-based learning, practice and formative assessment can be fun and engaging. See pages 56-57 for details.

• 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.

cambridge.org/kahoot/academicencounters Chapter 6 Impact of the Media on Our Lives 119

cambridge.org/academicencounters

Each unit provides extensive instruction and practice in taking notes, helping students succeed in university courses

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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Listening and Speaking

Present Yourself Second edition Steven Gershon LOW INTERMEDIATE TO INTERMEDIATE Present Yourself, packaged with a complementary video for each level, is a presentation course for adult and young adult learners of English. The 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.

Let’s Talk

Active Listening

Second edition

Leo Jones

Steven Brown, Dorolyn Smith

HIGH BEGINNER TO HIGH INTERMEDIATE

HIGH BEGINNER TO INTERMEDIATE

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.

This popular listening series for adult and young adult learners 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.

eBook

Students can access Student’s Books on their mobile devices or computers and teachers can screenshare when teaching remotely.

cambridge.org/letstalk

cambridge.org/activelistening

Let’s Talk 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) All Levels eBook

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Price $43.80 $65.60 $84.60

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$43.80 $65.60 $84.60

978-0-521-69287-8 978-0-521-69288-5 978-0-521-69289-2

$43.80 $65.60 $84.60

cambridge.org/USELT/eBooks

Active Listening 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) All Levels eBook

978-0-521-67813-1 978-0-521-67814-8 978-0-521-67815-5

Price $43.80 $65.60 $84.60

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$43.80 $65.60 $84.60

978-0-521-67821-6 978-0-521-67822-3 978-0-521-67823-0

$43.80 $65.60 $84.60

cambridge.org/presentyourself Present Yourself Level 1 Student's Book Teacher's Manual with DVD Level 2 Student's Book Teacher's Manual with DVD

978-1-107-43563-6 978-1-107-43583-4

Price $43.80 $35.20

978-1-107-43578-0 978-1-107-43584-1

$43.80 $35.20

cambridge.org/USELT/eBooks

Visit our website: cambridge.org/esl | 71

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

Clear Speech Judy B. Gilbert BEGINNER TO HIGH INTERMEDIATE 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.

6 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 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.

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.

Listen. One word in the sentence below is emphasized and the other words are de-emphasized. This is contrast.

“easy”?

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.

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

Integrated digital learning

eas stressed syllable

• Student’s Books include access to online audio. • Download MP3s for all the listening activities in the Student’s Book, and review and practice all the sounds, intonation, and rhythm patterns presented and practiced in class.

easy focus word

How do you spell “easy”? thought group

44 • Clear Speech

eBook Students can access Student’s Books on their mobile devices or computers and teachers can screenshare when teaching remotely. cambridge.org/clearspeech cambridge.org/clearspeechfromthestart

The series focuses on the areas of English that are most important for comprehensibility

Also available • Pronunciation Pairs An Introduction to the Sounds of English cambridge.org/pronunciationpairs • Pronunciation Plus Practice Through Interaction cambridge.org/pronunciationplus • Mark Hancock’s 50 Tips for Teaching Pronunciation Page 90

Clear Speech Student’s Book with Integrated Digital Learning Teacher’s Resource and Assessment Book Class and Assessment Audio CDs (4) eBook

72 | Contact your ESL Specialist: 888-ESL-BUZZ (375-2899)

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 cambridge.org/USELT/eBooks

Price $37.80 $64.20 $98.60

Listening and Speaking

Trusted by over 40 million learners and teachers Free, corpus-informed dictionaries and resources to support remote teaching and independent learning

Clear explanations Written especially for learners of English, our definitions are clear and easy to understand, in your choice of American or British English. You’ll also find audio pronunciations for each word, grammar advice, example sentences and translation dictionaries in more than 20 languages.

Personal learning Cambridge Dictionary +Plus is a free resource for learners and teachers of English where you can create, download and share word lists and quizzes. Sign up to our newsletter to get monthly tips and hear about new dictionary features.

Unique thesaurus Beyond just listing synonyms and opposites, the Cambridge Thesaurus helps you choose the right word for the right context. It explains how similar words are used differently depending on their context – American or British English, formal or informal language – with thousands of example sentences that show collocations and grammar patterns.

Community network Join our community of dictionary fans on Instagram, Twitter and Facebook to enjoy new content every day. Whether it’s a learning challenge or a Word of the Day post, our social media channels have something for everyone!

dictionary.cambridge.org Visit our website: cambridge.org/esl | 73

Listening and Speaking Dictionaries

Cambridge

Cambridge Advanced Learner’s Dictionary

Dictionary +Plus

Fourth edition HIGH INTERMEDIATE TO ADVANCED Ideal for B2 First, C1 Advanced, C2 Proficiency, Business English and IELTS test preparation Packed full of useful study extras, the fourth edition of the Cambridge Advanced Learner’s Dictionary is specially designed to help learners become fluent speakers of English at an advanced level. • Clear definitions and hundreds of illustrations help learners identify variations in meaning. • Focus on Writing section helps learners to develop their advanced writing skills. • Word Partner boxes show learners how to use words as a native speaker would. Paperback

978-1-107-68549-9

$43.20

Cambridge English Pronouncing Dictionary Daniel Jones Edited by Peter Roach, Jane Setter and John Esling HIGH INTERMEDIATE TO PROFICIENCY Ideal for CLIL and bilingual schools The 18th edition of Daniel Jones’s classic work is the definitive guide to contemporary English pronunciation. • Over 230,000 pronunciations of words, names and phrases for both American and British English. • Usage notes explain how to pronounce sounds and words in different contexts, how pronunciations change, and more. 978-0-521-15253-2

18th edition

Paperback

Boost remote learning with +Plus

$52.80

cambridge.org/dictionaries

74 | Contact your ESL Specialist: 888-ESL-BUZZ (375-2899)

Tools to create your own word lists and quizzes for your students Word lists shared by our community of dictionary fans dictionary.cambridge.org/plus

Business English

Business Vocabulary in Use Second and Third editions

English for Business Studies

Cambridge Business Skills

A course for Business Studies and Economics students

cambridge.org/cambridgeenglish/business

Writing for Impact

Third edition

Bill Mascull

Tim Banks

BEGINNER TO ELEMENTARY

Ian MacKenzie

HIGH INTERMEDIATE 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.

HIGH INTERMEDIATE TO ADVANCED

15-20 hour short course

60–90 teaching hours

Writing for Impact covers all aspects of writing, from writing emails and letters to report-writing.

Topics include ‘CVs, cover letters and emails’, ‘Interns, trainees and apprentices’, ‘Risk and uncertainty’.

This best-selling course helps students to understand and talk about key concepts in business and economics. The course features subjects such as wikinomics, viral marketing, hedge funds and the subprime crisis.

The Intermediate and Advanced levels are available with eBooks that can be used on iPads and Android tablets, as well as desktop and laptop computers.

Student’s Book Teacher’s Book Audio CDs (2)

cambridge.org/chooseinuse

Grammar for Business

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 eBook 978-1-316-62997-0 Book with answers 978-1-316-62998-7 Advanced Third edition Book with answers and eBook 978-1-316-62822-5 Book with answers 978-1-316-62823-2

$28.80 $28.80 $28.80 $28.80 $28.80 $28.80

978-0-521-74341-9 978-0-521-74342-6 978-0-521-74343-3

$43.80 $43.80 $52.40

978-1-107-60351-6

Michael McCarthy, Jeanne McCarten, David Clark and Rachel Clark INTERMEDIATE TO HIGH INTERMEDIATE

Dynamic Presentations Mark Powell INTERMEDIATE TO ADVANCED 15-20 hour short course

Student’s Book with Audio CDs (2) DVD

978-0-521-15004-0 978-0-521-15006-4

Providing clear explanations and authentic practice of essential business language, Grammar for Business focuses on both spoken and written grammar to help students improve their communication skills in realistic situations.

Communicating Across Cultures

Book with Audio CD

INTERMEDIATE TO HIGH INTERMEDIATE

978-0-521-72720-4

$44.20

Bob Dignen

This course covers all types of written and spoken communications, preparing learners to work effectively with business colleagues and partners the world over.

HIGH INTERMEDIATE TO ADVANCED

Student’s Book with Audio CD DVD

978-0-521-18198-3 978-0-521-18202-7

Develops the specialist English language knowledge and communication skills that job-seekers need to apply for and secure jobs.

International Negotiations

Student’s Book with Audio CDs (2)

Mark Powell

Also available • Flightpath Aviation English for pilots and ATCOs cambridge.org/flightpath • Be My Guest English for the Hotel Industry cambridge.org/english-for-specific-purposes

$29.40 $29.40

20-30 hour short course

Colm Downes

978-0-521-72215-5

$32.80

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.

Cambridge English for Job-hunting

Business Vocabulary in Use Advanced eBook

Student’s Book with Audio CD

$36.80

$28.80 $29.40

INTERMEDIATE TO ADVANCED 15-20 hour short course English is the language used in international business and no skill is more central to professional life than negotiation. Student’s Book with Audio CDs (2)

978-0-521-14992-1

$29.40

Visit our website: cambridge.org/esl | 75

Experts together Our IELTS Courses Overview

Levels

Target Band Score

Module

Topic / Skills Based

Hours (per level)

4 and above

BOTH

Skill

Up to 120

Intro to IELTS 5.5 6.5 7.5

ACADEMIC

Topic, organized by skill

4 and above

BOTH

Skill

Up to 120

4–5 5–6.5 6.5–7.5

ACADEMIC

Topic

50–70

Official Guide Page 77 • Student’s Book • Audio and video content via DVD-ROM and App • Suitable for class and self-study

Mindset Page 78 • Student’s Book and Teacher’s Book • Online modules including core skills, first language specific, and Academic Study Skills

Foundation: 40–130 Levels 1–3: 60–150

• Comprehensive downloadable Mindset for IELTS Teaching Guide

New Insight into IELTS Page 79 • Student’s Book and Workbook

Complete Page 81 • Student’s Book and Teacher’s Book • eBook for bands 4–5

Exams

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 maximize 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. • Includes more than 100 ‘must have’ Exam and Study Tips. cambridge.org/officialguideielts Student’s Book with Answers with DVD-ROM

978-1-107-62069-8

$46.40

Official Cambridge Guide to IELTS app • Easy access to all the course audio and video material.

“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 or for supplementary materials in class. Highly recommended.” êêêêê

• Introduction available in Arabic, Chinese, Japanese, Korean, Italian, Russian, Spanish and Turkish. • Individual skills guides available to buy and download.

Amazon customer

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 | 77

Exams

IELTS

LEVELS: LEVELS:

FOUNDATION LEVELS: LEVEL

LEVEL 1 FOUNDATION Target BandLEVEL 5.5

FOUNDATION LEVELS:

Mindset for IELTS

For Bands

LEVEL

LEVEL LEVEL 1 Target Band 5.5

2 LEVEL 2 LEVEL LEVEL33 Target Band 6.5 Band 7.5 Target Band 6.5 TargetTarget Band 7.5

LEVELS: LEVEL 1 COMPONENTS:LEVEL 2 COURSE Target Band 5.5 Target Band 6.5 FOUNDATION

6.0-7.0 Pauline Cullen Julie Moore

LEVEL 3

Target Band 7.5 COURSE COMPONENTS: FOUNDATION LEVEL 1 & SKILLS LEVEL 2 60-90 hours of teaching per level LEVEL 3 provide (levels 1, 2 and 3) Greg Archer, Joanna Kosta, Lucy Passmore, LEVELS: LEVEL Target Band 5.5 Target Band 6.5 Target Band 7.5 Student’s Book (print8 and digital) Jishan Uddin, Susan Hutchison, COURSE COMPONENTS: hours of practice per skill, per level: COURSE CORE COMPONENTS: • Speaking by skill, 8 topic-based units, organised SKILLS Claire Wijayatilake, Peter Crosthwaite, TOPICS • Writing FOUNDATION LEVEL 1 ONLINE60-90 LEVEL 2 LEVEL 3 LEVELS: teaching level (print and digital) LEVELS: provide Reading Bookper MODULES hours of•Student’s & SKILLS units, organised by skill, CORE1,TOPICS •8 topic-based Listening Natasha De Souza, Marc Loewenthal LEVEL Target Band 5.5(levels Target 6.5 Target Band 7.5 2 and 3) Band 60-90 hours of teaching per level •provide Grammar and Vocabulary & SKILLS Student’s Book and 1, 2 digital) and 3) LEVEL(print 1 (levels LEVEL 2 LEVEL 3 COURSE COMPONENTS:FOUNDATION ELEMENTARY TO HIGH INTERMEDIATE LEVEL 8 topic-based Targetunits, Band 5.5 Band 6.5 Target Band organised by skill, FOUNDATION LEVEL 1 LEVEL 2 Target LEVEL 3 7.5 CORE TOPICS LEVELS: ACADEMIC 68hours of practice to get ready for the challenges hours of practice perlevel skill, per level: hoursper of teaching 8provide hours of60-90 practice skill, perper level: LEVEL & SKILLSTarget Band 5.5 Target Band 6.5 Target Band 7.5 of • studying Speaking a university-level course STUDY SKILLS 60-90 teaching hours (levels 1, 2SKILLS and 3) •ONLINE Speaking Writingdigital) Student’s Book (print FOUNDATION LEVEL 1 • and LEVEL 2 LEVEL 3 • Reading ONLINE SKILLS •MODULES Writing Target COURSE COMPONENTS: LEVEL8 Bandorganised 5.5• ListeningTarget Band 6.5 Target Band 7.5 topic-based units, by skill, COURSE COMPONENTS: CORE Step inside a space that lives and breathes IELTS.TOPICS 6 hours of practice per module: Grammar andper Vocabulary • Reading Pronunciation and level Speaking for Chinese speakers MODULES provide 60-90 hours of •teaching Cambridge University Press in collaboration with & SKILLS

LANGUAGE • Spelling and Writing for Chinese speakers hours of practice per skill, per level: Student’s Book (print and digital) • 8Listening (levels 1, 2 and 3)

Spelling andunits, Vocabulary for Arabic SPECIFIC AND 8• topic-based organised by skill,speakers CORE TOPICS Cambridge Assessment English, the organisation • Grammar Speaking • and Writing60-90 for Arabic 6 hours of practice to readyper forlevel the challenges Student’s Book (printprovide digital) •PLUS and Vocabulary ACADEMIC hoursspeakers of get teaching MODULES COURSE COMPONENTS: COURSE COMPONENTS: & SKILLS • Speaking Plus ONLINE SKILLS of studying a university-level course (levels 1, 2 and 3) • Writing that produces the IELTS test, brings youCORE a courseTOPICS SKILLS 8STUDY topic-based units, organised • Writing Plusby skill, Reading 8•hours of practice skill,Book per level: that gets you into the MINDSET of the exam. (print and digital) provide 60-90 hours per ofStudent’s teaching per level &MODULES SKILLS 8 hours of practice per skill, per level:

Mistakes at IELTS… and how to avoid them Pauline Cullen and Julie Moore This series highlights the real mistakes students make in the IELTS test and shows how to avoid them. Based on analysis of thousands of exam scripts, each unit targets a key problem area. IELTS-style exercises with full answer key and clear explanations will help students use the language accurately, and they can check what they have learned with regular unit tests. For bands 5.0–6.0

•get Speaking Student’s Book (print and digital) 6& hours of practice toauthentic ready for thepractice challenges provide 60-90 hours ofSpeaking teaching perChinese level speakers ACADEMIC • Pronunciation and for SKILLS Designed to help students achieve exam excellence, IELTS Academic ONLINE SKILLS • Writing Paperback • topic-based Grammar and Vocabulary ONLINE SKILLS (levels 1, 2 andby 3)Writing •of Writing • Spelling for Chinese speakers 8LANGUAGE units, organised skill, tests onlineand CORE TOPICS studying a university-level course • Reading MODULES STUDY SKILLS Spelling andLEVEL Vocabulary Mindset takes you on a journey that can beMODULES tailored to FOUNDATION LEVEL 1 •• Listening 2for Arabic speakersLEVEL 3 SPECIFIC AND For bands 6.0–7.0 •provide Reading 60-90 hours of• teaching perspeakers level Writing for Arabic & SKILLS LEVELPLUS MODULES Target Band 5.58• hours Target Band 6.5 Target Band 7.5 Grammar and Vocabulary of practice per skill, per level: Paperback 8 hours skill, per your individual requirements. • Speaking Plus level: •(levels Listening 1,of2 practice and 3) per • Speaking 86topic-based units, organised by skill, hourstoofCambridge practice per module: Access English

• Writing Plus SKILLS ••ONLINE • Writing 6Speaking hours of practice to get ready for the challenges Grammar and Vocabulary ACADEMIC •6 hours Reading of practice to get ready for the challenges hours of practice per module: ONLINE ACADEMIC • Suitable for students preparing for IELTS Academic.SKILLS •6MODULES Writing of studying a university-level course •Access Listening of studying a university-level to Cambridge English course STUDY SKILLS STUDY SKILLS and Speaking • Pronunciation for Chinese speakers COURSE COMPONENTS: • Grammar and Vocabulary •8 Reading authentic Academic practice MODULES hours of practice per skill,IELTS per level: • Choose a pathway to suit your students’ tests online LANGUAGE ••• Listening Spelling and Writing for Chinese speakers Speaking 6 hours of practice to get ready for the challenges ACADEMIC 6 hours of Book practice perand module: precise needs. Student’s (print digital) •• Grammar Spelling and Vocabulary for Arabic speakers ONLINE SKILLS 6• hours of practice toSpeaking get ready the challenges SPECIFIC AND ACADEMIC •of and Vocabulary Writing Pronunciation and forfor Chinese speakers 8 topic-based units, organised by skill, CORE TOPICS a university-level course 6studying hours of per module: of a university-level course STUDY SKILLS LANGUAGE • studying Spelling and Writing for Chinese STUDY SKILLS ••& Writing forpractice Arabic speakers provide 60-90 hours of teaching perspeakers level SKILLS • Topic-based units deal with all four skills in turn so Reading MODULES PLUS MODULES •Speaking Spelling and3) Vocabulary for Arabic speakers (levels 1, 2 and SPECIFIC AND • Pronunciation and for Chinese speakers •• Speaking Plus • Writing for Arabic speakers Listening it’s easy to find what you want. PLUS MODULES LANGUAGE Spelling and Writing for Chinese speakers Speaking Plus per 6• hours of practice module: • • Writing Plus Grammar and Vocabulary 6• hours of practice to 8•get ready forper the ofPlus practice skill,challenges per • hours Writing ACADEMIC Pronunciation and Speaking for level: Chinese speakers • Spelling and Vocabulary for Arabic speakers 6LANGUAGE hours of practice per•• Speaking module: • Each unit provides extra online practice in SPECIFIC Speaking, AND Spelling and Writing for Chinese speakers of a university-level course ONLINE •• Writing SKILLS • studying WritingSKILLS for Arabic Spelling andfor Vocabulary for Arabic speakers AND •SPECIFIC Pronunciation and speakers Speaking Chinese speakers PLUS Writing, Reading, Listening and GrammarSTUDY and MODULES Access to Cambridge English •• Reading MODULES Writing for Arabic speakers MODULES • Spelling Speaking Plus Access to Cambridge authentic IELTS practice LANGUAGE ••for Listening •PLUS and WritingEnglish Chinese speakers Speaking Plus Academic Vocabulary to work on weaker areas. online 6 hours ofIELTS practice totests ready for the challenges •• get Grammar and Vocabulary ACADEMIC Writing Plus Writing Plus authentic Academic practice • • Spelling and Vocabulary for Arabic speakers SPECIFIC AND studying a university-level course tests online 6•ofhours offor practice per module: • Corpus-informed first language specificSTUDY modulesSKILLS Writing Arabic speakers PLUS MODULES Access to Cambridge English

help students avoid common mistakes.

LANGUAGE

• Academic Study Skills module gives students the AND SPECIFIC confidence they need to start a university course.

PLUS MODULES

LANGUAGE • Get the most out of Mindset for IELTS with free SPECIFIC AND online teacher training modules at cambridge.org/ PLUS MODULES training • How to teach remotely with Mindset for IELTS, available as a free download from the website, supports teachers working with the course and our digital resources in a virtual classroom. • eBook versions of the Student’s Book are also available. Contact your ESL Specialist for more information.

6 hours of practice to get ready for the challenges ••ACADEMIC Pronunciation forAcademic Chinese speakers Speaking Plus and Speaking authentic IELTS practice of studying a university-level course STUDY SKILLS Access to Cambridge English online and Writingtests for Chinese speakers •• Spelling Writing Plus IELTS Academic •6authentic Spelling Vocabulary forpractice Arabic speakers hours ofand practice per module: 6 hours of practice per module: online ••tests Writing for Arabic speakers Pronunciation and Speaking forandChinese • Pronunciation Speaking forspeakers Chinese speakers • Spelling and Writing for Chinese speakers Access to Cambridge •LANGUAGE PlusWritingEnglish • Speaking Spelling and for Chinese speakers • Spelling and Vocabulary for Arabic speakers SPECIFIC AND authentic IELTS Academic practice • Writing for Arabic Arabic speakers •PLUS Plus • Writing Spelling and Vocabulary for speakers MODULES • Speaking Plus tests online • Writing for Arabic speakers • Writing Plus • Speaking Plus Access to Cambridge English Access to Cambridge English • Writing Plus authentic IELTS Academic practice authentic IELTS Academic practice tests online tests online Access to Cambridge English authentic IELTS Academic practice tests online

978-1-108-82784-3

$15.40

978-1-108-82785-0

$15.80

IELTS Grammar for bands 6.5 and above Diane Hopkins, Pauline Cullen Suitable for IELTS Academic and General Training, IELTS Grammar for Bands 6.5 and above provides clear explanations and extensive practice of all the grammar students need for IELTS success. it includes a wide range of tasks from the IELTS Reading, Writing and Listening sections, with answers, and an entry test so students can identify what they need to work on to maximise study time. Student’s Book with Answers and Downloadable Audio

978-1-108-90106-2

$35.00

IELTS Vocabulary Pauline Cullen

cambridge.org/mindset Mindset for IELTS Foundation Student’s Book with Testbank and Online Modules 978-1-316-63668-8 Teacher's Book with Class Audio 978-1-316-64024-1 Presentation Plus* 978-1-108-43712-7 *Contact your ESL Specialist for more information.

Pauline Cullen Julie Moore

LEVEL 3 Target Band 7.5 Common

LEVEL 1 LEVEL 2 Student’s Book (print and digital) LEVEL Target Band 5.58 topic-based Target Band 6.5by skill, units, organised CORE TOPICS

• Speaking Listening LEVELS: (levels •CORE 1,TOPICS 2 and 3)

For Bands

5.0-6.0

Level 1 978-1-316-64005-0 978-1-316-64011-1 978-1-108-43715-8

Level 2 Level 3 Price 978-1-316-64015-9 978-1-316-64926-8 $59.80 978-1-316-64026-5 978-1-316-64933-6 $33.00 978-1-108-43716-5 978-1-108-43717-2 $223.80

Mindset for IELTS Teaching Guide This comprehensive downloadable guide provides support for teachers preparing students for IELTS. Detailed information about the test will build your confidence, whilst additional resources help you maximise Mindset for IELTS course materials. Includes Listening and Writing worksheets, a personalised study planner and progress tracker for students and much, much more! Contact your ESL Specialist for more information.

78 | Contact your ESL Specialist: 888-ESL-BUZZ (375-2899)

These books cover all the vocabulary students need for bands 6.0 and above in IELTS Academic and General Training. IELTS-style exercises with answers for all four skills are included along with vocabularybuilding strategies, and students can check what they have learned with regular progress checks. Up to Band 6.0 Student’s Book with Answers and Downloadable Audio For bands 6.5 and above Student’s Book with Answers and Downloadable Audio

978-1-108-90060-7

$32.80

978-1-108-90719-4

$32.80

Exams 16

IELTS

WITH ANSWERS

ACADEMIC

GENERAL TRAINING

AUTHENTIC PRACTICE TESTS

WITH AUDIO

AUTHENTIC PRACTICE TESTS

WITH AUDIO

WITH RESOURCE BANK

New Insight into IELTS

IELTS Practice Tests

Trainers

Vanessa Jakeman and Clare McDowell

INTERMEDIATE TO PROFICIENCY

HIGH INTERMEDIATE

Official range of authentic practice tests for IELTS.

50 teaching hours, extendable to 90

cambridge.org/exams

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.

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 Answers Student’s Book Pack (Student’s Book with Answers and Student’s Book Audio CD) Workbook with Answers

978-0-521-68089-9

$45.20

978-0-521-68095-0

$49.80

978-0-521-68090-5

$26.00

Official IELTS Practice Materials INTERMEDIATE TO PROFICIENCY

Cambridge IELTS 12 Academic Student’s Book with Answers with Audio 978-1-316-63786-9

$37.20

Cambridge IELTS 12 General Training Student’s Book with Answers with Audio 978-1-316-63787-6

$37.20

Cambridge IELTS 13 Academic Student's Book with Answers with Audio 978-1-108-55309-4 Cambridge IELTS 13 General Training Student's Book with Answers with Audio 978-1-108-55319-3 IELTS 14 Academic Student's Book with Answers with Audio 978-1-108-68131-5 IELTS 14 General Training Student's Book with Answers with Audio 978-1-108-68136-0 IELTS 15 Academic Student's Book with Answers with Audio 978-1-108-78161-9 with Resource Bank IELTS 15 General Training Student's Book with Answers with Audio 978-1-108-78162-6 with Resource Bank NEW IELTS 16 Academic Student's Book with Answers with Audio 978-1-108-93385-8 with Resource Bank NEW IELTS 16 General Training Student's Book with Answers with Audio 978-1-108-93386-5 with Resource Bank

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On-the-go, intuitive Exam Practice provides perfect preparation for the exam backed-up with a Timed Practice Test to consolidate training needs ahead of the big day. Available with Complete First Third edition, Compact First Third edition and Open World C1 Advanced. Find out more at cambridge.org/testandtrain Visit our website: cambridge.org/esl | 79

Exams

Giving people the skills they need to succeed The world’s most popular English language test for higher education and global migration • Millions of IELTS tests are taken each year in over 140 countries • More than 10,000 organisations accept IELTS scores, including over 3,400 institutions in the US • IELTS tests the English skills that people need to live, study and work around the world.

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Exams COMPACT

COMPLETE FIRST

Student’s Book without answers Third edition

T ITION RS ED FITHIRD

B2 Guy Brook-Hart, Jishan Uddin, Lucy Passmore and Alice Copello

STUDENT'S BOOK WITHOUT ANSWERS

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Guy Brook-Hart, David McKeegan, Emma Heyderman, Peter May, Simon Haines, Vanessa Jakeman, with Helen Tilouine

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HIGH INTERMEDIATE TO ADVANCED 50-60 teaching hours Ideal for shorter courses and easily integrated with a general English course, Compact offers intensive revision and practice to quickly maximise student performance. • How to teach remotely with Compact, available as a free download from the website, supports teachers working with the course and our digital resources in a virtual classroom. cambridge.org/compact

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Visit our website: cambridge.org/esl | 81

Exams C1

ADVANCED 4

4 C1

WITHOUT ANSWERS

Inside you’ll ﬁnd four authentic examination papers from Cambridge Assessment English. They are the perfect way to practise - EXACTLY like the real exam. Also available: Student’s Book with Answers with Audio

Be confident on exam day: Get to know the exam format Train in examination techniques

•

C1 C1 C1

CERTIFICATE CERTIFICATE CERTIFICATEIN IN INADVANCED ADVANCED ADVANCEDENGLISH ENGLISH ENGLISH

WITHOUT WITHOUT WITHOUTANSWERS ANSWERS ANSWERS

This This This 33rd3rdrd collection collection collection of of of examination examination examination papers papers papers for for for the the the revised revised revised Cambridge Cambridge Cambridge English: English: English: Advanced, Advanced, Advanced, also also also known known known as as as Certifi Certifi Certifi cate cate cate ininin Advanced Advanced Advanced English English English (CAE), (CAE), (CAE), provides provides provides all all all the the the exam exam exam practice practice practice you you you need. need. need. ItItIt contains: contains: contains: four four offi offi offi cial cial cial examination examination examination papers papers papers that that that provide provide provide authentic authentic authentic exam exam exam practice practice practice •••four helpful helpful overview overview overview of of of the the the Cambridge Cambridge Cambridge English: English: English: Advanced Advanced Advanced exam exam exam to to to familiarise familiarise familiarise you you you with with with its its its format format format •••aaahelpful attractive attractive visual visual visual material material material to to to help help help you you you practise practise practise for for for the the the paired paired paired Speaking Speaking Speaking test test test •••attractive photocopiable photocopiable answer answer answer sheets sheets sheets so so so you you you can can can practise practise practise transferring transferring transferring your your your answers. answers. answers. •••photocopiable

Also Also Also available: available: available: Separate Separate Separate Audio Audio Audio CDs CDs CDs (Recorded (Recorded (Recorded material material material for for for the the the Listening Listening Listening paper) paper) paper) Student’s Student’s Student’s Book Book Book with with with answers answers answers without without without audio audio audio Student’s Student’s Student’s Book Book Book with with with answers answers answers with with with (downloadable) (downloadable) (downloadable) audio audio audio

Six Six SixPractice Practice PracticeTests Tests Testswithout without withoutanswers answers answers

C2 C2 C2 C1 C1 C1

B2 B2 B2

B1 B1 B1

A2 A2 A2

9781316504475 ADVANCED 2 STUDENT’S BOOK WITHOUT ANSWERS CVR C M Y K

C1 Cambridge C1 Cambridge English: Advanced Cambridge English: Advanced (CAE) English: Advanced (CAE) (CAE) CambridgeCambridge English: First Cambridge English: (FCE) First English: (FCE) First (FCE) B2 B2 CambridgeCambridge English: First Cambridge English: (FCE) First for English: Schools (FCE) First for Schools (FCE) for Schools

CambridgeCambridge English: Preliminary Cambridge English: Preliminary (PET) English: Preliminary (PET) (PET) B1 B1 CambridgeCambridge English: Preliminary Cambridge English: Preliminary (PET) English: forPreliminary Schools (PET) for Schools (PET) for Schools

CambridgeCambridge English: Key Cambridge English: (KET) Key English: (KET) Key (KET) A2 A2 CambridgeCambridge English: Key Cambridge English: (KET) for Key English: Schools (KET) for KeySchools (KET) for Schools

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C2 Cambridge C2 Cambridge English: Proficiency Cambridge English: Proficiency (CPE) English: Proficiency (CPE) (CPE)

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ADVANCED ADVANCED ADVANCED WITHOUT WITHOUT WITHOUT ANSWERS ANSWERS ANSWERS

.org.uk.org.uk.org.uk CEFR level: CEFRCambridge level: CEFRCambridge English level: exam: Cambridge English exam: English exam:

WITHOUT ANSWERS

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four•offi four cial examination four cialoffi examination cial examination paperspapers that provide papers that provide that authentic provide authentic exam authentic practice exam practice exam practice •offi a helpful overview overview of the overview of Cambridge the of Cambridge theEnglish: Cambridge English: Advanced English: Advanced exam Advanced to exam familiarise to exam familiarise toyou familiarise with youits with format youits with format its format • a helpful • a helpful attractive attractive material visual material visual to help material toyou help practise toyou help practise for youthe practise for paired thefor paired Speaking the paired Speaking testSpeaking test test • attractive •visual photocopiable answeranswer sheets answer so yousheets can practise so you transferring can practise your transferring answers. your answers. sheets so you can practise transferring your answers. • photocopiable • photocopiable

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ADVANCED EXAMINATION PAPERS

CERTIFICATE CERTIFICATE CERTIFICATE IN ADVANCED IN ADVANCED IN ENGLISH ADVANCED ENGLISH ENGLISH

WITHOUT WITHOUT WITHOUT ANSWERS ANSWERS ANSWERS • • • •

ADVANCED EXAMINATION PAPERS

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222

ADVANCED WITHOUT WITHOUT WITHOUTANSWERS ANSWERS ANSWERS

.org.uk .org.uk .org.uk

CEFR CEFR CEFR level: level: level:

2 2 2

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Also available: Also available: Also available: Separate Audio Separate CDs (Recorded Audio CDs material (Recorded for the material Listening the paper) Listening Separate Audio CDs (Recorded material for thefor Listening paper)paper) Student’s Book Student’s with Bookanswers with without answers audio without Student’s Bookanswers with without audio audio Student’s Book Student’s with Bookanswers with withanswers (downloadable) with (downloadable) audio audio audio Student’s Bookanswers with with (downloadable) OnlineOnline versions Online as Cambridge versions asEnglish: Cambridge Advanced English: Tests Advanced 5–8 on5–8 Tests versions as Cambridge English: Advanced Tests on5–8 on

ADVANCED EXAMINATION PAPERS

WITH WITH WITH RESOURCES RESOURCES RESOURCES

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Cambridge Cambridge Cambridge English English English exam: exam: exam:

Cambridge Cambridge Cambridge English: English: English: Proficiency Proficiency Proficiency (CPE) (CPE) (CPE) Cambridge Cambridge Cambridge English: English: English: Advanced Advanced Advanced (CAE) (CAE) (CAE) Cambridge Cambridge Cambridge English: English: English: First First First (FCE) (FCE) (FCE) Cambridge Cambridge Cambridge English: English: English: First First First (FCE) (FCE) (FCE) for for for Schools Schools Schools Cambridge Cambridge Cambridge English: English: English: Preliminary Preliminary Preliminary (PET) (PET) (PET) Cambridge Cambridge Cambridge English: English: English: Preliminary Preliminary Preliminary (PET) (PET) (PET) for for for Schools Schools Schools

WITHOUT ANSWERS WITHOUT ANSWERS ANSWERS WITHOUT

ISBN: ISBN: ISBN: 9781108716529 9781108716529 9781108716529

999 781108 781108 781108716529 716529 716529

This book does not contain the audio recordings, answer keys, sample Writing answers or Speaking test scripts. Recommended for class use only.

ADVANCED ADVANCED ADVANCED33

C1 C1 Advanced Advanced Trainer Trainer

Experts Experts Expertstogether together together

Our Our Our aim aim aim isisis to to to deliver deliver deliver the the the materials materials materials you you you tell tell tell us us us you you you need. need. need. Exclusive Exclusive Exclusive insights insights insights from from from test test test development development development and and and candidate candidate candidate performance performance performance guarantee guarantee guarantee expert expert expert content. content. content. The The The result result result isisis aaa unique unique unique Exam Exam Exam Journey Journey Journey ininin each each each course, course, course, ensuring ensuring ensuring every every every student student student isisis ready ready ready on on on exam exam exam day. day. day. From From From skills skills skills development development development to to to exam exam exam tasks, tasks, tasks, language language language discovery discovery discovery to to to real-world real-world real-world usage, usage, usage, we we we create create create better better better learning learning learning experiences, experiences, experiences, together. together. together.

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Six Practice Tests without answers Six Practice Practice Tests Tests without without answers answers Six

9781108716529 SIX PRACTICE TESTS WITHOUT ANSWERS 9781108716529 SIX PRACTICE TESTS WITHOUT ANSWERS ANSWERS CC CMM MYY YKK K 9781108716529 9781108716529SIX SIXPRACTICE PRACTICETESTS TESTS WITHOUT WITHOUT ANSWERS C M Y K

Cambridge Cambridge Cambridge Cambridge Cambridge Cambridge English English English English English English Scale Scale Scale Qualifi Qualifi Qualifi cation cation cation 180-199 180-199 180-199 160-179 160-179 160-179 140-159 140-159 140-159 120-139 120-139 120-139

➤➤➤Exam Exam Exam orientation orientation orientation and and and advice. advice. advice.

➤➤➤Downloadable Downloadable Downloadable audio audio audio for for for the the the listening listening listening and and and speaking speaking speaking activities. activities. activities.

How How How to to to use use use it? it? it? ➤➤➤Build Build Build confi confi confi dence dence dence ininin each each each exam exam exam paper paper paper by by by following following following the the the step-by-step step-by-step step-by-step guidance, guidance, guidance, tips tips tips and and and strategies strategies strategies ininin the the the Training Training Training and and and Exam Exam Exam Practice Practice Practice exercises exercises exercises ininin the the the fifirst first rst two two two tests. tests. tests. ➤➤➤Develop Develop Develop exam exam exam technique technique technique with with with the the the fifinal final nal four four four tests, tests, tests, applying applying applying the the the lessons, lessons, lessons, techniques techniques techniques and and and hints hints hints acquired acquired acquired ininin Tests Tests Tests 11and 1and and 2.2.2.

ADVANCED EXAMINATION PAPERS ADVANCED EXAMINATION EXAMINATION PAPERS PAPERS ADVANCED

expert expert expert guidance. guidance. guidance.

---94 94 94 Tips Tips Tips ---34 34 34 Advice Advice Advice boxes boxes boxes ---Training Training Training activities activities activities ---Exam Exam Exam practice. practice. practice.

C1 Advanced Trainer C1 Advanced Advanced Trainer Trainer C1

What’ What’ What’ ssinside? sinside? inside?

➤➤➤Six Six Six full full full practice practice practice tests: tests: tests: the the the fifirst first rst two two two with with with easy-to-follow, easy-to-follow, easy-to-follow, ➤➤➤The The The two two two guided guided guided tests tests tests include: include: include:

333

222

Advanced Advanced Advanced

Cambridge Cambridge Cambridge English: English: English: Key Key Key (KET) (KET) (KET)

Cambridge Cambridge Cambridge English: English: English: Key Key Key (KET) (KET) (KET) for for for Schools Schools Schools

AUTHENTIC AUTHENTIC AUTHENTICEXAMINATION EXAMINATION EXAMINATIONPAPERS PAPERS PAPERS

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Trainer Trainer Trainer Why are they unique? All our authentic practice tests go through the same design process as the C1 Advanced exam. We check every single part of our practice tests with real students under exam conditions, to make sure we give you the most authentic experience possible.

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Our aim is to deliver the materials you tell us you need. Exclusive insights from test development and candidate performance guarantee expert content. The result is a unique Exam Journey in each course, ensuring every student is ready on exam day. From skills development to exam tasks, language discovery to real-world usage, we create better learning experiences, together.

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See also • IELTS Practice Tests page 79

Exams

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Embark on a journey beyond the traditional boundaries between exam preparation and real-world language in Open World C1 Advanced.

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• Grow students’ capability and confidence with higher-level vocabulary and reach new heights with Push yourself to C2 sections • Launch mobile animations, before or after class, to spark learning with Grammar on the move • Build exam strategies and skills to inspire exam day success in the digital test environment. • Access grammar, vocabulary and exam practice when it suits you on your mobile device.

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• Open up real-world language knowledge with videos and texts introducing common yet surprising expressions. • Grow students’ capability and confidence with ‘Push yourself’ sections and vocabulary to reach new heights.

VOCABULARY 1 Work with a partner. Make a list of as many kinds of

vehicle as you can, including ones that travel by air, by water and by land.

2 Put the following words and phrases into the most

suitable transport categories in the Venn diagram. Use a dictionary if you have one. track (n) reverse (v) boot (n) give way (v) carriage (n) board (v) cabin (n) shuttle (n) congestion (n) wreck (n) overtake (v) commute (v) divert (v)

1 Work with a partner to complete

the quiz.

Think you know about

ELECTRIC CARS? Then put your knowledge to the test with our quiz! 1 The first ever electric car was a the Roadster, built by Elon Musk’s firm Tesla in California in 2008. b produced in Russia in the 1950’s, but then converted into a petrol car. c created by an engineer from Scotland called Robert Anderson in 1832. 2 More pollution is caused in the production of a electric vehicles (EVs). b fossil fuel vehicles. 3 A law came into effect in Europe in 2019 requiring electric cars to be a quieter. b noisier. 4 The first country in the world where more than 50% of cars were electric was a Norway. b New Zealand. 5 Between 2014 and 2018, monthly sales of electric cars in the UK increased by a 100%. b 1000%. 28

Taking the train – the track means the rails the train goes on.

READING AND AND USE USE OF OF ENGLISh ENGLISh READING TRAINING PART 22 TRAINING PART

OK, so track – is that connected with flying, driving or taking the train?

GETTING STARTED

Writing things in my phone calendar is the best way to keep track of everything I need to remember to do. I thought learning to drive would be easy but the reverse was true. I needed to take the test a few times before I passed. I will never pass my driving test. Every time I get behind the wheel, I turn into a nervous wreck and forget to do the basic things. Initially, I was a bit dubious about electric cars, but now that I have had the long term and environmental benefits explained to me, I am fully on board with the idea. I’m pretty sure that within the next few years, the production of electric cars will overtake that of conventional petrol-powered cars.

Exercise 4 are true for you or do you agree with? Compare with a partner and explain.

flying

help you.

Gap 1: Sometimes a gap might be part of a phrase. Here you need to complete a three word phrase that means due to or because of

Gap 2: Although faced is passive, don’t fall into the trap of writing by. Which preposition completes the phrase to be faced … difficulties?

Gap 3: The missing word is part of a phrase (nothing of) which means nothing less than.

Gap 4: What multi-word verb means get rid of something?

THE ELECTRIC EGG of In 1942, reports began circulating (0) a strange shiny little car that silently flashed around the streets of Paris. This turned out to be the invention of artist and engineer Paul Arzens, and it soon acquired of its a name, L’Œuf Electrique (The Electric Egg), on (1) a scarcity of materials, Arzens’ approach to shape. Faced (2) of revolutionary. the design of his car had been nothing (3) away with the conventional shape of a His solution was to (4) car body and instead construct a lightweight oval frame of aluminium. was the This tapered to a blunt point at the rear, behind (5) third wheel and motor. This ran on electricity rather than petrol, making the Egg much cleaner than most other vehicles of the day. Sadly, the Electric Egg never caught on, and Arzens’ prototype was one ever constructed. However, in (7) way the (6) should it be seen as a failure. Arzens demonstrated first (8) foremost that a graceful non-polluting car could be built with minimal resources.

2 Now complete the other

four gaps.

sailing

• Which version is for you: Linguaskill Business or Linguaskill General. • What’s in each module and tips for each part. • Key points to remember for test day. You’ll have a chance to practise exam tasks in the book and via online links. cambridge.org/cambridge-guide-linguaskill 978-1-108-88525-6

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Looking for a CEFR-aligned test of general or business English? Linguaskill is a quick and convenient online test that’s easy to administer and aligned to international standards. Page 36

5 Which of the ideas/experiences mentioned in

Yes, but you can also drive a car along a track, which is a rough road or path or a “racing track.” So, for me, it’s driving and taking the train.

1 Complete gaps 1–4 with one word in each space. Use the clues below to 1 Complete gaps 1–4 with one word in each space. Use the clues below to help you.

• The test format and timings.

See also

uses/meanings in different contexts and as different parts of speech. Try to work out the meaning of the underlined word or phrase. 1

The Official Quick Guide to Linguaskill from Cambridge is your short, definitive guide to test success. It tells you everything you need to know in preparation for test day. Inside the book you will find:

Paperback

cambridge.org/openworld

4 Decide which of the words in Exercise 2 have other

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Karen Ludlow

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Official Quick Guide to Linguaskill

driving

track

taking the train 3 Complete the travel announcements with a word from Exercise 2 in the correct form. 1 We regret to inform you that the 10:43 train to Winnipeg is cancelled due to engineering works being undertaken on the . 4 Flight attendants will now be passing through the , offering a range of light refreshments and duty-free items.

2 All passengers wishing to continue onto London Kings Cross station should make their way to the front four of the train before we reach the next station. 5 OK, so now it’s time for a travel update, and we’ve got reports of heavy on the M5 motorway heading towards Birmingham after an accident has blocked two lanes. Traffic is being onto alternative routes where possible.

3 This is a passenger announcement for all those travelling on ECT4857 to Seville. Please proceed to gate 14, where the aircraft is now ready for .

6 Taxis are available if you turn left out of the main terminal building, or for the bus to the city centre, turn right.

UNIT 2

ON ThE MOVE

Open World Student's Book with Answers Student's Book without Answers Student's Book Pack (Student's Book without Answers and Workbook without Answers with Audio) Self-Study Pack (Student's Book with Answers and Workbook with Answers with Audio) Workbook with Answers with Audio Download Workbook without Answers with Audio Download Teacher's Book with Downloadable Resource Pack Test Generator Presentation Plus

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Prove your English. Achieve your goals. Own your future.

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Professional Learning and Development

Professional Learning and Development Our products and services help teachers at all stages of their careers to build knowledge, skills and confidence. They are underpinned by research, developed by experts and have a practical focus to help you deliver real results in the classroom.

Award-winning books and eBooks Our titles cover all aspects of teacher development and include preparation materials for teaching qualifications, activities to inspire your teaching practice, and research and reference works. Online self-study courses Choose from over 70 courses to help you build core skills and learn about emerging areas of interest. Tutor-led training services From online workshops and teacher development programs to face-to-face training sessions and complete bespoke programs, our training services are delivered by experienced Cambridge trainers to provide contextualized, effective learning.

Find out about our teaching qualifications cambridgeenglish.org/teaching-english 86 | Contact your ESL Specialist: 888-ESL-BUZZ (375-2899)

Find out more about our complete professional learning and development range at cambridge.org/PLD *Also available as an eBook

Professional Learning and Development

Teacher Training and Development Also available Action Research for Language Teachers by Michael J. Wallace Paperback 978-0-521-55535-7 $51.00 NEW Language Teacher Educator Identity by Gary Barkhuizen Paperback* 978-1-108-81266-5 $16.00 Lessons from Good Language Teachers Edited by Carol Griffiths and Zia Tajeddin Paperback* 978-1-108-70221-8 $29.60 Mentor Courses by Angi Malderez and Caroline Bodsczky Paperback* 978-0-521-56690-2 $51.00

Jack C Richards’ 50 Tips for Teacher Development

A Course in English Language Teaching

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Penny Ur

Betsy Parrish

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.

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 teacher training and as a reference for practising teachers.

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.

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From Teacher to Trainer Peter Lucantoni and Matthew T Ellman

NEW From Teacher to Trainer

Classroom Observation Tasks

Peter Lucantoni and Matthew T. Ellman

Ruth Wajnryb

Jack C. Richards and Thomas S. C. Farrell

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.

Written for language teachers in training at the diploma, undergraduate, or graduate level, this book surveys issues and procedures in conducting practice teaching.

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Professional Learning and Development Background to Teaching and Learning

The Better Learning Research Review Volume 1

Edited by Peter Watkins

NEW The Better Learning Research Review Volume 1

Edited by Peter Watkins This new annual publication offers an accessible summary of research into key topics of current or emerging interest in English language teaching, with a focus on the application of this research. It will include research reports and overviews of work presented at the Better Learning Conference. Paperback

978-1-009-15215-0

Scott Thornbury’s 30 Language Teaching Methods

The Cambridge Guide to Learning English as a Second Language

Scott Thornbury

Edited by Anne Burns and Jack C. Richards

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.

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.

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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

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Learner English

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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

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Available May 2022

Approaches and Methods in Language Teaching

Curriculum Development in Language Teaching

Second edition

Methodology in Language Teaching

Edited by Michael Swan and Bernard Smith

Edited by Jack C. Richards and Willy A. Renandya

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.

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.

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978-0-521-77939-5

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NEW Beyond CLIL by Do Coyle and Oliver Meyer Paperback 978-1-108-82372-2 $25.60 CLIL by Do Coyle, Philip Hood and David Marsh Paperback* 978-0-521-13021-9 $65.40 David Crystal’s 50 Questions About English Usage by David Crystal Paperback 978-1-108-95918-6 $14.40 Genre Analysis by John Swales Paperback 978-0-521-33813-4 $55.00 Key Issues in Language Teaching by Jack C. Richards Paperback 978-1-107-45610-5 $77.20 Apple iBook 978-1-107-66329-9 $57.50 Motivating Learners, Motivating Teachers by Zoltán Dörnyei and Magdalena Kubanyiova Paperback 978-1-107-60664-7 $46.40 Motivational Strategies in the Language Classroom by Zoltán Dörnyei Paperback* 978-0-521-79377-3 $46.40 NEW SLA Applied by Brian Tomlinson and Hitomi Masuhara Paperback* 978-1-108-45853-5 $31.20 Task-Based Language Teaching by Rod Ellis, Peter Skehan, Shaofeng Li, Natsuko Shintani and Craig Lambert Paperback* 978-1-108-71389-4 $32.00 The Cambridge Encyclopedia of the English Language Third edition by David Crystal Paperback 978-1-108-43773-8 $32.80 The Cambridge Guide to Pedagogy and Practice in Second Language Edited by Anne Burns and Jack C. Richards Paperback 978-1-107-60200-7 $60.40 The Cambridge Guide to Teaching English to Speakers of Other Languages by Ronald Carter and David Nunan Paperback 978-0-521-80516-2 $52.40 NEW Transformative Language Learning and Teaching by Betty Lou Leaver, Dan E. Davidson and Christine Campbell Paperback* 978-1-108-79934-8 *Also available as an$28.00 eBook

Professional Learning and Development Language for Teachers

Scott Thornbury’s 101 Grammar Questions Scott Thornbury In this compact, user-friendly reference book, Scott Thornbury answers the 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. Paperback

978-1-108-70145-7

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Grammar for English Language Teachers

English Phonetics and Phonology

Second edition

Fourth edition

Martin Parrott

Peter Roach

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.

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.

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About Language Second edition by Scott Thornbury Paperback 978-1-107-66719-8 $51.80 Corpora in Applied Linguistics by Susan Hunston Paperback* 978-0-521-80583-4 $48.60 Defining Integrated Reading-intoWriting Constructs by Sathena Chan Paperback 978-1-108-44241-1 $60.20 Discourse Analysis for Language Teachers by Michael McCarthy Paperback 978-0-521-36746-2 $49.20 English for the Teacher by Mary Spratt Paperback 978-0-521-42676-3 $66.60 Multilingual Education by Jasone Cenoz and Durk Gorter Paperback 978-1-107-47751-3 $55.00 Teaching Pronunciation Second edition by Marianne Celce-Murcia, Donna M. Brinton, Janet M. Goodwin with Barry Griner Paperback with 978-0-521-72976-5 $75.20 Audio CD The Cambridge Introduction to Applied Linguistics Edited by Susan Conrad, Alissa Hartig and Lynn Santelmann Paperback* 978-1-108-45581-7 $34.40 The Discourse of the IELTS Speaking Test by Paul Seedhouse and Fumiyo Nakatsuhara Paperback 978-1-108-43769-1 $61.00 World Englishes by Andy Kirkpatrick Paperback with 978-0-521-61687-4 $201.00 Audio CD

Teaching with Technology

Nicky Hockly’s

50 Essentials for Using Learning Technologies

Cambridge Handbooks for Language Teachers Pocket editions

Series Editor: Scott Thornbury

NEW Nicky Hockly’s 50 Essentials for Using Learning Technologies

Language Learning with Technology

Nicky Hockly

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.

This accessible book draws on relevant research and theory to provide practical guidance on implementing learning technologies in the language classroom. It explores key issues including the use of technology in different teaching and learning scenarios, e-safety and assessment, and how teachers can use technology for their own professional learning. Paperback

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Interaction Online Lindsay Clandfield and Jill Hadfield

Graham Stanley

Paperback

978-1-107-62880-9

Language Learning with Digital Video

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Ben Goldstein and Paul Driver

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. Paperback

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

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978-1-107-63464-0

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Available February *Also available as an2022 eBook Visit our website: cambridge.org/esl | 89

Professional Learning and Development Teaching Language Systems and Language Skills Penny Ur’s

Also available Discussions and More Second edition by Penny Ur Paperback 978-1-107-44275-7 $61.20 Grammar Practice Activities Second edition by Penny Ur Paperback with 978-0-521-73232-1 $52.80 CD-ROM Lexical Grammar by Leo Selivan Paperback* 978-1-316-64475-1 $61.60 WINNER Ben Warren Prize Listening in the Language Classroom by John Field Paperback* 978-0-521-68570-2 $51.00

Mark Hancock’s

77 Tips for Teaching Vocabulary

Tips for Teaching Pronunciation

Cambridge Handbooks for Language Teachers

Pocket editions

Series Editor: Scott Thornbury

NEW Penny Ur’s 77 Tips for Teaching Vocabulary

Mark Hancock’s 50 Tips for Teaching Pronunciation

Learning Vocabulary in Another Language

Penny Ur

Mark Hancock

I. S. P. Nation

This compact, user-friendly book provides practical ideas for teaching vocabulary in a variety of contexts. It draws on the author’s own teaching experience and applied linguistics research to explore a wide range of topics including introducing new vocabulary, reviewing and practising new words and expressions, and ways of expanding and enriching learner vocabulary.

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This text provides a detailed survey of research and theory on the teaching and learning of vocabulary, providing pedagogical suggestions for both teachers and learners to make the best use of class time and get the best return for learning effort.

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Available February 2022

Educational Management Cambridge Educational Management

Cambridge Educational Management

Leading Technological Change

Cultivating Teacher Wellbeing

Lenise Butler Andy Hockley

Kate Brierton Christina Gkonou

Series editor Andy Hockley

Cambridge Educational Management

Promoting Professional Learning Silvana Richardson

Series editor Andy Hockley

NEW Leading Technological Change

NEW Cultivating Teacher Wellbeing

Lenise Butler and Andy Hockley

Kate Brierton and Christina Gkonou

This book supports academic managers to make informed decisions based on pedagogic factors and general need. It explores the theory and practice of change management in language teaching, focussing on how to successfully choose, introduce, develop and maintain technological change.

This book supports academic managers in considering their own wellbeing and that of their teaching staff. It provides practical strategies for building a supportive compassionate culture that can help prevent stress and mental health problems and enable teachers and managers to thrive.

Paperback

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NEW Promoting Professional Learning Silvana Richardson

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This practical book explores the critical role of teacher development in improving student learning. It draws on recent research to provide academic managers with a framework for planning and leading effective and measurable teacher learning programmes. It also includes practical scenarios, case studies and examples to demonstrate how the guidance can be successfully applied in a variety of contexts. Paperback

90 | Contact your ESL Specialist: 888-ESL-BUZZ (375-2899)

978-1-108-94901-9

Available April 2022

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From Teacher to Manager Ron White, Andrew Hockley, Melissa S. Laughner and Julie van der Horst Jansen This is a handbook for managers of language teaching organisations. It introduces key concepts and covers topics including strategic and operational financial management, sales and marketing, customer service, and academic and human resource management. Paperback

978-0-521-70909-5

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Professional Learning and Development Classroom Practice

Also available

Teaching in Challenging Circumstances

Chris Sowton

The introduction draws on recent developments in corpus linguistics and second language acquisition research, focusing on the important role which chunks play in textual cohesion and in fluency, as well as in grammar acquisition.

The book contains over 95 practical activities, ranging from identifying, highlighting and recording chunks of language to enabling learners to use chunks in their active repertoire.

•

Activities have clear rationales and procedures, and many contain variations and follow up suggestions.

•

Activities can be used on their own or to supplement and enhance coursebook content.

•

A glossary and list of tools and resources provides additional support for the reader.

Communicative Activities

ISBN 9780521181143

Bringing deeper insights into your classroom

ISBN 9780521732321

Based on research and full of practical suggestions, our Teacher Development titles help you develop knowledge and skills to enhance your classroom practice. We’re here to support you in delivering the best learning experiences for your students.

Teaching in Challenging Circumstances

Activities to bring lessons alive and enhance learning

•

Series Editor Scott Thornbury

Teaching in Challenging Circumstances

Jeremy Harmer’s

Cambridge Handbooks for Language Teachers

ISBN 9781316647318

The practical part of the book includes a large number of classroom suggestions and activities for making grammar teaching more lexical, and for making vocabulary practice more grammatical.

Craig Thaine

Lexical Grammar is for anyone interested in the relationship between grammar and vocabulary, and who is looking for activities which focus on units of language, such as chunks and patterns.

Off the Page Cambridge Handbooks for Language Teachers

Activities to bring lessons alive and enhance learning

Series Editor Scott Thornbury

What is Better Learning?

Cambridge Handbooks for Language Teachers

Insights

Pocket editions

Content

It’s a continuous cycle where our insights shape content that drives results. Building brighter futures together

Results

Series Editor: Scott Thornbury

Find out more at: cambridge.org/betterlearning

Chris Sowton

Craig Thaine

NEW Jeremy Harmer’s 50 Communicative Activities

Teaching in Challenging Circumstances

Jeremy Harmer

This practical book supports teachers to address concerns including large class sizes, limited resources, and learners who have experienced interrupted education and may be suffering from trauma. It discusses creating a positive learning environment, effective teaching practice, and the importance of resilience and wellbeing.

Chris Sowton

This book provides a range of practical activities teachers can use in the classroom to develop their learners’ language and communicative confidence. It features a variety of effective activity types which can be used in a wide range of contexts. For ease of use, each activity includes a clear rationale along with teaching and management procedures. Paperback

Off the Page: Activities to bring lessons alive and enhance learning

978-1-009-01412-0

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Craig Thaine This book provides teachers with practical ideas for bringing teaching materials to life. It also supports teachers to develop awareness of the aims of activities, and contains reflective tasks which consider how activities enhance learning. Paperback

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A Practicum in TESOL by Graham Crookes Paperback 978-0-521-52998-3 $48.40 Alan Maley’s 50 Creative Activities by Alan Maley Paperback* 978-1-108-45776-7 $14.40 Classroom Management Techniques by Jim Scrivener Paperback* 978-0-521-74185-9 $44.80 CLIL Activities by Liz Dale and Rosie Tanner Paperback 978-0-521-14984-6 $52.80 Communicative Activities for EAP by Jenni Guse Paperback 978-0-521-14057-7 $52.80 Creating Effective Blended Language Learning Courses by Daria Mizza and Fernando Rubio Hardback* 978-1-108-42078-5 $88.00 Engaging Language Learners in Contemporary Classrooms by Sarah Mercer and Zoltán Dörnyei Paperback* 978-1-108-44592-4 $41.80 Five-Minute Activities by Penny Ur and Andrew Wright Paperback 978-0-521-39781-0 $44.80 Games for Language Learning Third edition by Andrew Wright, David Betteridge and Michael Buckby Paperback* 978-0-521-61822-9 $44.80 Materials Development in Language Teaching Second edition Edited by Brian Tomlinson Paperback 978-0-521-15704-9 $51.00 Penny Ur’s 100 Teaching Tips by Penny Ur Paperback* 978-1-316-50728-5 $14.40 Planning Lessons and Courses by Tessa Woodward Paperback* 978-0-521-63354-3 $44.80 Teaching Languages to Young Learners by Lynne Cameron Paperback* 978-0-521-77434-5 $51.40 Teaching Large Multilevel Classes by Natalie Hess Paperback* 978-0-521-66785-2 $44.80 Translation and Own-language Activities by Philip Kerr Paperback 978-1-107-64578-3 $44.80

Testing and Assessment

EnglishProfile Studies

Insights into Assessing Academic Listening

Lynda Taylor

978 1 108 93266 0 Judith Runnels

ng Studies in Language Testing

53 FPO

Pluricultural Language Education and the CEFR This book provides the theoretical bases and empirical evidence for establishing an integrated reading-into-writing construct for English Profile at upper levels of proficiency. The study investigates both the contextual features of a range of real-life academic writing tasks and reading-into-writing test tasks, and the cognitive processes required to complete the integrated task type successfully. Since its publication, the CEFR has become influential in building a shared understanding of performance levels for foreign language learners but mainly for individual macro skills. A considerable gap remains in the understanding of the integrated reading-into-writing skills, which are so important to the kinds of academic and professional written language use involved at the higher levels of the CEFR. The book provides: • an up-to-date review of relevant literature on the reading-into-writing construct • an evidence-based description of integrated reading-into-writing skills • a methodology for defining the contextual and cognitive parameters for teaching and testing integrated reading-into-writing skills for academic purposes. The volume has important implications for university admissions officers and other stakeholders as it demonstrates the reading-into-writing task type is a valid option when considering language teaching and testing for academic purposes, and should be a valuable resource for language teachers, test developers and future researchers.

Also available: The CEFR in Practice ISBN: 978 1 107 41459 4

Pluricultural Language Education and the CEFR

Series Editors Nick Saville and

Also available

Judith Runnels

John Field

English Profile Studies Pluricultural Language Education and the CEFR C M Y K

Studies in Language Testing

EnglishProfile Studies

new addition to the SiLT echnology, as an integral for test design and

Insights into Assessing Academic Listening

ing and redefining on the uses of cuttingUsing Professor Cyril J se range of contributors ns in data collection such ent research, and address nce such as automated ment and delivery. In cio-cognitive framework technological advances.

John Field

mic Listening

9 Pluricultural Language Education and the CEFR

Judith Runnels

English Profile in Practice ISBN: 978 1 107 49398 8

Series Editor:

Nick Saville www.englishprofile.org www.cambridge.org/elt

NEW Insights into Assessing Academic Listening The Case of IELTS

John Field This book discuses cognitive validity in assessing the extent to which a test engages in processes resembling real-world EAP or professional listening experience. It gives an example of the type of validation criteria applicable across various features of a test and compares the cognitive demands for candidates across a range of current EAP listening tests. Paperback 978-1-009-10220-9 *Also available as an eBook Available April 2022

Pluricultural Language Education and the CEFR

The Cambridge Guide to Second Language Assessment

Judith Runnels

Edited by Christine Coombe, Peter Davidson, Barry O’Sullivan and Stephen Stoynoff

This volume discusses a pluricultural approach to language education which consists of learning-oriented, sociocultural and intercultural praxis informed by the CEFR. Paperback

978-1-108-93266-0

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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

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Professional Learning and Development Teaching Qualifications

TKT Course CLIL Module

TKT Course Modules 1, 2 and 3 Second edition

Mary Spratt, Alan Pulverness and Melanie Williams 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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The CELTA Course

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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.

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 Trainer’s Manual gives suggestions and advice on using the course materials in training sessions.

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Title Index A About Language Second edition.....................................................87 Academic Encounters Listening and Speaking.................................70 Academic Encounters Reading and Writing.....................................60 Academic Vocabulary in Use...........................................................45 Academic Writing...........................................................................93 Action Research for Language Teachers..........................................87 Active Listening..............................................................................71 Advanced Grammar in Use.............................................................44 Advanced Trainer............................................................................79 Alan Maley’s 50 Creative Activities.................................................91 American Empower........................................................................34 Approaches and Methods in Language Teaching.............................88 Assessing Grammar........................................................................91 Assessing Language Teachers’ Professional Skills and Knowledge....91 Assessing Speaking........................................................................91 Assessing Young Language Learners...............................................91 B B2 First Practice Tests.....................................................................82 Basic Grammar in Use....................................................................44 Basic Vocabulary in Use..................................................................45 Be My Guest..................................................................................75 Better Learning Research Review, The.............................................88 Beyond CLIL...................................................................................88 Business Vocabulary in Use ............................................................75 C C1 Advanced Practice Tests.............................................................82 C1 Advanced Trainer.......................................................................79 C2 Proficiency Practice Tests...........................................................82 Cambridge Advanced Learner’s Dictionary.......................................74 Cambridge Business Skills..............................................................78 Cambridge Dictionary.....................................................................73 Cambridge Encyclopedia of the English Language, Third edition, The..............................................................................................88 Cambridge English for Job-hunting.................................................75 Cambridge English Pronouncing Dictionary.....................................74 Cambridge English Readers............................................................54 Cambridge Experience Readers.......................................................54 Cambridge Guide to Learning English as a Second Language, The......88 Cambridge Guide to Pedagogy and Practice in Second Language Teaching, The................................................................................88 Cambridge Guide to Research in Language Teaching and Learning, The..............................................................................................87 Cambridge Guide to Second Language Assessment, The..................91 Cambridge Guide to Teaching English to Speakers of Other Languages, The.............................................................................88 Cambridge Introduction to Applied Linguistics, The..........................89 CELTA Course, The..........................................................................92 Classroom Management Techniques...............................................91 Classroom Observation Tasks..........................................................87 Clear Speech..................................................................................72 CLIL...............................................................................................88 CLIL Activities.................................................................................91 Common Mistakes at IELTS…and how to avoid them.....................78 Communicating Across Cultures.....................................................75 Communicative Activities for EAP...................................................91 Compact........................................................................................81 Complete.......................................................................................81 Corpora in Applied Linguistics.........................................................89 Course in English Language Teaching, A..........................................87 Creating Effective Blended Language Learning Courses...................91 Curriculum Development in Language Teaching..............................88 Cultivating Teacher Wellbeing.........................................................90 D David Crystal’s 50 Questions About English Usage..........................88 Defining Integrated Reading-into-Writing Constructs.......................89 Discourse Analysis for Language Teachers.......................................89 Discourse of the IELTS Speaking Test, The........................................89 Discovering Fiction.........................................................................52 Discussions and More.....................................................................90 Dynamic Presentations...................................................................75 E Engaging Language Learners in Contemporary Classrooms.............91 English Collocations in Use.............................................................45 English for Business Studies............................................................75 English for the Teacher...................................................................89 English Idioms in Use.....................................................................45 English Phonetics and Phonology ...................................................89 English Phrasal Verbs in Use...........................................................45 Evolve............................................................................................22 Evolve Digital.................................................................................24

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F Final Draft......................................................................................64 First Trainer....................................................................................79 Five-Minute Activities.....................................................................91 Flightpath......................................................................................75 Four Corners Second edition...........................................................30 From Teacher to Manager...............................................................90 From Teacher to Trainer...................................................................87 G Games for Language Learning........................................................91 Genre Analysis...............................................................................88 Grammar and Beyond Second Edition....................................... 38, 62 Grammar and Beyond Essentials.....................................................41 Grammar for Business....................................................................75 Grammar for English Language Teachers.........................................89 Grammar in Use Intermediate.........................................................44 Grammar Practice Activities............................................................90 Guidelines......................................................................................67 I IELTS Common Mistakes.................................................................78 IELTS Grammar for bands 6.5 and above.........................................78 IELTS Practice Tests.........................................................................79 IELTS Trainer...................................................................................79 IELTS Vocabulary up to band 6.0.....................................................78 IELTS Vocabulary for bands 6.5 and above......................................78 In Our Own Words..........................................................................93 Insights into Assessing Academic Listening: The case of IELTS..........91 Inspired to Write............................................................................93 Interaction Online...........................................................................89 Interchange Fifth Edition................................................................26 International Negotiations..............................................................75 International Story, The...................................................................67 J Jack C Richards’ 50 Tips for Teacher Development...........................87 Jeremy Harmer’s 50 Communicative Activities.................................91 K Key Issues in Language Teaching.....................................................88 L Language Learning with Digital Video.............................................89 Language Learning with Technology...............................................89 Language Teacher Educator Identity................................................87 Language Test Validation in a Digital Age........................................91 Leading Technological Change........................................................90 Learner English..............................................................................88 Learning Oriented Assessment........................................................91 Learning Vocabulary in Another Language.......................................89 Lessons from Good Language Teachers...........................................87 Let’s Talk........................................................................................71 Lexical Grammar............................................................................90 Linguaskill......................................................................................36 Listening in the Language Classroom..............................................90 M Making Connections......................................................................50 Mark Hancock’s 50 Tips for Teaching Pronunciation.........................89 Materials Development in Language Teaching.................................91 Mentor Courses.............................................................................87 Methodology in Language Teaching................................................88 Michigan English Test, The..............................................................84 Michigan English Placement Test....................................................84 Mindset for IELTS............................................................................78 Motivating Learners, Motivating Teachers........................................88 Motivational Strategies in the Language Classroom........................88 Multilingual Education...................................................................89 N New Directions...............................................................................67 New Insight into IELTS....................................................................79 Nicky Hockly’s 50 Essentials for Using Learning Technologies..........89 O Objective........................................................................................82 Off the Page: Actvities to bring lessons alive and enhance learning.....91 Official Cambridge Guide to IELTS, The............................................77 Official IELTS Practice Materials.......................................................79 Official Quick Guide to Linguaskill..................................................83 On Topic Validity in Speaking Tests..................................................91 Open World....................................................................................83

P Passages Third Edition....................................................................29 Penny Ur’s 77 Tips for Teaching Vocabulary.....................................90 Penny Ur’s 100 Teaching Tips..........................................................91 Planning Lessons and Courses........................................................91 Pluricultural Language Education and the CEFR..............................91 Practice Teaching............................................................................87 Practice Tests..................................................................................82 Practicum in TESOL, A.....................................................................91 Present Yourself..............................................................................71 Prism Listening and Speaking.........................................................68 Prism Reading................................................................................48 Prism Reading and Writing.............................................................58 Promoting Professional Learning.....................................................90 Pronunciation Games.....................................................................90 Pronunciation Pairs........................................................................72 Pronunciation Plus.........................................................................72 Pronunciation Practice Activites......................................................90 R Read This!......................................................................................52 Research and Practice in Assessing Academic Reading: The case of IELTS..........................................................................91 S Scott Thornbury’s 101 Grammar Questions......................................89 Scott Thornbury’s 30 Language Teaching Methods...........................88 Second Language Assessment and Action Research.........................91 Second Language Writing...............................................................90 Skills for Effective Writing...............................................................66 SLA Applied...................................................................................88 Strategic Reading...........................................................................52 T Task-Based Language Teaching.......................................................88 Teacher Training Essentials..............................................................87 Teaching Adult English Language Learners......................................87 Teaching and Developing Reading Skills..........................................90 Teaching in Challenging Circumstances...........................................91 Teaching Languages to Young Learners...........................................91 Teaching Large Multilevel Classes...................................................91 Teaching Pronunciation Second edition...........................................89 Teaching Speaking.........................................................................90 Test & Train....................................................................................79 Testing for Language Teachers........................................................91 TKT Course CLIL Module................................................................92 TKT Course Modules 1, 2 and 3......................................................92 Touchstone Second edition....................................................... 33, 93 Touchstone Online Course Second edition................................. 33, 93 Trainers..........................................................................................79 Transformative Language Learning and Teaching.............................88 Translation and Own-language Activities.........................................91 V Ventures Third edition.....................................................................14 Ventures Transitions Third edition....................................................18 Viewpoint................................................................................ 33, 93 Viewpoint Online Course.......................................................... 33, 93 Vocabulary Activities.......................................................................90 Vocabulary in Language Teaching...................................................90 Vocabulary in Use..........................................................................45 W We love IELTS.................................................................................79 World Englishes.............................................................................89 Writers at Work..............................................................................66 Writer’s Workbook, A......................................................................93 Writing from Within........................................................................93 Writing Skills Interactive.................................................................66 Write to Be Read............................................................................93

Author Index A Adams, Kate......................................................... 48, 58 Aquino-Cutcher, Andrew.............................................64 Archer, Greg.................................................................78 Aspinall, Patricia...........................................................55 Asplin, Wendy..............................................................64 Austen, Michael...........................................................55 B Baker, David.................................................................24 Baker, Lida............................................................. 48, 58 Banks, Tim....................................................................75 Barkhuizen, Gary.........................................................87 Barrell, Jania.................................................................55 Battersby, Alan.............................................................54 Bauer, Jill......................................................................64 Bentley, Kay.................................................................92 Betteridge, David.........................................................91 Bitterlin, Gretchen........................................................14 Black, Michael..............................................................82 Blass, Laurie.............................................. 38, 41, 62, 66 Bodsczky, Caroline.......................................................87 Bohlke, David........................................................ 30, 64 Bourke, Kenna..............................................................24 Boyle, Mike S................................................................64 Brennan, Frank.............................................................55 Brierton, Kate...............................................................89 Brinks Lockwood, Robyn...................................... 64, 68 Brinton, Donna M........................................................89 Broadhead, Annie........................................................82 Brook-Hart, Guy...........................................................81 Brookes, Gay................................................................93 Brown, James Dean.....................................................87 Brown, Kristine............................................................60 Brown, Steven..............................................................71 Buckby, Michael...........................................................91 Bunting, John D......................................... 38, 41, 45, 62 Burns, Anne..................................................... 88, 90, 91 Butler, Lenise................................................................90 C Cameron, Lynne...........................................................91 Campbell, Christine......................................................88 Campbell, Colin...........................................................55 Capel, Annette.............................................................82 Carter, Ronald..............................................................88 Celce-Murcia, Marianne..............................................89 Cenoz, Jasone..............................................................89 Chan, Sathena...................................................... 89, 91 Chapple, Joseph...........................................................44 Clandfield, Lindsay.......................................... 22, 24, 89 Clark, David.................................................................75 Clark, Rachel................................................................75 Conrad, Susan.............................................................89 Coombe, Christine................................................ 87, 91 Cosgrove, Anthony.......................................................83 Coyle, Do.....................................................................88 Crookes, Graham.........................................................91 Crossthwaite, Peter......................................................78 Crystal, David...............................................................88 Cullen, Pauline...................................................... 77, 78 Cummings, Martha Clark.............................................93 D Dale, Liz........................................................................91 Davidson, Dan E...........................................................88 Davidson, Peter............................................................91 De Souza, Natasha......................................................78 Dignen, Bob.................................................................75 Dimone-Bayir, Stephanie..............................................68 Diniz, Luciana.................................................. 38, 41, 62 Doff, Adrian..................................................................34 Dornyei, Zoltan..................................................... 88, 91 Downes, Colm.............................................................75 Driver, Paul...................................................................89 E Eckstut-Didier, Samuela...............................................52 Ellis, Rod......................................................................88 Ellman, Matthew T.......................................................87 Espeseth, Miriam.........................................................70 F Farrell, Thomas S. C......................................................87 Field, John............................................................. 90, 91 French, Amanda...........................................................77

G Gardner, Peter S............................................................67 Gargagliano, Arlen.......................................................93 Gelshenen, Rosemary..................................................52 Gershon, Steven...........................................................71 Gilbert, Judy B..............................................................72 Gkonou, Christina........................................................90 Goh, Christine C. M......................................................90 Goldstein, Ben................................................ 22, 24, 89 Goodwin, Janet M.......................................................89 Gordon, Deborah.........................................................66 Gorter, Durk.................................................................89 Griffiths, Carol..............................................................87 Griner, Barry.................................................................89 Guse, Jenni...................................................................91 H Haber, Steven B............................................................93 Hadfield, Jill..................................................................89 Haines, Simon..............................................................81 Hancock, Mark...................................................... 89, 90 Hancock, Penny...........................................................55 Harmer, Jeremy............................................................91 Hartig, Alissa................................................................89 Hartmann, Pamela.......................................................64 Hashemi, Louise...........................................................82 Hendra, Leslie Anne.............................................. 22, 24 Hess, Natalie................................................................91 Hewings, Martin................................................... 44, 90 Heyderman, Emma......................................................81 Hill, David A..................................................................55 Hobbs, Deborah...........................................................83 Hockly, Nicky................................................................89 Hockley, Andrew..........................................................90 Hood, Philip.................................................................88 Hood, Susan................................................................60 Hopkins, Diane.............................................................78 Hughes, Arthur.............................................................91 Hughes, Jake................................................................91 Hull, Jonathan..............................................................26 Hunston, Susan............................................................89 Hutchison, Susan.........................................................78 Hyland, Ken..................................................................90 I Iannuzzi, Susan............................................... 38, 41, 62 Ibbotson, Mark..................................................... 22, 24 Ingram, Beverly............................................................93 J Jacobe, Monica F..........................................................64 Jakeman, Vanessa........................................... 77, 79, 81 Johnson, Dennis...........................................................14 Johnson, Margaret.......................................................54 Jones, Ceri............................................................. 22, 24 Jones, Leo....................................................................71 K Kanaoka, Yoneko.........................................................70 Kay, Judith....................................................................52 Kelly, Curtis..................................................................93 Kennedy, Alan S............................................... 48, 58, 64 Kerr, Philip....................................................... 22, 24, 91 Kershaw, George.........................................................55 Khabbazbashi, Nahal...................................................91 Khalifa, Hanan.............................................................91 King, Carol...................................................................93 Kingsley, Susan............................................................82 Kirkpatrick, Andy..........................................................89 Kosta, Joanna....................................................... 78, 83 Kubanyiova, Magdalena..............................................88 L Lambert, Craig.............................................................88 Lambert, Jeanne..........................................................64 Laughner, Melissa S......................................................90 Leather, Sue.................................................................54 Leki, Ilona.....................................................................93 Lewis, Michele...................................................... 48, 58 Lewis-Jones, Peter........................................................34 Li, Shaofeng.................................................................88 Loader, Mandy.............................................................55 Loewenthal, Marc........................................................78 Lou Leaver, Betty..........................................................88 Lucantoni, Peter...........................................................87 Ludlow, Karen..............................................................83 Luoma, Sari..................................................................91

M MacAndrew, Richard...................................................55 MacKenzie, Ian.............................................................75 Mackey, Daphne..........................................................52 Malderez, Angi.............................................................87 Maley, Alan..................................................................91 Marsh, David...............................................................88 Mascull, Bill..................................................................75 Masuhara, Hitomi........................................................88 May, Peter....................................................................81 McCarten, Jeanne................................................. 33, 75 McCarthy, Michael.......................................... 33, 45, 89 McDowell, Clare..........................................................79 McEntire, Jo.................................................................50 McGiffin, Janet.............................................................55 McKay, Penny...............................................................91 McKeegan, David.........................................................81 Mercer, Sarah...............................................................91 Meyer, Oliver................................................................88 Mizza, Daria.................................................................91 Mlynarczyk, Rebecca....................................................93 Moore, Julie.................................................................78 Moses, Antoinette........................................................54 Murphy, Raymond.......................................................44 N Nakatsuhara, Fumiyo...................................................89 Nation, I. S. P................................................................89 Naylor, Helen................................................................54 Neilsen, Rod.................................................................55 Newsome, J. M.............................................................55 Nunan, David...............................................................88 O O’Dell, Felicity........................................................ 45, 82 O’Dell, Kathryn...................................................... 22, 24 O’Neill, Richard..................................................... 48, 58 O’Sullivan, Barry...........................................................91 Ostrowska, Sabina.......................................... 48, 58, 68 P Pakenham, Kenneth J...................................................50 Parrish, Betsy................................................................87 Parrott, Martin.............................................................89 Passmore, Lucy.............................................................78 Peterson, Susan...........................................................68 Poulter, Monica............................................................91 Powell, Mark................................................................75 Price, Donna.................................................................14 Proctor, Susan..............................................................26 Prowse, Philip...............................................................54 Puchta, Herbert............................................................34 Pulverness, Alan...........................................................92 Purpura, James E..........................................................91 R Ramirez, Sylvia.............................................................14 Redman, Stuart............................................................45 Renandya, Willy A........................................................88 Reppen, Randi.......................................... 38, 41, 45, 62 Richards, Jack C.............................26, 29, 30, 52, 87, 88 Richardson, Silvana......................................................90 Roach, Peter.................................................................89 Rodgers, Theodore S.....................................................88 Rubio, Fernando...........................................................91 Runnels, Judith.............................................................91 Russell, Kimberly..........................................................68

Skehan, Peter...............................................................88 Smalzer, William R................................................. 44, 93 Smith, Bernard.............................................................88 Smith, Dorolyn.............................................................71 Smoke, Trudy................................................................93 Sowton, Chris................................................. 48, 58, 91 Spack, Ruth..................................................................67 Speck, Chris.................................................................24 Spratt, Mary.......................................................... 89, 92 Stafford-Yilmaz, Lynn...................................................66 Stanley, Graham...........................................................89 Stapleton, Sara.............................................................64 Stoynoff, Stephen.........................................................91 Stranks, Jeff..................................................................34 Strauch, Ann O.............................................................66 Sunderland, Peter.........................................................82 Swales, John................................................................88 Swan, Michael.............................................................88 T Tajeddin, Zia.................................................................87 Tanner, Rosie................................................................91 Taylor, Lynda.................................................................91 Thaine, Craig................................................... 34, 87, 91 Thomas, Barbara..........................................................82 Thornbury, Scott........................................ 87, 88, 89, 92 Tilouine, Helen.............................................................81 Tomlinson, Brian................................................... 88, 91 U Uddin, Jishan...............................................................78 Ur, Penny......................................................... 87, 90, 91 V Van der Horst Jansen, Julie..........................................90 Vittorio, Pamela............................................................50 W Wajnryb, Ruth..............................................................87 Walker, Carolyn............................................................75 Wallace, Michael J........................................................87 Watkins, Peter................................................. 88, 90, 92 Weir, Cyril J...................................................................91 Westbrook, Carolyn.............................................. 48, 58 Wharton, Jennifer........................................................60 Whettem, Erica............................................................82 White, N.M...................................................................68 White, Ron...................................................................90 Wiese, David................................................................50 Wijayatilake, Claire................................................ 78, 83 Williams, Jessica............................48, 50, 58, 60, 68, 83 Williams, Melanie.........................................................92 Wilson, Judith..............................................................55 Wilson, Rosemary........................................................91 Withrow, Jean..............................................................93 Woodward, Tessa.........................................................91 Wright, Andrew...........................................................91 X Xu, Jing........................................................................91 Y Yu, Guoxing.................................................................91 Z Zemach, Dorothy E.......................................................66 Zwier, Lawrence J.........................................................45

S Sanabria, Carlos...........................................................70 Sanabria, Kim...............................................................70 Sandiford, Helen..........................................................33 Sandy, Chuck...............................................................29 Santelmann, Lynn........................................................89 Savage, Alice............................................. 38, 41, 52, 62 Savage, K. Lynn............................................................14 Saville, Nick..................................................................91 Schmitt, Diane..............................................................90 Schmitt, Norbert...........................................................90 Scott-Malden, Sarah....................................................55 Scrivener, Jim................................................................91 Seal, Bernard................................................................60 Seedhouse, Paul...........................................................89 Selivan, Leo..................................................................90 Sharp, Wendy...............................................................82 Shintani, Natsuko.........................................................88 Singleton, Jill................................................................66

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