2021 English Language Teaching
Cambridge University Press and Cambridge Assessment English work in partnership to share expertise and strengthen the link between language education and language assessment.
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.
Our bank of over
2 billion words
Become a Cambridge partner
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The most popular online dictionary and thesaurus for learners of English, sitting in the top 500 websites worldwide
Recommended for 2021 NEW Grammar – Page 34
NEW Professional Development – Pages 83 and 84 Cambridge Educational Management
Teaching in Challenging Circumstances 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.
3
2
Second Edition
with Academic Writing
with Academic Writing
ONLINE PRACTICE INCLUDED
ONLINE PRACTICE INCLUDED
ONLINE PRACTICE INCLUDED
SEE INSIDE FRONT COVER
SEE INSIDE FRONT COVER
SEE INSIDE FRONT COVER
4
with Academic Writing
•
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.
Bringing deeper insights into your classroom
ONLINE PRACTICE INCLUDED SEE INSIDE FRONT ISBN COVER 9780521181143
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.
Managing Technological Change
Teaching in Challenging Circumstances
Cambridge Handbooks for Language Teachers
ISBN 9781316647318
Second Edition
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.
Series Editor Scott Thornbury
Teaching in Challenging Circumstances
Second Edition
Chris Sowton
1 Second Edition with Academic Writing
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.
Lenise Butler Andy Hockley
What is Better Learning? Insights Content
Randi Reppen
Laurie Blass, Susan Iannuzzi, Alice Savage with Randi Reppen
Randi Reppen
It’s a continuous cycle where our insights shape content that drives results.
Building brighter futures together John D. Bunting, Luciana Diniz, Susan Iannuzzi, Results Find out more at: cambridge.org/betterlearning Alice Savage with Randi Reppen
Series editor Andy Hockley
Chris Sowton
NEW
Adult Education – Page 16 3rd Edition
3rd Edition
STUDENT’S BOOK
1
3rd Edition
STUDENT’S BOOK
2
3rd Edition
STUDENT’S BOOK
Deeper Insights: Researched and authored by a team of teachers and administrators with
Engaging Learners
unparalleled experience in the classroom, Ventures 3rd Edition meets demands set by WIOA.
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.
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.
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
3rd Edition
STUDENT’S BOOK
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
3rd Edition
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)
Teacher’s Edition
WORKBOOK
Gretchen Bitterlin ∙ Dennis Johnson Donna Price ∙ Sylvia Ramirez K. Lynn Savage (Series Editor)
Workbook (print or online)
Insights
Content
K. Lynn Savage (SeriesBuilding Editor) brighter futures together
ISBN 978-1-108-92520-4
STUDENT’S BOOK
Bitterlin, Johnson, Price, Ramirez, & Savage
K. Lynn Savage (Series Editor)
3rd Edition
STUDENT’S BOOK
Gretchen Bitterlin ∙ Dennis Johnson Donna Price ∙ Sylvia Ramirez
K. Lynn Savage (Series Editor)
STUDENT’S BOOK
Bitterlin, Johnson, Price, Ramirez, & Savage
Gretchen Bitterlin ∙ Dennis Johnson Donna Price ∙ Sylvia Ramirez
K. Lynn Savage (Series Editor)
4
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.
WORKBOOK
Gretchen Bitterlin ∙ Dennis Johnson Donna Price ∙ Sylvia Ramirez
K. Lynn Savage (Series Editor)
STUDENT’S BOOK 3rd Edition
The most complete course for student success
3rd Edition
Gretchen Bitterlin ∙ Dennis Johnson Donna Price ∙ Sylvia Ramirez
3
3rd Edition
STUDENT’S BOOK
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)
Results
Find out more at: cambridge.org/betterlearning
9 781108 925204 >
Integrated Series – Page 22 NEW Evolve Student eBooks
Reading – Page 44
Listening and Speaking – Page 64
For information on how to order our titles, please see page 88
Grammar – Page 40
Contents Skill Level Chart Adult Education
10 12
Ventures Third Edition..............................................14 NEW Ventures Transitions Third Edition.............18
Integrated Series 21 NEW Evolve.............................................................22 Interchange Fifth Edition.........................................26 Passages Third Edition.............................................29 Four Corners Second Edition.................................30 Touchstone Second Edition....................................32 Viewpoint...................................................................32
Grammar 33 NEW Grammar and Beyond Second Edition....34 Grammar and Beyond Essentials........................... 37 Basic Grammar in Use Fourth Edition.................. 40 Grammar in Use Intermediate Fourth Edition.....40 Advanced Grammar in Use Third Edition.............40
Vocabulary and Idioms 41 Vocabulary in Use...................................................... 41 English Collocations in Use Second Edition........ 41 English Idioms in Use Second Edition.................. 41 English Phrasal Verbs in Use Second Edition....... 41
Dictionaries and Reference 20 & 69 Reading 43 Prism Reading...........................................................44 Making Connections................................................46 Read This!..................................................................48 Strategic Reading.....................................................48 Discovering Fiction...................................................48 Cambridge English Readers...................................50
Reading and Writing 54 Prism Reading and Writing.....................................54 Academic Encounters Reading and Writing........56
Writing 57 NEW Grammar and Beyond Second Edition....58 Final Draft...................................................................60 Writers at Work..........................................................62 Writing Skills Interactive...........................................62 Skills for Effective Writing........................................62 Cambridge Academic Writing Collection............63
Listening and Speaking 64 Prism Listening and Speaking................................64 Academic Encounters Listening and Speaking...66 Let’s Talk...................................................................... 67 Present Yourself......................................................... 67 Active Listening......................................................... 67
Pronunciation 68 Clear Speech.............................................................68 Pronunciation Pairs...................................................68 Pronunciation Plus....................................................68
Exams 70 Business English 78 Teacher Development 79 Teacher Training and Development................... 80 NEW From Teacher to Trainer...............................80 Background to Teaching and Learning...............81 NEW David Crystal’s 50 Questions About English Usage............................................................ 81 NEW Key Questions in English Language Teaching...................................................................... 81
Language for Teachers........................................ 82 NEW The Cambridge Introduction to Applied Linguistics...................................................82 Teaching with Technology................................... 82 Teaching Language Systems and Language Skills.................................................... 83 NEW Mark Hancock’s 50 Tips for Teaching Pronunciation............................................................83 NEW Vocabulary in Language Teaching Second edition..........................................................83 NEW Grammar: A Linguists’ Guide for Language Teachers..................................................83 Educational Management.................................. 83 NEW Managing Technological Change.............83 Classroom Practice.............................................. 84 NEW Off the Page: Activities to bring lessons alive and enhance learning.....................................84 NEW Teaching in Challenging Circumstances...84 NEW Creating Effective Blended Language Learning Courses......................................................84 Testing and Assessment..................................... 84 NEW Language Test Validation in a Digital Age.................................................................84 Teaching Qualifications....................................... 85
Other Titles
85
Title and Author Index
86
Ordering Information
88
Cambridge ELT Specialists
89
Join us:
World of Better Learning cambridge.org/wobl @cambridgeupelt
Key to symbols Cambridge English Corpus
Video
eBook
Downloadable Audio
Presentation Plus – classroom presentation tool
Test Generator
App
Kahoot! quizzes
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. cambridge.org/USELT/catalog
Online Tools
Interactive features: Get in touch
Explore the Course
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Video
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.
Explore our Better Learning stories cambridge.org/betterlearning cambridge.org/betterlearning
How does Better Learning work? It’s a continuous cycle where our insights shape content that drives results.
1
Insights
1 Our researchers discover unique insights to create modern, vibrant materials.
Content 3
2 Teachers get effective materials to help their learners achieve the results they need. 3 With every learner’s success, we build further insights that shape the future of learning.
Results 2
4 | Find out about our range of classroom teaching tools – see page 8
Contents
Supporting Every Teacher #supportingeveryteacher Our publishers, language researchers, authors and Better Learning partners have been working in close collaboration to develop materials in response to the impacts COVID-19 has had in the classroom. To help support all teachers who have adapted their teaching, we continue to publish blog posts, resources, expert advice and guides to help you make the most of your classes online. Visit cambridge.org/supportingeveryteacher for the latest resources.
How to teach teachremotely remotelywith... with‌ How to teach remotely using Evolve
How to teach remotely with
How to teach remotely with
How to teach remotely with
How to teach remotely with
These guides provide teaching suggestions for using our coursebooks and other supplementary materials to support your online classes. Find out about our range of classroom teaching tools – see page 8 | 5
Flexible digital experiences for better learning Whether you’re teaching remotely or in a classroom, our flexible digital tools will help you deliver engaging blended learning experiences with demonstrable results. You will be ready for anything with support from Cambridge. You will  .
Damir Student
Our tools are underpinned by pedagogy insights and digital learning principles
Trusted by 4 million users, Cambridge LMS is the most popular ELT-focused learning management system
The Cambridge Bookshelf app with eBooks is ideal for distance learning
Presentation Plus makes presenting content easy, both in class and remotely
Our remote teaching and blended learning guides will support you as you hone your digital skills
Cambridge social media resources will enrich your lessons with topical content
Enriching learning through innovation Cambridge One is a new digital learning environment providing rich teaching and learning experiences based on years of research and innovation.
All teaching resources and data are available in one place, giving you quick access to everything you need to create a stimulating learning experience.
Bite-sized practice and automatic grading save teachers time and enable learners to get instant feedback while they study on the go.
cambridge.org/one Now available with Evolve
Coming soon Grammar and Beyond Second edition Ventures Third edition
Contents
Behind the
We research how people learn and use English, so that the Cambridge learning experience is effective, efficient and enjoyable. Everything we do is underpinned and improved by evidence.
We use our findings to develop our courses, we measure the impact of those courses in the classroom, we analyze real exam results, and we develop our courses further.
Whether we’re out talking to teachers, or immersed in the Cambridge English Corpus, we’re always working on providing the best experience for you and your students.
Building a brighter future
Working with teachers Helping you find approaches that work for you and your students.
Teaching English as it’s really used Preparing students for real situations and conversations.
Analyzing Cambridge exam results Developing our resources so students have support where they need it most.
The real English language The Cambridge English Corpus is a collection of over two billion words gathered from a huge range of places. We analyze all kinds of language, from academic writing, to family conversations around the dinner table, to a quick text message. When it comes to language, it’s our job to work out which of these two billion words learners of English should be using, and when.
8 | Find out about our range of classroom teaching tools – see page 8
Contents
Bite-sized is best – breaking down the challenge Learning English isn’t a simple, linear process. It’s a complex and multidimensional challenge. So, what we’ve done with the Cambridge English Curriculum Framework is break down that challenge into small manageable chunks, called learning objectives. This means that we’re able to react sensitively to the needs of different learners, keeping them moving efficiently towards their goals.
Turning cutting-edge pedagogical insight into practical guidance for you The Cambridge Papers in ELT series connects the deeper insights of linguistic and pedagogical research with the reality of everyday ELT practice. Grab a cup of tea, get comfortable and explore the extensive range of topics. These papers are your access to evidencebased support and practical ideas to implement in your classroom.
Creating a Safe Speaking Environment Developing critical thinking in EAP: a guide for teachers
Extensive reading in ELT: Why and how?
Part of the Cambridge Papers in ELT series May 2018
Part of the Cambridge Papers in ELT series January 2018
Learning language in chunks
Part of the Cambridge Papers in ELT series October 2019
CONTENTS
Part of the Cambridge Papers in ELT series
CONTENTS 2
Introduction
3
Time for speaking means time
July 2019 2
Executive Summary
3
Introduction
for language learning 6
Immersive tasks generate
4
Critical thinking skills
6
Common questions about critical thinking
9
Selecting engaging topics
8
Implementing critical thinking in EAP
11
Fostering positive peer interactions
13
Characteristics of a critical-thinking classroom in EAP
13
Giving feedback that supports
15
Practical advice for the classroom
17
Suggestions for further reading
immersive conversations
students’ communicative successes CONTENTS
18
16
What is extensive reading?
Bibliography
2 3
Benefits of extensive reading
4
Barriers to extensive reading
17
Recommendations for further reading
18
Bibliography
Introduction
3
Key terms
4
Key issues
5
Implementing extensive reading
6
Providing extensive reading material
8
Implications for teachers and course designers
16
9
Recommendations for further reading
17
Summary: What are the
10
Bibliography 18
Conclusion
19
Recommendations for further
5
View our full catalog of Cambridge Papers by using this QR code or visiting cambridge.org/ pedagogy
Conclusion
CONTENTS 2
Research and literature review: significant findings Key considerations
implications for teachers?
reading plus useful websites 20
Bibliography
As you read on through this catalog and find out all about our courses, remember, research is at the center of everything we do. You can delve deeper behind the insights at cambridge.org/insights Find out about our range of classroom teaching tools – see page 8 | 9
Skill Level Chart
eBook
A1–B1+
Classroom Presentation
A1–C1
Beginner to Intermediate
Online Practice
Beginner to Advanced
4
Online Resources
6
30
Kahoot!
22
Four Corners
Remote Teaching Guide
NEW Evolve
Grades 9–12
A0–B2
Academic English
Literacy to High Intermediate
Career Readiness
6
CEFR
Number of Levels
14
Proficiency Level
Page
Technology
•
•
•
•
•
•
•
•
•
Adult Education Ventures Integrated Series •
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Interchange
26
4
Beginner to Intermediate
A1–B1+
Passages
29
2
High Intemediate to Advanced
B2–C1
Touchstone
32
4
Beginner to Intermediate
A1–B1+
Viewpoint
32
2
High Intermediate to Advanced
B2–C1
Basic Grammar In Use
40
1
High Beginner to Low Intermediate
A1+–B1
•
Grammar in Use Intermediate
40
1
Intermediate to High Intermediate
B1–B2
•
Advanced Grammar In Use
40
1
High Intermediate to Advanced
B2–C1
NEW Grammar and Beyond
34
4
Beginner to Advanced
A1–C1
•
Grammar and Beyond Essentials
37
4
Beginner to Advanced
A1–C1
•
Academic Vocabulary in Use
41
1 Intermediate to High Intermediate
B1–B2
•
English Collocations In Use
41
2 Intermediate to Advanced
B1–C2
English Idioms In Use
41
2 Intermediate to Advanced
B1–C2
English Phrasal Verbs In Use
41
2 Intermediate to Advanced
B1–C2
Vocabulary In Use
41
2 High Beginner to High Intermediate
A1–B2
Cambridge Advanced Learner’s Dictionary 69
1
High Intermediate to Advanced
B2–C1
•
Cambridge English Pronouncing Dictionary
69
1
High Intermediate to Proficiency
B2–C2
•
Cambridge English Readers
50
7 Beginner to Advanced
A1–C1
Discovering Fiction
48
3 Low Intermediate to Advanced
A2–C1
•
Making Connections
46
5 High Beginner to Advanced
A2–C1
•
Prism Reading
44
5 Beginner to Advanced
A1–C1
•
Read This!
48
4 High Beginner to High Intermediate
A1–B2
Strategic Reading
48
3 Low Intermediate to High Intermediate A2–B2
•
Academic Encounters Reading and Writing
58
4 Low Intermediate to Advanced
A2–C1
•
Prism Reading and Writing
56
5 Beginner to Advanced
A1–C1
•
•
• •
•
•
•
•
•
•
Grammar
• •
•
•
•
•
•
•
•
•
• •
•
Vocabulary and Idioms
Cambridge Dictionaries and Reference
Reading •
• •
•
•
•
•
•
•
• •
•
•
• • •
Reading and Writing
10 |
•
•
•
•
•
•
•
• •
•
•
Skill Level Chart
Online Resources
Online Practice
•
•
•
•
•
eBook
Kahoot!
•
Classroom Presentation
Remote Teaching Guide
Grades 9–12
Academic English
Career Readiness
CEFR
Proficiency Level
Number of Levels
Page
Technology
Writing NEW Grammar and Beyond
58
4
A1–C1
•
Final Draft
60
4 Low Intermediate to Advanced
A2–C1
•
Guidelines
63
1 Advanced/Freshman Comp
C2
•
•
New Directions
63
1 Advanced/Freshman Comp
C2
•
•
Skills for Effective Writing
62
4 Beginner to Advanced
A1–B2
•
•
The International Story
63
1 Advanced/Freshman Comp
C2
•
Writing Skills Interactive
62
4 Beginner to Advanced
A1–C1
•
•
Writers at Work
62
4 Beginner to High Intermediate
A1–B2
•
•
Academic Encounters Listening and Speaking
66
4 Low Intermediate to Advanced
A2–C1
•
Active Listening
67
3 Beginner to Advanced
A1–B1
Let’s Talk
67
3 High Beginner to High Intermediate
A1–B2
Present Yourself
67
2 Low Intermediate to Intermediate
A2–B2
Prism Listening and Speaking
64
5 Beginner to Advanced
A1–C1
Clear Speech
68
2 Beginner to High Intermediate
A1–B2
•
Pronunciation Pairs
68
1 High Beginner to Low Intermediate
A2
•
Pronunciation Plus
68
1 Low Intermediate to Intermediate
A2–B2
•
78
1
A2–B1
Beginner to Advanced
•
•
• •
•
• •
Listening and Speaking •
•
•
•
•
• • •
•
•
•
•
•
•
•
•
•
•
•
Pronunciation •
Business English Be My Guest
Elementary to Low Intermediate
•
Business Vocabulary In Use
78
3
Elementary to Advanced
A2–C1
•
Cambridge Business Skills
78
4
Intermediate to Advanced
B1–C2
•
Cambridge English For Job-hunting
78
1
High Intermediate to Advanced
B2–C1
•
English for Business Studies
78
1
High Intermediate to Advanced
B2–C1
•
Flightpath
78
1
High Intermediate to Advanced
B2–C1
•
Grammar for Business
78
1
Intermediate to High Intermediate
B1–B2
•
•
| 11
Adult Education
Supporting every teacher In recent years we’ve seen significant shifts in the Adult Education landscape. Federal funding required programs to put more emphasis on college and career readiness. The goals have higher stakes and demands students to find footing in either the workplace or in furthering their education. The Ventures program has been used successfully for over 12 years in a variety of learning environments to ensure students are college and career ready. As educators now adapt to a mixed model of remote teaching, the Ventures team of authors and publishers have worked to provide support for: • teacher-led live online lessons • collaborative group tasks managed by students • individual self-study
12 | Contact your ESL Specialist: 888-ESL-BUZZ (375-2899)
Adult Education
Creating the right support for teachers and classrooms has been at the forefront of what Cambridge has been doing, to ensure all students who are experiencing new ways of learning can keep studying English. Here is a quick overview of the Ventures unit structure, with activities you will want to prioritize for synchronous classes shown in bold. Lesson A
Listening
Lesson objective, Before you listen, Listen, After you listen
Lesson B and C
Grammar and Speaking
Lesson objective, Grammar focus, Practice, Communicate
Lesson D
Reading
Lesson objective, Before you read, Read, After you read, Picture Dictionary (Levels 1 and 2) / Build your vocabulary (Levels 3 and 4)
Lesson E
Writing
Lesson objective, Before you write, Write, After you write
Lesson F
Another View
Lesson objective, Life-skills reading, Grammar connections, Wrap up (self-assessment)
Review
(every 2 units)
Listening, Grammar, Pronunciation Take a look
5 easy tips for teaching Ventures online 1
Presentation Plus with a video conferencing tool like Zoom or WebEx to create virtual meetings with students.
Use
2
H ave students access the audio and grammar presentations using QR codes to review on their own. The audio can also be accessed at cambridge.org/ventures/audio
3
U se the Online Workbook for students to review lessons and for you to track progress. The discussion board and blog functions can be used as communication tools for the class.
4
A ssign students activities in the Arcade for additional practice. cambridge.org/venturesarcade
5
H ost a live Kahoot! game by sharing your screen or create a challenge for students to play any time. Kahoots can be used as a diagnostic tool, practice, or to review listening and grammar from each unit. cambridge.org/kahoot/ventures Visit our website: cambridge.org/esl | 13
Adult Education Basic
3rd Edition
STUDENT’S BOOK
rd
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 Adult Education is changing … are you ready? Ventures is a six-level, four-skills series that helps students develop the skills needed to be college and career ready, and function successfully in their community. Researched and authored by a team of teachers and administrators with unparalleled classroom experience, Ventures Third Edition meets the demands of today’s adult ESL classroom. Aligned with the National Reporting System, English Language Proficiency Standards, and the College and Career Readiness Standards, Ventures helps programs meet requirements set by WIOA and is the most complete course for student success.
How does 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.
Remote teaching guide
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
Deeper Insights: Researched and authored
Engaging Learners
by a team of teachers and administrators with unparalleled experience in the classroom, Ventures 3rd Edition meets demands set
QR codes give students quick & easy access to audio and grammar videos for self-directed learning while developing digital literacy.
by WIOA.
Comprehensive Curriculum: Each lesson is designed to teach the relevant language
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.
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.
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
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. cambridge.org/ventures
WORKBOOK
lesson plan for every unit.
3rd Edition
•
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.
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
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:
•
STUDENT’S BOOK
STUDENT’S BOOK
9781108925204 Bitterlin, Johnson, Price, Ramirez, and Savage - Ventures Student’s Book Transitions 2nd Ed C M Y K
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.
See page 18 for more information.
14 | Contact your ESL Specialist: 888-ESL-BUZZ (375-2899)
3rd Edition
The most complete course for student success 3rd Edition
• 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.
Gretchen Bitterlin ∙ Dennis Johnson Donna Price ∙ Sylvia Ramirez K. Lynn Savage (Series Editor)
Adult Education
The most complete course for student success 3rd Edition
1
STUDENT’S BOOK
2
3rd Edition
STUDENT’S BOOK
3
STUDENT’S BOOK 3rd Edition
4
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
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
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
B
for aches and pains
C
for kidney disease
D
for liver disease
F CD 1, Track 26
3. What does temporary mean?
Conversation B
4. Hamid had to get an X-ray.
A
definite
5. Chris can’t drive Hamid home.
6. The hospital is on 53rd Street. Conversation C
B
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
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?
44
UNIT 4
A
2 tablets
A
8 tablets
B
4 tablets
B
12 tablets Listen for and identify information about an accident
C
no tablets
C
24 tablets
D
none of the above
D
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
45
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 80
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
You
we
We
We
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
We
he
shouldn’t = should not
We should
He
go to the hospital.
shouldn’t
He
she
She
She
they
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 You
B She
You
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?
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
He
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
7
.When you carry heavy items,
4
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.
9
10
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?
1
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.
2.
3.
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?
A
for drowsiness
A
definite
B
B
Type of injury: cut foot
for aches and pains
unlimited
C
for kidney disease
C
a short time
How did the accident happen? Last night, I was in the kitchen. Every night,
D
for liver disease
D
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?
A
2 tablets
A
8 tablets
B
4 tablets
B
12 tablets
C
no tablets
C
24 tablets
D
none of the above
D
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
2
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
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 >
NEW 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 components allow teachers to track students’ progress and time-on-task with self-grading online 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 Online Workbook
Over 1,200 Online Teacher Resources
Self-grading Online Workbook with instant feedback helps learners understand their problem areas. Teachers can track time-on-task and check students’ progress with just a few clicks.
• Collaborative Activities • Multi-level Worksheets • Picture Dictionary and Flashcards • Projects • Career and Educational Pathways Worksheets • Civics Worksheets ... and more.
Presentation Plus Provides all the resources needed in one place, to digitally transform Ventures into a truly interactive classroom.
Energize your classroom with Kahoot! quizzes for Ventures. With game-based learning, practice and formative assessment can be fun and engaging. See pages 52-53 for details. cambridge.org/kahoot/ventures The digital resources
Online Tools
Presentation Plus
eBook
Online Workbook
Online Teacher Resources
Kahoot! Quizzes
Ventures Third edition Basic Level 1 Level 2 Level 3 Student's Book 978-1-108-44953-3 978-1-108-44955-7 978-1-108-44956-4 978-1-108-44957-1 Workbook 978-1-108-44998-4 978-1-108-45053-9 978-1-108-45000-3 978-1-108-45056-0 Literacy Workbook 978-1-108-44966-3 – – – Teacher’s Edition 978-1-108-57321-4 978-1-108-68985-4 978-1-108-66609-1 978-1-108-63615-5 Class Audio CDs (2) 978-1-108-44919-9 978-1-108-44920-5 978-1-108-44921-2 978-1-108-44922-9 Presentation Plus Download from esource.cambridge.org eBook 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
NEW Transitions 978-1-108-92520-4 978-1-108-92521-1 – 978-1-108-92524-2 978-1-108-92525-9
Price $24.20 $16.20 $16.20 $77.60 $40.00
Price $29.00 $29.00 $29.00 $37.00
Value packs Literacy Value Pack (Student's Book/Literacy Workbook) Value Pack (Student's Book/Workbook) Digital Value Pack (Student's Book/Online Workbook Pack) Super Value Pack (Student's Book/Workbook/Online Workbook) Classroom Pack (25 Student's Books & Workbooks/Class Audio CDs/Teacher's Edition / Career Pathways Worksheets) Institutional Online Workbook Access Code
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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 $29.00 • Classroom Pack with 25 Student’s Books & Workbooks, Class Audio CDs, Teacher’s Edition, and Career & Educational Pathways Worksheets for $625.80 • Institutional Online Workbook Access Codes $20.00
Visit our website: cambridge.org/esl | 19
Adult Education
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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.
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Integrated Series
Integrated Series Overview
Levels
Proficiency
• Smartphone-friendly activities
Evolve page 22 Get students speaking with confidence. Covers all skills and focuses on the most effective and efficient ways to progress in English.
• eBook 6
Beginner to Advanced
• Online Teacher Training Module • Teacher Development • Test Generator • Classroom Presentation
• Online Workbook
Interchange page 26 Proven and popular integrated skills syllabus with an emphasis on speaking and listening.
Includes Digital
4
Beginner to Intermediate
• Online Teacher Training Module • Classroom App • Online Placement Test • Classroom Presentation
Four Corners page 30 CEFR-informed syllabus with Can-do statements to benchmark students’ progress.
4
Beginner to Intermediate
2
High Intermediate to Advanced
Passages page 29 Proven and popular integrated skills syllabus with an emphasis on discussion and oral fluency.
• Classroom Presentation
• Online Workbook • Assessment Audio CD/CD-ROM • Online Placement Test • Classroom Presentation
• Online Practice
Touchstone page 32 Corpus-informed, research-based syllabus with an inductive learning methodology in a blended learning approach.
• Online Workbook
6
Beginner to Advanced
• Online Teacher Training Module • Assessment CD-ROM • Online Placement Test • 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
DISCOVER MORE!
Watch a video overview and download sample content and free resources, including a guide to teaching Evolve remotely.
cambridge.org/evolve
Lindsay Clandfield, Ben Goldstein, Leslie Anne Hendra, Mark Ibbotson, Ceri Jones, Philip Kerr, Kathryn O’Dell Beginner to Advanced 6 Levels Shortlisted British Council ELTons Awards 2020 | Excellence in Course Innovation Evolve is a general English course that gets students speaking with confidence. This student-centered course covers all skills and focuses on the most effective and efficient ways to progress in English.
NEW Student eBooks for all levels
• All of the Student’s Book content in a digital format.
What makes Evolve special?
• Integrated audio and video.
• Peer models and content from real students.
• Ideal for using on computers or tablet devices.
• Bite-sized learning and mobile phone activities for inside and outside the classroom. • Dedicated speaking lessons based on immersive tasks. • Integrated teacher development in the Teacher’s Edition. Remote teaching guide • How to teach remotely with Evolve, available as a free download from the website, supports teachers working with the course and our digital resources in a virtual classroom.
“Fantastic! Students who are normally shy spoke naturally because they had more time to develop their speaking.” María Azucena Rivera, Teacher, Mexico
22 | Contact your ESL Specialist: 888-ESL-BUZZ (375-2899)
• Tablet version can be used both online and offline. • Annotate and save with tools for highlighting text, bookmarking pages, and adding notes.
Integrated Series
Speaking matters
You spoke. We listened. Students told us that they most enjoy material which is relevant to their lives and thought-provoking. Teachers told us that they wanted material which motivates and enthuses their students. Therefore, Evolve prioritizes cognitivelyengaging activities over mechanical practice and includes critical thinking in every skills lesson. Dedicated speaking lessons • Based around immersive tasks that involve information sharing, problemsolving, and decision making, ‘Time to Speak’ is a lesson dedicated entirely to developing speaking skills. • ‘Time to Speak’ creates a buzz in the classroom where speaking can really thrive, evolve, and take off, resulting in more confident speakers of English. • Research shows that students learn better in contexts where they feel confident, motivated, supported, and able to experiment with language. Evolve helps teachers create a safe speaking environment in which students have space to develop their speaking skills freely. Designed for success
Extensive smartphone-friendly homework activities • ‘Practice Extra’ offers a variety of homework activities for every unit that can be tracked by teachers.
Choose the correct words to complete the conversation.
00:38
01:26
Do you have some cash
Yes. I have about twenty dollars.
?
• All four skills covered, including productive speaking and writing tasks. • Mobile friendly as well as accessible on a desktop or tablet, ‘Practice Extra’ means students can study at home or on the go.
Correct!
• ‘Accuracy check’ targets common learner errors. It can be used as a self-editing checklist and helps students learn to actively avoid common errors in their written and spoken English.
Next
• ‘Insider English’ focuses on the informal language and colloquial expressions frequently found in everyday situations, boosting students’ confidence in the real world. • The ‘Pronunciation’ sections highlight the aspects of speaking and listening the most affect communication, meaning pronunciation work in class is maximized. • ‘Register check’ helps students to transition confidently between written and spoken English and recognize how to use different levels of formality appropriately.
Peer models (Levels 1–4)
• ‘Find it’ smartphone activities allow students to bring live content into the class and personalize the learning experience with research and group activities that are engaging and meaningful.
• Short videos of real student ‘peer models’ talking about topics in the Student’s Book. Expert speakers (Levels 5–6)
Try it!
• Highly proficient non-native speakers of English who live and work in the United States. These videos give students ideas and authentic content to respond and react to.
Visit our website: cambridge.org/esl | 23
Integrated Series Teacher development Evolve offers a unique, integrated development program for teachers. It offers practice activities that teachers can include in their Evolve lessons, opportunities for reflection on the activities, and follow-up reading material and videos to consolidate the theory behind the activities.
“With the teacher’s notes, it was like baking a cake, it was so easy to follow the steps.” Salvador Coyotecatl Sánchez, Teacher, Mexico
There are three development themes integrated into each Evolve level. • Teaching and developing speaking skills • Support in the classroom and learner management • Language acquisition Each theme is divided into manageable strategies, which are explored individually in separate units. The structure of the program as it appears in each unit is as follows: • Each strategy is introduced at the beginning of the unit, with a reading text or video suggested as an extra development resource. • There are two suggested activities based around practicing the strategy within the teacher’s notes for each unit. A reflection box at the end of the unit offers questions to think about individually or to discuss with other colleagues. Time to Speak • A safe speaking environment is one that helps to relieve the anxiety that many students feel about speaking. It’s an environment where producing the language is not an end in itself, but more a ‘tool’ in which they can practice speaking English while achieving a collaborative goal. • Evolve’s ‘Time to Speak’ lessons offer teachers the opportunity to create a safe speaking environment, and the teacher’s notes provide the support to help them do this. DOWNLOAD SAMPLE UNIT
• The teacher’s notes offer a step-by-step guide for the teacher for all elements of the lesson, including classroom and time management.
cambridge.org/evolve
The notes provide tips on: • giving students preparation time before they speak • monitoring • how and when to give feedback • giving positive feedback • error correction An illustrated indicator shows the recommended portion of class time for each activity in the lesson.
The digital resources
Powered by Cambridge One
Presentation Plus
Evolve Student's Book with Practice Extra* Workbook with Audio* Full Contact*+ Class Audio CDs Teacher's Edition with Test Generator Video Resource Book and DVD Presentation Plus
Interactive eBook
Practice Extra/ Online Workbook
Video
Level 1 978-1-108-40522-5 978-1-108-40894-3 978-1-108-41200-1 978-1-108-41201-8 978-1-108-40512-6 978-1-108-40791-5
*Available in split volume editions + Full Contact includes Student’s Book, Workbook, and Video Resource Book with DVD Student Interactive eBooks are also available. For information, please visit cambridge.org/bookshelf
24 | Contact your ESL Specialist: 888-ESL-BUZZ (375-2899)
Test Generator
Level 2 978-1-108-40526-3 978-1-108-40898-1 978-1-108-41446-3 978-1-108-41202-5 978-1-108-40516-4 978-1-108-40788-5
Teacher Training cambridge.org/training
Level 3 Level 4 978-1-108-40528-7 978-1-108-40532-4 978-1-108-40900-1 978-1-108-40901-8 978-1-108-41447-0 978-1-108-41449-4 978-1-108-41203-2 978-1-108-41204-9 978-1-108-4051-71 978-1-108-40518-8 978-1-108-40793-9 978-1-108-40795-3 Contact your local Cambridge representative
Level 5 978-1-108-40534-8 978-1-108-40907-0 978-1-108-41450-0 978-1-108-41205-6 978-1-108-40519-5 978-1-108-40800-4
Level 6 978-1-108-40537-9 978-1-108-40909-4 978-1-108-41451-7 978-1-108-41206-3 978-1-108-40520-1 978-1-108-40802-8
Price $44.80 $17.20 $46.60 $55.40 $84.00 $23.00
Cambridge Papers in ELT Our team of pedagogy and language research experts are constantly exploring best practices and trends in language teaching. Their research is used to inform the creation of our materials and the team publishes an ongoing series of papers to illustrate their findings. Their research has contributed to the ideas and features underpinning the EVOLVE series.
Motivational aspects of using near peers as role models Part of the Cambridge Papers in ELT series March 2018
Given the known challenges learners face when speaking and developing their speaking skills, peers can help learners become better speakers and users of English. The research shows using near peer models is more effective to motivate and scaffold learning. Want to learn more?
CONTENTS 2
Introduction
3
What is a near peer role model?
6
Key theoretical foundations of near peer role modelling
8
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1
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15
Recommendations for further reading
16
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For the complete series of Research Papers in ELT visit https://www.cambridge.org/pedagogy
To download the complete research paper or to listen to the corresponding podcast, check out our blog by scanning the QR code.
11/06/2
018
08:10
Integrated Series
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. Key features
FREE Interchange Classroom app
• Students speak from the very beginning and this helps to build their confidence, thanks to the tried and true communicative methodology.
• Extend the course material with polling, surveys, and picture prompts to get students speaking even more.
• A proven syllabus with an easy to follow approach enables busy teachers to teach well and get the results their students expect. • A flexible unit structure makes it easy for teachers to personalize each lesson, giving students the support they need to speak confidently. 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)
• Easy to use and allows the teacher to remain in control.
Try it!
Integrated Series
The world’s most popular English course
Easy-to-use resources for busy teachers • The Teacher’s Edition comes with a full assessment package, including placement test, quizzes, mid-term tests, final tests, and even customizable versions!
“I strongly believe that our institution’s success is due to our consistency and the support we have gotten from the book.” Andres Paredes
• Save time with hundreds of ready-made activities and worksheets, freely available on the website. • Get tips on how to integrate the activities into your lessons, with downloadable overviews. 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
efficiently focus students’ attention on an activity or image, and even annotate pages for future lessons.
Integrated Series
Online Self-study
Introduction
Presentation Plus
Hundreds of interactive online exercises free with each Student’s Book.
Everything in one place for classroom presentation: Student’s Book, Workbook, Audio, Video Resource Book, and Video.
Interchange_TB0_Book_4p.indb 19
Online Workbook with Games
xix
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Teachers save time and see exactly how well their students learn. Games in the Online Workbook provide additional opportunities for learning.
See also • Passages Page 29 • Jack C. Richards’ 50 Tips for Teacher Development Page 80
The digital resources
Online Tools
Presentation Plus
eBook
Online Workbook
Interchange Fifth edition Student's Book with Online Self-Study Workbook Student's Book with Online Self-Study and Online Workbook Full Contact with Online Self-Study* Full Contact with Online Self-Study and Online Workbook Class Audio CDs (3) Class Audio Download (All Levels) Teacher's Edition with Complete Assessment Program Presentation Plus on USB Presentation Plus (Site License) Interchange Online Placement Test Interchange Classroom App eBook Split editions Student's Book A with Online Self-Study Student's Book B with Online Self-Study Workbook A Workbook B Student's Book A with Online Self-Study and Online Workbook Student's Book B with Online Self-Study and Online Workbook Full Contact A with Online Self-Study Full Contact B with Online Self-Study Full Contact A with Online Self-Study and Online Workbook Full Contact B with Online Self-Study and Online Workbook
Online Self-Study
Intro 978-1-316-62011-3 978-1-316-62237-7 978-1-316-62014-4 978-1-316-62385-5 978-1-316-62296-4 978-1-316-62221-6 978-1-316-62241-4 978-1-108-40304-7
Intro 978-1-316-62012-0 978-1-316-62013-7 978-1-316-62239-1 978-1-316-62240-7 978-1-316-62015-1 978-1-316-62016-8 978-1-316-62386-2 978-1-316-62387-9 978-1-316-62297-1 978-1-316-62298-8
*Full Contact includes the Student’s Book, Workbook, Video Activity Sheets, and Online Self-Study 28 | Contact your ESL Specialist: 888-ESL-BUZZ (375-2899)
Classroom App Downloadable Teacher Training Online Audio Placement Test cambridge.org/training
Level 1 Level 2 978-1-316-62031-1 978-1-316-62023-6 978-1-316-62247-6 978-1-316-62269-8 978-1-316-62044-1 978-1-316-62034-2 978-1-316-62390-9 978-1-316-62399-2 978-1-316-62301-5 978-1-316-62371-8 978-1-316-62226-1 978-1-316-62228-5 cambridge.org/interchange 978-1-316-62268-1 978-1-316-62272-8 978-1-108-40305-4 978-1-108-40306-1 978-1-316-62233-9 Contact your local Cambridge representative Download free from the App Store or Google Play cambridge.org/USELT/eBooks Level 1 978-1-316-62035-9 978-1-316-62042-7 978-1-316-62254-4 978-1-316-62266-7 978-1-316-62045-8 978-1-316-62047-2 978-1-316-62391-6 978-1-316-62392-3 978-1-316-62302-2 978-1-316-62303-9
Level 2 978-1-316-62025-0 978-1-316-62032-8 978-1-316-62270-4 978-1-316-62271-1 978-1-316-62036-6 978-1-316-62037-3 978-1-316-62400-5 978-1-316-62402-9 978-1-316-62372-5 978-1-316-62373-2
Level 3 978-1-316-62051-9 978-1-316-62276-6 978-1-316-62055-7 978-1-316-62405-0 978-1-316-62374-9 978-1-316-62230-8 978-1-316-62280-3 978-1-108-40307-8
Level 3 978-1-316-62053-3 978-1-316-62054-0 978-1-316-62277-3 978-1-316-62279-7 978-1-316-62056-4 978-1-316-62058-8 978-1-316-62407-4 978-1-316-62409-8 978-1-316-62375-6 978-1-316-62376-3
Price $35.20 $18.60 $47.80 $54.20 $66.80 $66.00 Free $54.20 $111.00 $1029.80
Price $15.40 $15.40 $10.00 $10.00 $27.20 $27.20 $27.20 $27.20 $38.80 $38.80
Integrated Series
The perfect follow-up to Interchange and Four Corners!
Passages Third edition Jack C. Richards and Chuck Sandy HIGH INTERMEDIATE TO ADVANCED Passages Third edition is one of the world’s most successful upper-level American English courses, opening the door for students to communicate with greater fluency and proficiency. Thought-provoking and challenging
Online Vocabulary Accelerator
• Discussions, academic writing activities and challenging topics for listening and reading activities.
Extra vocabulary practice for Passages, using the award-winning memrise app. • Designed to increase the speed and ease of acquiring and using Passages vocabulary.
Lots of grammar and vocabulary practice • Grammar and vocabulary in every lesson, ‘Grammar Plus’ and ‘Vocabulary Plus’ sections at the back of the Student’s Book, and online practice with the Vocabulary Accelerator.
• Perfect for bite-sized learning on smartphones, but also accessible on computers and tablets.
Compelling, real-world video
Access codes provided in the Student’s Book with Online Vocabulary Practice.
• Thematically linked to unit topics to reinforce target language through realistic sources such as news reports, documentaries and interviews. Teacher’s Edition with Assessment Audio • Interleaved Student’s Book with page-by-page teaching notes.
Passages Third edition Student’s Book with Online Vocabulary Practice Student’s Book with Online Vocabulary Practice and Online Workbook Workbook Teacher’s Edition with Assessment Audio CD/CD-ROM Class Audio CDs (3) Full Contact* Video Program DVD Presentation Plus Presentation Plus Site License Pack
Level 1 Level 2 978-1-107-62705-5 978-1-107-62707-9 978-1-107-44700-4 978-1-107-44709-7 978-1-107-62725-3 978-1-107-62726-0 978-1-107-62768-0 978-1-107-62766-6 978-1-107-62754-3 978-1-107-62749-9 978-1-107-62769-7 978-1-107-62773-4 978-1-107-62762-8 978-1-107-62764-2 978-1-107-66626-9 978-1-107-68650-2 All Levels 978-1-107-63846-4
• Progress monitoring and reporting tools for teachers.
Split editions Student’s Book A Student’s Book B Student’s Book A with Online Workbook A Student’s Book B with Online Workbook B Workbook A Workbook B Full Contact A Full Contact B
Level 1 978-1-107-62701-7 978-1-107-62706-2 978-1-107-44702-8 978-1-107-44704-2 978-1-107-62718-5 978-1-107-62720-8 978-1-107-62771-0 978-1-107-62772-7
cambridge.org/passages
*Full Contact includes the complete Student’s Book, Workbook, and Video Activity Worksheets
• 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.
Price $34.00 $45.00 $14.80 $52.40 $60.60 $52.40 $164.20 $110.80 $499.20
• Embedded audio and class video. • Easy to use with interactive whiteboards or computers and projectors. Online Workbook for extra practice • Hundreds of interactive activities with instant feedback and grading.
Level 2 978-1-107-62714-7 978-1-107-62715-4 978-1-107-44710-3 978-1-107-44711-0 978-1-107-62734-5 978-1-107-62780-2 978-1-107-62774-1 978-1-107-62777-2
Price $18.20 $18.20 $26.40 $26.40 $9.80 $9.80 $26.40 $26.40
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. This second edition has a fresh design with a real-world feel that students can relate to. The Readings have been updated for the second edition and new vocabulary has been introduced, covering such modern, relevant topics 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.
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.
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.
Super Value Pack • Student’s Book with Online Self-study and Online Workbook, Workbook, Class Video and Video Activity Worksheets ONLY $38.00! Also available in split editions – $20.40 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
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 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 local Cambridge representative
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 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
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 $26.40 $14.40 $14.40 $36.60 $38.00 $41.00 $41.00
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 $19.20 $13.60 $7.60 $7.60 $7.60 $7.60 $19.20 $19.20 $20.40 $20.40 $21.20 $21.20
*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
The ultimate in blended learning
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
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Grammar 1 Second Edition with Academic Writing
1
ONLINE PRACTICE INCLUDED SEE INSIDE FRONT COVER
Randi Reppen ONLINE WORKBOOK INCLUDED SEE INSIDE FRONT COVER
Randi Reppen
NEW Grammar and Beyond Second Edition
Grammar and Beyond Essentials
page 34
page 37
A brand 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
4
4
3
Proficiency Level
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Topic/Skills Based
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Skills Based
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• Smartphone-friendly activities • Writing Skills Interactive • eBook • Classroom Presentation • App • Kahoot! games
• Online Workbook • eBook • Classroom Presentation • App • Kahoot! games
• Smartphone-friendly activities • Interactive eBook with audio
Overview
Includes Digital
Grammar in Use page 40 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
ONLINE PRACTICE INCLUDED SEE INSIDE FRONT COVER
Second Edition
Randi Reppen
Get in touch
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Video
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Explore the Course
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NEW 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.
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. 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 52 for details. cambridge.org/kahoot/grammarandbeyond
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Grammar
Connecting grammar and writing for academic success and beyond
4
3
2 Second Edition
Second Edition
Second Edition
with Academic Writing
with Academic Writing
with Academic Writing
ONLINE PRACTICE INCLUDED
ONLINE PRACTICE INCLUDED
ONLINE PRACTICE INCLUDED
SEE INSIDE FRONT COVER
SEE INSIDE FRONT COVER
SEE INSIDE FRONT COVER
John D. Bunting, Luciana Diniz, Susan Iannuzzi, Alice Savage with Randi Reppen
Laurie Blass, Susan Iannuzzi, Alice Savage with Randi Reppen
Randi Reppen
Count and Noncount Nouns
Grammar in the Real World presents the unit’s grammar in realistic context using contemporary texts.
7
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.
5
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 ✗.
10
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.
15
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
1
secure: safe
2
■ 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.
20
unsolicited: not asked for
3
■ 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.”)
25
■ 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.
82
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
85
Visit our website: cambridge.org/esl | 35
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
B
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)
of
This person bought three loaves of bread, so it might be Nicki.
time
(8)
1
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
2
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. carton gallon
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.
4 Avoid Common Mistakes
A Match the measurement words and the nouns.
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.
Exercise 3.2 Measurement Words
b
(8)
of turkey each week. What does this tell the store? Shopper 2 is
products that they buy. This gets them back into the store to buy more products.
silly pictures of yourself!
(7)
to do that.
1 a piece of
(10)
C Group Work
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.
B
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
3
Do not use a noncount noun in the plural. information The supermarket has personal informations about shoppers.
4
Do not use many or too many with a noncount noun. a lot of There was many Internet crime last year.
5
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
Privacy Matters 93
Editing task gives learners an opportunity to identify and correct commonly made errors and develop self-editing skills needed in their university studies. 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.
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
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. 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 Work with a partner. Discuss the questions. 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?
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.
5
Exercise 5.2 Focusing on Vocabulary
10
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
15
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
25
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
20
. It can take years until it works well.
2 New technology sometimes creates problems, but there are usually 3 Most modern cities have serious traffic
with better public transportation, like
30
for riders because it is so easy and fast.
6 Electric cars make the air cleaner because they get
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
45
50
55
60
65
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.
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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
Privacy Matters 95
For more information about the Academic Writing lesson, see page 58.
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Grammar
1 Randi Reppen ONLINE WORKBOOK INCLUDED SEE INSIDE FRONT COVER
Download sample content and free resources, including Lesson Mapping Guides.
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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.
Digital Learning
Teacher resources on eSource
These resources will engage your students,whether you are in a face-to-face classroom or teaching remotely.
• Teacher’s Manual
• Online Workbook provides an opportunity for additional practice and to assess mastery of the grammar points.
• Presentation Plus
• eBooks available on devices or computers for students to access easily.
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
• Kahoot! will make practice and formative assessment fun and engaging with game-like quizzes. See page 52 for details. cambridge.org/kahoot/essentials
• Complete assessment (Unit, Midterm, and Final tests) • Communicative activity worksheets
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Trusted by millions,
RIGHT FOR YOU.
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 40. 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 interactive eBook plus audio.
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
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• All levels are available with interactive eBooks which work on PCs, Macs, iPads and Android tablets. Comprehensive instruction and reference
w
• Each level covers over 100 grammar points, making them invaluable tools for instruction and long-term reference guides.
Unit
1
Exercises
Present Continuous (I am doing) A
1.1
Study this example situation:
cross
Sarah is in her car. She is on her way to work. She’s driving to work. (= She is driving …)
Unit
1
What’s happening in the pictures? Choose from these verbs:
1
hide
scratch 2
take
tie
wave
3
4
5
6
This means: she is driving now, at the time of speaking. The action is not finished. am/is/are + ‒ing is the present continuous: I he/she/it we/you/they
am is are
(= I’m) (= he’s, etc.) (= we’re, etc.)
1 She’s taking a picture. 2 He 3
driving working doing, etc. 1.2
B
I am doing something = I started doing it, and I haven’t finished. I’m in the middle of doing it. Please don’t make so much noise. I’m trying to work. (not I try) “Where’s Mark?” “He’s taking a shower.” (not He takes a shower) Let’s go out now. It isn’t raining anymore. (not It doesn’t rain) How’s your new job? Are you enjoying it? What’s all that noise? What’s going on? or What’s happening? Steve is talking to a friend on the phone. He says: I’m reading a really good book right now. It’s about a man who …
C
You can use the present continuous with today, this week, this year, etc. (periods around now): a: You’re working hard today. (not You work hard today) b: Yes, I have a lot to do. The company I work for isn’t doing so well this year. We use the present continuous when we talk about a change that has started to happen. We often use these verbs in this way: getting becoming
changing improving
increasing growing
rising falling
starting beginning
Is your English getting better? (not Does your English get better) The population of the world is increasing very fast. (not increases) At first I didn’t like my job, but I’m starting to enjoy it now. (not I start)
2
Present Continuous and Simple Present ➜ Units 3–4
Present Tenses with a Future Meaning ➜ Unit 18
Please don’t make so much noise. We need to leave soon. I don’t have anywhere to live right now. I need to eat something soon. They don’t need their car anymore. Things are not so good at work. What they say isn’t true. We’re going to get wet.
a b c d e f g h
I’m getting hungry. They’re lying. It’s starting to rain. They’re trying to sell it. It’s getting late. I’m trying to work. I’m staying with friends. The company is losing money.
1 2 3 4 5 6 7 8
f
1.3
Write questions. Use the present continuous. 1 What’s all that noise? What’s happening? (what / happen?) (why / you / cry?) 2 What’s the matter? (she / work / today?) 3 Where’s your mother? (what / you / do / these days?) 4 I haven’t seen you in ages. (what / she / study?) 5 Amy is a student. (what / they / do?) 6 Who are those people? (you / enjoy / it?) 7 I heard you started a new job. (why / you / walk / so fast?) 8 We’re not in a hurry.
1.4
Put the verb into the correct form, affirmative (I’m doing, etc.) or negative (I’m not doing, etc.). 1 Please don’t make so much noise. I’m trying (I / try) to work. 2 Let’s go out now. It isn’t raining (it / rain) anymore. (I / listen) to it. 3 You can turn off the music. (She / have) 4 Kate called last night. She’s on a trip with friends. a great time and doesn’t want to come back. (He / learn) Japanese. 5 Andrew started evening classes recently. (they / speak) 6 Jason and Sarah have had an argument and now to each other. (it / get) worse. 7 The situation is already very bad, and now (work) today. He’s taken the day off. 8 Tim (I / look) for Allison. Do you know where she is? 9 (It / work) now. 10 The washing machine has been repaired. (They / build) a new hospital. It will be finished next year. 11 (He / enjoy) his courses. 12 Ben is a student, but he’s not very happy. (The weather / change). I think it’s going to rain. 13 (He / start) to get 14 Dan has been in the same job for a long time. bored with it.
Steve says “I’m reading …” but he is not reading the book at the time of speaking. He means that he has started reading the book but has not finished it yet. He is in the middle of reading it. Some more examples: Kate wants to work in Italy, so she’s learning Italian. (but perhaps she isn’t learning Italian at the time of speaking) Some friends of mine are building their own house. They hope to finish it next summer.
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.
3
DOWNLOAD SAMPLE UNIT cambridge.org/chooseinuse
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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 interactive eBook has the same grammar explanations and exercises found in the printed book, plus other great features such as audio for all of the example sentences and an easy-to-use answer key. 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 interactive eBook has the same grammar explanations and exercises found in the printed book, plus other great features such as audio for all of the example sentences and an easy-to-use answer key. 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 interactive eBook makes it easier to study on the go, with all of the content from the printed book plus integrated audio to help with listening and pronunciation practice. The Study Planner helps learners to select areas of grammar they need to work on most and is a useful diagnostic test for use by teachers. cambridge.org/chooseinuse
cambridge.org/chooseinuse
Student's Book with answers and Interactive eBook Student's Book with answers Student's Book without answers
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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 $43.60 $36.20 $33.40
Grammar
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 • NEW Vocabulary in Language Teaching Second edition Page 83
Price $35.40 Price $35.40 Price $35.40
Second edition
English Collocations in Use English Idioms in Use English Phrasal Verbs in Use
Michael McCarthy and Felicity O’Dell
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
• 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 $27.40 $27.40 Price $27.40 $27.40 Price $27.40 $29.00
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978-1-107-59166-0
$36.20
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Your program. Your needs. Your choice. We know you have many options when selecting textbooks for your program. The topics, exercises, and additional support for our Academic English titles are driven by conversations with teachers across the world.
This ensures we focus on the most useful language and academic skills students need to accomplish their goals while developing the confidence they need to succeed beyond the classroom.
Visit cambridge.org/academic-english to learn more.
Buy from us, a one-stop-shop for students
All students receive 15% off and free shipping when ordering their books directly from us. Visit http://www.cambridge.org/us/cambridgeenglish/storefront/eap or scan this code to browse our store and be sure to share this with your students!
Reading Skills Overview
Levels
Proficiency
Topic/ Skills Based
Academic/ General English
Prism Reading 5
Beginner to Advanced
Topic Based
General English
• Online Workbook • Classroom Presentation • eBook • Kahoot! games
5
High Beginner to Advanced
Skills Based
Academic English
• eBook • Online Audio • Kahoot! games
page 44 A moderately paced skill building course, featuring engaging, high-interest topics, video, and a strong emphasis on critical thinking.
Includes Digital
Making Connections page 46 An academic 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.
Prism Reading / Writing page 54 A coursebook designed for academic programs that combine reading and writing. In addition to supporting key reading/writing outcomes, this course features videos and emphasizes critical thinking and grammar.
5
Beginner to Advanced
Topic Based
Academic English
• Online Workbook • Classroom Presentation • eBook • Kahoot! games • Online Teacher Training Module
4
Low Intermediate to Advanced
Topic Based
Academic English
• Writing Skills Interactive • eBook • Kahoot! games
Academic Encounters Reading/Writing page 56 An academic 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.
Reading
Get in touch
Audio
Video
Order eSample
Scope & Sequence
Explore the Course
Intro: Kate Adams, Sabina Ostrowska Level 1: Michele Lewis, Richard O’Neill Level 2: Lida Baker, Carolyn Westbrook Level 3: Alan S. Kennedy, Chris Sowton Level 4: Jessica Williams Beginner to Advanced 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. • A wide variety of reading genres in different formats expose and prepare students to understand real-life text they may face in or outside the classroom.
DISCOVER MORE!
Download sample content, video, audio and free resources, including a guide to teaching Prism Reading remotely.
cambridge.org/prismreading
SKILLS CRITICAL THINKING COLLABORATION
• 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.
Test security
Energize your classroom with Kahoot! quizzes for Prism Reading. With game-based learning, practice and formative assessment can be fun and engaging. See pages 52-53 for details.
Keep assessments secure with our regularly updated tests. Download from esource.cambridge.org
cambridge.org/kahoot/prismreading
• Teachers can deliver effective and engaging lessons using Presentation Plus.
eBook Students can access Student’s Books on their mobile devices or computers. Remote teaching guide 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.
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Reading
Engage Equip Excel
UNIT 4
UNIT
4
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.
2
What is your favorite type of weather? Why?
3
What is your least favorite type of weather? Why?
4
Look at the large photo. What type of weather do you see?
a
b
c
d
snowy
sunny
rainy
windy
68
69
DOWNLOAD SAMPLE UNIT cambridge.org/prismreading
SURVIVING THE SEA OF SAND
1
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.
4
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.
1
surviving (v) staying alive in dangerous situations
2
signal (v) make a sign or wave to get someone’s attention
6 p.m.
78
12 a.m.
79
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 $34.80 $49.60
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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 regularly updated tests. Download from 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.
Energize your classroom with Kahoot! quizzes for Making Connections. With game-based learning, practice and formative assessment can be fun and engaging. See pages 52-53 for details. 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
cambridge.org/makingconnections
Good readers read quickly and still understand most of what they read. A Read the instructions and strategies for Improving Your Reading Speed in Appendix 3 on page 273. 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.
30 ● UNIT 1
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Reading
The perfect transition to academic courses READING
Students apply the skills not only in separate exercises but during the reading tasks, teaching them exactly when and how to use each skill.
2
Walls as Borders 1
2
3
Today, most national borders are lines on a map. Two countries agree on the line between them. However, in the past, some countries had walls or fences on their borders. Walls had several purposes. They helped prevent invasions, that is, the arrival of enemies. Walls were also a good way to make money. There were often only a few entrances in a wall. People had to pay taxes when they went through these entrances. In more recent times, walls also have had other purposes. These days, some walls prevent people from leaving their country. Other walls stop people from entering a country. These peo‑ ple are often looking for jobs and are hoping for a better life on the other side of the wall. Two of the most famous walls in history are the Great Wall of China and Hadrian’s Wall. The Great Wall of China is 5,500 miles (8,850 kilometers) long and more than 29.5 feet (9 meters) wide in some places. The Chinese built it to stop invaders from entering China. Along the top of the wall, there were thousands of guards. These guards were men who could see anyone who came near the wall. In England, the Romans built Hadrian’s Wall in the second cen‑ tury CE. Like the Great Wall of China, its major purpose was also to stop invaders. However, that was not its only purpose. The other reason was money: People had to pay a tax to the Romans when they came through Hadrian’s Wall. The most famous wall in recent history was the Berlin Wall. After World War II, East and West Germany became separate, that is, they became two different countries. The Soviet Union controlled East Germany and the eastern part of Berlin. At first, people could still travel between East and West Berlin. However, the Soviet Union wanted to stop this, so in 1961, it built the Berlin Wall. The purpose of this wall was not to stop invaders or get money from taxes. It was
WHILE YOU READ
1
Look in the next sentence for a definition of recent. Highlight it.
WHILE YOU READ
2
Look in the next sentence to help you guess the meaning of guards. What do guards do? a) Keep people safe b) Build walls
MAKING CONNECTIONS The Great Wall of China stopped invaders from entering China.
PRONOUN CONNECTORS
Writers use pronouns to connect words and ideas within and across sentences. Pronouns make the writing shorter and less repetitive. However, pronouns give the reader extra work to do because the reader has to find the words and ideas that the pronouns refer to. Some common pronouns are he
she
it
they
this
that
these
those
When you see a pronoun, ask yourself: What does this pronoun refer to? In the following example, the pronoun is in bold, and the noun it refers to is underlined. The arrow shows the connection. Government officials work at the border. They check all passports. 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 $49.00 $35.20
Teacher’s Manual, Unit Quizzes, and Answer Keys are available to download from esource.cambridge.org Contact your ESL Specialist for details.
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Reading
2
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
3
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
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.
NEW 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.
• Expanded post-reading activities help students develop essential critical thinking skills.
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
NEW eBook
978-1-107-63071-0
Price $37.20
978-1-107-64923-1
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978-0-521-74786-8
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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
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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
978-0-521-28112-6 978-0-521-28114-0
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978-0-521-28111-9 978-0-521-28116-4
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cambridge.org/USELT/eBooks
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. NEW 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 83
Price $37.60 $37.60 $37.60 FREE
Reading
Go beyond your typical writing textbook “I’m very excited about the new edition of Grammar and Beyond. Each unit now has a robust writing section that integrates grammar content with the academic writing skills and the writing process, providing students with valuable practice in context. Each book comes with enhanced online resources and access to Quiz your English, an engaging app that will have your students challenging each other and other learners around the world. We even have customized Kahoots!” Randi Reppen, Author
1
2
4
Second Edition
Second Edition
Second Edition
with Academic Writing
with Academic Writing
with Academic Writing
ONLINE PRACTICE INCLUDED SEE INSIDE FRONT COVER
Randi Reppen
3
Second Edition with Academic Writing
Randi Reppen
ONLINE PRACTICE INCLUDED
ONLINE PRACTICE INCLUDED
ONLINE PRACTICE INCLUDED
SEE INSIDE FRONT COVER
SEE INSIDE FRONT COVER
SEE INSIDE FRONT COVER
Laurie Blass, Susan Iannuzzi, Alice Savage with Randi Reppen
John D. Bunting, Luciana Diniz, Susan Iannuzzi, Alice Savage with Randi Reppen
To learn more about Grammar and Beyond, Second Edition for your writing classes, turn to page 58.
Interested in ongoing grammar support, tips, and tricks - scan the code to subscribe to the Grammar Teaching Newsletter.
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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 Award-winning original fiction for learners of English
Paperback
Series Editor: Philip Prowse
Human Interest
BEGINNER TO ADVANCED
The Best of Times?
Winner Language Learner Literature Award
978-0-521-68329-6
$10.00
Alan Maley
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.
WINNER Language Learner Literature Award Chee Seng, a 16-year-old Malaysian boy, has to grow up fast as he lives through the best and the worst of times. He suffers heartbreak as his parents’ marriage falls apart and experiences the joys and heartache of first love.
• 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. • All titles available as eBooks from Amazon and at cambridge.org/readers • Over 5 million copies sold!
Paperback
cambridge.org/readers
978-0-521-73545-2
$10.00
Thriller
Berlin Express
Try out these popular stories!
Michael Austen
Romance
FINALIST Language Learner Literature Award
Staying Together
Hiro, a Japanese student, sits next to an old man on a train to Berlin. By mistake they exchange phones and read each other’s text messages. Hiro believes that the man’s messages show he is going to Berlin to kill someone. But is the plot real or does it exist only in Hiro’s imagination?
Judith Wilson FINALIST Language Learner Literature Award Ikuko goes to England to study English, promising her boyfriend she will return to marry him. But she discovers a whole new world and falls in love with another overseas student. Ikuko’s journey not only teaches her about different ways of life but also becomes a voyage of self-discovery. Paperback
978-0-521-79848-8
$10.00
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
Murder Mystery
Bad Love Sue Leather Detective Flick Lane meets handsome Dr Jack Daly at a party in Denver. When Daly calls later, inviting her to meet him, she accepts. But before they can talk, the doctor is found dead in an apparent case of suicide. How did the doctor die? And what has love to do with it? Paperback
978-0-521-53653-0
$10.00
Titles marked with this symbol contain adult material which may not be suitable for younger learners. If in doubt about your choice, contact your local Cambridge University Press representative.
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978-0-521-17490-9
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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 University Press representative.
Visit our website: cambridge.org/esl | 51
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
ESSENTIALS
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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 | 53
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 Reading and Writing, 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 regularly updated tests. Download from 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.
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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.
Energize your classroom with Kahoot! quizzes for Prism. With game-based learning, practice and formative assessment can be fun and engaging. See pages 52-53 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
Level 1 978-1-316-62427-2 978-1-316-62508-8
Level 2 978-1-316-62431-9 978-1-316-62513-2 cambridge.org/USELT/eBooks Download from esource.cambridge.org
Level 3 978-1-316-62445-6 978-1-316-62519-4
Level 4 978-1-316-62474-6 978-1-316-62544-6
85
Price $49.00 $62.00
Visit our website: cambridge.org/esl | 55
Reading and Writing
Preparing students for academic coursework
Integrated digital learning
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
Student’s Book includes Writing Skills Interactive. eBook Students can access Student’s Books on their mobile devices or computers and teachers can screenshare when teaching remotely. Remote teaching guide 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. cambridge.org/academicencounters
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.
5
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.
10
15
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.
25
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
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 52-53 for details. cambridge.org/kahoot/academicencounters
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Academic Encounters Reading and Writing Second edition Student’s Book with Writing Skills Interactive Pack Teacher’s Manual 2-Book Set (Student's Book Reading and Writing with Writing Skills Interactive, Student's Book Listening and Speaking with Integrated Digital Learning) Student’s Book with Writing Skills Interactive Pack Teacher’s Manual 2-Book Set (Student's Book Reading and Writing with Writing Skills Interactive, Student's Book Listening and Speaking with Integrated Digital Learning) eBook (all levels)
Level 1 978-1-107-45757-7 978-1-107-69450-7
Level 2 978-1-107-45758-4 978-1-107-62722-2
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Level 4 978-1-107-45761-4 978-1-107-60300-4
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cambridge.org/USELT/eBooks
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
Randi Reppen
NEW Grammar and Beyond Second Edition page 58 A brand 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.
4
Beginner to Advanced
Topic Based
Academic English
• Smartphonefriendly activities • Writing Skills Interactive • Classroom Presentation • eBook • App • Kahoot! games
4
Beginner to Advanced
Topic Based
Academic English
• Writing Skills Interactive • eBook • Kahoot! games
4
Beginner to High Intermediate
Skills Based
Academic English
• Writing Skills Interactive • eBook
4
Beginner to Advanced
Skills Based
Academic English
• eBook
1
Advanced/ Freshman Comp
Skills Based
Academic English
• eBook
Academic English
• Online Practice • Online Teacher Training Module • Classroom Presentation • eBook • Kahoot! games
Final Draft page 60 A corpus-informed coursebook that models writing from students and the real world. Also covers vocabulary, grammar, and avoiding plagiarism.
Writers at Work page 62 A coursebook designed to teach process writing, building student understanding of editing and working through multiple drafts.
Skills for Effective Writing page 62 A perfect series for students who need more support, offering extensive focus on a single skill in each unit.
New Directions / Guidelines page 63 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 54 A coursebook designed for academic programs that combine reading and writing. In addition to supporting key reading/writing outcomes, this course features videos and emphasizes critical thinking and grammar.
5
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
Download sample content and free resources, including teaching tips and photocopiable activities for every unit.
DISCOVER MORE!
cambridge.org/grammarandbeyond
NEW 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. • 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.
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Online Practice with every Student’s Book
7
UNIT
• 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.
ACADEMIC WRITING
• 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:
Expository writing
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 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
- Animated presentation of target unit writing skill
3 They “phish” for
papers.
information.
4 Phishing is sending information.
- Practice activities
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?
- Unit Quizzes to assess progress Teacher Support
• Ready-made Kahoot! quizzes energize learners with game-based learning to make practice and formative assessment fun and engaging. See page 52 for details. cambridge.org/kahoot/grammarandbeyond
1 Grammar in the Real World
ID thieves . . . 1 take information from your garbage. 2 steal your credit card number online. 3 “phish” for information.
- Short text to check understanding of the context
• Downloadable teacher resources include a Teacher’s Manual, assessment, and communicative activity worksheets.
Privacy Matters
to avoid it.
- Vocabulary review
• Presentation Plus digitally transforms the classroom into an engaging and interactive experience.
Count and Noncount Nouns
82
Writing Different types of academic writing are covered in each level such as: • Doing Research Online
4
3
2 Second Edition
Second Edition
Second Edition
with Academic Writing
with Academic Writing
with Academic Writing
ONLINE PRACTICE INCLUDED
ONLINE PRACTICE INCLUDED
ONLINE PRACTICE INCLUDED
SEE INSIDE FRONT COVER
SEE INSIDE FRONT COVER
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.
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?
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
15
20
25
. 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
30
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
45
50
55
60
65
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.
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?
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
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.
cambridge.org/grammarandbeyond
For details about the grammar lessons, see page 34.
Challenging Ourselves 121
The digital resources
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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
7
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?
2
What are some social problems in today’s world?
3
What steps can you take to start changing the world and helping to solve social problems?
• Additional online writing instruction and additional self-graded practice help students improve discrete writing skills. eBook
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
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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
4
ShArpen your SkiLLS
d
A
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.
^
It
Pronoun Reference: The varnish is clear. The varnish makes the beads hard and shiny. preciSe AdJectiVeS Below are some guidelines for using precise adjectives. uSing preciSe AdJectiVeS Use specific adjectives. Try to avoid general words, such as the following: a lot of, big/small, good/bad, nice, old/young, and some.
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.
1
If the page number is missing: Treat the citation as you treat print citations, but do not include a page number at the end of the sentence.
The primary goal of the project was to raise
one thousand dollars
some money for Honduran students to buy books.
Avoiding Common Mistakes 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
sign up
It is easy to get people to sign in for the organization.
sign up for
I am going to subscribe to a volunteer program at the library.
4.7 editing Task Find and correct six more mistakes in the paragraph below. First, decide the date and location for your blood drive. You need to work with the Red
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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Writing
Writers at Work
Writing Skills Interactive
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
Skills for Effective Writing
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.
BEGINNER TO ADVANCED
BEGINNER TO HIGH INTERMEDIATE
• Access online in the Cambridge Learning Management System.
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.
• Flexible content makes Writing Skills Interactive the perfect addition to any course.
The process approach at all levels
• Extensive practice activities help students master the skills.
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. NEW eBook Students can access Student’s Books on their mobile devices or computers and it allows teachers to screenshare when teaching remotely.
• Animated presentations for each skill provide instruction to students outside of class.
• Online forums allow instructors to set open-ended writing tasks. Available free with Academic Encounters Reading and Writing, Final Draft, Grammar and Beyond, and Writers at Work.
eBook (all levels)
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. NEW eBook
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Student’s Book and Writing Skills Interactive Pack Teacher’s Manual
Discrete writing skills
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
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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.
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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
ADVANCED/FRESHMAN COMP
ADVANCED/FRESHMAN COMP
Guidelines teaches the most common and important types of writing: Writing from experience, relating reading to experience, responding to argumentative essays, responding to fiction and writing from field research.
Extensive reading, intensive writing: An authentic college experience
The International Story features a generous selection of thought-provoking classic and contemporary short stories from many different countries. Unique to this text is the integration of literary works with detailed guidelines for reading and writing and for crafting an interpretive essay.
How to read long texts critically Each chapter offers four or five longer readings, which students take notes on and analyze. This practice trains them for the realities of academic courses and prepares them to write. Extensive instruction and practice 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. NEW 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. NEW 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
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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 86
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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
Remote teaching guide
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.
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.
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 regularly updated tests. Download from esource.cambridge.org eBook Students can access Student’s Books on their mobile devices or computers.
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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 52-53 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
4
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
78
. 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
Intro 978-1-316-62088-5 978-1-316-62505-7
Teacher Training cambridge.org/training
Level 1 978-1-316-62094-6 978-1-316-62511-8
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Listening and Speaking
Preparing students for academic coursework
Academic lectures online
Integrated digital learning
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.
Each Student’s Book includes access to online audio and video. eBook Students can access Student’s Books on their mobile devices or computers and teachers can screenshare when teaching remotely. Remote teaching guide 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. cambridge.org/academicencounters
Academic listening and speaking
Energize your classroom with Kahoot! quizzes for Academic Encounters. With game-based learning, practice and formative assessment can be fun and engaging. See pages 52-53 for details.
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
cambridge.org/kahoot/academicencounters
b. office that sells subway or metro cards or tokens c. informed about
Authentic and adapted texts
d. likely to be affected by
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.
f. moving with no clear direction or purpose
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.
Lectures were recorded in real college classrooms, complete with interactions between professors and students.
e. sadly 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”
Advances Dangers
3
• 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.
Chapter 6 Impact of the Media on Our Lives 119
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
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
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.
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Students can access Student’s Books on their mobile devices or computers and teachers can screenshare when teaching remotely.
Students can access Student’s Books on their mobile devices or computers and teachers can screenshare when teaching remotely.
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cambridge.org/activelistening
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Pronunciation “Students who learn to recognize important signals of the natural rhythms and melodies of English often report improved understanding of speech on TV, in movies, and in face-to-face conversations.” Judy Gilbert
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.
B
Focus words In each thought group (a short sentence, clause, or phrase), there is only one most important word. This word is the focus word. You can help your listeners notice the focus word by giving it extra emphasis. To make a strong contrast, the stressed vowel in the focus word must be pronounced with extra clarity. /i y/ peak vowel
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/support • Pronunciation Plus Practice Through Interaction cambridge.org/pronunciationplus • NEW Mark Hancock’s 50 Tips for Teaching Pronunciation Page 83
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Dictionaries
Listening and Speaking
Cambridge Dictionary +Plus
Boost remote learning with +Plus
Cambridge Advanced Learner’s Dictionary 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. • The CD-ROM includes spoken American and British pronunciation for every word. cambridge.org/dictionaries Paperback with CD-ROM for Windows and MacOS 32-bit
978-1-107-61950-0
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Cambridge English Pronouncing Dictionary
Sign up for free and get access to exclusive content: Free downloadable word lists and quizzes from Cambridge Tools to create your own word lists and quizzes for your students Word lists shared by our community of dictionary fans
Sign up now
dictionary.cambridge.org/plus
18th edition Daniel Jones Edited by Peter Roach, Jane Setter and John Esling HIGH INTERMEDIATE TO PROFICIENCY Ideal for CLIL, bilingual schools and International GCSE preparation 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. • The CD-ROM contains every entry from the paper dictionary, with spoken American and British pronunciations for every head word. cambridge.org/dictionaries Paperback with CD-ROM for Windows Paperback
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Visit our website: cambridge.org/esl | 69
Experts together 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 skill development to exam tasks, language discovery to real world usage, we create better learning experiences, together.
Our IELTS Courses Overview
Levels
Target Band Score
Module
Topic / Skills Based
Hours (per level)
Mindset Page 71 • Student’s Book and Teacher’s Book • Online modules including core skills, first language specific, and Academic Study Skills
Foundation: 40–130
4
Intro to IELTS 5.5 6.5 7.5
ACADEMIC
Topic, organized by skill
1
4 and above
BOTH
Skill
Up to 120
1
4 and above
BOTH
Skill
Up to 120
3
4–5 5–6.5 6.5–7.5
ACADEMIC
Topic
50–70
• NEW Comprehensive downloadable Mindset for IELTS Teaching Guide
Levels 1–3: 60–150
Official Guide Page 71 • Student’s Book • Audio and video content via DVD-ROM and App • Suitable for class and self-study
New Insight into IELTS Page 72 • Student’s Book and Workbook
Complete Page 73 • 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
Mindset for IELTS Greg Archer, Joanna Kosta, Lucy Passmore, Jishan Uddin, Susan Hutchison, Claire Wijayatilake, Peter Crossthwaite, Natasha De Souza, Marc Loewenthal
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.
60-90 teaching hours
• 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!
Designed to help students achieve exam excellence, Mindset takes you on a journey that can be tailored to your individual requirements.
• Eight practice tests ensure that students are completely familiar with the exam and are able to perform with confidence.
Official Cambridge Guide to IELTS app
• Suitable for students preparing for IELTS Academic.
• Videos of the Speaking test provide a head start in a part of the exam which is tricky to prepare for.
• Easy access to all the course audio and video material.
• Topic-based units deal with all four skills in turn so it’s easy to find what you want.
• Includes more than 100 ‘must have’ Exam and Study Tips.
• Introduction available in Arabic, Chinese, Japanese, Korean, Italian, Russian, Spanish and Turkish.
cambridge.org/officialguideielts
• Individual skills guides available to buy and download.
• Each unit provides extra online practice in Speaking, Writing, Reading, Listening and Grammar and Vocabulary to work on weaker areas.
Student’s Book with answers with DVD-ROM
ELEMENTARY TO HIGH INTERMEDIATE
• Choose a pathway to suit your students’ precise needs.
• Corpus-informed first language specific modules help students avoid common mistakes. • Academic Study Skills module gives students the confidence they need to start a university course. • Mindset for IELTS online training modules available at cambridge.org/training • eBook versions of the Student’s Book are also available. For information, please visit cambridge. org/bookshelf
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• A new comprehensive downloadable Mindset for IELTS Teaching Guide provides support for teachers preparing students for IELTS. Contact your ESL Specialist for more information. cambridge.org/mindset Mindset for IELTS Foundation Level 1 Level 2 Level 3 Student’s Book with Testbank and Online Modules 978-1-316-63668-8 978-1-316-64005-0 978-1-316-64015-9 978-1-316-64926-8 Teacher's Book with Class Audio 978-1-316-64024-1 978-1-316-64011-1 978-1-316-64026-5 978-1-316-64933-6 Presentation Plus* 978-1-108-43712-7 978-1-108-43715-8 978-1-108-43716-5 978-1-108-43717-2 *Contact your local Cambridge representative for more information.
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Exams
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 Workbook Pack (Workbook with answers and Workbook Audio CD)
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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 *Online versions of these tests also available on
Official IELTS Practice Materials INTERMEDIATE TO PROFICIENCY Contains complete samples of the Reading, Listening, Writing and Speaking tests, together with sample answers for candidates to test themselves. It is suitable for students preparing for Academic or General Training modules. Vol 2 Paperback with DVD-ROM
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Exams
IRST
Third edition
Complete confidence
FIRST THIRD EDITION
STUDENT’S BOOK FAST, FOCUSED EXAM PREPARATION
FIRST
Compact – intensive revision and practice to quickly maximise student performance Consolidate language and skills for exam success through clear, concise training
Student’s Book without answers
Student ’s Book without answers
Build confidence with Compact’s unique step-by-step approach Learn essential strategies through user-friendly Exam tips
Third edition
Deepen understanding of language structures with exam-specific Grammar sections and Grammar reference Extend proficiency in productive skills with the Speaking bank and Writing bank
Cambridge English Scale
Cambridge English Qualification
180-199
C1 Advanced
WITH PRACTICE EXTRA
Guy Brook-Hart, Jishan Uddin, Lucy Passmore and Alice Copello 29/06/2020 11:28
Complete Guy Brook-Hart, David McKeegan, Emma Heyderman, Peter May, Simon Haines, Vanessa Jakeman, with Helen Tilouine HIGH INTERMEDIATE TO ADVANCED First and Advanced: 90 teaching hours, extendable to 120 IELTS: 50–70 teaching hours per level These stimulating, topic-based courses cover every part of the exam in detail, ensuring students are fully equipped to tackle each part of every paper. Language work is fully integrated with exam preparation in each unit.
160-179
B2 First
140-159
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A2 Key
Language revision
Exam training
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T ITION RS ED FITHIRD
Complete offers an integrated approach with exam information, advice and practice alongside language development. Experts together
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.
May
B2
COMPACT
W I T H O U T A N SW ERS W I T H P R AC T I C E E X T R A
Brook-Hart, Hutchinson, Passmore and Uddin
9781108921947
COMPACT
COMPLETE
ISBN xxxxxxxxxxxxx Text to be replaced C M Y K
Exam training
FIRST THIRD EDITION STUDENT’S BOOK
FIRST
Exam advice
Language development
• Exercises based on insights into real exam candidates’ areas of difficulty from the Cambridge Learner Corpus, help students avoid common mistakes.
B2 STUDENT'S BOOK WITHOUT ANSWERS
9781108921879 WITH PRACTICE EXTRA
Peter May
COMPACT_COVERS.indd 5-6
• Fantastic teacher resources and support are available in the Teacher’s Book and online.
29/06/2020 10:49
Compact
• How to teach remotely with Complete, available as a free download from the website, supports teachers working with the course and our digital resources in a virtual classroom.
Peter May HIGH INTERMEDIATE TO ADVANCED
• Presentation Plus provides complete course content and the ability to save your customized lessons to any computer anywhere. Student’s Interactive eBooks • Designed specifically to work on tablets.
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.
• Available for Complete Advanced Second edition and Complete IELTS Bands 4-5. For information, please visit cambridge.org/bookshelf cambridge.org/complete Complete First Second edition – 978-1-107-63390-2 – 978-1-107-65617-8 978-1-107-64394-9 978-1-107-68734-9 978-1-107-65220-0 978-1-107-66339-8
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NEW Complete First Third edition Student’s Book includes extra online grammar and vocabulary practice *For Complete First and Complete Advanced Second editions – Teacher’s Book with Teacher’s Resources CD-ROM; NEW Complete First Third edition Teacher’s Book with Downloadable Resource Pack **For Complete Advanced Second edition – Class Audio CDs (3); For NEW Complete First Third edition – Audio Download For details about Presentation Plus and Test Generator for all Complete exam titles, contact your ESL Specialist. eBooks are also available. For further information please visit cambridge.org/bookshelf
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Compact Advanced – 978-1-107-41808-0 978-1-107-41802-8 978-1-107-41838-7 978-1-107-41828-8 978-1-107-41782-3 978-1-107-41790-8 – – – 978-1-107-41819-6 978-1-107-41831-8 –
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*For Compact First and Compact Advanced – Class Audio CDs (2). For NEW Compact First Third edition – Class Audio. NEW Compact First Third edition Student’s Book includes extra online grammar and vocabulary practice
Visit our website: cambridge.org/esl | 73
Exams
Practice Tests HIGH INTERMEDIATE TO PROFICIENCY
Objective
Open World
Annette Capel, Wendy Sharp, Louise Hashemi, Barbara Thomas, Felicity O’Dell, Annie Broadhead, Erica Whettem, Peter Sunderland, Susan Kingsley, Michael Black
Anthony Cosgrove, Deborah Hobbs, Joanna Kosta, Melanie Williams
The only official range of authentic practice material available anywhere. cambridge.org/exams
HIGH INTERMEDIATE
B2 First
90–120+ teaching hours Embark on a journey beyond the traditional boundaries between exam preparation and real-world language in Open World.
HIGH INTERMEDIATE TO ADVANCED First and Advanced: 70 teaching hours, extendable to 90
• Maximise performance with the systematic ‘Exam Journey’ – training for each task, leading to full task practice in the ‘Exam Focus’.
Objective provides the perfect solution for the demands of the modern classroom; short units emphasising progress, motivating students and getting results.
• Embed strategies for exams success with ‘Exam tips’ and ‘Exam facts’ throughout.
The Objective series provides solid language development, lively class discussion and thorough training in exam skills.
• Open up real-world language knowledge with videos and texts introducing common yet surprising expressions.
• Based on research into real exam candidates’ answers from the Cambridge Learner Corpus, exercises target areas that commonly cause difficulty.
• Grow students’ capability and confidence with ‘Push yourself’ sections and vocabulary to reach new heights.
cambridge.org/objective
• Launch mobile animations, before or after class, to spark learning with ‘Grammar on the move’.
Objective Student’s Book without answers with CD-ROM Student’s Book with answers with CD-ROM Teacher’s Book Class Audio CDs (2) Workbook without answers with Audio CD Workbook with answers with Audio CD Student’s Book Pack (Student’s Book with answers with CD-ROM and Class Audio CDs (2)) Student’s Pack without answers (Student’s Book with CD-ROM, Workbook with Audio CD) Presentation Plus DVD-ROM Objective Student’s Book without answers with CD-ROM Student’s Book with answers with CD-ROM Teacher’s Book Class Audio CDs (3) Workbook without answers with Audio CD Workbook with answers with Audio CD Student’s Book Pack (Student’s Book with answers with CD-ROM and Class Audio CDs (3)) Presentation Plus DVD-ROM
Objective First Fourth edition
Price
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• eBooks – Student’s Book and Workbook eBooks are also available. For information, please visit cambridge.org/bookshelf • How to teach remotely with Open World, available as a free download from the website, supports teachers working with the course and our digital resources in a virtual classroom. cambridge.org/openworld
978-1-107-62847-2 $67.40 978-1-107-62856-4 $44.60 978-1-107-62857-1 $228.20 Objective Advanced Fourth edition Price 978-1-107-67438-7 $37.20 978-1-107-65755-7 $38.80 978-1-107-68145-3 $32.60 978-1-107-64727-5 $51.00 978-1-107-68435-5 $19.80 978-1-107-63202-8 $21.40 978-1-107-69188-9 $67.40 978-1-107-46446-2 $228.20
74 | Contact your ESL Specialist: 888-ESL-BUZZ (375-2899)
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) Student's Book with answers and Online Workbook Student's Book without answers and Online Workbook 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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C1 Advanced Cambridge English Advanced 1 Student’s Book without answers Student’s Book with answers Audio CDs (2) Student’s Book Pack Cambridge English Advanced 2* Student’s Book without answers Student’s Book with answers Audio CDs (2) Student’s Book with answers with Audio Cambridge English Advanced 3 Student's Book without answers Student's Book with answers Student's Book with answers with Audio Audio CDs (2)
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C2 Proficiency Cambridge English Proficiency 1 Student’s Book without answers Student’s Book with answers Audio CDs (2) Student’s Book Pack Cambridge English Proficiency 2 Student’s Book without answers Student’s Book with answers Audio CDs (2) Student’s Book with answers with Audio
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Linguaskill NEW Official Quick Guide to Linguaskill Karen Ludlow 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:
On demand, convenient English testing that institutions can trust for confident placement and admissions decisions. Meeting your needs for:
Linguaskill features:
• The test format and timings.
Admissions
• Which version is for you: Linguaskill Business or Linguaskill General.
Graduation/exit testing
In-depth reporting aligned with international standards
• The test grading and results framework. • Key points to remember for test day.
Course placement & measuring progress
You’ll have a chance to practise exam tasks in the book and via online links.
• What’s in each module and tips for each part.
Walk-in assessment
This guide is brought to you by Cambridge University Press together with Cambridge Assessment English who produce the test itself. cambridge.org/cambridge-guide-linguaskill Paperback
978-1-108-88525-6
$10.80
Rapid results
Test students on-site or from home with online invigilation software Modular options for: speaking, writing, reading & listening
Find out more at:
cambridgeenglish.org/linguaskill e. usacanada@cambridgeenglish.org.uk
From-home testing now available
#Linguaskillfromhome
Prove your English. Achieve your goals. Own your future.
Michigan Language Assessment helps people achieve their education and career goals by providing trusted English language exams that draw on the expertise of two of the world’s leading universities.
65+ years of English Language Assessment Expertise Worldwide Exams for Higher Education U.S. & Canada Multilevel 2- or 4-Skill Certificate Exam
The Michigan English Test (MET)
Who uses the MET?
High-beginner to advanced English (CEFR A2-C1)
Universities and colleges for admissions
Secure, new forms for each administration
Employers for hiring & training
Flexible, test 2 or 4 skills
Schools to certify English proficiency
Visit MichiganAssessment.org for in-depth information about the MET, or contact customer service to receive our latest product brochure at info@michiganassessment.org.
Computer-Based Exam
The Michigan English Placement Test (Michigan-EPT) Beginner to advanced English (CEFR A1-C1)
60-minute administration time
Computer-based, provides instant results
Listening, grammar, vocabulary, reading
Secure, 6 forms available
Placement, progress, or exit exam
Contact customer service to order the Michigan-EPT or to request a free demonstration code at info@michiganassessment.org.
Price Michigan EPT [computer-based] (per test) $6.95 minimum purchase: ................................................25 tests test credits expire after 364 days
Price subject to change
MichiganAssessment.org
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 ‘E-commerce’, ‘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 Enhanced eBook 978-1-316-62997-0 Book with answers 978-1-316-62998-7 Enhanced eBook (Cambridge Bookshelf 978-1-316-63000-6 version) Advanced Third edition Book with answers and Enhanced eBook 978-1-316-62822-5 Book with answers 978-1-316-62823-2 Enhanced eBook (Cambridge Bookshelf 978-1-316-62825-6 version)
$43.40 $38.60 $43.40 $38.60
978-0-521-74341-9 978-0-521-74342-6 978-0-521-74343-3
$37.60 $37.60 $45.00
Student’s Book with Audio CD
978-1-107-60351-6
Dynamic Presentations Mark Powell INTERMEDIATE TO ADVANCED 15-20 hour short course Packed with tips from leading business and communication experts, this course systematically develops the key language and presentation techniques learners need to give an effective, professional and memorable performance.
Michael McCarthy, Jeanne McCarten, David Clark and Rachel Clark INTERMEDIATE TO HIGH INTERMEDIATE
Student’s Book with Audio CDs (2) DVD
978-0-521-15004-0 978-0-521-15006-4
Communicating Across Cultures
$43.40 $38.60
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.
$27.80
Book with Audio CD
INTERMEDIATE TO HIGH INTERMEDIATE
$27.80
978-0-521-72720-4
$38.00
HIGH INTERMEDIATE TO ADVANCED
78 | Contact your ESL Specialist: 888-ESL-BUZZ (375-2899)
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
• Flightpath Aviation English for pilots and ATCOs cambridge.org/flightpath
Business Vocabulary in Use Advanced eBook
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.
Colm Downes
Also available
• Be My Guest English for the Hotel Industry cambridge.org/english-for-specific-purposes
$25.20 $25.20
20-30 hour short course
Cambridge English for Job-hunting
978-0-521-72215-5
$28.20
$31.60
$24.60 $25.20
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
$25.20
Cambridge Professional Learning and Development Choose from over 70 online self-study courses to build your knowledge of core skills and emerging areas of interest. Reasons to choose our online teacher development courses: Study online whenever and wherever is best for you. Courses are practical and interactive to make a real difference to your teaching. Our content is authored by experts in teacher training and development.
2-hour online courses provide an introduction to core knowledge and skills and introduce emerging areas of interest in teaching and learning. • Using Digital Resources 978-1-108-46447-5 • Using Video 978-1-108-46443-7 • Using Mobile Technologies in the Classroom 978-1-108-46461-1 20-hour online courses provide a more in-depth understanding of key topics • Teaching with Technology: Internet and Tools 978-1-139-20310-4 • Teaching with Technology: Apps and Social 978-1-139-85675-1
Find out more and see the full list of courses at
cambridge.org/pld/online-courses
Professional Learning and Development Teacher Training and Development Also available Lessons from Good Language Teachers Edited by Carol Griffiths and Zia Tajeddin Paperback* 978-1-108-70221-8 $28.00
Jack C Richards’ 50 Tips for Teacher Development
A Course in English Language Teaching
Teaching Adult English Language Learners
Second edition
Second edition
Jack C. Richards
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.
Paperback
Paperback
Paperback
978-1-108-40836-3
$13.40
978-1-107-68467-6
$43.40
978-1-108-70283-6
Teacher Training Essentials by Craig Thaine Paperback* 978-0-521-17224-0 $52.80 Mentor Courses by Angi Malderez and Caroline Bodsczky Paperback* 978-0-521-56690-2 $42.20 The Cambridge Guide to Research in Language Teaching and Learning Edited by James Dean Brown and Christine Coombe Paperback* 978-1-107-48555-6 $55.00 Action Research for Language Teachers by Michael J. Wallace Paperback 978-0-521-55535-7 $42.20
$31.20
Cambridge Professional Learning
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.
Paperback
Paperback with CD-ROM
This book helps new trainers and experienced teachers to develop the skills and knowledge to train teachers of English. It offers clear guidance and explores a range of techniques and strategies, providing practical resources alongside opportunities for review and reflection. Paperback
978-0-521-40722-9
$40.00
Practice Teaching
978-0-521-18622-3
$43.20
#Supporting Every Teacher Tips for teaching your classes online
978-1-108-82707-2 c.$32.80
Available March 2021
*Also available as an eBook 80 | Contact your ESL Specialist: 888-ESL-BUZZ (375-2899)
Professional Learning and Development Background to Teaching and Learning
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 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.
Paperback
Paperback
This easy-to-read book takes a fresh look at a range of language teaching methods, grouping them by what they have in common, rather than by chronology. Some forgotten methods are rehabilitated and some current orthodoxies challenged. Paperback
978-1-108-40846-2
$13.40
978-1-108-40841-7
$57.40
Curriculum Development in Language Teaching
Approaches and Methods in Language Teaching
Second edition
Third edition
Jack C. Richards
Jack C. Richards and Theodore S. Rodgers
978-1-316-62554-5
$46.40
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
$42.40
Also available
Learner English Second edition
Edited by Michael Swan and Bernard Smith This practical reference guide compares the relevant features of a student’s own language with English, helping teachers to predict and understand the problems their students have. Chapters focus on major problems of pronunciation, grammar, vocabulary, and other errors. Paperback
978-0-521-77939-5
$37.00
The Cambridge Guide to Pedagogy and Practice in Second Language Teaching
Methodology in Language Teaching
Edited by Anne Burns and Jack C. Richards This collection of original articles provides a state-of-the-art overview of key issues and approaches in contemporary language teaching.
This book provides an overview of current approaches, issues, and practices in the teaching of English to speakers of other languages. It illustrates the complexity underlying many of the practical planning and instructional activities teaching English involves.
Paperback
Paperback
978-1-107-60200-7
$49.00
Edited by Jack C. Richards and Willy A. Renandya
978-0-521-00440-4
$49.80
NEW David Crystal’s 50 Questions About English Usage by David Crystal Paperback 978-1-108-95918-6 $13.40 NEW Key Questions in Language Teaching by Alessandro G. Benati Paperback* 978-1-108-44140-7 $25.60 The Cambridge Encyclopedia of the English Language Third edition by David Crystal Paperback 978-1-108-43773-8 $32.80 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 Guide to Teaching English to Speakers of Other Languages by Ronald Carter and David Nunan Paperback 978-0-521-80516-2 $43.20 CLIL by Do Coyle, Philip Hood and David Marsh Paperback* 978-0-521-13021-9 $54.00 Genre Analysis by John Swales Paperback 978-0-521-33813-4 $44.20 Key Issues in Language Teaching by Jack C. Richards Paperback 978-1-107-45610-5 $63.80 Apple iBook 978-1-107-66329-9 $40.00 Motivating Learners, Motivating Teachers by Zoltán Dörnyei and Magdalena Kubanyiova Paperback 978-1-107-60664-7 $38.20 Motivational Strategies in the Language Classroom by Zoltán Dörnyei Paperback* 978-0-521-79377-3 $38.20
*Also available as an eBook Visit our website: cambridge.org/esl | 81
Professional Learning and Development Language for Teachers
Scott Thornbury’s 101 Grammar Questions Scott Thornbury
Also available
Grammar for English Language Teachers
English Phonetics and Phonology
Second edition
Fourth edition
In this compact, user-friendly reference book, Scott Thornbury answers the most frequent grammar questions that regularly confront both novice and experienced teachers. The book is designed to fulfil this everyday need, and is informative and pleasurable to read.
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.
Paperback
Paperback
Paperback with Audio CDs (2) Apple iBook
978-1-108-70145-7
$13.40
978-0-521-71204-0
$34.00
978-0-521-71740-3
$57.40
978-1-139-79545-6
$46.00
NEW The Cambridge Introduction to Applied Linguistics Edited by Susan Conrad, Alissa Hartig and Lynn Santelmann Paperback 978-1-108-45581-7 $34.40 About Language Second edition by Scott Thornbury Paperback* 978-1-107-66719-8 $42.60 English for the Teacher by Mary Spratt Paperback 978-0-521-42676-3 $55.00 Audio CDs (2) 978-0-521-15497-0 $25.00 World Englishes by Andy Kirkpatrick Paperback with 978-0-521-61687-4 $166.00 Audio CD Teaching Pronunciation Second edition by Marianne Celce-Murcia, Donna M. Brinton, Janet M. Goodwin with Barry Griner Paperback with 978-0-521-72976-5 $62.20 Audio CD Multilingual Education by Jasone Cenoz and Durk Gorter Paperback 978-1-107-47751-3 $46.80 Common European Framework of Reference for Languages by Council of Europe Paperback 978-0-521-00531-9 $40.80 The Discourse of the IELTS Speaking Test by Paul Seedhouse and Fumiyo Nakatsuhara Paperback 978-1-108-43769-1 $51.20 Defining Integrated Reading-intoWriting Constructs by Sathena Chan Paperback 978-1-108-44241-1 $49.60 Corpora in Applied Linguistics by Susan Hunston Paperback* 978-0-521-80583-4 $44.20 Discourse Analysis for Language Teachers by Michael McCarthy Paperback 978-0-521-36746-2 $40.80
Teaching with Technology
Language Learning with Technology
Interaction Online Lindsay Clandfield and Jill Hadfield
Graham Stanley With pedagogy given a central position, this very practical book is an essential resource for anyone using technology in their classroom. It contains over 130 activities, incorporating a wide range of tools, such as mobile technologies and social networking. Paperback
978-1-107-62880-9
Language Learning with Digital Video
$41.40
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
978-1-316-62917-8
$40.60
978-1-107-63464-0
$49.80
The Cambridge Guide to Blended Learning for Language Teaching Edited by Michael McCarthy This research-informed book is concerned with best practice in blended language learning. It considers the theory underpinning language acquisition and provides insights into designing and delivering blended learning programmes. Paperback
978-1-316-50511-3
$55.00
*Also available as an eBook 82 | Contact your ESL Specialist: 888-ESL-BUZZ (375-2899)
Professional Learning and Development
Teaching Language Systems and Language Skills
Also available
Mark Hancock’s
50
50 Tips for Teaching Pronunciation
Cambridge Handbooks for Language Teachers Pocket editions
Series Editor: Scott Thornbury
NEW Mark Hancock’s 50 Tips for Teaching Pronunciation
Grammar Practice Activities
Learning Vocabulary in Another Language
Second edition
Second edition
Mark Hancock
Penny Ur
I. S. P. Nation
This user-friendly book draws on Mark Hancock’s wealth of knowledge and experience in teaching pronunciation. It outlines the key issues and challenges, provides practical tips and addresses the questions of what to teach and how to teach it.
This classic handbook is an invaluable resource, containing a wealth of imaginative and engaging grammar practice activities. It contains clear teaching guidelines, along with an explanation of the principles of effective practice.
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.
Paperback with CD-ROM 978-0-521-73232-1 $43.60
Paperback
Paperback
978-1-107-62302-6 $46.80
978-1-108-74496-6 $13.40
Educational Management
NEW Vocabulary in Language Teaching Second edition by Norbert Schmitt and Diane Schmitt Paperback 978-1-108-70160-0 NEW Grammar: A Linguists' Guide for Language Teachers by Tom Rankin and Melinda Whong Paperback 978-1-108-73695-4 Second Language Writing Second edition by Ken Hyland Paperback* 978-1-108-45641-8 WINNER Ben Warren Prize Listening in the Language Classroom by John Field Paperback* Teaching Speaking 978-0-521-68570-2 by Christine C. M. Goh and Anne Burns Paperback 978-1-107-64833-3 Vocabulary Activities by Penny Ur Paperback with 978-0-521-18114-3 CD-ROM Pronunciation Games by Mark Hancock Book 978-0-521-46735-3 Pronunciation Practice Activities by Martin Hewings Paperback 978-0-521-75457-6 Discussions and More Second edition by Penny Ur Paperback 978-1-107-44275-7 Teaching and Developing Reading Skills by Peter Watkins Paperback* 978-1-316-64731-8 Lexical Grammar by Leo Selivan Paperback* 978-1-316-64475-1
$28.80
$24.00 $28.00
$42.20 $44.80 $87.80
$52.80 $43.60
$50.60
$51.00 $51.00
Also available
Available Summer 2021 Launching in 2021, the Cambridge Educational Management series will provide a range of accessible books for managers on key topics of current or emerging interest in the field of ELT. For more information on the series, and to view our full range of professional learning and development books plus online courses for educational managers, visit cambridge.org/pld/educationalmanagement Cambridge Educational Management
Managing Technological Change Lenise Butler Andy Hockley
NEW Managing Technological Change Lenise Butler and Andy Hockley 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. Paperback
978-1-108-74430-0 $28.00
Series editor Andy Hockley
Cambridge Educational Management
The Flourishing School Cultivating wellbeing for teachers and leaders Kate Brierton Christina Gkonou
NEW The Flourishing School: Cultivating wellbeing for teachers and leaders Kate Brierton and Christina Gkonou 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.
Series editor Andy Hockley
Paperback
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 $41.40
978-1-108-93286-8 $28.00
*Also available as an eBook Visit our website: cambridge.org/esl | 83
Professional Learning and Development Classroom Practice
BN 9780521732321
NEW Off the Page: Activities to bring lessons alive and enhance learning
Chris Sowton
Craig Thaine
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. Paperback
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
Classroom Management Techniques Jim Scrivener This essential book offers a huge range of practical suggestions and techniques to help you create the right conditions for effective learning, delivering real solutions for real classrooms. Paperback
978-0-521-74185-9
$37.00
978-1-108-81438-6 c.$35.20
978-1-108-81612-0 c.$28.00
NEW Creating Effective Blended Language Learning Courses by Daria Mizza and Fernando Rubio Hardback 978-1-108-42078-5 $88.00 Alan Maley’s 50 Creative Activities by Alan Maley Paperback* 978-1-108-45776-7 $13.40 Engaging Language Learners in Contemporary Classrooms by Sarah Mercer and Zoltán Dörnyei Paperback* 978-1-108-44592-4 $36.00 CLIL Activities by Liz Dale and Rosie Tanner Paperback 978-0-521-14984-6 $43.60 Communicative Activities for EAP by Jenni Guse Paperback 978-0-521-14057-7 $43.60 Five-Minute Activities by Penny Ur and Andrew Wright Paperback 978-0-521-39781-0 $37.00 Five-Minute Activities for Business English by Paul Emmerson and Nick Hamilton Paperback* 978-0-521-54741-3 $37.00 Games for Language Learning Third edition by Andrew Wright, David Betteridge and Michael Buckby Paperback* 978-0-521-61822-9 $37.00 Materials Development in Language Teaching Second edition Edited by Brian Tomlinson Paperback 978-0-521-15704-9 $42.20 Penny Ur’s 100 Teaching Tips by Penny Ur Paperback* 978-1-316-50728-5 $13.40 Planning Lessons and Courses by Tessa Woodward Paperback* 978-0-521-63354-3 $37.00 A Practicum in TESOL by Graham Crookes Paperback 978-0-521-52998-3 $40.00 Teaching Languages to Young Learners by Lynne Cameron Paperback* 978-0-521-77434-5 $42.40 Teaching Large Multilevel Classes by Natalie Hess Paperback* 978-0-521-66785-2 $37.00 Translation and Own-language Activities by Philip Kerr Paperback* 978-1-107-64578-3 $38.40
Testing and Assessment 52
EnglishProfile Studies
Language Test Validation in a Digital Age Edited by
Jing Xu
Series Editors Nick Saville and Lynda Taylor
Studies in Language Testing
9
Judith Runnels
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
Also available
9
Pluricultural Language Education and the CEFR
Guoxing Yu and
52
978 1 108 93266 0 Judith Runnels English Profile Studies Pluricultural Language Education and the CEFR C M Y K
Studies in Language Testing
Judith Runnels
to the UK borators, sting and ay.
Activities to bring lessons alive and enhance learning
Series Editor Scott Thornbury
EnglishProfile Studies
ng f his n test e ideas into hment of RELLA).
Off the Page Cambridge Handbooks for Language Teachers
Craig Thaine
NEW Teaching in Challenging Circumstances
Language Test Validation in a Digital Age
ibute ng in nd ic volumes
Chris Sowton
Edited by Guoxing Yu and Jing Xu
Age
Series Editor Scott Thornbury
Teaching in Challenging Circumstances
Activities to bring lessons alive and enhance learning
Teaching in Challenging Circumstances
BN 9780521181143
Cambridge Handbooks for Language Teachers
Craig Thaine
Chris Sowton
BN 9781316647318
Also available
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 Language Test Validation in a Digital Age
NEW Pluricultural Language Education and the CEFR
The Cambridge Guide to Second Language Assessment
Edited by Guoxing Yu and Jing Xu
Judith Runnels
Edited by Christine Coombe, Peter Davidson, Barry O’Sullivan and Stephen Stoynoff
This volume examines the uses of technologies in language test design and validation. Following Cyril Weir’s socio-cognitive framework, it reports a series of research studies to shed light on the efficacy and challenges of using technologies in key areas of language test validation. Paperback
This volume discusses a pluricultural approach to language education which consists of learning-oriented, sociocultural and intercultural praxis informed by the CEFR. Paperback
978-1-108-93190-8 c.$43.80
978-1-108-93266-0 c.$43.80
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
978-1-107-67707-4
$64.40
Lessons and Legacy: A tribute to Professor Cyril J Weir (1950–2018) Edited by Lynda Taylor and Nick Saville Paperback 978-1-108-74573-4 $52.00 Second Language Assessment and Action Research Edited by Anne Burns and Hanan Khalifa Paperback 978-1-108-43670-0 $69.00 Learning Oriented Assessment by Neil Jones and Nick Saville Paperback 978-1-316-50788-9 $57.20 Assessing Speaking by Sari Luoma Paperback* 978-0-521-80487-5 $42.00 Assessing Young Language Learners by Penny McKay Paperback* 978-0-521-60123-8 $42.00 Applying the Socio-Cognitive Framework to the BioMedical Admissions Test by Kevin Y.F. Cheung and Sarah McElwee Paperback 978-1-108-43931-2 $55.00 Assessing Grammar by James E. Purpura Paperback* 978-0-521-00344-5 $43.60 Assessing Language Teachers’ Professional Skills and Knowledge Edited by Rosemary Wilson and Monica Poulter Paperback 978-1-107-49978-2 $60.20 Testing for Language Teachers Third Edition by Arthur Hughes and Jake Hughes Paperback 978-1-108-71482-2 $39.60 Research and Practice in Assessing Academic Reading: The case of IELTS by Cyril J Weir and Sathena Chan, Edited by Lynda Taylor and Nick Saville Paperback 978-1-108-73361-8 $50.40 *Also available as an eBook
84 | Contact your ESL Specialist: 888-ESL-BUZZ (375-2899)
Other Titles
Professional Learning and Development Adult Education:
Teaching Qualifications
Ventures Transitions Second edition Student's Book Workbook Institutional Online Workbook Access Codes Teacher’s Edition Class Audio CDs (2) Presentation Plus Value packs Value Pack (Student's Book/Workbook) Digital Value Pack (Student's Book/Online Workbook Pack) Super Value Pack (Student's Book/Workbook/Online Workbook) Classroom Pack (25 Student's Books & Workbooks/Class Audio CDs/Teacher's Edition / Career Pathways Worksheets) Available for a limited period.
TKT Course Modules 1, 2 and 3 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. 978-0-521-12565-9
$27.60
TKT Course CLIL Module Kay Bentley A self-study preparation course for the Content and Language Integrated Learning (CLIL) Module of the Teaching Knowledge Test. This book covers theory and practice and is suitable for both content and language teachers. Paperback
978-0-521-15733-9
$22.80
The CELTA Course
978-1-108-61510-5 978-1-108-55639-2 978-1-108-62899-0
Price $29.00 $29.00 $37.00
978-1-108-67920-6
$625.80
Touchstone and Viewpoint Split editions Student's Book A Student's Book B Workbook A Workbook B Full Contact A with DVD* Full Contact B with DVD* Print and Online edition Student's Book A with Online Workbook Student's Book B with Online Workbook Student's Book with Online Course and Online Workbook A Student's Book with Online Course and Online Workbook B
Level 1 978-1-107-62792-5 978-1-107-65345-0 978-1-107-67071-6 978-1-107-69125-4 978-1-107-66769-3 978-1-107-61366-9
Level 2 978-1-107-68175-0 978-1-107-62704-8 978-1-107-64988-0 978-1-107-61861-9 978-1-107-61439-0 978-1-107-66547-7
Level 3 978-1-107-62875-5 978-1-107-69446-0 978-1-107-62082-7 978-1-107-65147-0 978-1-107-63739-9 978-1-107-63903-4
Price $16.20 $16.20 $9.60 $9.60 $26.60 $26.60
978-1-107-65431-0 978-1-107-69848-2
978-1-107-64446-5 978-1-107-66215-5
978-1-107-66097-7 978-1-107-68746-2
$24.60 $24.60
978-1-107-49869-3
978-1-107-49876-1
978-1-107-49883-9
$29.80 $29.80
978-1-107-49870-9
978-1-107-49878-5
978-1-107-49884-6
Level 4 978-1-107-62430-6 978-1-107-63748-1 978-1-107-62708-6 978-1-107-69602-0 978-1-107-67936-8 978-1-107-66763-1
Viewpoint Level 1 978-1-107-60151-2 978-1-107-60152-9 978-1-107-60278-6 978-1-107-60279-3 – –
Viewpoint Level 2 978-1-107-60154-3 978-1-107-60155-0 978-1-107-57205-8 978-1-107-57213-3 – –
Price Student's Book A $16.20 Student's Book B $16.20 Workbook A $9.60 Workbook B $9.60 Full Contact A with DVD* $26.60 Full Contact B with DVD* $26.60 Print and Online edition Student's Book A with Online Workbook 978-1-107-68060-9 978-1-107-56826-6 978-1-107-56846-4 $24.60 Student's Book B with Online Workbook 978-1-107-66091-5 978-1-107-56828-0 978-1-107-56849-5 $24.60 Student's Book with Online Course and Online 978-1-107-49898-3 978-1-107-56796-2 978-1-107-56809-9 $29.80 Workbook A Student's Book with Online Course and Online 978-1-107-49901-0 978-1-107-56797-9 978-1-107-56810-5 $29.80 Workbook B Online Courses Please contact your local 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
Scott Thornbury and Peter Watkins The Trainee Book provides full coverage of the CELTA syllabus, and is endorsed by Cambridge Assessment English. It includes a range of material to be used in input sessions, helpful advice, and a wealth of reference material. The Trainer’s Manual gives suggestions and advice on using the course materials in training sessions. Trainee Book* Trainer’s Manual
Price $24.20 $16.20 $20.00 $77.60 $40.00
Integrated Series
Second edition
Paperback
978-1-108-44959-5 978-1-108-45068-3 978-1-108-44948-9 978-1-316-98669-1 978-1-108-44924-3 esource.cambridge.org
978-0-521-69206-9 978-0-521-69207-6
$45.80 $57.40
Grammar Grammar and Beyond First Edition Student’s Book and Writing Skills Interactive Pack Student’s Book, Workbook, and Writing Skills Interactive Pack Student’s Book, Online Workbook, and Writing Skills Interactive Pack Student’s Book A and Writing Skills Interactive Pack Student’s Book B and Writing Skills Interactive Pack Student’s Book A, Workbook A, and Writing Skills Interactive Pack Student’s Book B, Workbook B, and Writing Skills Interactive Pack Student’s Book A, Online Workbook A, and Writing Skills Interactive Pack Student’s Book B, Online Workbook B, and Writing Skills Interactive Pack Class Audio CD (1) Enhanced Teacher’s Manual with CD-ROM eBook
Level 1 Level 2 978-1-107-69571-9 978-1-107-62985-1
Level 3 978-1-107-67721-0
Level 4 Price 978-1-107-64520-2 $51.20
978-1-107-66817-1
978-1-107-69214-5
978-1-107-64309-3
978-1-107-69969-4 $60.00
978-1-107-66235-3
978-1-107-69824-6
978-1-107-67078-5
978-1-107-69730-0 $63.00
978-1-107-67662-6 978-1-107-66379-4
978-1-107-66753-2 978-1-107-66723-5
978-1-107-67836-1 978-1-107-64624-7
978-1-107-63863-1 $30.00 978-1-107-67208-6 $30.00
978-1-107-67418-9
978-1-107-69349-4
978-1-107-67387-8
978-1-107-67228-4 $36.60
978-1-107-67644-2
978-1-107-63661-3
978-1-107-66630-6
978-1-107-67954-2 $36.60
978-1-107-65483-9
978-1-107-67340-3
978-1-107-63107-6
978-1-107-67572-8 $43.20
978-1-107-68452-2
978-1-107-69560-3
978-1-107-67142-3
978-1-107-63011-6 $43.20
978-0-521-14330-1 978-0-521-14335-6 978-1-107-65857-8 978-1-107-66795-2 cambridge.org/USELT/eBooks
978-0-521-14339-4 978-1-107-69069-1
978-0-521-14343-1 $36.60 978-1-107-65573-7 $68.00
*Also available as an eBook Visit our website: cambridge.org/esl | 85
Title Index
Other Titles Writing A Writer’s Workbook Fourth edition Trudy Smoke LOW ADVANCED TO ADVANCED/FRESHMAN COMP Student’s Book with Answers Teacher’s Manual
978-0-521-54489-4 978-0-521-54490-0
$43.00 $15.00
In Our Own Words Third edition Rebecca Mlynarczyk, Steven B. Haber HIGH INTERMEDIATE TO ADVANCED/ FRESHMAN COMP Student’s Book Teacher’s Manual
978-0-521-54028-5 978-0-521-54029-2
$43.00 $15.00
Academic Writing Second edition Ilona Leki LOW ADVANCED TO ADVANCED/FRESHMAN COMP Student’s Book Instructor’s Manual
978-0-521-65768-6 978-0-521-65767-9
$40.60 $14.00
Inspired to Write Jean Withrow, Gay Brookes, Martha Clark Cummings LOW ADVANCED TO ADVANCED/FRESHMAN COMP Student’s Book Teacher’s Manual
978-0-521-53711-7 978-0-521-53712-4
$43.00 $15.00
Writing from Within Second edition Curtis Kelly, Arlen Gargagliano BEGINNING TO LOW INTERMEDIATE Level 1 Student’s Book Teacher's Manual
978-0-521-18827-2 978-0-521-18831-9
$29.80 $53.60
Level 2 Student’s Book Teacher's Manual
978-0-521-18834-0 978-0-521-18833-3
$29.80 $53.60
Second edition William R. Smalzer HIGH INTERMEDIATE TO LOW ADVANCED 978-0-521-54746-8 978-0-521-54747-5
$43.00 $14.60
From Writing to Composing Second edition Beverly Ingram, Carol King HIGH BEGINNING TO LOW INTERMEDIATE Student’s Book Instructor’s Manual
978-0-521-53914-2 978-0-521-67136-1
B B2 First Practice Tests �������������������������������������������������������������������� 74 Basic Grammar in Use ������������������������������������������������������������������� 40 Basic Vocabulary in Use ����������������������������������������������������������������� 41 Be My Guest ��������������������������������������������������������������������������������� 78 Business Vocabulary in Use ������������������������������������������������������������ 78 C C1 Advanced Practice Tests ������������������������������������������������������������ 74 C1 Advanced Trainer ���������������������������������������������������������������������� 72 C2 Proficiency Practice Tests ���������������������������������������������������������� 74 Cambridge Advanced Learner’s Dictionary �������������������������������������� 69 Cambridge Business Skills ������������������������������������������������������������� 78 Cambridge Dictionary �������������������������������������������������������������������� 20 Cambridge Encyclopedia of the English Language, Third edition, The �����81 Cambridge English for Job-hunting ������������������������������������������������ 78 Cambridge English Pronouncing Dictionary ������������������������������������ 69 Cambridge English Readers ����������������������������������������������������������� 50 Cambridge Experience Readers ������������������������������������������������������ 50 Cambridge Guide to Blended Learning for Language Teaching, The ����82 Cambridge Guide to Learning English as a Second Language, The ������81 Cambridge Guide to Pedagogy and Practice in Second Language Teaching, The ������������������������������������������������������������������������������� 81 Cambridge Guide to Research in Language Teaching and Learning, The ���80 Cambridge Guide to Second Language Assessment, The ����������������� 84 Cambridge Guide to Teaching English toSpeakers of Other Languages, The ��������������������������������������������������������������������������������������������� 81 Cambridge Introduction to Applied Linguistics, The ������������������������� 82 CEFR in Practice, The ��������������������������������������������������������������������� 82 CELTA Course, The ������������������������������������������������������������������������� 85 Classroom Management Techniques ���������������������������������������������� 84 Classroom Observation Tasks ��������������������������������������������������������� 80 Clear Speech ��������������������������������������������������������������������������������� 68 CLIL ���������������������������������������������������������������������������������������������� 81 CLIL Activities �������������������������������������������������������������������������������� 84 Common European Framework of Reference for Languages ����������� 82 Communicating Across Cultures ���������������������������������������������������� 78 Communicative Activities for EAP �������������������������������������������������� 84 Compact ��������������������������������������������������������������������������������������� 73 Complete �������������������������������������������������������������������������������������� 73 Corpora in Applied Linguistics �������������������������������������������������������� 82 Course in English Language Teaching, A ����������������������������������������� 80 Creating Effective Blended Language Learning Courses ������������������ 84 Curriculum Development in Language Teaching ����������������������������� 81 D David Crystal’s 50 Questions About English Usage ������������������������� 81 Defining Integrated Reading-into-Writing Constructs ���������������������� 82 Discourse Analysis for Language Teachers �������������������������������������� 82 Discourse of the IELTS Speaking Test, The ��������������������������������������� 82 Discovering Fiction ������������������������������������������������������������������������ 48 Discussions and More �������������������������������������������������������������������� 83 Dynamic Presentations...................................................................78
Write to Be Read
Student’s Book Teacher’s Manual
A About Language Second edition ���������������������������������������������������� 82 Academic Encounters Listening and Speaking �������������������������������� 66 Academic Encounters Reading and Writing ������������������������������������ 56 Academic Vocabulary in Use ���������������������������������������������������������� 41 Academic Writing �������������������������������������������������������������������������� 86 Action Research for Language Teachers ����������������������������������������� 80 Active Listening ����������������������������������������������������������������������������� 67 Advanced Grammar in Use ������������������������������������������������������������ 40 Advanced Trainer ��������������������������������������������������������������������������� 72 Alan Maley’s 50 Creative Activities ������������������������������������������������ 84 Applying the Socio-Cognitive Framework to the BioMedical Admissions Test ��������������������������������������������������������������������������� 84 Approaches and Methods in Language Teaching ���������������������������� 81 Assessing Grammar ����������������������������������������������������������������������� 84 Assessing Language Teachers’ Professional Skills and Knowledge ��� 84 Assessing Speaking ����������������������������������������������������������������������� 84 Assessing Young Language Learners ���������������������������������������������� 84
$32.60 $21.00
E Engaging Language Learners in Contemporary Classrooms ������������ 84 English Collocations in Use ������������������������������������������������������������ 41 English for Business Studies ����������������������������������������������������������� 78 English for the Teacher ������������������������������������������������������������������ 82 English Idioms in Use �������������������������������������������������������������������� 41 English Phonetics and Phonology �������������������������������������������������� 82 English Phrasal Verbs in Use ���������������������������������������������������������� 41 English Profile in Practice ��������������������������������������������������������������� 82 Evolve ������������������������������������������������������������������������������������������� 22 Examining Young Learners ������������������������������������������������������������� 84
F Final Draft ������������������������������������������������������������������������������������� 60 First Trainer ����������������������������������������������������������������������������������� 72 Five-Minute Activities �������������������������������������������������������������������� 84 Flightpath ������������������������������������������������������������������������������������� 78 Flourishing School: Cultivating wellbeing for teachers and leaders, The �����83 Four Corners Second edition ���������������������������������������������������������� 30 From Teacher to Manager �������������������������������������������������������������� 83 From Teacher to Trainer ������������������������������������������������������������������ 80 G Games for Language Learning ������������������������������������������������������� 84 Genre Analysis ������������������������������������������������������������������������������ 81 Grammar: A Linguist’s Guide for Language Teachers ����������������������� 83 Grammar and Beyond Second Edition �������������������������������������� 34, 58 Grammar and Beyond Second Essentials ���������������������������������������� 37 Grammar for Business ������������������������������������������������������������������� 78 Grammar for English Language Teachers ���������������������������������������� 82 Grammar in Use Intermediate �������������������������������������������������������� 40 Grammar Practice Activities ����������������������������������������������������������� 83 Guidelines ������������������������������������������������������������������������������������� 63 I IELTS Common Mistakes ���������������������������������������������������������������� 72 IELTS Grammar for bands 6.5 and above ���������������������������������������� 72 IELTS Practice Tests ������������������������������������������������������������������������ 72 IELTS Trainer ���������������������������������������������������������������������������������� 72 IELTS Vocabulary up to band 6.0 ���������������������������������������������������� 72 IELTS Vocabulary for bands 6.5 and above ������������������������������������� 72 In Our Own Words ������������������������������������������������������������������������� 86 Inspired to Write ��������������������������������������������������������������������������� 86 Interaction Online �������������������������������������������������������������������������� 82 Interchange Fifth Edition ��������������������������������������������������������������� 26 International Negotiations ������������������������������������������������������������� 78 International Story, The ������������������������������������������������������������������ 63 J Jack C Richards’ 50 Tips for Teacher Development �������������������������� 80 K Key Issues in Language Teaching ���������������������������������������������������� 81 Key Questions in Language Teaching ���������������������������������������������� 81 L Language Learning with Digital Video �������������������������������������������� 82 Language Learning with Technology ���������������������������������������������� 82 Language Test Validation in a Digital Age ��������������������������������������� 84 Learner English ����������������������������������������������������������������������������� 81 Learning Oriented Assessment ������������������������������������������������������� 84 Learning Vocabulary in Another Language �������������������������������������� 83 Lessons and Legacy: A tribute to Professor Cyril J Weir (1950–2018) ��84 Lessons from Good Language Teachers ������������������������������������������ 80 Let’s Talk ��������������������������������������������������������������������������������������� 67 Lexical Grammar ��������������������������������������������������������������������������� 83 Linguaskill ������������������������������������������������������������������������������������� 75 Listening in the Language Classroom ��������������������������������������������� 83 M Making Connections ��������������������������������������������������������������������� 46 Managing Technological Change ��������������������������������������������������� 83 Mark Hancock’s 50 Tips for Teaching Pronunciation ������������������������ 83 Materials Development in Language Teaching �������������������������������� 84 Mentor Courses ���������������������������������������������������������������������������� 80 Methodology in Language Teaching ����������������������������������������������� 81 Michigan English Test, The ������������������������������������������������������������� 77 Michigan English Placement Test ��������������������������������������������������� 77 Mindset for IELTS ��������������������������������������������������������������������������� 71 Motivating Learners, Motivating Teachers ��������������������������������������� 81 Motivational Strategies in the Language Classroom ����������������������� 81 Multilingual Education ������������������������������������������������������������������ 82 N New Directions ������������������������������������������������������������������������������ 63 New Insight into IELTS ������������������������������������������������������������������� 72 O Objective ��������������������������������������������������������������������������������������� 74 Off the Page: Actvities to bring lessons alive and enhance learning � 84 Official Cambridge Guide to IELTS, The ������������������������������������������� 71 Official IELTS Practice Materials ������������������������������������������������������ 72 Official Quick Guide to Linguaskill ������������������������������������������������� 75 Open World ����������������������������������������������������������������������������������� 74
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Author Index P Passages Third Edition ������������������������������������������������������������������� 29 Penny Ur’s 100 Teaching Tips ��������������������������������������������������������� 84 Planning Lessons and Courses ������������������������������������������������������� 84 Pluricultural Language Education and the CEFR ����������������������������� 84 Practice Teaching ��������������������������������������������������������������������������� 80 Practice Tests ��������������������������������������������������������������������������������� 74 Practicum in TESOL, A �������������������������������������������������������������������� 84 Present Yourself ����������������������������������������������������������������������������� 67 Prism Listening and Speaking �������������������������������������������������������� 64 Prism Reading ������������������������������������������������������������������������������� 44 Prism Reading and Writing ������������������������������������������������������������ 54 Pronunciation Games �������������������������������������������������������������������� 83 Pronunciation Pairs ����������������������������������������������������������������������� 68 Pronunciation Plus ������������������������������������������������������������������������ 68 Pronunciation Practice Activites ����������������������������������������������������� 83 R Read This! ������������������������������������������������������������������������������������� 48 Research and Practice in Assessing Academic Reading: The case of IELTS ������������������������������������������������������������������������� 84 S Scott Thornbury’s 101 Grammar Questions ������������������������������������� 82 Scott Thornbury’s 30 Language Teaching Methods...........................81 Second Language Assessment and Action Research ������������������������ 84 Second Language Writing �������������������������������������������������������������� 83 Skills for Effective Writing �������������������������������������������������������������� 62 Strategic Reading �������������������������������������������������������������������������� 48 T Task-Based Language Teaching ������������������������������������������������������ 81 Teacher Training Essentials ������������������������������������������������������������� 80 Teaching Adult English Language Learners ������������������������������������� 80 Teaching and Developing Reading Skills..........................................83 Teaching in Challenging Circumstances ������������������������������������������ 84 Teaching Languages to Young Learners ������������������������������������������ 84 Teaching Large Multilevel Classes �������������������������������������������������� 84 Teaching Pronunciation Second edition ������������������������������������������ 82 Teaching Speaking ������������������������������������������������������������������������ 83 Testing for Language Teachers ������������������������������������������������������� 84 TKT Course CLIL Module ��������������������������������������������������������������� 85 TKT Course Modules 1, 2 and 3 ����������������������������������������������������� 85 Touchstone Second edition ������������������������������������������������������ 32, 85 Touchstone Online Course Second edition �������������������������������� 32, 85 Trainers ����������������������������������������������������������������������������������������� 72 Translation and Own-language Activities ���������������������������������������� 84 V Ventures Third edition �������������������������������������������������������������������� 14 Ventures Transitions Third edition ��������������������������������������������������� 18 Ventures Transitions Second edition ����������������������������������������������� 85 Viewpoint ������������������������������������������������������������������������������� 32, 85 Viewpoint Online Course ��������������������������������������������������������� 32, 85 Vocabulary Activities ���������������������������������������������������������������������� 83 Vocabulary in Language Teaching �������������������������������������������������� 83 Vocabulary in Use ������������������������������������������������������������������������� 41 W We love IELTS �������������������������������������������������������������������������������� 72 World Englishes ���������������������������������������������������������������������������� 82 Writers at Work ����������������������������������������������������������������������������� 62 Writer’s Workbook, A ��������������������������������������������������������������������� 86 Writing for Impact ������������������������������������������������������������������������� 78 Writing from Within ����������������������������������������������������������������������� 86 Writing Skills Interactive ���������������������������������������������������������������� 62 Write to Be Read ��������������������������������������������������������������������������� 86
A Adams, Kate......................... 44, 54 Aquino-Cutcher, Andrew.............60 Archer, Greg.................................71 Aspinall, Patricia...........................51 Asplin, Wendy..............................60 Austen, Michael.................... 50, 51 B Baker, Lida............................. 44, 54 Banks, Tim....................................78 Barker, Fiona................................82 Barrell, Jania.................................51 Battersby, Alan.............................51 Bauer, Jill......................................60 Bentley, Kay.................................85 Bitterlin, Gretchen................. 14, 85 Black, Michael..............................74 Blass, Laurie.................... 34, 37, 62 Bodsczky, Caroline.......................80 Bohlke, David........................ 30, 60 Boyle, Mike S................................60 Brennan, Frank.............................51 Brierton, Kate...............................83 Brinks Lockwood, Robyn...... 60, 64 Brinton, Donna M........................82 Broadhead, Annie........................74 Brook-Hart, Guy.................... 72, 73 Brookes, Gay................................86 Brown, James Dean.....................80 Brown, Kristine............................56 Brown, Steven..............................67 Buckby, Michael...........................84 Bunting, John D......... 34, 37, 41, 58 Burns, Anne........................... 81, 84 Butler, Lenise................................83 C Cameron, Lynne...........................84 Campbell, Colin...........................51 Capel, Annette.............................74 Carter, Ronald..............................81 Celce-Murcia, Marianne..............82 Cenoz, Jasone..............................82 Chan, Sathena..................... 82, 84 Chapple, Joseph...........................40 Cheung, Kevin Y.F.........................84 Clandfield, Lindsay................ 22, 82 Clark, David.................................78 Clark, Rachel................................78 Conrad, Susan.............................82 Coombe, Christine.......................84 Cosgrove, Anthony.......................74 Council of Europe........................82 Coyle, Do.....................................81 Crookes, Graham.........................84 Crossthwaite, Peter......................71 Crystal, David...............................81 Cullen, Pauline.............................71 Cummings, Martha Clark.............86 D Dale, Liz........................................84 Davidson, Peter............................84 De Souza, Natasha......................71 Dignen, Bob.................................78 Diniz, Luciana.................. 34, 37, 58 Dornyei, Zoltan..................... 81, 84 Downes, Colm.............................78 Driver, Paul...................................82 E Eckstut-Didier, Samuela...............48 Ellis, Rod......................................81 Ellman, Matthew T.......................80 Espeseth, Miriam.........................66 F Farrell, Thomas S. C......................80 Field, John....................................83 French, Amanda...........................71 G Gardner, Peter S............................63 Gargagliano, Arlen.......................86 Gelshenen, Rosemary..................48 Gilbert, Judy B..............................68
Gkonou, Christina........................83 Goh, Christine C. M......................83 Goldstein, Ben...................... 22, 82 Goodwin, Janet M.......................82 Gordon, Deborah.........................62 Gorter, Durk.................................82 Griffiths, Carol..............................80 Griner, Barry.................................82 Guse, Jenni...................................84 H Haber, Steven B............................86 Hadfield, Jill..................................82 Haines, Simon....................... 72, 73 Hancock, Mark.............................83 Hancock, Penny...........................51 Harmer, Jeremy............................51 Harrison, Julia..............................82 Hartig, Alissa................................82 Hartmann, Pamela.......................60 Hashemi, Louise...........................74 Hendra, Leslie Anne.....................22 Hess, Natalie................................84 Hewings, Martin................... 40, 83 Heyderman, Emma............... 72, 73 Hill, David A..................................51 Hobbs, Deborah...........................74 Hockley, Andrew..........................83 Hood, Philip.................................81 Hood, Susan................................56 Hughes, Arthur.............................84 Hughes, Jake................................84 Hull, Jonathan..............................26 Hunston, Susan............................82 Hutchison, Susan.........................71 I Iannuzzi, Susan............... 34, 37, 58 Ibbotson, Mark............................22 Ingram, Beverly............................86 J Jacobe, Monica F..........................60 Jakeman, Vanessa........... 71, 72, 73 Johnson, Dennis.................... 14, 85 Johnson, Margaret.......................51 Jones, Ceri....................................22 Jones, Leo....................................67 Jones, Neil....................................84 Jordan, Nancy..............................64 K Kanaoka, Yoneko.........................66 Kay, Judith....................................48 Kelly, Curtis..................................86 Kennedy, Alan S............... 44, 54, 60 Kerr, Philip............................. 22, 84 Kershaw, George.........................51 Khalifa, Hanan.............................84 King, Carol...................................86 Kingsley, Susan............................74 Kirkpatrick, Andy..........................82 Kosta, Joanna....................... 71, 74 Kubanyiova, Magdalena..............81 L Lambert, Craig.............................81 Lambert, Jeanne..........................60 Lansford, Lewis............................64 Laughner, Melissa S......................83 Leather, Sue.......................... 50, 51 Leki, Ilona.....................................86 Li, Shaofeng.................................81 Loader, Mandy.............................51 Loewenthal, Marc........................71 Lucantoni, Peter...........................80 Ludlow, Karen..............................75 Luoma, Sari..................................84 M MacAndrew, Richard...................51 MacKenzie, Ian.............................78 Mackey, Daphne..........................48 Malderez, Angi.............................80 Maley, Alan..................... 50, 51, 84 Marsh, David...............................81 Mascull, Bill..................................78
May, Peter............................. 72, 73 McCarten, Jeanne................. 32, 78 McCarthy, Michael.... 32, 41, 78, 82 McElwee, Sarah...........................84 McEntire, Jo.................................46 McGiffin, Janet.............................51 McKay, Penny...............................84 McKeegan, David.........................73 Mercer, Sarah...............................84 Mizza, Daria.................................84 Mlynarczyk, Rebecca....................86 Moses, Antoinettev............... 50, 51 Most, Paul....................................67 Murphy, Raymond.......................40 N Nakatsuhara, Fumiyo...................82 Nation, I. S. P................................83 Naylor, Helen................................51 Neilsen, Rod.................................51 Newsome, J. M.............................51 North, Brian.................................82 Nunan, David...............................81 O O’Dell, Felicity........................ 41, 74 O’Dell, Kathryn.............................22 O’Sullivan, Barry...........................84 Ostrowska, Sabina.......... 44, 54, 64 P Pakenham, Kenneth J...................46 Papp, Szilvia.................................84 Parrish, Betsy................................80 Parrott, Martin.............................82 Passmore, Lucy.............................71 Peterson, Susan...........................64 Poulter, Monica............................84 Powell, Mark................................78 Price, Donna.......................... 14, 85 Proctor, Susan..............................26 Prowse, Philip........................ 50, 51 Pulverness, Alan...........................85 Purpura, James E..........................84 R Ramirez, Sylvia...................... 14, 85 Rankin, Tom.................................83 Redman, Stuart............................41 Renandya, Willy A........................81 Reppen, Randi.......... 34, 37, 41, 58 Richards, Jack C........ 26, 29, 30, 48, 80, 81 Rixon, Shelagh.............................84 Roach, Peter.................................82 Rodgers, Theodore S.....................81 Rubio, Fernando...........................84 Runnels, Judith.............................84
Stanley, Graham.................... 44, 58 Stapleton, Sara...................... 44, 59 Stoynoff, Stephen.................. 44, 60 Strauch, Ann O...................... 44, 61 Sunderland, Peter.................. 44, 62 Swales, John......................... 44, 63 Swan, Michael...................... 44, 64 T Tajeddin, Zia.......................... 44, 65 Tanner, Rosie......................... 44, 66 Taylor, Lynda.......................... 44, 67 Thaine, Craig................... 44, 68, 84 Thomas, Barbara................... 44, 69 Thornbury, Scott.............. 44, 70, 85 Tilouine, Helen...................... 44, 71 Tomlinson, Brian................... 44, 72 U Uddin, Jishan........................ 44, 73 Ur, Penny............................... 44, 74 V Van der Horst Jansen, Julie... 44, 75 Vittorio, Pamela..................... 44, 76 W Wajnryb, Ruth....................... 44, 77 Walker, Carolyn..................... 44, 78 Wallace, Michael J................. 44, 79 Watkins, Peter..............................85 Weir, Cyril J...................................84 Westbrook, Carolyn.............. 44, 54 Wharton, Jennifer........................56 Whettem, Erica............................74 White, N.M...................................64 White, Ron...................................83 Whong, Melinda..........................83 Wiese, David................................46 Wijayatilake, Claire.......................71 Williams, Jessica..............44, 46, 54, 56, 64 Williams, Melanie.................. 74, 85 Wilson, Judith....................... 50, 51 Wilson, Rosemary........................84 Withrow, Jean..............................86 Woodward, Tessa.........................84 Wright, Andrew...........................84 X Xu, Jing........................................84 Y Yu, Guoxing.................................84 Z Zemach, Dorothy E.......................62 Zwier, Lawrence J.........................41
S Sanabria, Carlos...........................66 Sanabria, Kim...............................66 Sandiford, Helen..........................32 Sandy, Chuck...............................29 Santelmann, Lynn........................82 Savage, Alice............. 34, 37, 48, 58 Savage, K. Lynn..................... 14, 85 Saville, Nick..................................84 Schmitt, Diane..............................83 Schmitt, Norbert...........................83 Scott-Malden, Sarah....................51 Scrivener, Jim................................84 Seal, Bernard................................56 Seedhouse, Paul...........................82 Selivan, Leo..................................83 Sharp, Wendy...............................74 Shintani, Natsuko.........................81 Singleton, Jill................................62 Skehan, Peter...............................81 Smalzer, William R................. 40, 86 Smith, Bernard...................... 51, 81 Smith, Dorolyn.............................67 Smoke, Trudy................................86 Sowton, Chris................. 44, 54, 84 Spack, Ruth........................... 44, 55 Spratt, Mary.................... 44, 56, 85 Stafford-Yilmaz, Lynn............ 44, 57
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