MENA Schools 2020 Catalogue by Cambridge International Education

Cambridge Schools Catalogue 2020

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Join our exclusive research community of educators and brighter thinkers. cambridge.org/thepanel

Working with Cambridge Assessment International Education Cambridge resources for Cambridge qualifications Cambridge is home to the world-leading University of Cambridge, whose mission is to contribute to society through the pursuit of education, learning and research at the highest international levels of excellence. We work with Cambridge International and leading educational thinkers around the world to develop high-quality endorsed textbooks and digital resources that support Cambridge teachers and learners worldwide.

Working with Cambridge Assessment English We work in partnership with Cambridge Assessment English to share expertise and strengthen the link between language education and language assessment. Our combined approach to research ensures our materials are up to date and relevant for your classroom, and the Cambridge English Placement Test allows us to measure the existing language levels of your learners to help you match them to the most appropriate Cambridge English exams and courses. We work closely with you, to deliver the materials you tell us you need, giving your learners the best chance to succeed in gaining Cambridge English Qualifications.

New for 2020 Pre-Primary: ELT – Page 9

Primary: ELT – Page 10

Secondary – Page 31

Exams – Page 41

Primary: ELT – Page 11

Exams – Page 19

Primary: Skills – Page 22

Exams – Page 42

Exams – Page 45

Exams – Page 46

Exams – Page 48

Cambridge Lower Secondary AS & A Level Science – Page 76 and 77 Global Perspectives™ – Page 53

AS & A Level Marine Science – Page 76

Marine Science COURSEBOOK Matthew Parkin, Melissa Lorenz, Claire Brown & Jules Robson

Completely Cambridge

Cambridge University Press works with Cambridge Assessment International Education and experienced authors to produce high-quality endorsed textbooks and digital resources that support Cambridge Teachers and encourage Cambridge Learners worldwide.

To find out more about Cambridge University Press visit cambridge.org/cambridge-international

Fifth edition

IB Diploma: Core – Page 80

Cambridge Elevate edition

IB Diploma: Humanities – Page 85

Third edition

Cambridge Elevate edition

Third edition

Cambridge Elevate edition

Second edition

Cambridge Elevate edition

Teacher Development – Page 89, 90 and 93

For information on how to order our titles, please contact your local Cambridge University Press office or distributor (see page 95).

Paul Long, Sarah Lawrey and Victoria Ellis

for Cambridge International AS & A Level

COURSEBOOK

David Sang, Graham Jones, Gurinder Chadha & Richard Woodside

AS & A Level

Lawrie Ryan & Roger Norris

COURSEBOOK

Completely Cambridge

Physics for Cambridge International AS & A Level

COURSEBOOK

Marine Science

Mary Jones, Richard Fosbery & Dennis Taylor

COURSEBOOK

Chemistry for Cambridge International AS & A Level

Physics

Chemistry

Biology

COURSEBOOK

AS & A Level

Biology for Cambridge International AS & A Level

AS & A Level IT – Page 78

IT for Cambridge International AS & A Level COURSEBOOK Paul Long, Sarah Lawrey and Victoria Ellis

Second edition

Cambridge Elevate edition

Contents Primary

Secondary

Contents........................................ 8

Contents..................................................................................................30

Pre-Primary: English Language Teaching........... 9

Secondary: English Language Teaching.........31

Cambridge IGCSE™ and O Level........................................64

NEW Cambridge Little Steps.........................9

NEW Own It!..................................................31

Pre-Primary: English as a Second Language...... 9

Graded Readers..........................34

Cambridge O Level.....................70

Primary: English Language Teaching.........10

Dictionaries.................................40

NEW Cambridge Primary Path................... 10 NEW Power Up Start Smart......................... 11

Primary: Reading.......................................14 Exams: English Language Teaching.........18 NEW Fun Skills.............................................. 19 NEW Mini Trainer.......................................... 19

Primary: English as a Second Language....20 Primary: First Language English................21 Primary: Skills..............................22 NEW Cambridge Grammar and

Writing Skills 1–6............................................. 22

Primary: Mathematics.................24 Primary: Science..........................26 Primary: Computing and ICT......28 NEW Click Start............................................. 28

Grammar.....................................37 Exams: English Language Teaching.........41 NEW Open World........................................ 41 NEW Prepare B2 Levels 6 and 7................. 42 NEW A2 Key 2 for revised exam................. 45 NEW B1 Preliminary 2 for revised exam.... 45 NEW B2 First 4.............................................. 45 NEW Exam Booster for A2 Key and Key for Schools............................................... 46 NEW Exam Booster for B2 Preliminary and Preliminary for Schools........................... 46 NEW Cambridge IELTS Practice Tests 15............................................................. 48

Cambridge International AS & A Level...............................72 NEW Cambridge International AS & A Level Marine Science........................ 76 NEW Cambridge International AS & A Level Biology..................................... 77 NEW Cambridge International AS & A Level Chemistry................................. 77 NEW Cambridge International AS & A Level Physics...................................... 77 NEW Cambridge International AS & A Level IT............................................... 78

IB Diploma: Core.........................80 NEW Theory of Knowledge for the IB Diploma....................................................... 80

IB Diploma: Group 1...................81

Cambridge Lower Secondary English as a Second Language....49

IB Diploma: Group 2...................82

Cambridge Lower Secondary Checkpoint..................................50

NEW Economics for the IB Diploma.......... 85

NEW Cambridge Lower Secondary

Global Perspectives™................................... 53

Literature.....................................58 Cambridge IGCSE™.....................54 NEW Mandarin for Cambridge IGCSE™.... 68

IB Diploma: Group 3...................84 IB Diploma: Group 4...................86 IB Diploma: Group 5...................87 IB Diploma: Group 6...................88

Teacher Development............89 Cambridge Representatives and Distributors.....................95

Join us:

Key to symbols

World of Better Learning

Cambridge English Corpus

cambridge.org/wobl

ebook

@cambridgeupelt

New-generation online tools – cambridge.org/one

englishprofile.org

Online tools cambridge.org/clms American English British English Presentation Plus – classroom presentation software App Endorsed by Cambridge Assessment International Education Working towards endorsement by Cambridge Assessment International Education

Common European Framework of Reference for Languages Pre A1 A1 A2 B1 B2 C1 C2 Titles with this logo include a reference to the Common European Framework of Reference for Language (CEFR) levels, as a general guide to teachers The Common European Framework of Reference for Languages (CEFR) is a useful tool for anyone involved in English language learning, teaching and testing. It provides a common basis for describing levels of language ability in terms of what a learner ‘can do’ with the language in real-world tasks. Cambridge University Press is a leading member of English Profile, an EU-sponsored research project to describe the specific knowledge and skills in English that learners need to reach each CEFR level. Our course designers and authors make use of English Profile research to ensure courses are finely tuned to what learners at each level need.

Welcome to the Cambridge University Press 2020 Schools Catalogue At Cambridge University Press, we recognise the importance of supporting educators through effective consultancy, training and providing access to the latest research and materials.

are all aligned to the most recent teaching methods for each subject, principles- and evidence-based, to create resources that will help your students to have better learning opportunities.

Across the Middle East and North Africa, Matthew Santaspirt leads our team of experienced consultants, based in seven different countries, ready to help you find the most appropriate solutions for your classroom (please see contacts list on page 95).

In 2019, we initiated several partnerships to offer you enhanced learning services. You will see some of these featured here. We are very pleased to announce a significant new partnership with the Centre for Evaluation and Monitoring (CEM). Used by education professionals for over 30 years in over 70 countries, CEM is one of the largest and longest established providers of assessments for students of all ages. Ask our Educational Consultants for more details.

For bespoke solutions or curriculum development, Julian Eynon leads our business development initiatives and has extensive experience in crafting educational programmes for schools and ministries in the region. Peter Lucantoni, our vastly experienced Educational Services Manager oversees our professional development programmes and can provide advice on the most suitable programme for your institution. Your teaching insights are essential in helping us develop our latest learning solutions. Our team has been visiting schools, watching and learning from both teachers and students to understand your educational requirements. Just some of our recent trips included the schools in the United Arab Emirates, Saudi Arabia, Egypt, Oman, Jordan, Lebanon, Palestine, and Iraq. Weâ&#x20AC;&#x2122;d like to thank you for your valuable contributions and are excited to share our latest materials in this catalogue. They

Last but not least, I would like to congratulate Ahmed Saya, the winner of the 2019 Dedicated Teacher Award. This is a global competition in which primary or secondary teachers are nominated for exceptional achievements. Find out more on page 29. We look forward to seeing you throughout 2020! Please continue to follow us on social media and visit our website: cambridge.org

Kind regards, Dr Kenan Barut Director, Middle East and North Africa Cambridge University Press

Training Sessions In Our Region

Building brighter futures together Everything we do begins with you.

Every year, we talk to thousands of teachers and education experts around the world to harness research into how we best learn and teach. These valuable insights shape our course content. All of our materials are driven by proven pedagogy, crafted to support and challenge learners, while developing life competencies â&#x20AC;&#x201C; from critical and creative thinking, to collaboration and social responsibilities.

As well as a blend of print and digital resources, we can also provide customised content, teacher support and training, and programme consultation. We use language that enables learners to understand new concepts and acquire a vocabulary that they can use in the real world, not just in the classroom. This means you get to teach with materials that learners love using. Because whether itâ&#x20AC;&#x2122;s through personalisation, digital tools and actionable feedback or engaging activities with opportunities for self-assessment, learners are motivated to progress.

We connect teachers and learners around the world with the latest research and learning materials, to build brighter futures together.

Patrick Boylan Teacher, Saudi Arabia

Primary Pre-Primary: English Language Teaching Super Safari Greenman & the Magic Forest Cambridge Little Steps NEW

Primary: English as a Second Language 9 9 9

Pre-Primary: English as a Second Language Cambridge Global English Starters

10 11 11

19 19

Primary: Reading Cambridge Reading Adventures

8 |

Primary: Skills Cambridge Grammar and Writing Skills 1–6 NEW Penpals for Handwriting

22 23

Primary: Mathematics Cambridge Primary Mathematics

12 13 18 19 19

Primary: First Language English Cambridge Primary English

Primary: English Language Teaching Cambridge Primary Path NEW Power Up Start Smart NEW Guess What! Kid’s Box Updated Second edition Super Minds Storyfun Fun Skills NEW Mini Trainers NEW Fun for Starters, Movers and Flyers Practice Tests: Pre A1 Starters, A1 Movers, A2 Flyers

Cambridge Global English Stages 1–6

Primary: Science Cambridge Primary Science Cambridge Science Skills

26 27

Primary: Computing and ICT Coding Club Click Start NEW ICT Starters

28 28 28

Pre-Primary | English Language Teaching

Pre A1

NEW Cambridge Little Steps

Super Safari Herbert Puchta, Günter Gerngross and Peter Lewis-Jones

Gabriela Zapiain

COMPLETE BEGINNER

90 teaching hours, extendable to 180 hours

280 extendable to 400

Focusing on children’s early development needs, Super Safari improves memory, social and thinking skills, as well as language and early literacy skills in preparation for school.

Step into the world of Cambridge Little Steps, a language and early literacy course for very young children, and turn stories, intriguing questions, phonics and creative play into opportunities for learning to communicate and think creatively in English.

cambridge.org/supersafari Super Safari Pupil's Book with DVD-ROM Activity Book Letters and Numbers Workbook Teacher's Book Class Audio CDs (2) Flashcards Presentation Plus DVD-ROM* Teacher’s DVD Posters (10) Big Book Parrot Puppet (All Levels)

• Develop rich, natural vocabulary, emotional competencies and values with stories. Level 1 978-1-107-47667-7 978-1-107-47669-1 978-1-316-62816-4 978-1-107-47670-7 978-1-107-47673-8 978-1-107-47679-0 978-1-107-47682-0 978-1-107-47687-5 978-1-107-47729-2 978-1-107-53925-9

Level 2 978-1-107-47688-2 978-1-107-47689-9 978-1-316-62817-1 978-1-107-47690-5 978-1-107-47691-2 978-1-107-47692-9 978-1-107-47699-8 978-1-107-47704-9 978-1-107-49662-0 978-1-107-53927-3 978-1-107-47732-2

Level 3 978-1-107-47707-0 978-1-107-47708-7 978-1-316-62818-8 978-1-107-47709-4 978-1-107-47712-4 978-1-107-47716-2 978-1-107-47720-9 978-1-107-47728-5 978-1-107-49664-4 978-1-107-53928-0

*Presentation Plus also available for download from esource.cambridge.org Contact your local Cambridge University Press representative for details.

• Tap into natural curiosity and investigate life’s Big Questions from different angles. • Introduce children to reading, writing and basic math with friendly phonics and numeracy strands. • Let children be creative with playful activities and projects that turn your classroom into a world of learning and fun! Building communicative competencies from the start • Focus on language as well as body awareness and listening skills; key steps to natural communication and collaboration in English. • Systematic reinforcement activities throughout every unit ensure that children retain the language and build on it.

Super Safari American English available. Visit cambridge.org/supersafari/ame

cambridge.org/littlesteps

Online teacher training Pre-A1

Get the most out of your print and digital resources with the FREE online training modules at cambridge.org/littlesteps

Greenman & the Magic Forest Marilyn Miller, Karen Elliott and Sarah McConnell COMPLETE BEGINNER 75 teaching hours, extendable to 130 Greenman & the Magic Forest is based on stories, fun songs and chants which focus on aspects of the whole-child holistic approach, keeping in mind the differing abilities at this age. Greenman & the Magic Forest Pupil's Book with Stickers, Pop-outs and Downloadable Songs and Stories Teacher's Book Teacher's Resource Book Big Book Class Audio CDs (2) Vocabulary Flashcards (48) Phonics Flashcards (36)* Wordcards (48) Digital Forest DVD-ROM (Presentation Plus) Reward Stickers (all levels) Greenman Puppet (all levels)

Level A

Level B

978-84-9036-814-5 978-84-9036-825-1

Starter

978-84-9036-834-3

978-84-9036-499-4 978-84-9036-818-3 978-84-9036-815-2 978-84-9036-821-3 978-84-9036-820-6 978-84-9036-819-0 –

978-84-9036-689-9 978-84-9036-829-9 978-84-9036-826-8 978-84-9036-832-9 978-84-9036-831-2 978-84-9036-830-5 –

978-84-9036-346-1 978-84-9036-838-1 978-84-9036-835-0 978-84-9036-842-8 978-84-9036-840-4 978-84-9036-839-8 978-84-9036-841-1

978-84-9036-822-0 978-84-9036-833-6

978-84-9036-843-5

*Phonics Flashcards (38) for Level A, (34) for Level B

978-84-9036-000-2 978-84-9036-844-2

Cambridge Little Steps Student's Book Activity Book Phonics Book Numeracy Book Teacher's Edition Class Audio* Flashcards Posters Big Book Presentation Plus* Puppet (All Levels)

Level 1 978-1-108-71961-2 978-1-108-73662-6 978-1-108-73691-6 978-1-108-70674-2 978-1-108-73665-7

Level 2 978-1-108-73658-9 978-1-108-73663-3 978-1-108-70672-8 978-1-108-70675-9 978-1-108-73666-4 cambridge.org/littlesteps 978-1-108-73670-1 978-1-108-73672-5 978-1-108-73681-7 978-1-108-73682-4 978-1-108-73674-9 978-1-108-73676-3 978-1-108-73688-6 978-1-108-73689-3 978-1-108-73684-8

Level 3 978-1-108-73661-9 978-1-108-73664-0 978-1-108-70673-5 978-1-108-70676-6 978-1-108-73668-8 978-1-108-73673-2 978-1-108-73683-1 978-1-108-73677-0 978-1-108-73690-9

*Complete Class Audio and Presentation Plus available for download from cambridge.org/littlesteps

See also Pre A1 • Cambridge Global English Starters Page 20

Contact your local representative – see page 95 | 9

Primary | English Language Teaching

Pre A1 A1 A2 B1 B1+

Online teacher training

NEW Cambridge Primary Path

Get the most out of your print and digital resources with the FREE online training modules at cambridge.org/primarypath

Kim Milne, Aída Berber, Gabriela Zapiain, Emily Hird, Susannah Reed COMPLETE BEGINNER TO INTERMEDIATE 320 teaching hours, extendable to 500 Cambridge Primary Path is a language and literacy course that helps young learners become articulate speakers and writers of English, empowering them to make the most of life’s opportunities. Through three essential pillars, the course offers a truly effective learning environment: • Its comprehensive, literacy-based approach provides students with essential language support integral to literacy training that will ensure they become fully literate in English. • A ground-breaking Oracy Framework helps students become confident communicators, able to articulate their learning in multiple contexts. • The creativity principles encourage students to become better thinkers and problem solvers … and to have fun! • Our new research-based Practice Extra will help motivate students while encouraging responsible use of digital. cambridge.org/primarypath

See also • NEW Cambridge Little Steps The perfect pre-primary introduction to Cambridge Primary Path Page 9 • Cambridge Science Skills The perfect companion to Cambridge Primary Path Page 27

Cambridge Primary Path Student's Book with My Creative Journal Activity Book with Practice Extra Grammar and Writing Workbook Teacher's Edition Class Audio Flashcards Test Generator Presentation Plus

Level 1 978-1-108-70987-3 978-1-108-67190-3 978-1-108-70975-0 978-1-108-70952-1 978-1-108-70958-3 978-1-108-70970-5 978-1-108-70981-1 978-1-108-70964-4

Level 2 978-1-108-70988-0 978-1-108-67191-0 978-1-108-70976-7 978-1-108-70953-8 978-1-108-70959-0 978-1-108-70972-9 978-1-108-70982-8 978-1-108-70965-1

Foundation Level also available. Contact your Cambridge University Press representative for details. 10 | cambridge.org/elt

Level 3 978-1-108-70989-7 978-1-108-62767-2 978-1-108-70977-4 978-1-108-70954-5 978-1-108-70960-6 978-1-108-70973-6 978-1-108-70983-5 978-1-108-70966-8

Level 4 978-1-108-70990-3 978-1-108-62768-9 978-1-108-70978-1 978-1-108-70955-2 978-1-108-70961-3 978-1-108-70974-3 978-1-108-70984-2 978-1-108-70967-5

Level 5 978-1-108-70991-0 978-1-108-62775-7 978-1-108-70979-8 978-1-108-70956-9 978-1-108-70962-0 – 978-1-108-70985-9 978-1-108-70968-2

Level 6 978-1-108-70992-7 978-1-108-62776-4 978-1-108-70980-4 978-1-108-70957-6 978-1-108-70963-7 – 978-1-108-70986-6 978-1-108-70969-9

Primary | English Language Teaching

A1 A2 B1

NEW Power Up

A1 A2

Caroline Nixon, Michael Tomlinson with Colin Sage

Guess What!

COMPLETE BEGINNER TO PRE-INTERMEDIATE

Susannah Reed and Kay Bentley, Series Editor: Lesley Koustaff

200 teaching hours, extendable to 320 hours

COMPLETE BEGINNER TO ELEMENTARY

Official preparation for Pre A1 Starters, A1 Movers and A2 Flyers, A2 Key for Schools and B1 Preliminary for Schools

75 teaching hours, extendable to 150

Power Up helps learners become ‘future-ready’ and able to embrace life with confidence. • Provides both general English and comprehensive preparation for Cambridge English Qualifications, and is jointly published with Cambridge Assessment English. • Student-centred learning is a core focus of the course, with ongoing unit tasks or ‘missions’ giving ample opportunity for collaborative learning.

SHORTLISTED British Council ELTons Awards | Innovation in Learner Resources Why do whales jump out of water? What makes our bodies move? Take young learners on a remarkable journey of exploration and discovery to find out the answers. As they progress through highly visual, video-rich units, children improve their proficiency in English and other subjects. • Beautiful, real-world images tap into children’s natural curiosity and spark interest in the unit topics.

• Activities are based on real-world skills and situations that learners will find engaging and fun.

• CLIL lessons with real-world videos improve proficiency across subject areas as well as listening and critical thinking skills.

• One of the first generation of courses to integrate the Cambridge Life Competencies Framework, a research initiative which maps thinking and learning skills according to different life stages.

• Focus on useful functional language in every unit gives learners the tools to become effective speakers in and outside of school.

• NEW Start Smart level offers a gradual introduction to reading and writing and provides the possibility of an A2 Key for Schools exit level. • Get the most out of your print and digital resources with the FREE online training modules at cambridge.org/ctd/online-training

• Exciting stories with social values prepare children for success in life by teaching them collaboration, communication and responsibility. • Grammar Practice Book Level 6 boosts the exit level of Guess What! to A2. Please visit the website to download. cambridge.org/guesswhat

cambridge.org/powerup Power Up Pupil's Book Activity Book with Online Resources and Home Booklet Teacher's Book Class Audio CDs Teacher's Resource Book with Online Audio Test Generator Flashcards Posters Presentation Plus

NEW Start Smart 978-1-108-71358-0 978-1-108-71362-7 978-1-108-71363-4 978-1-108-71364-1 – 978-1-108-71370-2 978-1-108-71366-5 978-1-108-71367-2 978-1-108-71368-9

Level 1 978-1-108-41374-9 978-1-108-43003-6 978-1-108-41457-9 978-1-108-41322-0 978-1-108-41458-6 978-1-108-41326-8 978-1-108-43008-1 978-1-108-43010-4 978-1-108-41375-6

Level 2 978-1-108-41376-3 978-1-108-43005-0 978-1-108-41460-9 978-1-108-41336-7 978-1-108-41462-3 978-1-108-41338-1 978-1-108-43011-1 978-1-108-43012-8 978-1-108-41378-7

Level 3 978-1-108-41379-4 978-1-108-43007-4 978-1-108-41463-0 978-1-108-41343-5 978-1-108-41465-4 978-1-108-41344-2 978-1-108-43015-9 978-1-108-43016-6 978-1-108-41380-0

Level 4 978-1-108-41381-7 978-1-108-43014-2 978-1-108-41466-1 978-1-108-41351-0 978-1-108-41467-8 978-1-108-41355-8 978-1-108-43017-3 978-1-108-43019-7 978-1-108-41382-4

Level 5 978-1-108-41383-1 978-1-108-43021-0 978-1-108-41468-5 978-1-108-41358-9 978-1-108-41469-2 978-1-108-41359-6 – 978-1-108-43022-7 978-1-108-41384-8

Level 6 978-1-108-41385-5 978-1-108-43026-5 978-1-108-41470-8 978-1-108-41361-9 978-1-108-41471-5 978-1-108-41363-3 – 978-1-108-43025-8 978-1-108-41386-2

American English version, Level Up, available. Visit cambridge.org/levelup Guess What! Pupil's Book Activity Book with Online Resources Teacher’s Book with DVD Class Audio CDs Flashcards Presentation Plus DVD-ROM* Teacher's Resource and Tests CD-ROM

Levels 1-2 978-1-107-52799-7

Level 1 Level 2 Level 3 Level 4 Level 5 Level 6 978-1-107-52691-4 978-1-107-52790-4 978-1-107-52801-7 978-1-107-54535-9 978-1-107-54539-7 978-1-107-54550-2 978-1-107-52695-2 978-1-107-52791-1 978-1-107-52803-1 978-1-107-54538-0 978-1-107-54542-7 978-1-107-54555-7 978-1-107-52827-7 978-1-107-52828-4 978-1-107-52831-4 978-1-107-55607-2 978-1-107-12320-5 978-1-107-12314-4 978-1-107-52696-9 978-1-107-52795-9 978-1-107-52806-2 978-1-107-54544-1 978-1-107-54547-2 978-1-107-54557-1 978-1-107-52697-6 978-1-107-52796-6 978-1-107-52807-9 978-1-107-54546-5 – – 978-1-107-52698-3 978-1-107-52798-0 978-1-107-52825-3 978-1-107-54548-9 978-1-107-54549-6 978-1-107-54559-5 Levels 3-4 Levels 5-6 978-1-107-52826-0 978-1-107-54570-0 Guess What! American English and Combo editions available.

*Presentation Plus also available for download from esource.cambridge.org Interactive ebooks available for tablets. Contact your local Cambridge University Press representative for details.

Visit cambridge.org/guesswhat/ame Contact your local representative – see page 95 | 11

Primary | English Language Teaching

A1 A2

Kid’s Box Caroline Nixon and Michael Tomlinson COMPLETE BEGINNER TO HIGH ELEMENTARY 100 teaching hours, extendable to 250 hours Official preparation for Pre A1 Starters, A1 Movers and A2 Flyers

Online teacher training

Meet Marie, Monty, Maskman and Trevor, the purple-haired troll – just a few of the colourful characters that delight children and energise your lessons with humour, whilst providing the preparation young learners need to achieve success. Exam content and activities validated by Cambridge Assessment English prepare for success in the revised young learners exams. • Improves reading, spelling and pronunciation skills with Phonics sections.

Get the most out of your print and digital resources with the FREE online training modules at cambridge.org/ctd/online-training

Also available World of fun

• Monty’s Alphabet Book

Visit our website for tips, videos and resources to help prepare students for the revised exams. worldoffun.cambridge.org

Ideal supplement for Kid’s Box – or any course at this level – to help children recognise and practise the Roman alphabet. Paperback

• Introduces young learners to interesting topics from across the curriculum, and develops their social skills with Value lessons.

978-1-107-65840-0

See also

• Extra pre-literacy support in the Starter level. Digital resources for learners • Online activities (Levels 1–6) reinforce vocabulary, grammar and skills, whilst ebooks enable learners to interact with Kid’s Box on tablets. Digital resources for teachers • Track students’ progress with the downloadable Test Generator Presentation Plus: discover the complete course content enriched with interactive activities and whiteboard tools.

• NEW Fun Skills Page 19 • NEW Mini Trainers Page 19

cambridge.org/kidsbox

Kid’s Box Updated Second edition Class Book with CD-ROM Pupil’s Book Activity Book with Online Resources Teacher's Book Class Audio CDs Teacher's Resource Book with Online Audio Flashcards Language Portfolio Interactive DVD with Teacher's Booklet Presentation Plus DVD-ROM Posters

Starter 978-1-316-62765-5 – – 978-1-316-62783-9 978-1-316-62891-1 978-1-316-62937-6 978-1-107-66022-9 – 978-1-107-63114-4 978-1-316-62797-6 978-1-107-66603-0

Level 1 – 978-1-316-62766-2 978-1-316-62874-4 978-1-316-62784-6 978-1-316-62894-2 978-1-316-62940-6 978-1-107-68826-1 978-1-107-64976-7 978-1-107-66588-0 978-1-316-62799-0 978-1-107-62124-4

Monty's Alphabet Book For information about the ebooks and the Test Generator please visit cambridge.org/kidsbox

Kid’s Box American English Updated Second edition available. Visit cambridge.org/kidsbox/ame 12 | cambridge.org/elt

Level 2 – 978-1-316-62767-9 978-1-316-62875-1 978-1-316-62786-0 978-1-316-62897-3 978-1-316-62944-4 978-1-107-68044-9 978-1-107-67499-8 978-1-107-63540-1 978-1-316-62800-3 978-1-107-62900-4

Level 3 – 978-1-316-62768-6 978-1-316-62876-8 978-1-316-62787-7 978-1-316-62898-0 978-1-316-62945-1 978-1-107-67585-8 978-1-107-64380-2 978-1-107-69691-4 978-1-316-62801-0 978-1-107-61895-4

Level 4 – 978-1-316-62769-3 978-1-316-62877-5 978-1-316-62792-1 978-1-316-62899-7 978-1-316-62946-8 978-1-107-66611-5 978-1-107-65461-7 978-1-107-65564-5 978-1-316-62802-7 978-1-107-67281-9 Levels 1 and 2 978-1-107-65840-0

Level 5 – 978-1-316-62770-9 978-1-316-62878-2 978-1-316-62794-5 978-1-316-62900-0 978-1-316-62947-5 – 978-1-107-65724-3 978-1-107-66372-5 978-1-316-62804-1 978-1-107-65541-6 Levels 3 and 4 –

Level 6 – 978-1-316-62771-6 978-1-316-62879-9 978-1-316-62796-9 978-1-316-62901-7 978-1-316-62948-2 – 978-1-107-63229-5 978-1-107-66995-6 978-1-316-62805-8 978-1-107-69368-5 Levels 5 and 6 –

Primary | English Language Teaching

A1 A2 B1

Super Minds Herbert Puchta, Günter Gerngross and Peter Lewis-Jones COMPLETE BEGINNER TO PRE-INTERMEDIATE 200 teaching hours, extendable to 320 hours NOMINATED British Council ELTons Awards | Excellence in Course Innovation

“When children get used to systematically applying their thinking skills, they will go through positive learning experiences, and they will gradually learn to enjoy more challenging tasks. As a result, their self-confidence will grow.” Herbert Puchta Extra grammar and skills practice

Super Minds has been carefully crafted to help your students achieve their full potential.

The Super Grammar Book is the perfect companion to Super Minds and any other Primary course.

Share the adventures of the Super Friends, the Explorers and the Time Travellers who accompany learners on their journey. As the students grow, so do the characters.

• Covers all the Pre A1 Starters, A1 Movers and A2 Flyers grammar.

• Methodically develops and enhances students’ thinking skills, training their memory and improving their concentration. • Provides support and opportunities to use language in a playful yet communicative way with activities such as role play and project work. • Lively stories, and CLIL sections, encourage learners to explore social values and reflect on their behaviour in similar situations. cambridge.org/superminds

• Ideal for class or home use. Easy-to-use digital tools The Super Minds flexible teaching package offers an array of support resources. • Test Generator provides regular unit tests, review and end-of-level tests, and Cambridge English exam-type tests. • Easy-to-use Presentation Plus puts all your resources in one place. Available as a DVD-ROM or an app.

Online teacher training

• Online resources offer automated marking and extra practice of grammar, vocabulary and skills.

Get the most out of your print and digital resources with the FREE online training modules at cambridge.org/ctd/online-training

• Student’s Book DVD-ROM with animated stories, interactive games, karaoke songs and activities focusing on key vocabulary and grammar. • Interactive Student ebooks for tablets available.

Super Minds Student’s Book with DVD-ROM Workbook with Online Resources‡ Super Grammar Book Teacher’s Book Teacher’s Resource Book with Audio CD Class Audio CDs (3) Wordcards Flashcards Posters Presentation Plus

Starter Level 1 Level 2 978-0-521-14852-8 978-0-521-14855-9 978-0-521-14859-7 978-0-521-14853-5 978-1-107-48295-1 978-1-107-48297-5 – 978-1-316-63145-4 978-1-316-63146-1 978-0-521-21433-9 978-0-521-22061-3 978-0-521-21957-0 978-1-107-64013-9 978-1-107-66604-7 978-1-107-68367-9 978-0-521-21434-6 978-0-521-22136-8 978-1-107-67406-6 – 978-1-316-63161-4 978-1-316-63162-1 978-0-521-22163-4 978-0-521-22026-2 978-0-521-21941-9 †978-1-107-42782-2 †978-1-107-42782-2 †978-1-107-42782-2 978-1-107-44119-4 978-1-107-44123-1 978-1-107-44126-2

Level 3 978-0-521-22168-9 978-1-107-48299-9 978-1-316-63147-8 978-0-521-21927-3 978-1-107-63396-4 978-0-521-21973-0 978-1-316-63163-8 978-1-316-63157-7 978-1-107-42982-6 978-1-107-44129-3

Level 4 978-0-521-22218-1 978-1-107-48303-3 978-1-316-63148-5 978-0-521-21750-7 978-1-107-69376-0 978-0-521-21751-4 978-1-316-63164-5 978-1-316-63158-4 978-1-107-42980-2 978-1-107-44130-9

Level 5 978-0-521-22335-5 978-1-107-48304-0 978-1-316-63150-8 978-1-107-45828-4 978-1-107-65949-0 978-0-521-21624-1 – 978-1-316-63159-1 978-1-107-42977-2 978-1-107-44131-6

Level 6 978-0-521-22387-4 978-1-107-48305-7 978-1-316-63151-5 978-1-107-45829-1 978-1-107-67749-4 978-0-521-21587-9 – 978-1-316-63160-7 978-0-521-21472-8 978-1-107-44133-0

†Posters (15) for Starter, Levels 1 and Level 2 (combined) ‡Workbook Starter Level does not have Online Resources For information about the ebooks and the Test Generator please visit cambridge.org/superminds

Super Minds American English available. Visit cambridge.org/superminds/ame Contact your local representative – see page 95 | 13

Cambridge Reading Adventures

Cambridge Reading Adventures Series editors: Sue Bodman and Glen Franklin, UCL Institute of Education This series is endorsed for reading by Cambridge Assessment International Education. Bring stories from around the world into your classroom with Cambridge Reading Adventures, our primary reading scheme for ages 4 to 12. Children explore the seas with Sinbad, marvel at the wonders of the sky above us and unearth the secrets of the ice age with this exciting series. Created in partnership with the UCL Institute of Education (IOE), the world’s leading University for Education*, the series includes 144 titles across 11 Book Bands and four Strands taking readers beyond White Band. You can use Cambridge Reading Adventures on its own, or to support your teaching in English, maths and science. Supporting you to deliver great reading lessons Every reader includes detailed teaching notes on the inside back cover to help you deliver lessons that inspire a love of reading. These include:

Teacher resources

Books to develop confident, enthusiastic readers

As well as teaching support in each book, we’ve created a teacher’s resource for each stage – Early, Transitional and Conventional. These resources provide everything you need to plan and lead reading lessons with confidence. The accompanying digital resources give you access to all the information in the print guide, along with editable versions of the lesson plans, assessments and printable activity sheets for each title.

• Every child will find something they love: a mix of fiction and non-fiction with diverse topics for international readers • Children progress from simple words at Pink A Band, to books with up to 3,500 words at Voyagers Strand Going beyond learning to read Our four Strands are for children reading confidently and ready to progress beyond White Band, moving on to more complex skills like inference and text analysis. Go to page 17 to find out more about Pathfinders, Wayfarers, Explorers and Voyagers.

• Support on the theory and practice of teaching reading • Teaching guidance for every book looks at learning outcomes, developing comprehension, grammar and sentence structure, as well as curriculum links

Supporting English learning

• Guidance and templates help you assess and manage each child’s progress

Reading a wide range of fiction and non-fiction is one of the best ways to improve your learners’ comprehension, vocabulary and grammar. Cambridge Reading Adventures is the perfect accompaniment to any English course.

• A benchmark title in each level helps you determine each learner’s reading level

We’ve mapped the titles to some of our popular English series including Cambridge Global English, Power Up, Super Minds, Guess What! and Kid’s Box to help you use them together in the classroom.

• Full guidance for successful guided reading, including suggestions for supporting phonics, grammar, comprehension and new vocabulary

Would you like on-screen versions of print books for front-of-class teaching?

• Follow-up activities that help your learners get creative with the stories

Bring your lessons to life with Digital Classroom – perfect for introducing a text or leading sessions with your class.

• Cross-curricular links provided to other subjects, including specific links to the Cambridge Primary English curriculum framework, International Primary Curriculum and IB Primary Years Programme

• Show pages from the book for reading with your whole class

• Key book details – word count, links to other curricula, high-frequency words and new vocabulary

• Zoom, highlight and annotate on screen with a range of easy-to-use tools

• Learning outcomes from reading the text Pink A to Blue Bands Early Cambridge Elevate Digital Classroom Access Card (1 year) Green to White Bands Transitional Teaching and Assessment Guide with Cambridge Elevate Pink A to Blue Bands Early Teaching and Assessment Guide with Cambridge Elevate Pathfinders to Voyagers Conventional Cambridge Elevate Digital Classroom Access Card (1 year) Green to White Bands Transitional Cambridge Elevate Digital Classroom Access Card (1 year) Pathfinders to Voyagers Conventional Teaching and Assessment Guide with Cambridge Elevate

• Download for offline use 978-1-108-46561-8 978-1-108-61243-2 978-1-108-58510-1 978-1-108-46573-1

• Listen to audio in British or American English accents to help your learners understand correct pronunciation and intonation • Available as a 12-month single-user licence

978-1-108-46563-2 978-1-108-64787-8

*UCL IOE is ranked number one in the world for education by QS World University Rankings. 14 | cambridge.org/education/2020

= Endorsed by Cambridge Assessment International Education

Institute of Education

shoes?

Taj can’t find his shoes. Where are they?

Cambridge Reading Adventures is a ground-breaking Primary guided reading series which offers a wide variety of engaging texts. The series

Cambridge Reading Adventures is a ground-breaking Primary has been created by Cambridge University Press in collaboration with the UCL Institute guided reading series which offers a wide variety of engaging texts. of Education’s International Literacy Centre. Each book is carefully positioned in reading The series has been created by Cambridge University Press in collaboration This gradient of challenge will support teachers to ensure progress. Teacher’s notes are with the UCL Institute of Education’s International Literacy Centre. Each bookbands. is carefully positioned in reading bands. This gradient of challenge will support teachers to provided inside every book with full guidance to get the most out of every reading session. ensure progress. Teacher’s notes are provided inside every book with full guidance to get the most out of every reading session.

Alison Hawes Institute of Education

Elba Rodriguez

Institute of Education

Glen Franklin and Sue Bodman Mélanie Florian

Where are my shoes? Sue Bodman and Glen Franklin Ailie Busby

Little Tiger Hu likes to roar. Will he make everyone jump?

Cambridge Reading Adventures is a ground-breaking Primary guided reading series which offers a wide variety of engaging texts. The series has been created by Cambridge University Press in collaboration with the UCL Institute of Education’s International Literacy Centre. Each book is carefully positioned in reading bands. This gradient of challenge will support teachers to ensure progress. Teacher’s notes are provided inside every book with full guidance to get the most out of every reading session.

Institute of Education

Yellow band

The boy is having his lunch. Oh no!

Yellow band

Ravi and Mum find an enormous watermelon. What should they do with it?

Schocohl Lun

School Where a re m y Lunch

9781107549968 PRITCHARD & BERSTEIN: LITTLE TIGER HU CAN ROAR! YELLOW FICTION CMYK

Lynne Rickards

The Enormous Watermelon

Pink B band

Watermelon

9781108439640 BODMAN AND FRANKLIN: WHERE ARE MY SHOES? YELLOW FICTION CMYK

Red band

eaking Primary guided reading exts. The series has been created th the UCL Institute of Education’s tioned in reading bands. This gradient acher’s notes are provided inside every t of every reading session.

9871107549241 ALISON HAWES THE ENORMOUS WATERMELON C M Y K

The

Houses and Homes Enormous

Red band

9781108439633 FRANKLIN, BODMAN & FLORIAN: SCHOOL LUNCH PINK B FICTION CMYK

Cambridge Reading Adventures

Pink A and B

Yellow

For new readers, Pink A and B Band books support children initially learning to use a book.

Yellow Band develops longer story plots, helping readers build their inferential skills.

• Range of fiction and non-fiction

• More emphasis on understanding through reading and less on using illustrations to convey meaning

• Books in Pink Band have around 30–60 words, feature colourful illustrations and highly predictable language Pink A Band The Sun is Up A Hot Day Animal Homes Games Water Photos I Can Help Please Stop, Sara! Packing my Bag Jamila Finds a Friend Arif Goes Shopping The Tractor

978-1-107-54987-6 978-1-316-60069-6 978-1-316-60071-9 978-1-316-60084-9 978-1-107-57584-4 978-1-108-40066-4 978-1-108-40566-9 978-1-316-50313-3 978-1-316-60082-5 978-1-107-54963-0 978-1-316-60810-4 978-1-108-40069-5

Pink B Band At the Market Omar’s First Day at School Where do they Grow? Looking After Animals Who Lays Eggs? School Lunch Hello Baby My Dad is a Builder Leela Can Skate Our Den Where Are You Going? The Last Lemon

978-1-107-54993-7 978-1-316-60811-1 978-1-316-60073-3 978-1-316-60582-0 978-1-107-54936-4 978-1-108-43963-3 978-1-108-43961-9 978-1-107-54973-9 978-1-107-57582-0 978-1-316-50078-1 978-1-108-43967-1 978-1-107-54909-8

Red In Red Band, a sense of story begins to be developed. • Illustrations remain supportive, but children have to use some decoding skills • These books have more complex sentence structures with less repetition to help students learn high-frequency words Houses and Homes Omar Can Help The Weather Today Our Senses In the Sea Seagull The Enormous Watermelon Imani’s Library Book What Little Kitten Wants Bedtime on the Farm Look! It’s Baby Duck Leopard and his Spots

978-1-107-54949-4 978-1-107-57572-1 978-1-107-57676-6 978-1-316-60568-4 978-1-107-57578-3 978-1-316-50310-2 978-1-107-54924-1 978-1-108-40072-5 978-1-108-40569-0 978-1-316-50081-1 978-1-107-54957-9 978-1-316-50308-9

• Repetition is used as a dramatic device, rather than a way of learning important words My School Stars Playgrounds The Big City The Boy Who Said No Where Are My Shoes? Little Tiger Hu Can Roar! Diego Fandango Oh Bella! A House for Snail Help! Late for School

978-1-107-55000-1 978-1-316-50315-7 978-1-316-50318-8 978-1-108-41079-3 978-1-108-40077-0 978-1-108-43964-0 978-1-107-54996-8 978-1-107-55021-6 978-1-107-55070-4 978-1-107-55006-3 978-1-108-40815-8 978-1-107-57679-7

Blue Blue Band stories become slightly more complex than Yellow Band, with several characters and episodes within the story to help develop comprehension. • Greater variation in sentence patterns helps students self-correct independently • Vocabulary in non-fiction titles becomes more technically specific • Less common words are supported by illustrations, providing opportunities to build word-reading power and knowledge of spelling patterns in English Making a Car The Big Pancake My First Train Trip On the Track All Kinds of Plants Crabs It’s Much Too Early Suli’s Big Race Lost! The Mean Monkey A Day at the Museum The Show and Tell Day The Pumpkin Monster

978-1-107-57597-4 978-1-108-43972-5 978-1-107-57594-3 978-1-316-50322-5 978-1-316-60579-0 978-1-108-43537-6 978-1-107-56032-1 978-1-316-60086-3 978-1-316-60078-8 978-1-108-43971-8 978-1-316-50320-1 978-1-108-40191-3 978-1-316-60576-9

5 Contact your local representative – see page 95 | 15

Gabby Pritchard Fabrizio di Baldo Institute of Education

Little Fennec Fox thinks he is ready to go hunting all by himself. Will he be able to catch Jerboa?

All Fox wants is his breakfast but everyone is hiding from Tiger. Can he make a plan to find food and save everyone?

Anita Ganeri

Institute of Education

Ian Whybrow Institute of Education

Susan Batori

Tom Bradman

Galia Bernstein

The Mobile Continent

The Mobile nti Co nent

Chris Oxlade

People in Africa use their phones for all kinds of things. Find out how phones are helping the Mobile Continent.

Cambridge Reading Adventures is a ground-breaking Primary guided reading series which offers a great variety of engaging texts. The series has been created by Cambridge University Press in collaboration with the UCL Institute of Education’s International Literacy Centre. Each book is placed into reading bands, providing a gradient of challenge which helps accelerate learning to read. Teacher’s notes are provided inside every book with full guidance to get the most out of every reading session.

Institute of Education

White band

and FoxJerboa

M a ll s

and Jerboa

9781316600672 CHRIS OXLADE: THE MOBILE CONTINENT WHITE NONFICTION C M Y K

Malls have lots of shops. But there is more to do than just shopping in a Super Mall!

Fennec King Fox

Little

er Fennec S u pFox

Purple band

Super M a ll s

King Fox

Little

Turquoise band

Green band

ing Primary gaging texts. n collaboration ntre. Each book is upport teachers to ull guidance to get

9781316503355 ANITA GANERI: SUPER MALLS ORANGE NONFICTION C M Y K

Turtle is a Hero

Orange band 9781108430920 WHYBROW : LITTLE FENNEC FOX AND JERBOA TURQUOISE FICTION CMYK

Cambridge Reading Adventures

Green

Purple

Green Band fiction titles usually feature several characters and story events are more developed, often lasting through several pages.

The Purple Band includes storylines that often reflect character and/or author viewpoint, providing opportunities to discuss character motivation and response.

• Longer, more complex words require readers to apply word-solving skills • Longer sentence structures focus on the use of punctuation • Books contain topic-specific vocabulary with moderate support from the illustrations and novel words are often repeated to help learners Baking Bread Dressing for the Weather Big Bugs A Drop of Rain All About Honey Take Zayan with You! Up, Up...Elephant! Turtle is a Hero Hide and Seek The Lion and the Mouse

978-1-316-50327-0 978-1-316-50324-9 978-1-107-55064-3 978-1-107-55060-5 978-1-108-40572-0 978-1-107-57587-5 978-1-108-40082-4 978-1-107-55046-9 978-1-107-57599-8 978-1-107-55038-4

• Story language develops further, with phrases found in traditional stories and storytelling, such as ‘long, long ago’ and ‘once upon a time’ • Non-fiction texts offer more in-depth information and technical vocabulary than previous bands Ships, Boats and Things that Float Going on a Plane The Book of World Facts Colourful Birds Pterosaur! Sorry Isn’t Good Enough Sinbad and the Roc King Fox Sandstorm

978-1-107-56041-3 978-1-316-50088-0 978-1-316-60080-1 978-1-108-43569-7 978-1-107-55108-4 978-1-108-40081-7 978-1-316-50340-9 978-1-107-56215-8 978-1-107-57607-0

Orange

Gold

Orange Band stories are longer than in previous bands, featuring more events and greater complexity.

Gold Band books are for children approaching independence in predicting and evaluating story development.

• Illustrations provide support for just one aspect of the story per page

• Chapter books build tension, giving the opportunity for more sustained reading

• Sentence structures become more complex, with some use of the conditional tense (e.g. sentences that speculate what could happen, normally containing the word ‘if’)

• Texts become longer to match growing reading stamina • More complex language structures throughout

• Children will recognise a large number of the high-frequency words used in this band, helping them become fluent and develop their understanding

• Illustrations now offer only general support to the story

• High-frequency words in each book are no longer specified from Orange Band onwards

Scarface: The Real Lion King Giants of the Ocean Animals of the Ice Age From Rags to Bags A World of Deserts Tigers of Ranthambore Tefo and the Lucky Football Boots Yu and the Great Flood Sang Kancil and the Farmer Lost at Sea

Life on the Reef Town Underground Super Malls Get Active! The Great Inventor The Best Little Bullfrog in the Forest For Today, For Tomorrow Omar in Trouble Sang Kancil and Crocodile Finn Saves The Day

978-1-107-56022-2 978-1-316-50333-1 978-1-316-50335-5 978-1-108-43973-2 978-1-316-50083-5 978-1-107-56018-5 978-1-107-55081-0 978-1-316-50329-4 978-1-107-57604-9 978-1-108-43977-0

Turquoise Turquoise Band extends descriptions of places and people, with phrases and expressions that provide new challenges to reading. • Vocabulary in both fiction and non-fiction is often less common and requires the reader to use their knowledge of spelling patterns • Non-fiction texts begin to use maps, charts and diagrams • Readers learn to navigate information presented alphabetically in glossaries and indexes Motorcycles How Chocolate is Made Clever Computers Draw the World A Dark Winter The Great Jewelled Egg Mystery Power Cut Little Fennec Fox and Jerboa Sinbad Goes to Sea Sang Kancil and the Tiger

16 | cambridge.org/education/2020

978-1-107-57624-7 978-1-107-57616-2 978-1-316-50331-7 978-1-107-57684-1 978-1-108-43978-7 978-1-107-57614-8 978-1-316-60586-8 978-1-108-43092-0 978-1-316-50338-6 978-1-107-55092-6

978-1-107-56047-5 978-1-107-55165-7 978-1-107-55162-6 978-1-316-50086-6 978-1-108-40585-0 978-1-108-43613-7 978-1-107-55141-1 978-1-107-56225-7 978-1-108-40574-4 978-1-316-50344-7

White White Band titles match the growing maturity of the reader and stories provide opportunities to explore ‘why?’ questions when responding to texts. • Readers encounter complex sentences with a wide range of grammar, such as ‘we’re’ and ‘they’re’ • Non-fiction topics may employ different genre styles across one text The Great Migration Earthquakes Sticks and Bricks and Bits of Stone The Mobile Continent The Rise of the Sauropods What’s for Lunch? Don’t Give Up Yet! Mei and the Pirate Queen The Great Escape The Silk Road

978-1-107-56065-9 978-1-316-50342-3 978-1-107-56056-7 978-1-316-60067-2 978-1-108-40576-8 978-1-108-41187-5 978-1-108-40078-7 978-1-316-50090-3 978-1-107-55158-9 978-1-107-56232-5

= Endorsed by Cambridge Assessment International Education

Cambridge Reading Adventures The

DIVING THE WAVES

UNDER

Andy Belcher

Institute of Education

• Use the text to find and interpret information as well as use glossaries and Hunters indexes of the • Manage more mature topics and themes

Sea

An unlucky encounter leads to life on board a whaling ship. Will the boy with three names manage to escape and make a new life for himself?

• Use higher order thinking skills to evaluate characters, predict plot development and tackle sub-plots

• Tackle complex words, greater variation in text and greater range of genres/ text types Institute of Education

3 Explorers

Connah Brecon Andrew Painter

W h it e E l eph a nt

The

Hunters iteSea Wofhthe a h p nt e l E

The 9781108405881 GERALDINE MCCAUGHREAN THE WHITE ELEPHANT C M Y K

9781108400992 EELES: HUNTERS OF THE SEA STRAND 3 EXPLORERS FICTION CMYK

Our Pathfinders, Wayfarers, Explorers and Voyagers titles are ideal for confident readers able to:

2 Wayfarers

Institute of Education

Lynne Rickards

A collections of poems about families and friendship.

Preecha has made the King of Siam angry. The cruel king sets Preecha a terrible task. If he fails, punishment awaits.

Tony Bradman Institute of Education

Giorgio Bacchin

4 Voyagers

Institute of Education

Peter Millett Giorgio Bacchin

Diving enables people to explore the incredible underwater world beneath the oceans and seas. Discover how it is done and what divers see and do.

Jun wants to be first to the top of Mount Merapi, but climbing an active volcano can be very dangerous …

You and Me

You an d Me

9781108410830 RICKARDS: YOU AND ME STRAND 2 CMYK

DIVING THE

Fire WAVES

2 Wayfarers

9781108411646 A BELCHER: DIVING UNDER THE WAVES WAYFARERS NONFICTION C M Y K

9781108400749 PETER MILLETT THE MOUNTAIN OF FIRE C M Y K

Fire

UNDER

1 Pathfinders

The

Mountain of

Geraldine McCaughrean Gustavo Mazali

Strand 1: Pathfinders

Strand 3: Explorers

• Pupils begin to justify their point of view about what they read

• Most books require reading silently unless the task calls for reading aloud – e.g. plays

• Stories and subject matter are suited to growing maturity of the reader • Literary devices that convey emotions begin to emerge Honey and Toto: the story of a cheetah family Connections Leila’s Game River Rescue The Mountain of Fire Four Clever Brothers

978-1-108-43615-1 978-1-108-43094-4 978-1-108-40820-2 978-1-108-40071-8 978-1-108-40074-9 978-1-108-41081-6

Strand 2: Wayfarers • Developing knowledge and skills of reading non-fiction across a range of subjects, texts integrate a good deal of dialogue alongside literary language • Children working at this Strand will be reading beyond what is on the page • Readers will need to infer characters’ feelings, thoughts and motives from their actions, justifying these with evidence Timbuktu Diving Under the Waves Who is the Greatest? The Digger The Mystery of Sol You and Me

978-1-108-41085-4 978-1-108-41164-6 978-1-108-43617-5 978-1-108-40093-0 978-1-108-43672-4 978-1-108-41083-0

• Children are able to discuss their reading preferences and read critically, considering the author’s effectiveness • Fiction books are likely to contain chapters that reflect sustained reading in one book over a short period of time • Non-fiction books contain all features seen at Transitional stage • Many texts now have sections that follow different genres or styles – e.g. brief recount within a report Skyscrapers Dolphins in the Wild The Changing Climate A Tale of Two Sinbads Hunters of the Sea Journey to Callisto

978-1-108-41189-9 978-1-108-40583-6 978-1-108-40578-2 978-1-108-43097-5 978-1-108-40099-2 978-1-108-40581-2

Strand 4: Voyagers • Readers will be able to discuss how language is used and how the words chosen cause reactions and inferences in the reader • Texts will use writing devices like flashbacks, parody, summary and commentary • Stories are longer (short novel) and follow a range of characters • Fiction books contain chapters offering opportunities for sustained reading, while others may be shorter but with deeper inferential meaning

Cambridge Reading Adventures packs You can buy Cambridge Reading Adventures books as individual titles, or in packs. For more information about packs, go to cambridge.org/cra

Movie World The Refugee Camp The White Elephant Meltdown Tamerlane and the Boy The Cave at the End of the World

978-1-108-40106-7 978-1-108-40108-1 978-1-108-40588-1 978-1-108-43485-0 978-1-108-41087-8 978-1-108-43979-4

Contact your local representative – see page 95 | 17

Exams | English Language Teaching

Home Fun Booklet

A1 A2

Storyfun for Starters, Movers and Flyers

BEGINNER TO ELEMENTARY The Home Fun Booklet provides opportunities to continue English learning at home. It covers the vocabulary needed for Pre A1 Starters, A1 Movers and A2 Flyers.

Second edition Karen Saxby BEGINNER TO ELEMENTARY

Home Fun Booklet is available with Fun for and Storyfun, and also available separately.

15 teaching hours per level, extendable to 45 Enjoyable story-based practice for the revised exams for young learners. Now in six levels with two books per test. Each book contains eight fully illustrated stories with fun activities, songs and exam-style questions to practise grammar, vocabulary and skills needed at each level.

cambridge.org/storyfun

• Home Fun Booklet provides activities for students to complete at home, and allows parents to support learning. • Extra speaking practice and projects provide opportunities for extension beyond the units. • Audio recordings of all the stories and activities are available as an online download for teachers. • Teacher’s Book includes extra photocopiable materials and a summary of the main grammar and vocabulary points covered in each story. • Sample more great resources on worldoffun.cambridge.org

See also • Kid’s Box Updated Second edition This seven-level course fully covers the syllabus of the revised exams for Pre A1 Starters, A1 Movers and A2 Flyers. Page 12

Storyfun for Starters, Movers and Flyers Second edition Student’s Book with online activities and Home Fun Booklet Teacher's Book with Audio Presentation Plus Software* Home Fun Booklet

1 978-1-316-61701-4 978-1-316-61706-9 978-1-108-71068-8 978-1-108-46343-0

*Contact your local Cambridge University Press representative for details.

18 | cambridge/exams – Official Cambridge Exam Preparation

2 978-1-316-61702-1 978-1-316-61709-0 978-1-108-71069-5 978-1-108-46344-7

3 978-1-316-61715-1 978-1-316-61718-2 978-1-108-71070-1 978-1-108-46345-4

4 978-1-316-61717-5 978-1-316-61719-9 978-1-108-71071-8 978-1-108-46346-1

5 978-1-316-61724-3 978-1-316-61727-4 978-1-108-71072-5 978-1-108-46347-8

6 978-1-316-61725-0 978-1-316-61729-8 978-1-108-71073-2 978-1-108-46348-5

Exams | English Language Teaching

Flyers A2

AUTHENTIC EXAMINATION PAPERS

This collection of examination papers for A2 Flyers

Flyers

provides ideal exam practice. It contains three full-colour exam papers which contain engaging activities and attractive illustrations to motivate young learners. These papers also provide an excellent opportunity for children, parents and teachers alike to familiarise themselves with the format of the exam.

AUTHENTIC EXAMINATION PAPERS

An Audio CD (which contains the listening sections of the tests) and an Answer Booklet are also available separately. Cambridge English Exam

Cambridge English Scale

A2 Flyers

120–139

A1 Movers

100–119

Pre A1 Starters

80–-99

978-X-XXX-XXXXX-X • Author • Title C M Y K Pantoene XXX

TK ISBN XXX

ISBN 978-1-108-46516-8

STUDENT’S BOOK 9 781108 465168 >

A1 A2 A1 A2

A1 A2

Fourth edition Anne Robinson and Karen Saxby BEGINNER TO ELEMENTARY 60 teaching hours per level, extendable to 80 Classroom, online and mobile technology provide the perfect blend to keep learners engaged. This fourth edition provides bright, full-colour and interactive preparation for Pre A1 Starters, A1 Movers and A2 Flyers. Fun activities balanced with exam-style questions practise all the areas of the syllabus. • Home Fun Booklet enables students to continue their learning at home, and allows parents to support learning. • Provides opportunities to practise speaking which develops young learners’ confidence in an area they find difficult. • Teacher’s Book contains photocopiable resources, a full practice test, integrated extension projects and clear guidance on which areas of the test syllabus are covered. • Flexible to use alongside a general English course and where not all students are taking exams. Fun for Starters, Movers and Flyers Fourth edition Student's Book with Home Fun Booklet and online activities Student's Book with audio with online activities Teacher's Book with downloadable audio Audio CD Presentation Plus Software* Student's Book with Home Fun Booklet and online activities Student's Book with audio with online activities Teacher's Book with downloadable audio Audio CD Presentation Plus Software* Student's Book with Home Fun Booklet and online activities Student's Book with audio with online activities Teacher's Book with downloadable audio Audio CD Presentation Plus Software*

Cambridge English Young Learners

NEW Fun Skills

Fun for Starters, Movers and Flyers

Starters 978-1-316-61746-5 978-1-316-63191-1 978-1-316-61749-6 978-1-316-61751-9 978-1-108-72816-4 Movers 978-1-316-61753-3 978-1-316-63195-9 978-1-316-61755-7 978-1-316-61756-4 978-1-108-72815-7 Flyers 978-1-316-61758-8 978-1-316-63200-0 978-1-316-61760-1 978-1-316-61761-8 978-1-108-72814-0

*Contact your local Cambridge University Press representative for details.

BEGINNER TO ELEMENTARY

For 2018 Revised Exam

Meet Sage the Squirrel, Checklist Buddy and friends, created by kids around the world, who guide and entertain you through this exciting journey. Fun preparation for Pre A1 Starters, A1 Movers and A2 Flyers covers all the skills you need to be ready on exam day.

Cambridge English Young Learners 1 Pre A1 Starters Student's Book Answer Booklet Audio CDs (2) A1 Movers Student's Book Answer Booklet Audio CDs (2) A2 Flyers Student's Book Answer Booklet Audio CD

• Practice exam tasks with the Professor. • Get great tips from Sage the Squirrel. • Check your work with Checklist Buddy. • Connect learning to your world with Think Big Giraffe. • Topic-based lessons bring everything to life with songs, ‘Grammar fun’, animations and quirky photos! • The Home Booklet provides extra skills practice to do at home. • The Mini Trainers include two practice tests with ‘Training’ and ‘Exam Practice’, providing gentle, focused exam preparation and helping build confidence in young learners. cambridge.org/funskills Fun Skills Student's Book with Home Booklet with Audio Downloads Teacher's Book with Audio Download Presentation Plus Student's Book with Home Booklet with Audio Downloads Teacher's Book with Audio Download Presentation Plus Student's Book with Home Booklet with Audio Downloads Teacher's Book with Audio Download Presentation Plus Student's Book with Home Booklet with Audio Downloads Teacher's Book with Audio Download Presentation Plus Student's Book with Home Booklet with Audio Downloads Teacher's Book with Audio Download Presentation Plus Student's Book with Home Booklet with Audio Downloads Teacher's Book with Audio Download Presentation Plus

Level 1 978-1-108-56369-7 978-1-108-56344-4 978-1-108-46303-4 Level 2 978-1-108-67737-0 978-1-108-56346-8 978-1-108-46306-5 Level 3 978-1-108-56370-3 978-1-108-56347-5 978-1-108-46307-2 Level 4

Cambridge English Young Learners 2 Pre A1 Starters Student's Book Answer Booklet Audio CDs (2) A1 Movers Student's Book Answer Booklet Audio CDs (2) A2 Flyers Student's Book Answer Booklet Audio CD Cambridge English Young Learners 3 Pre A1 Starters Student's Book Answer Booklet Audio CDs (2) A1 Movers Student's Book Answer Booklet Audio CDs (2) A2 Flyers Student's Book Answer Booklet Audio CD

978-1-316-63589-6 978-1-316-63593-3 978-1-316-63597-1 978-1-316-63590-2 978-1-316-63594-0 978-1-316-63598-8 978-1-316-63591-9 978-1-316-63595-7 978-1-316-63599-5

978-1-316-63623-7 978-1-316-63626-8 978-1-316-63629-9 978-1-316-63624-4 978-1-316-63627-5 978-1-316-63630-5 978-1-316-63625-1 978-1-316-63628-2 978-1-316-63631-2

978-1-108-46511-3 978-1-108-46517-5 978-1-108-46522-9 978-1-108-46513-7 978-1-108-46518-2 978-1-108-46523-6 978-1-108-46516-8 978-1-108-46520-5 978-1-108-46526-7

NEW Mini Trainers

978-1-108-56371-0 978-1-108-56350-5 978-1-108-46308-9 Level 5 978-1-108-56376-5 978-1-108-56351-2 978-1-108-46309-6 Level 6

BEGINNER TO ELEMENTARY The Mini Trainers include two practice tests with ‘Training’ and ‘Exam Practice’, providing gentle, focused exam preparation and helping build confidence in young learners.

978-1-108-56378-9 978-1-108-56352-9 978-1-108-46310-2

Fun Skills Exam Pack* Mini Trainer with Audio Download

Pre A1 Starters 978-1-108-56381-9 978-1-108-56430-4

A1 Movers 978-1-108-56382-6 978-1-108-58511-8

A2 Flyers 978-1-108-56383-3 978-1-108-64177-7

*Contains Home Booklet and Mini Trainer with Audio Downloads Contact your local representative – see page 95 | 19

Primary | English as a Second Language

A1 A2 B1

Cambridge Global English Stages 1–6

... hit other dinosaurs with its tail?

43 2 Read

Look at all the questions first. Can you guess the answers? Read and listen to see if you were right.

Could dinosaurs walk on two legs?

Yes, some walked on two legs. Others walked on four legs. Most meat-eating dinosaurs, like Allosaurus, walked on two legs. This left their ‘hands’ free to grab the animals they wanted to eat.

A range of activities builds learners’ reading, writing, speaking and listening skills.

Could dinosaurs run?

Allosaurus

Yes, they could. Some dinosaurs, like Gallimimus, could run very fast. They could probably run about 70 kilometres per hour.

c How did dinosaurs use their tails?

Gallimimus

This series is endorsed by Cambridge Assessment International Education, so you can be sure you’re getting excellent coverage for the Cambridge Primary English as a Second Language curriculum framework.

• Equips learners with the skills and vocabulary they need to become confident using conversational and academic English

... run very fast?

... make a noise with its head?

Open up a world of opportunities with English as a second language. Learners will discover celebrations around the world, great expeditions and the water cycle through a range of international and cross curricular topics. This nine-stage course is packed with activities to help primary and lower secondary learners develop their core English skills. Stage 1 is suitable for learners at A1 CEFR* level, reaching B1 at Stage 6.

• Emphasis on developing the listening, speaking, reading and writing skills learners will need to study in English across the curriculum

Look at the dinosaurs on these two pages.

... eat leaves at the top of a tall tree? ... kill other dinosaurs with its teeth?

COMPLETE BEGINNER TO PRE-INTERMEDIATE

• Learners explore topics from natural wonders around the world to technology, helping build critical-thinking skills and vocabulary

Talk about it

Which dinosaur do you think could …

Caroline Linse, Elly Schottman, Jane Boylan, Claire Medwell, Annie Altamirano, Kathryn Harper and Nicola Mabbott

* Common European Framework of Reference

‘Talk about it’ encourages class discussion, helps develop speaking skills and promotes deeper understanding of the concepts.

2 Dinosaur Q & A

A grown-up Apatosaurus was much bigger than the meat-eating Allosaurus, so it didn’t need to run. But a baby Apatosaurus could be a tasty meal for a hungry Allosaurus! Scientists think that baby Apatosauruses could run quite fast on their two back legs when they needed to get away.

Dinosaurs’ long tails helped them to keep their balance as they ran. A huge Apatosaurus sometimes stood on its two back legs to eat leaves at the top of a tree. Its long tail helped it keep its balance as it ate. Apatosaurus Ankylosaurus used its tail as a weapon. Ankylosaurus could swing its heavy tail to break the legs of any dinosaur which tried to eat it.

Unit 6 Lesson 2 Use of English: could/couldn’t; past simple Read: Dinosaur Q & A Talk: using illustrations to predict content

Language is clear and accessible for ESL learners. Illustrations are often used to support understanding.

Ankylosaurus

Could dinosaurs make a noise?

Most dinosaurs probably made some kind of noise. Scientists are not sure what noises they made. Did they hiss like a snake, or roar like a lion, or honk like a goose? What do you think?

See also • Cambridge Global English 7–9 Page 49

Parasaurolophus

• NEW Cambridge Grammar and Writing Skills Page 22

The Parasaurolophus had a big tube on its head. Scientists think that the tube made sounds like a musical instrument – loud and low. Parasaurolophus was a plant-eating dinosaur, so perhaps it used its loud call to warn the others when a meat-eating dinosaur was near.

Language detective Can’t is the opposite of can. What is the opposite of could? Dinosaurs could run, but they

Unit 6 Lesson 2 Use of English: could/couldn’t; past simple Read: Dinosaur Q & A Talk: using illustrations to predict content

fly.

Global English Learner’s Book Stage 3 Cambridge Global English Stages 1–6 Teacher’s Resource with Cambridge Elevate Learner’s Book with audio CD Activity Book Cambridge Digital Classroom Access Card (1 year)

Stage 1 978-1-108-61060-5 978-1-107-67609-1 978-1-107-65513-3 978-1-108-70345-1

Stage 2 978-1-108-61062-9 978-1-107-61380-5 978-1-107-61381-2 978-1-108-70350-5

Stage 3 978-1-108-61061-2 978-1-107-61384-3 978-1-107-61383-6 978-1-108-70353-6

Stage 4 978-1-108-61054-4 978-1-107-61363-8 978-1-107-61361-4 978-1-108-70355-0

Stage 5 978-1-108-61056-8 978-1-107-61981-4 978-1-107-62123-7 978-1-108-70359-8

Stage 6 978-1-108-61059-9 978-1-107-62125-1 978-1-107-62686-7 978-1-108-70363-5

Also available Pre A1 • Cambridge Global English Starters* Cambridge Global English Starters gives students all the skills they need to prepare them for Stage 1 Global English. *This series has not been through the Cambridge International endorsement process.

20 | cambridge.org/education/2020

Cambridge Global English Starters* Teacher’s Resource with Cambridge Elevate Learner’s Book A Learner’s Book B Learner’s Book C Activity Book A Activity Book B Activity Book C Fun with Letters and Sounds A Fun with Letters and Sounds B Fun with Letters and Sounds C Cambridge Elevate Digital Classroom Access Card (1 year)

978-1-108-57635-2 978-1-108-70001-6 978-1-108-70003-0 978-1-108-70005-4 978-1-108-70006-1 978-1-108-70007-8 978-1-108-70009-2 978-1-108-70010-8 978-1-108-70011-5 978-1-108-70012-2 978-1-108-70019-1

= Endorsed by Cambridge Assessment International Education

Primary | First Language English

PRIMARY 5 TO 11 YEARS

Cambridge Primary English Gill Budgell, Kate Ruttle, Sally Burt and Debbie Ridgard

Key unit vocabulary is emphasised to help students with important words and phrases.

ELEMENTARY TO PRE-INTERMEDIATE Teach your learners primary literacy skills with fables, factual stories and even jokes. This series is endorsed by Cambridge Assessment International Education, so you can be sure you have everything you need to deliver the Cambridge Primary English curriculum framework at Stages 1–6.

A range of activities builds learners’ reading, writing, speaking and listening skills.

This series is for first language English learners. It encourages them to actively explore, use and apply their core listening, speaking, reading and writing skills. With subjects from mythical creatures to exotic locations, activities provide opportunities for differentiated learning and promote creativity and critical thinking. Learners have opportunities to practise speaking English, helping them to build their vocabulary and confidence through class and group discussion. Phonics workbooks A and B are also available to provide an essential foundation in phonics skills.

See also • Cambridge Checkpoint English

Engaging activities develop learners’ reading, writing, listening and speaking skills.

Cambridge Checkpoint English for the Cambridge Lower Secondary curriculum framework Page 50

A range of authentic texts captivates young learners.

Cambridge Primary English Learner’s Book Stage 6

Cambridge Primary English Teacher’s Resource with Cambridge with Cambridge Elevate Learner’s Book Activity Book Cambridge Elevate Digital Classroom Access Card (1 year) Phonics Workbook A Phonics Workbook B

Stage 1 978-1-108-61582-2 978-1-107-63298-1 978-1-107-68345-7 978-1-108-70909-5

Stage 2 978-1-108-61587-7 978-1-107-68512-3 978-1-107-69112-4 978-1-108-70911-8

Stage 3 Stage 4 978-1-108-61588-4 978-1-108-62403-9 978-1-107-63282-0 978-1-107-67566-7 978-1-107-68235-1 978-1-107-66031-1 978-1-108-70913-2 978-1-108-70137-2 978-1-107-68910-7 978-1-107-67592-6

Stage 5 978-1-108-64989-6 978-1-107-68321-1 978-1-107-63642-2 978-1-108-70141-9

Stage 6 978-1-108-60473-4 978-1-107-62866-3 978-1-107-67638-1 978-1-108-70143-3

Contact your local representative – see page 95 | 21

Primary | Skills

A1 A2 B1

NEW Cambridge Grammar and Writing Skills Sarah Lindsay and Wendy Wren COMPLETE BEGINNER TO PRE-INTERMEDIATE Watch your learners grow in confidence as they develop their writing skills. They’ll write a newspaper article, adapt a myth and even create an advert for their favourite breakfast cereal! From haikus, fairy tales and plays to biographies, recounts and instructions, this series gives your learners the knowledge and skills to tackle a range of writing types.

Also available

Teacher’s resource Your essential companion to the course, the print and digital teacher’s resource includes everything you need to lead your lessons with confidence. • Full guidance and lesson plans, along with unit warm-ups, marking criteria and ideas for assessment give you complete classroom support • The ’How to use this book’ feature gives you top tips for using the learner’s book • Full mapping shows you exactly how the series links to the Cambridge Primary English and Primary English as a Second Language curriculum frameworks

B1 B1+ B2 • Cambridge Grammar and Writing Skills Levels 7–9 Mike Gould and Eoin Higgins Annie Altamirano

• Answer keys for each activity help you quickly and easily check your learners’ answers

• Uses product and process writing approaches to provide a framework for writing • Written for learners from all language backgrounds, it provides valuable consolidation for first language students and gives second language learners the opportunity to extend their skills • Mapped to the Cambridge Primary English and English as a Second Language curriculum frameworks so you can see how it supports your wider English teaching

Students bring together everything they have learned to create their own text, with planning support including story maps and prompts.

A range of planning tools, including mind maps, helps learners develop their writing.

3 Each illustration shows a stage in the explanation of how a hot air balloon works.

B Rewrite each active sentence as a passive sentence. 1 The boy throws the bottle into the sea.

Use the words in the vocabulary boxes to discuss the illustrations. Stage 1

2 The man sorts the plastic bottles.

Learner’s book Model texts in each chapter show what good examples of each writing type look like – whether it’s character dialogue, recounts, reports or instructions. Specific activities help learners practise their grammar, in the context of each text type. Planning tools and an extended writing task develop essential editing, checking, planning and creative thinking skills. • Improve comprehension skills with the ‘Let’s Talk’ section in each unit (‘Text Analysis’ in stages 7–9), which encourages learners to discuss the model text

3 The plastic rubbish harms the whale.

no air

is taken

envelope

open space

Let’s practise Hot air balloons have been around since the 18th century. The first successful hot air balloon flight carrying a person was in 1783.

Stage 2

You are going to write an explanation of how a hot air balloon works.

burner

flames

is lit

A Planning 1 What title will you give your explanation?

Stage 3

2 Look carefully at this diagram. It shows you the different parts of a hot air balloon.

flames

envelope

heat

is filled

air

hot air

envelope

hot air

Stage 4

fills

• The ‘Writer’s Toolbox’ (‘Writer’s Checklist’ in stages 7–9) supports learners with activity tips • Helpful tools, like planning scaffolds and mind maps, help learners understand how to plan extended writing tasks

balloon

Unit 5 Explanatory writing: how is it done?

64 Unit 5 Explanatory writing: how is it done?

Cambridge Grammar and Writing Skills Learner’s Book 6

• Give ESL learners experience of longer, more diverse text extracts than typical second language series NEW Cambridge Grammar and Writing Skills Level 1 Level 2 Level 3 Level 4 Level 5 Level 6 Level 7 Level 8 Level 9 Learner’s Book 978-1-108-73058-7 978-1-108-73059-4 978-1-108-73061-7 978-1-108-73062-4 978-1-108-73064-8 978-1-108-73065-5 978-1-108-71929-2 978-1-108-71930-8 978-1-108-71931-5

Teacher's Resource with Cambridge Elevate

22 | cambridge.org/education/2020

Levels 1–3 978-1-108-76546-6

Levels 4–6 978-1-108-76547-3

Levels 7–9 978-1-108-76196-3

This series has not been through the Cambridge International endorsement process.

Primary | Skills

PRIMARY 3 TO 11 YEARS

Penpals for Handwriting Second edition Gill Budgell and Kate Ruttle Penpals for Handwriting is our handwriting scheme for 3 to 11 year olds. Learning from fun characters that teach them about the different letter shapes, children progress through five stages to develop a fast, fluent handwriting style. • ‘Penpals Gym’ fine and gross motor skills warm-up videos show perfect form • Practice books for Grades 1–6 • GPS-linked handwriting practice workbooks from Foundation 2 to Grade 6 • Three baseline assessment books for identifying and supporting children who require additional helpwith handwriting • Clear support for phonics teaching and the transition to spelling • For use on PC or Mac, this updated series is mapped to the Cambridge Assessment International Education Primary English curriculum framework.

“The resources are really user friendly, the staff really like them.“ Carla Gotch, Tennyson Road Primary School, UK

Penpals for Handwriting Teacher’s Book Practice Book Workbook – Patterns (Pack of 10) Workbook – Long-Legged Giraffe and One-Armed Robot (Pack of 10) Workbook – Curly Caterpillar and Zig Zag Monster (Pack of 10) Workbook (Pack of 10) Interactive DVD-ROM**

Teacher’s Book Practice Book Workbook (Pack of 10) Interactive DVD-ROM**

Foundation 1 978-1-845-65669-0* – – – – – 978-1-845-65833-5

Foundation 2 978-1-845-65534-1 – 978-1-845-65465-8 978-1-316-50126-9 978-1-316-50122-1 – 978-1-845-65516-7

Year 1 978-1-845-65984-4 978-1-316-50133-7 – – – 978-1-845-65440-5 978-1-845-65338-5

Year 2 978-1-845-65554-9 978-1-316-50137-5 – – – 978-1-845-65298-2 978-1-845-65583-9

Year 3 978-1-845-65486-3 978-1-316-50141-2 978-1-845-65992-9 978-1-845-65897-7

Year 4 978-1-845-65563-1 978-1-316-50146-7 978-1-845-65385-9 978-1-845-65891-5

Year 5 978-1-845-65999-8 978-1-316-50150-4 978-1-845-65861-8 978-1-845-65327-9

Year 6 978-1-845-65741-3 978-1-316-50154-2 978-1-845-65677-5 978-1-845-65556-3

*With Audio CD **PC and Mac compatible. Includes perpetual site and network licence for your school. Classroom Resources Poster Pack (Pack of 8) Alphabet Wall Frieze Pen Licence Certificate Pen Licence Business Cards Font CD-ROM

978-1-845-65607-2 978-1-845-65816-8 978-1-845-65585-3 978-1-845-65794-9 978-1-845-65718-5

Intervention Books Book 1 (Securing letter formation and introduction to joining) Book 2 (Securing the joins and legibility) Book 3 (Developing speed and fluency)

978-1-845-65409-2 978-1-845-65555-6 978-1-845-65696-6

Contact your local representative – see page 95 | 23

Primary | Mathematics

PRIMARY 5 TO 11 YEARS

Cambridge Primary Mathematics Cherri Moseley, Janet Rees and Emma Low Teach your class fractions using chocolate, or how to measure using recipes! We’ve developed this series with NRICH – maths experts from the University of Cambridge – so you can be sure the resources are supported by some of the best thinking in maths teaching and learning.

Vocabulary box reinforces key maths terms and supports ESL learners.

This series is endorsed by Cambridge Assessment International Education for the Cambridge Primary Mathematics curriculum framework so you can be confident you’re covering what you need to. The series includes course essentials like the teacher’s resource and learner’s books, alongside a range of helpful extras – games books, Skills Builder and Challenge activity books, word problems DVDs and the mathematics toolbox. • Take an investigatory approach to help children learn the skills of problem-solving • Encourage learners to be independent thinkers with the confidence to tackle a wide range of mathematical problems • Feel fully supported with our extensive array of resources to ensure full teaching support, which works for both non-specialist teachers and non-native English-speaking teachers Interested in free primary maths resources? Go to nrich.maths.org for some great teaching ideas. Teacher’s resource With step-by-step guidance notes for every unit and tips for differentiation, the teacher’s resource is essential to deliver the course. T he resource provides answers to the learner’s book and all the photocopiable sheets required

Concept and activities are clearly named along with cross-reference to scheme unit and teacher’s resource book. Colourfully illustrated and clear layout coupled with a wide range of maths activities to suit different learning styles. Helpful hints and tips provided.

etailed lesson plans provide you with D step-by-step instructions and support for discussion-led teaching arefully explains mathematical concepts for the C non-specialist teacher Handy links to activities in the games books

Cambridge Primary Mathematics Learner’s Book 3

See also

All book content, plus more, on the CD-ROM

“Having this specialised toolbox means you can get to the tools and images you need for a maths lesson in a matter of seconds.”

• Cambridge Checkpoint Mathematics Cambridge Checkpoint Mathematics for the Cambridge Lower Secondary curriculum framework Page 51

5 Star Amazon Review

24 | cambridge.org/education/2020

= Endorsed by Cambridge Assessment International Education

Primary | Mathematics Learner’s books

Skills Builders offer more structured guidance than Challenge – at lower grades this will require teacher/parent support.

T he learner’s books contain a variety of questions, activities, investigations and games to support your class’s learning • Hints and advice help the learner with maths concepts, while vocabulary boxes help them remember key mathematical terms • Clear, often pictorial, explanations of mathematical vocabulary help children learn new terms whether they are first or second language English learners

Challenge pages offer higher level and more demanding activities, which often have less structure and support than Skills Builders.

Games books Use fun games to teach maths! • Use learners’ natural playfulness to reinforce their understanding of mathematical concepts • Linked to the learning outcomes of the course • Handy tips in the teacher’s resource highlight ideal opportunities to use games Supplementary resources Need extra help supporting mixed-ability classes? Used alongside the learner’s books, Skills Builder activity books provide more practice in key concepts for learners who need extra support, while Challenge activity books contain extension exercises to stretch learners’ skills. Cambridge Primary Mathematics Starter Activity Book* Cambridge Primary Mathematics Teacher’s Resource Book with CD-ROM Learner’s Book Games Book with CD-ROM Skills Builder Challenge Teacher’s Resource Book with CD-ROM Learner’s Book Games Book with CD-ROM Skills Builder Challenge

Cambridge Primary Mathematics Skills Builder 2

Book A 978-1-316-50910-4 Stage 1 978-1-107-65683-3 978-1-107-63131-1 978-1-107-64640-7 978-1-316-50913-5 978-1-316-50919-7 Stage 4 978-1-107-69294-7 978-1-107-66269-8 978-1-107-68542-0 978-1-316-50916-6 978-1-316-50923-4

Book B 978-1-316-50911-1 Stage 2 978-1-107-64073-3 978-1-107-61582-3 978-1-107-62349-1 978-1-316-50914-2 978-1-316-50921-0 Stage 5 978-1-107-65854-7 978-1-107-63822-8 978-1-107-61474-1 978-1-316-50917-3 978-1-316-50924-1

Book C 978-1-316-50912-8 Stage 3 978-1-107-66889-8 978-1-107-66767-9 978-1-107-69401-9 978-1-316-50915-9 978-1-316-50922-7 Stage 6 978-1-107-69436-1 978-1-107-61859-6 978-1-107-66781-5 978-1-316-50918-0 978-1-316-50925-8 Cambridge Primary Mathematics Challenge 2

*These titles have not been through the Cambridge International endorsement process.

Cambridge Primary Mathematics Word Problems

Cambridge Primary Mathematics Toolbox

• Makes creating word problem worksheets quick and easy.

• Enables you to demonstrate complex mathematics concepts visually, making them easier for children tounderstand.

Cambridge Primary Mathematics Word Problems* DVD-ROM DVD-ROM Stage 6 Extension

Stage 1 978-1-845-65285-2 –

Cambridge Primary Mathematics Toolbox* DVD-ROM**

978-1-845-65281-4

Stage 2 978-1-845-65286-9 –

Stage 3 978-1-845-65287-6 –

Stage 4 978-1-845-65288-3 –

Stage 5 978-1-845-65289-0 –

Stage 6 978-1-845-65292-0 978-1-845-65291-3

*These titles have not been through the Cambridge International endorsement process. ** PC and Mac compatible. Includes perpetual site and network licence for your school.

Contact your local representative – see page 95 | 25

Primary | Science

PRIMARY 5 TO 11 YEARS

Cambridge Primary Science Liz Dilley, Fiona Baxter, Jon Board and Alan Cross

Light and dark

4.1 Light sources

From exploring deep space to the creatures in your garden, get your class thinking and acting like scientists! Packed with opportunities to explore and investigate scientific concepts through practical experiments, Cambridge Primary Science encourages learners to learn through doing.

‘Words to learn’ point out key vocabulary and support ESL learners.

Words to learn

A light source makes light. How many light sources can you see here?

light

reflect

Moon

Sun

The series is endorsed by Cambridge Assessment International Education for the Cambridge Primary Science curriculum framework. • Flexible teaching ideas mean you can select the activities most appropriate for your learners • Full support for EAL/ESL learners, with clear language and concepts illustrated through diagrams • Dedicated support for practising scientific language and vocabulary

These objects are not light sources. They do not make light. Some objects reflect light. The light bounces off them.

Teacher’s resource With step-by-step guidance notes for every unit, tips for differentiation and photocopiable worksheets, the teacher’s resource is essential to deliver the course. • With the accompanying Cambridge Elevate edition, you’ll get all the information in the print guide, along with editable versions of the lesson plans and worksheets

The Moon reflects light from the Sun. Water and mirrors reflect light.

5 Light 4 Pushing andand dark pulling

Practical activities and a questionbased approach encourage learners to explore and investigate scientific concepts.

• Unit overviews provide a snapshot of lesson objectives, curriculum links and the language and skills covered

fabric to make a dark place objects to test

Is it a light source?

Take some objects into a dark place. Can you predict which objects are light sources? Objects that are not light sources will look dark.

• All answers to learner’s book and activity book questions • Warm-up and wrap-up tips suggest creative openings and closes for your lessons

You will need:

Activity 4.1

‘What you have learnt’ highlights key learning points.

W hat you have learnt

• Teaching ideas provide guidance on differentiation, assessment and using the resources available online

Light sources make light. The Sun is a light source. There are many other light sources. 5 Pushing 4 Light and and pulling dark

Cambridge Primary Science Activity Book Stage 1

I see so many lightbulb moments now. ‘Oh NOW I understand friction!’ Sophie Herdon, New Castelar, Spain Cambridge Primary Science Teacher’s Resource with Cambridge Elevate Learner’s Book Activity Book Skills Builder Challenge Cambridge Elevate Digital Classroom Access Card (1 year)

26 | cambridge.org/education/2020

Stage 1 978-1-108-67828-5 978-1-107-61138-2 978-1-107-61142-9 978-1-316-61098-5 978-1-316-61113-5 978-1-108-73404-2

Stage 2 978-1-108-67829-2 978-1-107-61139-9 978-1-107-61143-6 978-1-316-61101-2 978-1-316-61114-2 978-1-108-73406-6

Stage 3 978-1-108-67830-8 978-1-107-61141-2 978-1-107-61145-0 978-1-316-61102-9 978-1-316-61117-3 978-1-108-73408-0

Stage 4 978-1-108-67831-5 978-1-107-67450-9 978-1-107-65665-9 978-1-316-61104-3 978-1-316-61119-7 978-1-108-72159-2

Stage 5 978-1-108-67833-9 978-1-107-66304-6 978-1-107-65897-4 978-1-316-61106-7 978-1-316-61120-3 978-1-108-72163-9

Stage 6 978-1-108-67834-6 978-1-107-69980-9 978-1-107-64375-8 978-1-316-61109-8 978-1-316-61121-0 978-1-108-72169-1

= Endorsed by Cambridge Assessment International Education

Primary | Science Learner’s books Primary Science is all about encouraging children’s natural curiosity of the world. Get your class exploring, investigating and questioning with hands-on activities. • ‘Talk about it’ features stimulate classroom discussion, which is an ideal way to engage students and develop their knowledge • ‘Check your progress’ questions present assessment opportunities • Use of illustrations helps explain concepts for ESL learners

A1 A2 B1

It all begins with a question!

• Additional exercises for each learner’s book topic help students consolidate understanding, apply knowledge in new situations and develop scientific-enquiry skills • Simple experiments with things such as lights, shadows and mirrors make the books perfect for home or class use • A dedicated language activity for each unit develops core vocabulary Supplementary resources Need extra help supporting mixed-ability classes? Used alongside the learner’s books, Skills Builder activity books provide more practice in key concepts for learners who need extra support, while Challenge activity books contain extension exercises to stretch learners’ skills. Digital Classroom The perfect accompaniment to the series, Digital Classroom helps you bring science to life. S hare pages from the learner’s books and activity books with your class and zoom, highlight or annotate text to emphasise important points E ach stage includes videos on topics, such as forces and motion, to introduce your learners to practical investigations and help them think like scientists nimations of scientific concepts with built-in A discussion points help improve your learners’ understanding T he interactive glossary introduces learners to key scientific vocabulary and you can play it straight from the page Available as a 12-month single-user licence

See also

Cambridge Checkpoint Science for the Cambridge Lower Secondary curriculum framework

Cambridge Science Skills is a dynamic new skills course through which students can practise their English, broaden their vocabulary, and improve their language skills. An enquiry-based approach to learning aids in the development of thinking skills. Student-centred learning ensures an active classroom experience and allows the children to work alone or collaboratively on projects, investigations and experiments. It is ideal supplementary material to be used alongside Cambridge ELT textbooks

Cambridge Science Skills is a dynamic new skills course, written especially for English teachers teaching Science, through which students can practise their English, broaden their vocabulary, and improve their language skills.

www.cambridge.org/scienceskills

Level 6 Pupil’s Pack • Pupil’s Book • Activity Book with Online Activities Teacher’s Book with downlo⁄dable audio Flashcards Posters Present⁄tion Plus

Better Learning is our simple approach where insights shape content that drives results. Discover more: cambridge.org/betterlearning

Cambridge Science Skills takes learners on an exciting journey through the wonders of Science while ensuring topics are introduced at a manageable pace, so students can engage with, enjoy and fully assimilate new concepts.

Find out

IS A BAT A BIRD? Find and circle the stick insect.

• An enquiry-based approach to learning aids in the development of thinking skills. • Student-centred learning ensures an active classroom experience and allows the children to work alone or collaboratively on projects, investigations and experiments.

mammal

reptile

bird

• Characters, songs and even stories bring the content to life and help make the Science content as accessible as possible. • Interesting facts and thought-provoking questions encourage learner autonomy.

amphibian

• Cambridge Science Skills can be used as a stand-alone course or as supplementary material alongside Cambridge ELT textbooks.

FUN FACT

A baby koala is the size of a gummy bear!

fish

stick Did you find the you insect? Why do a d calle is it think stick insect?

cambridge.org/scienceskills

See also • NEW Cambridge Little Steps Page 9 • NEW Cambridge Primary Path Page 10 • Power Up Page 11 Cambridge Science Skills Pupil's Book Activity Book with Online Resources Pupil's Pack (Pupil's Book and Activity Book with Online Resources) Teacher's Book with Downloadable Audio Presentation Plus Pupil's Book Activity Book with Online Resources Pupil's Pack (Pupil's Book and Activity Book with Online Resources) Teacher's Book with Downloadable Audio Presentation Plus

• Cambridge Checkpoint Science

It all begins with a question!

COMPLETE BEGINNER TO PRE-INTERMEDIATE

PUPIL’S BOOK

• Make your classroom the home of active science investigations!

Pupil’s Book and Activity Book with online activities

LEVEL 6

Cambridge Science Skills

CAMBRIDGE

CAMBRIDGE SCIENCE SKILLS

• ‘Words to learn’ features point out key vocabulary Activity books

Posters Flashcards (All Levels)

Level 1 978-1-108-46048-4 978-1-108-56264-5 978-1-108-56607-0 978-1-108-56265-2 978-1-108-46582-3 Level 4 978-1-108-46479-6 978-1-108-62635-4 978-1-108-63062-7 978-1-108-57850-9 978-1-108-46489-5 Level 1 and 2 978-8-490-36288-4

Level 2 978-1-108-46357-7 978-1-108-65670-2 978-1-108-57661-1 978-1-108-56460-1 978-1-108-46360-7 Level 5 978-1-108-46492-5 978-1-108-63058-0 978-1-108-65463-0 978-1-108-56560-8 978-1-108-46534-2 Level 3 and 4 978-8-490-36679-0 978-8-490-36609-7

Level 3 978-1-108-46078-1 978-1-108-56267-6 978-1-108-56613-1 978-1-108-56268-3 978-1-108-46585-4 Level 6 978-1-108-46536-6 978-1-108-68501-6 978-1-108-56581-3 978-1-10856584-4 978-1-108-46540-3 Level 5 and 6 978-8-490-36574-8

Page 52

Contact your local representative – see page 95 | 27

Primary | Computing and ICT

ICT Starters

Initial Steps

Next Steps Stage 1

Next Steps Stage 2

On Track Stage 1

Victoria Ellis, Sarah Lawrey and Doug Dickinson

Fourth edition

11 TO 15 YEARS

7 TO 14 YEARS

Coding Club

ICT Starters

Fourth edition

ICT Starters On Track Stage 2 Victoria Ellis, Sarah Lawrey and Doug Dickinson

Coding is one of the most sought-after skills in today’s job market. It’s also incredibly rewarding! Challenge your students to create their own mystery game or e-book reader with this series of coding books. Coding Club Python: Basics Python: Basics Cambridge Elevate enhanced edition (1 year) School Site Licence Python: Programming Art Supplement 1 Python: Programming Art Supplement 1 Cambridge Elevate enhanced edition (1 year) School Site Licence Python: Next Steps Python: Next Steps Cambridge Elevate enhanced edition (1 year) School Site Licence Python: Interactive Adventures Supplement 2 Python: Interactive Adventures Supplement 2 Cambridge Elevate enhanced edition (1 year) School Site Licence Python: Building Big Apps Python: Building Big Apps Cambridge Elevate enhanced edition (1 year) School Site Licence Black Flag

Level 1 978-1-107-65855-4 978-1-107-49534-0 978-1-107-63109-0 978-1-107-49647-7 Level 2 978-1-107-62325-5 978-1-107-49642-2

Victoria Ellis, Sarah Lawrey and Doug Dickinson Help your students learn essential ICT skills, from using Microsoft Office® basics to creating animations and websites. This series brings a fresh approach to ICT for students from 7 to 14 years old, mapped to the Cambridge ICT Starters syllabus. • Clear module objectives at the start of every chapter highlight specific syllabus skills and whether they correspond to a Pass or Merit level • A ‘Before you start’ section links back to pre-requisite knowledge, ensuring students are prepared and ready to start the chapter

978-1-316-63411-0

• A strong emphasis on e-safety helps students stay safe on the internet

978-1-316-63412-7

• Fun activities – including creating images, exploring multimedia and programming – provide a steady step-by-step approach

Level 3 978-1-107-66687-0 978-1-107-49643-9 978-1-107-67140-9

Click Start

• A practical activity at the end of each chapter provides task-based learning where students can consolidate all of their skills

Fourth edition

Teacher’s resource Our comprehensive digital teacher’s resource provides teaching guidance for all experience levels. Covering all five coursebooks in one, you’ll save planning and preparation time with: • Sample answers to coursebook activities • Expert lesson delivery guidance • Support on the technical language of computing • Even more lesson ideas to ensure your students are engaged Available online and offline via our app – don’t miss out on the perfect teaching companion for ICT!

• Opportunities for reflection allow students to monitor their learning and consider what and how they have learnt

Third edition Ayesha Soldier, Anjna Virmani and Shalini Harisukh • Updated to the latest versions of tools and software (Windows 10 updates; MS Office 2010 with updates on 2016; Scratch 3.0). • Develops students’ critical thinking and problemsolving skills, with real-world examples and projects.

Level 1 Level 2 Level 3 Level 4 Level 5 Level 6 Level 7 Level 8

Fourth edition

Chris Roffey

Click Start

Fourth edition

ICT Starters

ICT Starters Initial Steps Next Steps Stage 1 Next Steps Stage 2 On Track Stage 1 On Track Stage 2 Cambridge Elevate Teacher’s Resource Access Card*

978-1-108-46351-5 978-1-108-46352-2 978-1-108-46353-9 978-1-108-46354-6 978-1-108-46355-3 978-1-108-45730-9

*Working towards endorsement by Cambridge Assessment International Education

Student's Book Teacher's Book with Cambridge Learn 978-1-108-85562-4 978-1-108-85574-7 978-1-108-85563-1 978-1-108-85575-4 978-1-108-85564-8 978-1-108-85576-1 978-1-108-85565-5 978-1-108-85577-8 978-1-108-85566-2 978-1-108-85578-5 978-1-108-85568-6 978-1-108-85579-2 978-1-108-85569-3 978-1-108-85580-8 978-1-108-85570-9 978-1-108-85582-2

28 | cambridge.org/education/2020

= Endorsed by Cambridge Assessment International Education

You donâ&#x20AC;&#x2122;t have to change the world to make theirs a little brighter All around the world teachers do fantastic work. Everyone has a story about a teacher who has inspired them, and gone out of their way to make a difference to their life. The Dedicated Teacher Awards are our way to recognise the hard work teachers put in every day. We want to say thank you and celebrate the worldâ&#x20AC;&#x2122;s most dedicated teachers.

To find out more, go to: dedicatedteacher.cambridge.org

Secondary Secondary: English Language Teaching Own It! NEW

Talent 32 Eyes Open 32 Think 33 Graded Readers 34 Grammar 37 Dictionaries 40

Exams: English Language Teaching Open World NEW 41 Prepare! B2 Levels 6 and 7 NEW 42 Complete 43 Compact 44 Objective 44

A2 Key 2 for revised exam NEW 45 B1 Preliminary 2 for revised exam NEW 45 B2 First 4 NEW 45 Exam Booster for A2 Key and Key for Schools NEW 46 Exam Booster for B2 Preliminary and Preliminary for Schools NEW 46 IELTS Exam Preparation

Cambridge IELTS Practice Tests 15 NEW 48

Cambridge Lower Secondary English as a Second Language Cambridge Global English Stages 7–9

Cambridge Lower Secondary Checkpoint Cambridge Checkpoint English Cambridge Checkpoint Mathematics Cambridge Checkpoint Science

50 51 52

Cambridge Lower Secondary Global Perspectives™ Cambridge Lower Secondary Global Perspectives™ NEW

Literature Songs of Ourselves Stories of Ourselves Recycling English Originals and Selections Steps to Academic Writing Shakespeare Resources

57 57 57 57 57 58

30 |

Mandarin NEW 68 Spanish as a First Language Arabic as a First Language Bahasa Indonesia Chinese as a First Language Chinese as a Second Language

69 69 69 69 69

Cambridge IGCSE™ and O Level Literature in English 57 Additional Mathematics 61 Environmental Management 64 Computer Science 64 History 65 Geography 65 Business Studies 66 Economics 66 Accounting 66 Global Perspectives 67 French as a Foreign Language 68

Cambridge O Level

54 54

Mathematics 70 Statistics 70 Physics 70 Biology 70 English Language 71 Commerce 71 Urdu as a Second Language 71

Cambridge International AS & A Level English Language 72 Literature in English 72 English General Paper 73 Cambridge Topics in English Language 73 Mathematics 74 Further Mathematics 74

Pre-U Mathematics Pre-U Biology

Pre-U Chemistry Pre-U Physics

76 76

Marine Science NEW 76 Psychology 75 History 75 Business 78 Accounting 78 Economics 78 Travel and Tourism 78 Computer Science 78

IT NEW 78 Thinking Skills 79 Sociology 79 Global Perspectives & Research 79

IB Diploma: Core Theory of Knowledge NEW 80 Creativity, Activity, Service (CAS) Introducing the IB Diploma Programme

80 80

IB Diploma: Group 1 English A: Language and Literature English Literature

81 81

IB Diploma: Group 2 English B for the IB Diploma Language ab initio – Spanish Language ab initio – French Language B – Spanish Language B – French Language B – German

82 82 82 83 83 83

IB Diploma: Group 3

History Papers 1 and 2 84 History Paper 3 84 Psychology 85 Business Management 85

Economics NEW 85

Biology NEW 77 Chemistry NEW 77 Physics NEW 77

Cambridge IGCSE™ Introduction to English as a Second Language Core English as a Second Language

English as a Second Language 54 Success International Skills 55 English as a Second Language Exam Preparation and Practice 55 Developing Summary and Note-taking Skills 55 English as a Second Language Practice Tests 55 First Language English 56 Mathematics 60 Biology 62 Chemistry 62 Physics 62 Combined and Co-ordinated Sciences 63 Physical Science 63 ICT 64 Sociology 65 Enterprise 66 Travel and Tourism 67 Spanish as a Foreign Language 68

74 76

Environmental Systems and Societies

IB Diploma: Group 4

Biology 86 Chemistry 86 Physics 86

IB Diploma: Group 5 Mathematics Standard and Higher Level Mathematics Higher Level: Option Topics Mathematical Studies

87 87 87

IB Diploma: Group 6 Visual Arts

Secondary | English Language Teaching

A1+ A2 B1 B1+

Powerful, user-friendly digital experience

NEW Own It!

• All digital resources available together in one place.

• Presentation Plus, including interactive Student’s Book and Workbook, all audio and video, and games, accessible online and offline. • Digital Teachers Resource Bank.

Claire Thacker, Samantha Lewis, Daniel Vincent and Stuart Cochrane with Andrew Reid and Melissa Wilson

• Mobile-friendly Practice Extra for bite-sized learning activities, online speaking tasks with audio and video, with easy-to use performance tracking and gamification.

FALSE BEGINNER TO INTERMEDIATE

• An online collaboration space and portfolio tool to help students design and share creative work with fellow students.

80–90 hours, extendable to 150 We live in a rapidly changing world. With Own It!, teens develop the confidence and competencies they need to forge their own path in this ever-evolving global landscape.

Up to 45 videos per level! • Documentary-style videos introduce every unit – a great way to get students thinking about the unit topic and to activate prior knowledge. • Thematically-linked documentary videos support the ‘Around the World’ features, while contextualising the unit grammar and vocabulary.

From developing critical and creative thinking skills and social/emotional aptitudes to working effectively in a group, Own it! helps create confident, future-ready learners who are able to meet the challenges ahead. • Aligned to the Cambridge Life Competencies Framework. • Builds metacognitive, communicative and collaborative abilities. • Introduces students to peoples and cultures from around the world. • Features mobile-friendly Practice Extra which is fully aligned to the course content. • Exam content checked by Cambridge Assessment English builds students’ confidence in preparation for the Cambridge A2 Key and B1 Preliminary Exams. Foster learner autonomy, collaboration, and cultural awareness • Supported by the Cambridge Life Competencies Framework, students learn how to learn, building the vital strategies they need to become confident, independent learners.

See also • Cambridge Discovery Education™ Interactive Readers Page 36

• A one-of-a-kind collaborative Project Book, along with integrated CLIL projects in the Student’s Book, provides abundant support in developing students’ social, communicative and collaboration skills. • Global cross-curricular topics – from eagle hunting in Mongolia to holidays on the moon – inspire students to broaden their perspectives. cambridge.org/ownit

Own It! Student's Book with Practice Extra Workbook Project Book Teacher's Book Presentation Plus Own It! Combos Combo A Student's Book and Workbook with Practice Extra Combo B Student's Book and Workbook with Practice Extra

American English version, Shape It!, available. Visit cambridge.org/shapeit

Level 1 978-1-108-77255-6 978-1-108-71480-8 978-1-108-72662-7 978-1-108-72657-3 978-1-108-74299-3

Level 2 978-1-108-77256-3 978-1-108-72654-2 978-1-108-72664-1 978-1-108-72658-0 978-1-108-74300-6

Level 3 978-1-108-77257-0 978-1-108-71481-5 978-1-108-72663-4 978-1-108-72660-3 978-1-108-74301-3

Level 4 978-1-108-77258-7 978-1-108-72655-9 978-1-108-72667-2 978-1-108-72661-0 978-1-108-74302-0

Level 1

Level 2

Level 3

Level 4

978-1-108-77259-4

978-1-108-77260-0

978-1-108-77261-7

978-1-108-77262-4

978-1-108-77269-3

978-1-108-77270-9

978-1-108-77272-3

978-1-108-77273-0

For access to downloadable audio files, Workbook audioscript, video files, teacher’s resource bank, Own It! resources and the Test Centre please contact your Cambridge University Press representative. Own it! is also available as split edition Student’s Book and Workbook Combos for courses with fewer available hours (40-45 hours, extendable to 75).

Contact your local representative – see page 95 | 31

Secondary | English Language Teaching

Powerful digital support A2 B1 B2

• Access all your resources in one easy-to-use platform with Presentation Plus.

A1 A2 B1 B1+

Talent

Eyes Open

Clare Kennedy, Ciaran Ward, Teresa Ting, Audrey Cowen, Liz Kilbey PRE-INTERMEDIATE TO UPPER INTERMEDIATE

Ben Goldstein and Ceri Jones with Emma Heyderman, Eoin Higgins and David McKeegan

80–90 teaching hours, extendable to 150

FALSE BEGINNER TO INTERMEDIATE

Talent prepares students for further study, travel or work; wherever their talent may take them!

80–90 hours, extendable to 150

Integrated language, life and academic skills prepare students for success. From strategies for checking understanding, to interpreting data and evaluating information, these vital skills will serve students well throughout their lives. • Journey beyond textbook English, using videos filmed on the streets of London and activities informed by cutting-edge research from the Cambridge English Corpus. • Spark students’ interest and promote academic debate with contemporary topics, from antibiotic resistance to space archaeology.

Shortlisted British Council ELTons Awards | Excellence in Course Innovation

• Dedicated speaking and writing pages in every unit guide students towards written and spoken fluency.

Eyes Open combines captivating video from Discovery EducationTM with an effective lesson approach that promotes communication.

• ‘Your Turn’ communicative activities personalise learning and activate language skills.

Online teacher training

Explore the world! • From China to Brazil, Discovery EducationTM video and a wide variety of topics take your students on a journey of exploration and adventure.

Twenty-five videos per level!

• Graded activities for mixed-ability classes, progress monitoring tools and flexible teaching support ensures that every learner can achieve success.

• ‘Changing Language’ videos present language in context in a fun, memorable way using the latest findings from corpus research to show English as it is really spoken today.

Get the most out of your print and digital resources with the FREE online training modules at cambridge.org/ctd/online-training

• 140 high-interest videos throughout every unit spark curiosity and reinforce language learning. Success for every learner

• Functional language videos help students develop speaking skills and strategies.

Scaffolded productive activities • ‘Real Talk’ videos provide a model of real teenagers using target spoken language.

• Exam strategies and practice build students’ confidence and prepare them for a range of international exams, including B2 First, IELTS and IGCSE.

• Documentary-style videos at the beginning of each unit capture students’ attention and present the unit’s target language.

• Extend and consolidate language and track students’ progress with the Online Workbook and extra Online Practice on the Cambridge Learning Management System.

• A careful progression of personalised language building activities leads to greater speaking and writing fluency.

cambridge.org/eyesopen

See also • Cambridge Discovery Education™ Interactive Readers Page 36

cambridge.org/talent Talent Student's Book Workbook with Online Practice Teacher's Book and Tests Presentation Plus Student's Book Workbook with Online Practice Teacher's Book and Tests Presentation Plus Student's Book Workbook with Online Practice Teacher's Book and Tests Presentation Plus

Level 1 978-1-108-46527-4 978-1-108-56731-2 978-1-108-46806-0 978-1-108-46775-9 Level 2 978-1-108-46773-5 978-1-108-56732-9 978-1-108-46809-1 978-1-108-46782-7 Level 3 978-1-108-46774-2 978-1-108-56733-6 978-1-108-46812-1 978-1-108-46787-2

For more information about audio and video components, please contact your local Cambridge University Press representative.

American English version, Uncover, available. Visit cambridge.org/uncover Eyes Open Student’s Book with Online Workbook and Online Practice Student’s Book Workbook with Online Practice Teacher’s Book Class Audio CDs (3) Video DVD Presentation Plus DVD-ROM Eyes Open Combos Combo with Online Practice Combo with Online Practice

Level 1

Level 2

Level 3

Level 4

978-1-107-46728-6

978-1-107-46749-1

978-1-107-46764-4

978-1-107-46781-1

978-1-107-46725-5 978-1-107-46733-0 978-1-107-46739-2 978-1-107-46741-5 978-1-107-46742-2 978-1-107-48606-5

978-1-107-46744-6 978-1-107-46750-7 978-1-107-46755-2 978-1-107-46759-0 978-1-107-46761-3 978-1-107-48823-6

978-1-107-46762-0 978-1-107-46773-6 978-1-107-46775-0 978-1-107-46776-7 978-1-107-46779-8 978-1-107-48942-4

978-1-107-46780-4 978-1-107-46782-8 978-1-107-46783-5 978-1-107-46786-6 978-1-107-46787-3 978-1-107-49052-9

Level 1A 978-1-107-48601-0 Level 3A 978-1-107-48938-7

Level 1B 978-1-107-48604-1 Level 3B 978-1-107-48940-0

Level 2A 978-1-107-48818-2 Level 4A 978-1-107-49047-5

Level 2B 978-1-107-48820-5 Level 4B 978-1-107-49050-5

For ebooks and standalone Online Workbooks, please contact your local Cambridge University Press representative. Eyes Open is also available as split edition Student’s Book and Workbook Combos for courses with fewer available hours (40-45 hours, extendable to 75). 32 | cambridge.org/elt

Secondary | English Language Teaching

A1 A2 B1 B1+ B2 C1

Think Herbert Puchta, Jeff Stranks and Peter Lewis-Jones

9 WORLD THE WONDER S OF THE

An amazing place

BEGINNER TO ADVANCED 80–90 teaching hours, extendable to 180

They are the San, the last people living in the Kalahari. The San people have another name –‘bush people’. Their lifestyle is very simple, but they know more about animals and plants than most people do. The San people live in small groups of 25–50. They live in huts – little ‘houses’ that they make from wood and grass. There are no schools for the children. Children learn from the older people in the group. There are lots of things they have to learn so that they can live in a dangerous place like the Kalahari. In the evenings, the groups of people often sit around a fire and tell stories. Many of the stories are about animals and how to hunt them.

Build global competency

1 Look at the photos. Which of the animals can

• Think explores complex issues and thoughtprovoking topics, fostering a deeper level of engagement.

The Kalahari is a big area of bushland in southern Africa. It has got two parts. There is less rain in the southern part than there is in the northern part, so the south is drier. There are fewer plants and animals there, and it’s a lot more difficult for people to live. But when it rains at the end of the summer, the land becomes greener and more beautiful. For a few weeks, there are millions of little flowers and even butterflies! But soon, the grass and the bushes get dry and turn brown. Then life becomes more difficult again for people and animals.

you name in English?

2 Name other animals in English. Write them down.

• Extend and consolidate language and track students’ progress with the Online Workbook and extra Online Practice on the Cambridge Learning Management System.

SPEAKING Work in pairs. Look at the animals on your list. What countries do you think of?

Pandas come from China. You find spiders all over the world. 4

• A purposeful focus on critical thinking, positive values, and healthy self-esteem builds lifelong habits of mind.

• Access all your resources in one easy-to-use platform with Presentation Plus.

GRAMMAR:

hey eat wild animals, plants, berries, nuts and insects. They hunt with bows and arrows. There are lots of dangerous snakes, spiders and scorpions. There are lions, leopards, cheetahs and hyenas. It’s one of southern Africa’s hottest places, and there is often no water. Then they have to get their water from plants, for example from desert melons. When they are ill, there are no hospitals. The people have to get their medicine from plants too.

READING

Powerful digital support

Get the most out of your print and digital resources with the FREE online training modules at cambridge.org/ctdonline-training

paying compliments; talking about the weather comparative adjectives; superlative adjectives; can / can’t for ability VOCABULARY: geographical features; the weather; Phrases with with FUNCTIONS:

Whether inside or outside the classroom, Think goes beyond building strong language skills to developing the whole learner – with an emphasis on critical thinking, values and self-esteem – ensuring academic and lifelong success.

• Culture lessons encourage students to think and talk about life in other countries and how it compares with their own.

Online teacher training OBJECTIVES

9 TH E WO N D ER S O F TH E WO R LD

2.18 Read and listen to the article. Mark the statements T (True) or F (False). Correct the false information.

The bush people get their water from the river. When the San people are ill, they get medicine from a hospital. The bush people teach children important things about living in the Kalahari. 4 The north of the Kalahari is wetter than the south. 5 There are more animals and plants in northern Kalahari. 6 A holiday in the Kalahari is never dangerous. 1 2

SPEAKING Work in pairs. Look at the photos again and answer the questions.

What do the photos show? Where do these people live? What do you think they eat? What dangers are there? 5 What do these people know a lot about? 6 What’s interesting for tourists about this place? 1 2 3 4

“Teaching teenagers successfully is about more than just language. It’s about working with the whole person.”

Valuing our world 1 Read and tick (✓) the statements that show that the natural world is important. 1

Every year, thousands of tourists from all over the world visit the Kalahari. They love driving around the bushland in open jeeps. They love watching the wild animals. Their guides are often San bushmen and the tourists love listening to their stories about the wonders of the Kalahari. The tourists stay in small huts called ‘lodges’. They have comfortable beds and showers, but there is no electricity in the huts. When they go out of their hut, they have to be very careful. Sometimes there are lions or leopards around!

3 4 5

Herbert Puchta

Work in pairs or small groups. Think about and answer these questions. SPEAKING

1 2

Why should I want to go on a safari? There’s a nice zoo in my city where I can see lots of animals. I want to build a hotel for 800 people in the Kalahari Desert. We can make a lot of money like that. It’s great to learn about wild animals. It helps me to understand more about the world. Who needs lions, leopards and hyenas? They’re dangerous animals and that’s it! I watch a lot of nature programmes on TV. I support a project to save the tiger in India.

SPEAKING

Would you like to go to the Kalahari? Why (not)? Are you interested in wildlife? Why (not)?

I’d love to / I wouldn’t like to … because … I’m (not) interested in …

• Create and customise tests with the Think Test Generator.

I think it’s too dangerous to ... / wonderful to ...

Compare your ideas in pairs.

Statement 1 shows that the natural world is not important for this person. Why do you think that? Because the person doesn’t want to see wild animals in nature.

I love / hate taking photos. watching … / staying in …

But maybe that’s not true. Maybe he or she thinks flying to other places is not good for nature. 85

cambridge.org/think Think Student’s Book with Online Workbook and Online Practice Student’s Book Workbook with Online Practice Teacher’s Book Class Audio CDs (3) Video DVD Presentation Plus DVD-ROM Think Combos Combo A with Online Workbook and Online Practice Combo B with Online Workbook and Online Practice Combo A Presentation Plus DVD-ROM Combo B Presentation Plus DVD-ROM Think Quick Student's Book and Workbook A Student's Book and Workbook B Student's Book and Workbook C

Starter 978-1-107-58721-2 978-1-107-58572-0 978-1-107-58784-7 978-1-107-58618-5 978-1-107-58630-7 978-1-107-58638-3 978-1-107-58641-3

Level 1 978-1-107-50880-4 978-1-107-50882-8 978-1-107-50883-5 978-1-107-50888-0 978-1-107-50893-4 978-1-107-50900-9 978-1-107-50907-8

Level 2 978-1-107-50910-8 978-1-107-50915-3 978-1-107-50917-7 978-1-107-50922-1 978-1-107-50923-8 978-1-107-50925-2 978-1-107-50931-3

Level 3 978-1-107-56262-2 978-1-107-56270-7 978-1-107-56325-4 978-1-107-56353-7 978-1-107-56354-4 978-1-107-56358-2 978-1-107-56363-6

Level 4 978-1-107-57325-3 978-1-107-57328-4 978-1-107-57369-7 978-1-107-57416-8 978-1-107-57423-6 978-1-107-57428-1 978-1-107-57432-8

Level 5 978-1-107-57476-2 978-1-107-57470-0 978-1-107-57550-9 978-1-107-56139-7 978-1-107-56892-1 978-1-107-56900-3 978-1-107-56909-6

Starter 978-1-107-58815-8 978-1-107-58822-6 978-1-107-58671-0 978-1-107-58683-3

Level 1 978-1-107-50884-2 978-1-107-50885-9 978-1-107-50908-5 978-1-107-50909-2

Level 2 978-1-107-50918-4 978-1-107-50921-4 978-1-107-50932-0 978-1-107-50933-7

Level 3 978-1-107-56349-0 978-1-107-56352-0 978-1-107-56371-1 978-1-107-56382-7

Level 2 Level 3 Level 4 978-1-108-55761-0 978-1-108-65089-2 978-1-108-61661-4 978-1-108-58466-1 978-1-108-55478-7 978-1-108-55480-0 978-1-108-60783-4 978-1-108-55482-4 978-1-108-55481-7

For the Test Generator, ebooks and standalone Online Workbooks, please contact your local Cambridge University Press representative. Think Levels Starter to 3 are also available as split edition Student’s Book and Workbook Combos for courses with fewer available hours (40-45 hours, extendable to 75).

American Think and Combo editions available. Visit cambridge.org/americanthink Contact your local representative – see page 95 | 33

Graded Readers

“This is an intriguing book, with an excellent plot. The reader is kept on edge, wondering what will happen to Harry.” Language Learner Literature Award judges on Harry’s Holiday A1 A2 B1 B2 C1

Cambridge Experience Readers Ideal for teenage learners of English

Series Editor: Nicholas Tims STARTER TO ADVANCED Winner Language Learner Literature Award Cambridge Experience Readers have been written and selected especially for teenagers. This series of graded readers has something for everyone, with a lively mix of original fiction, adapted fiction and factbooks. • Now available as ebooks from cambridge.org/experiencereaders or Amazon. • The audio recordings are available FREE at cambridge.org/experiencereaders • Illustrations and activities aid students’ understanding of the texts. • Free online resources including lesson plans, guides and worksheets. • Available in American English. cambridge.org/experiencereaders Starter Level Starter/Beginner: 250 Headwords Original Fiction: FINALIST Language Learner Literature Award Adventure A Little Trouble in California by Richard MacAndrew Original Fiction: FINALIST Language Learner Literature Award Fantasy Gone! by Margaret Johnson Original Fiction: Quick Change! by Margaret Johnson Fantasy A1 – Level 1 Beginner/Elementary: 400 Headwords Original Fiction: WINNER Language Learner Literature Award Adventure A Little Trouble in Dublin by Richard MacAndrew Original Fiction: Summer Sounds by Marla Bentley Adventure Factbooks Amazing Young Sports People by Mandy Loader Hear the inspirational stories of teenagers as they compete in international sporting events. Human Interest WINNER Language Learner Literature Award Harry’s Holiday by Antoinette Moses Human Interest Spider Boy by Margaret Johnson A2 – Level 2 Elementary/Lower-intermediate: 800 Headwords Original Fiction: A Little Trouble in Amsterdam by Richard MacAndrew Adventure Join Andy and Mary as they investigate an art heist in Amsterdam. Original Fiction: Grandad’s Magic Gadgets by Helen Everett-Camplin Comedy Original Fiction: As Others See Us by Nicola Prentis Fantasy Original Fiction: Killer Bees by Jane Rollason Horror Original Fiction: FINALIST Language Learner Literature Award Human Interest Ask Alice by Margaret Johnson Adapted Fiction: Parties and Presents: three short stories by Katherine Mansfield Short Stories Retold by Margaret Johnson Factbooks London by Jane Rollason Factbooks New Zealand by Margaret Johnson

34 | cambridge.org/elt

Paperback 978-8-483-23982-7 978-8-483-23509-6 978-8-483-23809-7 Paperback 978-8-483-23695-6 978-8-483-23995-7 978-8-483-23572-0 978-8-483-23835-6 978-1-107-69061-5 Paperback 978-8-483-23519-5 978-8-483-23522-5 978-1-107-69919-9 978-8-483-23503-4 978-8-483-23958-2 978-8-483-23836-3 978-1-107-61521-2 978-8-483-23488-4

B1 – Level 3 Lower-intermediate: 1300 Headwords Original Fiction: A Little Trouble in the Yorkshire Dales by Richard MacAndrew Adventure Original Fiction: FINALIST Language Learner Literature Award Fantasy Running Wild by Margaret Johnson Original Fiction: The Mind Map by David Morrison Fantasy Original Fiction: Alone! by Jane Rollason Historical Fiction Adapted Fiction: Tales of Terror by Edgar Allan Poe and others Horror Retold by Jane Rollason Factbooks Scotland by Richard MacAndrew B1 – Level 4 Intermediate: 1900 Headwords Original Fiction: Bullring Kid and Country Cowboy by Louise Clover Adventure Original Fiction: FINALIST Language Learner Literature Award Human Interest Two Worlds by Helen Everett-Camplin Explore the “two worlds” of young immigrants to Britain as they adjust to their new lives. Original Fiction: Tasty Tales by Frank Brennan Short Stories Adapted Fiction: Robinson Crusoe by Daniel Defoe Adventure Retold by Nicholas Murgatroyd B2 – Level 5 Upper Intermediate: 2800 Headwords Adapted Fiction: The Mayor of Casterbridge by Thomas Hardy Drama Retold by Tim Herdon Adapted Fiction: Sherlock by Richard MacAndrew Adventure Investigate three mysterious cases with the world-famous London detective. C1 – Level 6 Advanced: 3800 Headwords Original Fiction: Freddie’s War by Jane Rollason Historical Fiction

Paperback 978-8-483-23584-3 978-8-483-23501-0 978-8-483-23537-9 978-8-483-23682-6 978-8-483-23532-4 978-8-483-23579-9 Paperback 978-8-483-23495-2 978-8-483-23566-9 978-8-483-23542-3 978-8-483-23553-9 Paperback 978-8-483-23560-7 978-1-107-62186-2 Paperback 978-8-483-23909-4

Graded Readers

Camb r

ders ea

ngl ge E ish R id

Always Original

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.

A1 A2 B1 B2 C1

• Audio recordings of all titles are available FREE at cambridge.org/readers

Cambridge English Readers Award-winning original fiction for learners of English

• Free lesson plans and worksheets to help your students make the most of extensive reading.

Series Editor: Philip Prowse

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

STARTER TO ADVANCED

• Over 5 million copies sold!

Winner Language Learner Literature Award

cambridge.org/readers

Starter Level Starter/Beginner: 250 Headwords Romance Big Hair Day by Margaret Johnson WINNER Language Learner Literature Award Romance Arman’s Journey by Philip Prowse Human Interest Book Boy by Antoinette Moses WINNER Language Learner Literature Award Human Interest Why? by Philip Prowse Comedy What a Lottery! by Colin Campbell Ghost Story The Girl at the Window by Antoinette Moses Murder Mystery A Death in Oxford by Richard MacAndrew Science Fiction/ WINNER Language Learner Literature Award Horror Let Me Out! by Antoinette Moses Thriller Dirty Money by Sue Leather Thriller The Black Pearls by Richard MacAndrew Thriller The Penang File by Richard MacAndrew Level 1 Beginner/Elementary: 400 Headwords Comedy Help! by Philip Prowse Murder Mystery Bad Love by Sue Leather Murder Mystery Inspector Logan by Richard MacAndrew Murder Mystery John Doe by Antoinette Moses Romance Hotel Casanova by Sue Leather Romance Next Door to Love by Margaret Johnson Short Stories Three Tomorrows by Frank Brennan Thriller Blood Diamonds by Richard MacAndrew Thriller Don’t Stop Now! by Philip Prowse Thriller Just Like a Movie by Sue Leather Thriller Parallel by Colin Campbell Thriller The Big Picture by Sue Leather FINALIST Language Learner Literature Award Thriller The Caribbean File by Richard MacAndrew Thriller Ten Long Years by Alan Battersby Level 2 Elementary/Lower-intermediate: 800 Headwords WINNER Language Learner Literature Award Human Interest Jojo’s Story by Antoinette Moses FINALIST Language Learner Literature Award Human Interest One Day by Helen Naylor Murder Mystery Bad Company by Richard MacAndrew WINNER Language Learner Literature Award Murder Mystery Dead Cold by Sue Leather Murder Mystery Logan’s Choice by Richard MacAndrew Murder Mystery The Double Bass Mystery by Jeremy Harmer Romance Different Worlds by Margaret Johnson FINALIST Language Learner Literature Award Romance Within High Fences by Penny Hancock Science Fiction Superbird by Brian Tomlinson Thriller A Picture to Remember by Sarah Scott-Malden Thriller The Dark Side of the City by Alan Battersby Thriller The Man from Nowhere by Bernard Smith Thriller The New Zealand File by Richard MacAndrew Adventure Apollo’s Gold by Antoinette Moses Short Stories Circle Games by Frank Brennan Level 3 Lower-intermediate: 1300 Headwords Romance Just Good Friends by Penny Hancock Romance Two Lives by Helen Naylor Romance Wild Country by Margaret Johnson 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

Paperback 978-0-521-18365-9 978-0-521-18493-9 978-0-521-15677-6 978-0-521-73295-6 978-0-521-68327-2 978-0-521-70585-1 978-0-521-70464-9 978-0-521-68329-6 978-0-521-68333-3 978-0-521-73289-5 978-0-521-68331-9 Paperback 978-0-521-65615-3 978-0-521-53653-0 978-0-521-75080-6 978-0-521-65619-1 978-0-521-64997-1 978-0-521-60562-5 978-0-521-69377-6 978-0-521-53657-8 978-0-521-60564-9 978-0-521-78813-7 978-0-521-53651-6 978-0-521-79846-4 978-1-107-67425-7 978-1-107-62178-7 Paperback 978-0-521-79754-2 978-0-521-71422-8 978-0-521-17919-5 978-0-521-69379-0 978-0-521-79506-7 978-0-521-65613-9 978-0-521-53655-4 978-0-521-60560-1 978-0-521-65608-5 978-0-521-66477-6 978-1-107-63561-6 978-0-521-78361-3 978-0-521-13624-2 978-0-521-77553-3 978-0-521-63070-2 Paperback 978-0-521-77533-5 978-0-521-79504-3 978-0-521-71367-2 978-0-521-66621-3 978-0-521-75018-9 978-0-521-75016-5 978-0-521-75020-2 978-0-521-14096-6

Level 3 Lower-intermediate: 1300 Headwords FINALIST Language Learner Literature Award Murder Mystery Strong Medicine by Richard MacAndrew FINALIST Language Learner Literature Award Short Stories Tales of the Supernatural by Frank Brennan Thriller Double Cross by Philip Prowse Thriller Eye of the Storm by Mandy Loader Thriller No Place To Hide by Alan Battersby Thriller The House by the Sea by Patricia Aspinall Thriller The Lahti File by Richard MacAndrew Level 4 Intermediate: 1900 Headwords Romance In the House by Margaret Johnson Romance Love in the Lakes by Penny Hancock FINALIST Language Learner Literature Award Romance Staying Together by Judith Wilson Adventure Nothing but the Truth by George Kershaw Ghost Story The Lady in White by Colin Campbell Murder Mystery But Was it Murder? by Jania Barrell WINNER Language Learner Literature Award Murder Mystery Man Hunt by Richard MacAndrew Murder Mystery The Amsterdam Connection by Sue Leather Murder Mystery The University Murders by Richard MacAndrew Short Stories The Fruitcake Special and other stories by Frank Brennan FINALIST Language Learner Literature Award Thriller Berlin Express by Michael Austen Thriller A Matter of Chance by David A. Hill Thriller High Life, Low Life by Alan Battersby Human Interest When Summer Comes by Helen Naylor Level 5 Upper Intermediate: 2800 Headwords Murder Mystery Emergency Murder by Janet McGiffin Murder Mystery Murder by Art by Janet McGiffin Adventure The Sugar Glider by Rod Neilsen Future Thriller Dolphin Music by Antoinette Moses WINNER Language Learner Literature Award Human Interest Dragons’ Eggs by J. M. Newsome Human Interest Forget to Remember by Alan Maley Human Interest In the Shadow of the Mountain by Helen Naylor Romance All I Want by Margaret Johnson Romance Jungle Love by Margaret Johnson Short Stories Windows of the Mind by Frank Brennan Thriller A Tangled Web by Alan Maley Thriller Better Late Than Never by J.M.Newsome Thriller Death in the Dojo by Sue Leather Thriller East 43rd Street by Alan Battersby Level 6 Advanced: 3800 Headwords WINNER Language Learner Literature Award Human Interest A Dangerous Sky by Michael Austen Human Interest Frozen Pizza and other slices of life 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 WINNER Language Learner Literature Award Human Interest The Best of Times? by Alan Maley Romance A Love for Life by Penny Hancock Murder Mystery Deadly Harvest by Carolyn Walker Short Stories The Way Home by Sue Leather Thriller Murder Maker by Margaret Johnson Thriller This Time it’s Personal by Alan Battersby Thriller Trumpet Voluntary by Jeremy Harmer

Paperback 978-0-521-69393-6 978-0-521-54276-0 978-0-521-65617-7 978-0-521-53659-2 978-0-521-16975-2 978-0-521-77578-6 978-0-521-75082-0 Paperback 978-0-521-73224-6 978-0-521-71460-0 978-0-521-79848-8 978-0-521-65623-8 978-0-521-66620-6 978-0-521-78359-0 978-1-107-69269-5 978-0-521-79502-9 978-0-521-53660-8 978-0-521-78365-1 978-0-521-17490-9 978-0-521-77552-6 978-0-521-78815-1 978-0-521-65611-5 Paperback 978-0-521-53662-2 978-0-521-73654-1 978-0-521-53661-5 978-0-521-66618-3 978-0-521-13264-0 978-0-521-18491-5 978-0-521-77551-9 978-0-521-79454-1 978-0-521-75084-4 978-0-521-75014-1 978-0-521-53664-6 978-1-107-67149-2 978-0-521-65621-4 978-0-521-78363-7 Paperback 978-1-107-69405-7 978-0-521-75078-3 978-0-521-65607-8 978-0-521-71604-8 978-0-521-18295-9 978-0-521-73545-2 978-0-521-79946-1 978-0-521-77697-4 978-0-521-54362-0 978-0-521-53663-9 978-0-521-79844-0 978-0-521-66619-0

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. Contact your local representative – see page 95 | 35

Graded Readers

A1 A1+ A2 A2+ B1 B1+ B2 B2+

Cambridge Discovery Education™ Interactive Readers Ideal for adolescent and young adult learners of English BEGINNER TO UPPER INTERMEDIATE Shortlisted British Council ELTons Awards 2015: Innovation in Learner Resources Available in print and digital formats Mummies, Blizzards, Sharks, and Sports: with 96 readers to choose from, these readers will spark your students’ curiosity, whatever their interests and language level. • High-interest topics, thought-provoking interactive activities, and captivating Discovery Education™ video combine to provide a one-ofa-kind reading experience for English learners of all ages. • Students will enjoy choosing from a wide range of subjects – in 8 progressive levels from A1 to B2+ – allowing them to explore fascinating topics at a level that’s just right for them. • Each reader includes access to the Cambridge Learning Management System, with integrated video and audio content and a complete array of automated learning and progress monitoring tools, to help teachers and students maximise the learning experience. • Now available entirely online from the CLMS store. cambridge.org/discoveryreaders

Compelling videos from Discovery Education™ Integrated videos support critical reading and viewing as students embark on ‘Video Quests’ to explore topics in greater detail.

36 | cambridge.org/elt

Level A1: 400 Headwords Book with Online Access code Blizzards: Killer Snowstorms 978-1-107-62164-0 Wild Australia! 978-1-107-62165-7 Paris: City of Light 978-1-107-64577-6 So Cute! 978-1-107-64649-0 Saved! Heroes in Everyday Life 978-1-107-64705-3 A Light in the Night: The Moon 978-1-107-64756-5 Catch a Wave: The Story of Surfing 978-1-107-65191-3 Crocs and Gators 978-1-107-65507-2 It’s Time (To Learn About Time) 978-1-107-66706-8 Cool Jobs 978-1-107-67160-7 Traffic Jams: The Road Ahead 978-1-107-67468-4 Drink Up!* 978-1-107-67854-5 Eat Up!* 978-1-107-68962-6 Genius 978-1-107-67865-1 Jeff Corwin: Wild Man 978-1-107-68039-5 Fantastic Creatures: Monsters, Mermaids, and 978-1-107-69637-2 Wild Men

Level A2+: 900 Headwords Book with Online Access code The City Experiment: Rebuilding Greensburg, 978-1-107-62256-2 Kansas Sushi Nation 978-1-107-63147-2 On the Move: The Lives of Nomads 978-1-107-63293-6 Only in America 978-1-107-63700-9 Survival Guide: Lost in the Mountains 978-1-107-64328-4 Dangerous and Dirty Jobs 978-1-107-64567-7 Bright Lights on Broadway: Theaterland 978-1-107-65022-0 Life Online: The Digital Age 978-1-107-65069-5 Shark Attack 978-1-107-66183-7 The Wheel 978-1-107-66739-6 Bones: And the Stories They Tell 978-1-107-67054-9 Sugar: Our Guilty Pleasure 978-1-107-68146-0 The Science of Light* 978-1-107-68198-9 The Science of Darkness* 978-1-107-65493-8 Sport, Game, or Hobby? 978-1-107-68658-8 Mummies and Myths 978-1-107-68830-8

Level A1+: 450 Headwords Book with Online Access code Life in Mumbai 978-1-107-62167-1 Young and Amazing: Teens at the Top 978-1-107-62252-4 Shoot to Kill: Why We Hunt 978-1-107-62253-1 Are You Listening? The Sense of Hearing 978-1-107-63251-6 Wonders of the World 978-1-107-64298-0 Do Not Disturb: The Importance of Sleep 978-1-107-64682-7 Around Japan in Three Days 978-1-107-66133-2 Alaska: Wild and Free 978-1-107-67464-6 Stealing 978-1-107-67774-6 Feeding Time: The Feeding Habits of Animals 978-1-107-67867-5 Fast: The Need for Speed* 978-1-107-68068-5 Slow Motion: Taking Your Time* 978-1-107-69129-2 Growing Up: From Baby to Adult 978-1-107-68744-8 Your Dream Vacation 978-1-107-69043-1 Lost: The Mystery of Amelia Earhart 978-1-107-69335-7 Deadly Animals 978-1-107-69371-5

Level B1: 1,200 Headwords Book with Online Access code Venice: The Floating City 978-1-107-62163-3 Life on the Edge: Extreme Homes 978-1-107-63028-4 What Are You Afraid Of? Fears and Phobias 978-1-107-65051-0 Get Smart: Our Amazing Brain 978-1-107-65063-3 Weird Weapons 978-1-107-65200-2 Mark Your Territory 978-1-107-65895-0 Our Green Future 978-1-107-67286-4 Losing It: The Meaning of Loss* 978-1-107-68191-0 Found: Discovery and Recovery* 978-1-107-63212-7 Secrets to a Long Life 978-1-107-68378-5

Level A2: 700 Headwords Book with Online Access code The Greatest Invention of All Time 978-1-107-62161-9 Water: Vital for Life 978-1-107-62251-7 Three in One: The Challenge of the Triathlon 978-1-107-62255-5 Empire: Rise and Fall 978-1-107-62844-1 Madagascar 978-1-107-62940-0 What Makes a Place Special? Moscow, Egypt, 978-1-107-63317-9 Australia Slice by Slice: The Story of Pizza 978-1-107-65037-4 Weird Animals 978-1-107-65664-2 Medicine: Old and New 978-1-107-65866-0 Aliens: Is Anybody Out There? 978-1-107-66000-7 The Magic of Music 978-1-107-66558-3 What Are the Odds? From Shark Attack to 978-1-107-66839-3 Lightning Strike Slime: The Wonderful World of Mucus 978-1-107-67343-4 Swing, Slither, Swim 978-1-107-69242-8 The Science of Heat* 978-1-107-69772-0 How Cool is Cold!* 978-1-107-65803-5

Level B1+: 1,400 Headwords Book with Online Access code Altruism: What’s in it for Me? 978-1-107-62262-3 Up in the Air: Our Fight Against Gravity* 978-1-107-63470-1 Down to Earth* 978-1-107-66117-2 The Traditions of Death 978-1-107-63578-4 Gold: Greed and Glory 978-1-107-65260-6 The Placebo Effect: The Power of Positive 978-1-107-62263-0 Thinking Rescued: The Chilean Mining Accident 978-1-107-65519-5 True Colors 978-1-107-66068-7 Punch: All About Boxing 978-1-107-67727-2 Deep Blue: Discovering the Sea 978-1-107-69705-8 Level B2: 1,800 Headwords Book with Online Access code Tragedy on the Slopes 978-1-107-62159-6 Bounce! The Wonderful World of Rubber 978-1-107-64154-9 Skin 978-1-107-64189-1 Turtles: Ancient Symbol/Modern Survivor 978-1-107-66057-1 The Bucket List 978-1-107-66683-2 Water Power: The Greatest Force on Earth 978-1-107-68897-1 Level B2+: 2,000 Headwords Book with Online Access code Avalanche! 978-1-107-62157-2 Poison: Medicine, Murder, and Mystery 978-1-107-62260-9 Money Tree: The Business of Organics 978-1-107-63678-1 Trapped! The Aron Ralston Story 978-1-107-66998-7 Robots: The Next Generation? 978-1-107-67762-3 Lift Off: Exploring the Universe 978-1-107-69249-7

*Unique paired reader sets for levels A1 to B1+ feature interrelated topics for expanded reading options Also available entirely online as interactive ebooks through Cambridge Learning Management System. Contact your local Cambridge University Press representative

Grammar

The world’s best-selling elementary grammar book for learners of English

A1 A2 B1

Essential Grammar in Use Fourth edition Raymond Murphy ELEMENTARY TO PRE-INTERMEDIATE Essential Grammar in Use Fourth edition is a self-study reference and practice book for elementary-level learners, used by millions of people around the world. This edition retains the key features of clarity and ease-of-use that have made the book so popular with learners and teachers alike. Designed to be flexible, the Fourth edition is available both with and without answers, making it perfect for self-study, but also suitable for reinforcement work in the classroom. For learners who want the flexibility of studying with both print and digital content, the Essential Grammar in Use interactive ebook with audio can be purchased with the printed book. The ebook works on iPads and Android tablets, as well as desktop and laptop computers. It can also be purchased through the Cambridge Bookshelf app on the App Store and Google Play.

• 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. • Two-page units in an easy-to-use format, with clear explanations of grammar points on each left-hand page and exercises to check understanding on the right. • The Study Guide helps learners to identify the most useful language areas to study. cambridge.org/chooseinuse Book with answers and Interactive ebook Book with answers Book without answers Interactive ebook

Essential Grammar in Use Supplementary Exercises Third edition Helen Naylor with Raymond Murphy To accompany Essential Grammar in Use Fourth edition. 185 varied exercises to provide learners with extra practice of the grammar covered in the main book. Book with answers

978-1-107-48061-2

978-1-107-48053-7 978-1-107-48055-1 978-1-107-48056-8 978-1-107-48060-5

Available in American English Basic Grammar in Use Fourth edition Raymond Murphy with William R. Smalzer HIGH BEGINNER TO LOW INTERMEDIATE Student’s Book with answers and Interactive ebook Student’s Book with answers Student’s Book without answers

978-1-316-64673-1 978-1-316-64674-8 978-1-316-64675-5

A1 A2 B1 B2 C1 C2

Active Grammar See also

Level 1 and 2: Fiona Davis and Wayne Rimmer Level 3: Mark Lloyd and Jeremy Day Series editor: Penny Ur ELEMENTARY TO ADVANCED A grammar reference and practice series suitable for classroom use or self-study.

• NEW Cambridge Grammar and Writing Skills Page 22

cambridge.org/activegrammar Active Grammar Book with answers and CD-ROM Book without answers and CD-ROM Book with answers and CD-ROM Book without answers and CD-ROM Book with answers and CD-ROM Book without answers and CD-ROM

Level 1 978-0-521-73251-2 978-0-521-17368-1 Level 2 978-0-521-17599-9 978-0-521-15359-1 Level 3 978-0-521-15250-1 978-0-521-15247-1

FREE Teacher’s Guide available online

37 | cambridge.org/elt

Contact your local representative – see page 95 | 37

Grammar

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

B1 B2

English Grammar in Use Fifth edition Raymond Murphy INTERMEDIATE TO UPPER INTERMEDIATE English Grammar in Use is the world’s best-selling grammar book for learners of English. • The Fifth edition retains all the key features of clarity and ease-of-use that have made the book so popular with learners and teachers alike. • Designed to be flexible, English Grammar in Use is available both with and without answers, making it perfect for self-study, but also suitable for reinforcement work in the classroom. • For learners who want flexibility in how they study, the English Grammar in Use interactive ebook with audio can be purchased with the printed book. The ebook works on iPads and Android tablets and desktop computers. It can also be purchased through the Cambridge Bookshelf app on the App Store and Google Play. • The Study Guide helps learners to identify the most useful language areas to study. Unit

English Grammar in Use mobile app

Advanced Grammar in Use Third edition

Raymond Murphy’s English Grammar in Use is more mobile than ever! The mobile app features all 145 grammar units from the bestselling Fourth edition book, specially redesigned for smartphones and tablets. With explanations and interactive exercises, a study guide, integrated audio and automatic checking of answers, it is the only grammar app that an intermediate learner of English will ever need. • Fully downloadable and available from the Google, Amazon and Apple app stores. • Try before you buy – download the FREE Starter Pack of six units and the Study Guide. B1 B2

English Grammar in Use Online with Learning Management System • All of the content from the Fourth edition book available online as a renewable subscription with Learning Management System. Unit Exercises

1 • Find out more at insidegrammar.cambridge.org

Present continuous (I am doing)

C1 C2

1.1

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

Study this example situation:

Sarah is in her car. She is on her way to work. She’s driving to work. (= She is driving …)

hide

scratch 2

take

tie

wave 4

Available in American English

This means: she is driving now, at the time of speaking. The action is not finished.

Martin Hewings UPPER INTERMEDIATE TO ADVANCED Advanced Grammar in Use Third edition is a self-study reference and practice book for advanced-level learners, used by millions of people around the world. Designed to be flexible, the Third edition is available both with and without answers, making it perfect for self-study, but also suitable for reinforcement work in the classroom. For learners who want the flexibility of studying with both print and digital content, the Advanced Grammar in Use interactive ebook with audio can be purchased with the printed book. The ebook works on iPads and Android tablets, as well as desktop and laptop computers. It can also be purchased through the Cambridge Bookshelf app on the App Store and Google Play. • 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. • Provides ideal support for learners preparing for IELTS, C1 Advanced and C2 Proficiency examinations. cambridge.org/chooseinuse

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 2 He 3

driving working doing etc.

a picture.

4 5 6

his head. behind a tree. to somebody.

• Grammar in Use Intermediate The sentences on the right follow those on the left. Which sentence goes with which? Fourth edition 1 f a I’m getting hungry. 1 Please don’t make so much noise. Raymond Murphy with William R.lying.Smalzer 2 b They’re 2 We need to leave soon. 3 c It’s starting to rain. 3 I don’t have anywhere to live right now. 4 They’re trying to sell it. 4 I need to eat something soon. INTERMEDIATE TO UPPER deINTERMEDIATE 5 It’s getting late. 5 They don’t need their car any more. 6 f I’mand trying to work. 6 Things are not so good atwith work. answers Student’s Book 7 7 It isn’t true what they say. g I’m staying with friends. 8 8 We’re going to get wet. h The company is losing money. Interactive ebook 978-1-108-61761-1 1.3 Write questions. Use the present continuous. Student’s Book with answers 978-1-108-44945-8 1 What’s all that noise? What’s happening? (what / happen?) 2 What’s the matter? (why / you / cry?) Book without answers 978-1-108-44939-7 3 Student’s Where’s your mother? (she / work / today?) 4 I haven’t seen you for ages. (what / you / do / these days?) 5 Interactive Amy is a student. ebook (what / she / study?) 978-1-108-44938-0 a shoelace. the road.

1.2

I am doing something = I started doing it and I haven’t finished; I’m in the middle of doing it. Please don’t make so much noise. I’m trying to work. (not I try) ‘Where’s Mark?’ ‘He’s having a shower.’ (not He has a shower) Let’s go out now. It isn’t raining any more. (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? Sometimes the action is not happening at the time of speaking. For example: Steve is talking to a friend on the phone. He says: I’m reading a really good book at the moment. It’s about a man who …

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.

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 starting, beginning

changing, improving increasing, rising, falling, growing

Is your English getting better? (not Does your English get better) The population of the world is increasing very fast. (not increases) At first I didn’t like my job, but I’m starting to enjoy it now. (not I start)

Present continuous and present simple ➜ Units 3–4

Present tenses for the future ➜ Unit 19

English Grammar in Use Fifth edition Book with answers and interactive ebook Book with answers Book without answers Interactive ebook Supplementary Exercises Book with answers

38 | cambridge.org/elt

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6 Who are those people? 7 I heard you started a new job. 8 We’re not in a hurry.

1.4

(what / they / do?) (you / enjoy / it?) (why / you / walk / so fast?)

Put the verb into the correct form, positive (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) any more. 3 You can turn off the radio. (I / listen) to it. 4 Kate phoned last night. She’s on holiday with friends. (She / have) a great time and doesn’t want to come back. 5 Andrew started evening classes recently. (He / learn) Japanese. 6 Paul and Sarah have had an argument and now (they / speak) to one another. 7 The situation is already very bad and now (it / get) worse. 8 Tim (work) today. He’s taken the day off. 9 (I / look) for Sophie. Do you know where she is? 10 The washing machine has been repaired. (It / work) now. 11 (They / build) a new hospital. It will be finished next year. 12 Ben is a student, but he’s not very happy. (He / enjoy) his course. 13 (The weather / change). Look at those clouds. I think it’s going to rain. 14 Dan has been in the same job for a long time. (He / start) to get bored with it.

Scan these codes to download the Cambridge Bookshelf app!

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GRAMMAR AND BEYOND

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BEGINNER TO ADVANCED Are you looking to teach grammar used in real-world speech and writing with a focus on developing academic writing skills? • Grammar topics were carefully chosen based on extensive research in order to expose students to real-world language. • Academic writing practice – Students develop valuable skills for college composition and mainstream classes by applying the grammar to writing at the end of each unit. • With a focus on using grammar to accomplish rhetorical goals, students will learn the most useful grammar for their writing assignments. • Vocabulary introduced in the readings supports the unit theme and is recycled in charts and activities to help students acquire the meaning naturally. Extensive digital practice • Online Workbook reinforces and practices what students learn in class. • Writing Skills Interactive helps students master writing skills such as avoiding repetition, paragraph unity, and concluding sentences. cambridge.org/grammarandbeyond

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 sInteractive Pack* Online Grammar Workbook (Standalone for Students) via Access Card Class Audio CD (1) Enhanced Teacher’s Manual with CD-ROM

Are you looking for a contextualized grammar book to use on its own or alongside other academic English course books? • Clear grammar presentation and practice guides learners to understand the form, meaning, and usage of each grammar point. • Clear charts and practice activities allow teachers to cover a broad range of learner outcomes. • ‘Avoid Common Mistakes’ sections help students to identify and correct their most commonly made errors to develop self-editing skills and improve their speaking and writing. • Access to self-grading online practice and assessment means less time spent correcting. cambridge.org/essentials

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*Available in split volume editions.

Contact your local representative – see page 95 | 39

Dictionaries “A superb resource for advanced learners.” Terry Phillips, EL Gazette

B2 C1 C2

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Cambridge Advanced Learner’s Dictionary

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Cambridge English Pronouncing Dictionary

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Cambridge Essential English Dictionary Second edition BEGINNER TO PRE-INTERMEDIATE Ideal for A2 Key, B1 Preliminary and Pre A1 Starters, A1 Movers and A2 Flyers test preparation The Cambridge Essential English Dictionary contains short definitions that are easy to understand, and lots of example sentences to put the language into context. Carefully mapped to English Profile, it clearly marks essential vocabulary that learners need to know at A1–B1 levels and helps them prioritise learning. • ‘Common Error’ boxes, based on the Cambridge Learner Corpus, help students avoid mistakes that learners of English typically make. • Hundreds of illustrations and sixteen pages of colour pictures aid vocabulary learning and make it ideal for self-study.

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See also

Informed by the unique Cambridge Business Corpus, this dictionary includes over 35,000 business-specific words, phrases and meanings and help with how to use English naturally in business situations.

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40 | cambridge.org/elt

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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.

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Exams | English Language Teaching

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Contact your local representative – see page 95 | 41

Exams | English Language Teaching

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Exam Booster

cambridge.org/prepare Each Exam Booster features effective exam and language practice. The Exam Booster can be used flexibly by skill or exam task alongside a course book. See page 46 for details

Levels 6 and 7 now available! Revised 2020 A2 Key for Schools and B1 Preliminary for Schools exams Prepare Second edition Student's Book Student's Book and Online Workbook Workbook with Audio Download   Teacher's Book with Downloadable Resource Pack (Class Audio, Video and Teacher's Photocopiable Worksheets) Presentation Plus Software* Test Generator*

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*Contact your local Cambridge University Press representative for details. 42 | cambridge/exams – Official Cambridge Exam Preparation

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Exams | English Language Teaching

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* For Complete First and Complete Advanced Second editions – Teacher’s Book with Teacher’s Resources CD-ROM **For Complete Advanced Second edition – Class Audio CDs (3) ebooks are also available. For further information please visit cambridge.org/ebook Contact your local representative – see page 95 | 43

Exams | English Language Teaching

A2 B1 B2 C1

B2 C1 C2

Compact

Objective

Sue Elliot, Amanda Thomas, Barbara Thomas, Laura Matthews, Peter May, Emma Heyderman, Frances Treloar, Susan White ELEMENTARY TO ADVANCED

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*Teacher’s Book for Objective Proficiency and Objective IELTS doesn’t include Teacher’s Resources Audio CD/CD-ROM. For Objective First and Objective Advanced Fourth editions, no Audio CD † Includes Downloadable Software instead of CD-ROM **For Objective Advanced Fourth edition and Objective IELTS – Class Audio CDs (3) 44 | cambridge/exams – Official Cambridge Exam Preparation

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Exams | English Language Teaching

A2 B2 B2 C1

Practice Tests ELEMENTARY TO ADVANCED The only official range of authentic practice material available anywhere. Each set contains four complete tests to help you prepare for test day.

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• Cambridge English Young Learners 3 Page 19

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Keep in touch with the latest news and resources: practicemakesperfect.cambridge.org

Cambridge English Advanced 2* Student’s Book without 978-1-316-50447-5 answers Student’s Book with answers 978-1-316-50450-5 Audio CDs (2) 978-1-316-50448-2 Student’s Book with answers 978-1-316-50449-9 with Audio Cambridge English Advanced 3 Student's Book without 978-1-108-43120-0 answers Student's Book with answers 978-1-108-43121-7 Student's Book with answers 978-1-108-43122-4 with Audio Audio CDs (2) 978-1-108-43123-1 *Online versions of these tests also available on

• Storyfun Second edition Page 18 • NEW Fun Skills Page 19 • Fun for Starters, Movers and Flyers Fourth edition Page 19

Contact your local representative – see page 95 | 45

Exams | English Language Teaching

A2 B1 B2 C1

Cambridge English Exam Boosters Caroline Chapman, Helen Chilton, Sheila Dignen, Mark Fountain, Frances Treloar and Susan White

A2 B1 B2 C1 C2

Trainers The Trainer books contain six full practice tests, expert guidance, and exam tips. The first two tests are fully guided, with step-by-step advice on tackling each paper. Answer keys provide clear explanations, including model answers for the Writing papers. • Extra practice activities, informed by the Cambridge Learner Corpus, focus on areas where students at each level typically need most help and train them to avoid common mistakes. • ‘For Schools’ Trainers offer full teacher’s notes in the ‘with answers’ editions. For 2020 Revised Exam A2 Key for Schools Trainer 1 Six Practice Tests with Answers and Teacher’s Notes 978-1-108-52580-0 with Downloadable Audio Six Practice Tests without answers with Downloadable 978-1-108-52581-7 Audio B1 Preliminary for Schools Trainer 1 Six Practice Tests with Answers and Teacher's Notes 978-1-108-52888-7 with Downloadable Audio Six Practice Tests without Answers with Downloadable 978-1-108-52887-0 Audio

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46 | cambridge/exams – Official Cambridge Exam Preparation

Focus on essential exam practice with the Exam Boosters. Maximise learners’ potential with dedicated exam task practice for class or home study. Use alongside a coursebook or as intensive exam practice. 48 ‘Exam Tasks’ practise each part of the exam three times while ‘Exam Facts’ provide practical information about each task. ‘Exam Tips’ provide useful advice on how to approach the exercises and ‘Get it right’ boxes highlight typical candidate errors in the exam. For 2020 Revised Exam NEW A2 Key and Key for Schools Student’s Book without Answer Key with Audio NEW A2 Key and Key for Schools Teacher’s Book with Answer Key with Audio NEW B1 Preliminary and Preliminary for Schools Student’s Book without Answer Key with Audio NEW B1 Preliminary and Preliminary for Schools Teacher’s Book with Answer Key with Audio First and First for Schools Student’s Book without Answer Key with Audio First and First for Schools Teacher’s Book with Answer Key with Audio Advanced Student's Book without Answer Key with Audio Advanced Teacher's Book with Answer Key with Audio

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IELTS

LEVELS: LEVELS:

LEVEL 1 FOUNDATION Target BandLEVEL 5.5

FOUNDATION

LEVELS: LEVEL

FOUNDATION LEVELS:

A2 B1 B2 C1

A2 B1 B2 C1 C2

The Official Cambridge Guide to IELTS Pauline Cullen, Amanda French and Vanessa Jakeman BEGINNER TO ADVANCED The Official Cambridge Guide to IELTS is the definitive guide to IELTS from the experts in the test itself, Cambridge Assessment English. The most thorough and authoritative preparation available for this high stakes exam, it includes language and skills development, with a focus on test-taking strategy, to help students maximise their band-score. • Suitable for students at all levels covering both the Academic and General Training modules. • Exercises are based on research into real IELTS candidates’ exam answers – and the mistakes they make, so that you don’t make the same ones! • Eight practice tests ensure that students are completely familiar with the exam and are able to perform with confidence. • Videos of the Speaking test provide a head start in a part of the exam which is tricky to prepare for. • Includes more than 100 ‘must have’ Exam and Study Tips. cambridge.org/officialguideielts Student’s Book with answers with DVD-ROM

978-1-107-62069-8

Official Cambridge Guide to IELTS app • Easy access to all the course audio and video material. • Introduction available in Arabic, Chinese, Japanese, Korean, Italian, Russian, Spanish and Turkish.

Mindset for

LEVEL

LEVEL LEVEL 1 Target Band 5.5

2 LEVEL 2 LEVEL LEVEL33 Target Band 6.5 Band 7.5 Target Band 6.5 TargetTarget Band 7.5

LEVELS: LEVEL 1 COMPONENTS:LEVEL 2 COURSE Target Band 5.5 Target Band 6.5 FOUNDATION LEVEL 1

LEVEL 2

LEVEL 3 Target Band 7.5 LEVEL 3

Student’s Book (print and digital) Target Band 5.58 topic-based Target Band 6.5by skill, Target Band 7.5 COURSE COMPONENTS: LEVELCORE TOPICS units, organised FOUNDATION LEVEL 1 & SKILLS LEVEL 2 60-90 hours of teaching per level LEVEL 3 provide IELTS (levels 1, 2 and 3) LEVELS: LEVEL Target Band 5.5 Target Band 6.5 Target Band 7.5

Student’s Book (print8 and digital) COURSE COMPONENTS: hours of practice per skill, per level:

COURSE COMPONENTS: Greg Archer, Joanna Kosta, LucyCORE Passmore, • Speaking by skill, 8 topic-based units, organised TOPICS SKILLS • Writing FOUNDATION LEVEL 1 ONLINE60-90 LEVEL 2 LEVEL 3 teaching level (print and digital) LEVELS: provide Reading Bookper MODULES hours of•Student’s Jishan Uddin, Susan LEVELS: Hutchison,& SKILLS units, organised by skill, CORE1,TOPICS •8 topic-based Listening LEVEL Target Band 5.5(levels Target 6.5 Target Band 7.5 2 and 3) Band provide 60-90 hours of teaching per level • Grammar and Vocabulary & SKILLS Book (print Student’s and Claire Wijayatilake, Peter Crosthwaite, 1, 2 digital) and 3) LEVEL 1 (levels LEVEL 2 LEVEL 3 COURSE COMPONENTS:FOUNDATION LEVEL Target Band 5.5 Target Band 6.5 Target 8 topic-based units, organised by skill, FOUNDATION LEVEL 1 LEVEL 2 LEVELBand 3 7.5 CORE TOPICS Natasha De Souza, Marc Loewenthal LEVELS: ACADEMIC 68hours of practice to get ready for the challenges hours of practice per skill, per level: hoursper of teaching per levelTarget 8provide hours of60-90 practice skill, per level: LEVEL & SKILLSTarget Band 5.5 Target Band 6.5 Band 7.5 of studying a university-level course • Speaking STUDY SKILLS (levels 1, 2SKILLS and 3) •ONLINE Speaking Writingdigital) Student’s Book (print ELEMENTARY TO UPPER INTERMEDIATE FOUNDATION LEVEL 1 • and LEVEL 2 LEVEL 3 • Reading MODULES ONLINE SKILLS • topic-based Writing Target COURSE COMPONENTS: LEVEL8 Bandorganised 5.5• ListeningTarget Band 6.5 Target Band 7.5 units, by skill, COURSE COMPONENTS: CORE TOPICS 6 hours of practice per module: 60-90 teaching hours Grammar andper Vocabulary • Reading Pronunciation and level Speaking for Chinese speakers MODULES provide 60-90 hours of •teaching & SKILLS LANGUAGE

• Spelling and Writing for Chinese speakers hours of practice per skill, per level: Student’s Book (print and digital) • 8Listening

(levels 1,TOPICS 2 and 3) Spelling andunits, Vocabulary for Arabic SPECIFIC AND 8• topic-based organised by skill,speakers CORE Step inside a space that lives and breathes IELTS. • Grammar Speaking • and Writing60-90 for Arabic 6 hours of practice to readyper forlevel the challenges Student’s Book (printprovide digital) •PLUS and Vocabulary ACADEMIC hoursspeakers of get teaching MODULES COURSE COMPONENTS: COURSE COMPONENTS: & SKILLS • Speaking Plus ONLINE SKILLS of studying a university-level course (levels 1, 2 and 3) Cambridge University Press in collaboration with • Writing STUDY SKILLS 8 topic-based units, organised by skill, CORE TOPICS • Writing Plus •hours Reading Cambridge Assessment English, the organisation 8 of practice skill,Book per level: (print and digital) provide 60-90 hours per ofStudent’s teaching per level &MODULES SKILLS hours of practice per skill, per level: 88 units, organised by skill, 6topic-based hourstoofCambridge practice per module: • Speaking Listening LEVELS: (levels Access English •6CORE 1,TOPICS 2 and 3) (print •get Speaking that produces the IELTS test, brings you a course Student’s Book and digital) hours of practice to ready for thepractice challenges provide 60-90 hours ofSpeaking teaching perChinese level speakers ACADEMIC • Pronunciation and for & SKILLS authentic IELTS Academic ONLINE SKILLS •(levels Writing • Grammar and Vocabulary ONLINE SKILLS 1, 2 and 3)Writing •of Writing • Spelling and for Chinese speakers 8LANGUAGE topic-based units, organised by skill, tests online CORE studying a university-level course that gets you into the MINDSET of theSTUDY exam. TOPICS • Reading MODULES SKILLS FOUNDATION Vocabulary LEVEL 1 • Spelling andLEVEL 2for Arabic speakersLEVEL 3 SPECIFIC AND

MODULES

•provide Reading Listening 60-90 hours of•• teaching perspeakers level Writing for Arabic Target Band 5.58• hours Target Band 6.5 MODULES Grammar and Vocabulary of practice per skill, per level: Target Band 7.5 8 hours skill, per • Speaking Plus level: •(levels Listening 1,of2 practice and 3) per • Speaking • Writing Plus SKILLS Speaking • Writing 6Grammar hours of practice to get ready for the challenges ••ONLINE and Vocabulary •6 hours Reading of practice to get ready for the challenges hours of practice per module: ACADEMIC •6MODULES Writing of studying a university-level course •Access ofListening studying a university-level to Cambridge English course SKILLS and Speaking •8STUDY Pronunciation for Chinese speakers COURSE •COMPONENTS: •authentic Grammar and Vocabulary Reading Academic practice MODULES hours of practice per skill,IELTS per level: tests online LANGUAGE Spelling and Writing for Chinese speakers •6•• hours Listening Speaking • Suitable for students preparing for IELTS of practice to Student’s ready forperthe challenges ACADEMIC 6get hours of Book practice module: (print and digital) •• Grammar Spelling and Vocabulary for Arabic speakers ONLINE SKILLS 6• hours of practice toSpeaking get ready the challenges SPECIFIC AND ACADEMIC •of and Vocabulary Writing Pronunciation and forfor Chinese speakers 8 topic-based units, organised by skill, CORE TOPICS a university-level course Academic. 6studying hours of per module: of a university-level course STUDY SKILLS LANGUAGE • studying Spelling and Writing for Chinese STUDY SKILLS ••& Writing forpractice Arabic speakers provide 60-90 hours of teaching perspeakers level SKILLS Reading MODULES PLUS MODULES •Speaking Spelling and3) Vocabulary for Arabic speakers (levels 1, 2 and SPECIFIC AND • Pronunciation and for Chinese speakers •• Speaking Plus • Choose a pathway to suit your students’ • Writing for Arabic speakers Listening PLUS MODULES LANGUAGE Spelling and Writing for Chinese speakers Speaking Plus per 6• hours of practice module: • • Writing Plus precise needs. Grammar and Vocabulary 6• hours of practice to 8•get ready forper the ofPlus practice skill,challenges per • hours Writing ACADEMIC Pronunciation and Speaking for level: Chinese speakers •hours Spelling and Vocabulary for Arabic speakers SPECIFIC AND 6LANGUAGE of practice per•• Speaking module: Spelling and Writing for Chinese speakers of studying a university-level course ONLINE SKILLS •• Writing STUDY SKILLS • Pronunciation Writing AND for Arabic speakers • Topic-based units deal with all four skills in turn Spelling andfor Vocabulary for Arabic speakers SPECIFIC • and Speaking Chinese speakers PLUS MODULES Access to for Cambridge English •• Reading MODULES Writing Arabic speakers MODULES • Spelling Speaking Plus Access to Cambridge authentic IELTS practice ••for Listening •PLUS and WritingEnglish Chinese speakers so it’s easy to find what you want. LANGUAGE Speaking Plus Academic tests online 6 hours ofIELTS practice to•• get ready for the challenges Grammar and Vocabulary ACADEMIC Writing Plus Writing Plus authentic Academic practice • • Spelling and Vocabulary for Arabic speakers SPECIFIC AND • Includes special online modules for Arabic studying a university-level course tests online 6•ofhours offor practice per module: STUDY SKILLS Writing Arabic speakers MODULES Access 6 hourstoofCambridge practice toEnglish get ready for the challenges students in Writing, and Spelling andPLUS Vocabulary. ••ACADEMIC Pronunciation forAcademic Chinese speakers Speaking Plus and Speaking authentic IELTS practice of studying a university-level course STUDY to SKILLS Cambridge English online ••Access Spelling and Writingtests for Chinese speakers Writing Plus • Each unit provides extra online practiceLANGUAGE in Speaking, IELTS Academic •6authentic Spelling Vocabulary forpractice Arabic speakers hours ofand practice per module: SPECIFIC AND 6 hours of practice per module: Writing, Reading, Listening and Grammar and online ••tests Writing for Arabic speakers Pronunciation and Speaking forandChinese • Pronunciation Speaking forspeakers Chinese speakers MODULES Vocabulary to work on weaker areas. PLUS LANGUAGE • Spelling and Writing for Chinese speakers Access to Cambridge •• Speaking PlusWritingEnglish LANGUAGE Spelling and for Chinese speakers • Spelling and Vocabulary for Arabic speakers SPECIFIC AND authentic IELTS Academic practice • Writing for Arabic Arabic speakers •PLUS Plus • Writing Spelling and Vocabulary for speakers • Corpus-informed first language specific modules AND MODULES SPECIFIC • Speaking Plus tests online • Writing for Arabic speakers • Writing Plus help students avoid common mistakes. PLUS MODULES • Speaking Plus Access to Cambridge English • Academic Study Skills module gives students the Access to Cambridge English • Writing Plus authentic IELTS Academic practice authentic IELTS Academic practice confidence they need to start a university course. tests online tests online • Get the most out of Mindset for IELTS with FREE Access to Cambridge English Online Training at cambridge.org/ctd/online-training authentic IELTS Academic practice tests online

& SKILLS Designed to help students achieve exam excellence, Mindset takes you on a journey that can be tailored to ACADEMIC ONLINE SKILLS your individual requirements. STUDY SKILLS

LEVELPLUS

cambridge.org/mindset

• Individual skills guides available to buy and download.

“This is one of the best IELTS coursebooks I’ve come across. It is comprehensive in coverage, with a clean modern layout, and could be used for self-study, as a classroom coursebook, or for supplementary materials in class. Highly recommended.” êêêêê Amazon customer

Mindset for IELTS Student’s Book with Testbank and Online Modules Teacher's Book with Class Audio Presentation Plus*

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*Contact your local Cambridge representative for more information.

See also • IELTS Practice Tests page 48 Page 85

Contact your local representative – see page 95 | 47

IELTS

A1 A2 B1

New Insight into IELTS Vanessa Jakeman and Clare McDowell UPPER INTERMEDIATE 50 teaching hours, extendable to 90 This course gradually builds up the skills, language and test techniques that students need to approach IELTS with confidence. It explores the test paper by paper, giving an exam overview as well as looking in detail at the various task types and giving handy test tips for each. • Suitable for classroom or self-study use. • Appropriate for both Academic and General Training candidates. • Includes supplementary activities for use in the classroom or as homework. • Student’s Book with Testbank offers four online practice tests for IELTS. Student’s Book with answers Student’s Book with answers with Testbank Student’s Book Audio CD Student’s Book Pack (Student’s Book with answers and Student’s Book Audio CD) Workbook with answers Workbook Audio CD Workbook Pack (Workbook with answers and Workbook Audio CD)

See also • Mindset for IELTS Page 47 • IELTS Trainer 2 Page 46

978-0-521-68089-9 978-1-316-60245-4 978-0-521-68092-9 978-0-521-68095-0 978-0-521-68090-5 978-0-521-68094-3

B1 B2 C1 C2

IELTS Life Skills Official Cambridge Test Practice

Cambridge IELTS Practice Tests

BEGINNER TO INTERMEDIATE

Official range of authentic practice tests for IELTS.

IELTS Life Skills is an exam for people who need to prove their English speaking and listening skills at CEFR levels A1 or B1 for UK visa requirements. The test is available at two levels: IELTS Life Skills - A1 Speaking and Listening and IELTS Life Skills B1 Speaking and Listening.

cambridge.org/exams

• Each Student’s Book includes four practice tests for the exam at the chosen level with a full answer key. • Contains an introduction to the exam with information about what to expect and guidelines for teachers on how to assess students. • Includes model Speaking answers, practice exercises and exam tips to support candidates. • Ideal for class or group-based study. A1 Student's Book with answers and Audio Audio CD B1 Student's Book with answers and Audio Audio CD

978-1-316-50712-4 978-1-316-50711-7 978-1-316-50715-5 978-1-316-50714-8

978-0-521-68096-7

B1 B2 C1 C2

Official IELTS Practice Materials INTERMEDIATE TO PROFICIENCY Contains complete samples of the Reading, Listening, Writing and Speaking tests, together with sample answers for candidates to test themselves. It is suitable for students preparing for Academic or General Training modules. Vol 1 Paperback with CD-ROM Vol 2 Paperback with DVD-ROM

978-1-906438-46-3 978-1-906438-87-6

Authentic practice tests for Cambridge English exams and IELTS are also available online. Testbank.org.uk

48 | cambridge/exams – Official Cambridge Exam Preparation

INTERMEDIATE TO PROFICIENCY

Cambridge IELTS 10 Student’s Book with answers Audio CDs (2) Student’s Book with answers with Audio Cambridge IELTS 11 Academic* Student’s Book with answers Student’s Book with answers with Audio Audio CDs (2) Cambridge IELTS 11 General Training* Student’s Book with answers Student’s Book with answers with Audio Audio CDs (2) Cambridge IELTS 12 Academic* Student’s Book with answers Student’s Book with answers with Audio Audio CDs (2) Cambridge IELTS 12 General Training* Student’s Book with answers Student’s Book with answers with Audio Audio CDs (2) Cambridge IELTS 13 Academic Student's Book with answers Student's Book with answers with Audio Cambridge IELTS 13 General Training Student's Book with answers Student's Book with answers with Audio Cambridge IELTS 14 Academic Student's Book with answers Student's Book with answers with Audio Cambridge IELTS 14 General Training Student's Book with answers Student's Book with answers with Audio NEW Cambridge IELTS 15 Academic Available June 2020 Student's Book with answers with Audio NEW Cambridge IELTS 15 General Training Available June 2020 Student's Book with answers with Audio

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*Online versions of these tests also available on †Student’s Book with answers and Audio CDs (2) Cambridge IELTS sets 5–10 each contain four complete tests for the Academic module plus two General Training tests for the Reading and Writing papers.

Cambridge Lower Secondary | English as a Second Language

B1 B1+ B2 LOWER SECONDARY 11 TO 14 YEARS

The power of nature

Cambridge Global English

● Imagine a day without electricity. What would it be like?

BEGINNER TO INTERMEDIATE

1 2 3 4

With internationally-relevant topics ranging from great expeditions and leisure to climate and handling data, the series takes a cross-curricular approach to give students the English skills they need for confidence in the classroom and beyond. Part of a 10-stage series, Stages 7–9 follow the Cambridge Lower Secondary English as a Second Language curriculum framework and prepare students for the optional Checkpoint test.

What is a wind turbine?

• Unit-by-unit teaching notes, answer keys, photocopiable activities and cross-curricular links so you can confidently plan and lead your lessons • Unit overviews provide a snapshot of lesson objectives, as well as the language and skills covered • Comes with access to the digital resource on Cambridge Elevate, which includes all the information in the print guide along with editable versions of lesson plans and worksheets

“The structure is well-sequenced. It’s user-friendly. Each unit has clear aims and objectives.”

The blades on a wind turbine are moved by the wind. This creates energy that drives a generator.

As the century goes on, more and more people will be using renewable energy.

7: Energy resources

Write sentences using the verbs in brackets in the future continuous.

1 By 2030 most people in cities (drive) electric cars. 2 Water, wind In volcanic areas, the radioactive substances, such as and the sun (produce) most of the power we need by the uranium, in the rock release geothermal energy middleunderground. of the century. This forces water and steam to the surface, which is used to like Sweden and Costa Rica (generate) all their 3 Very soon, countries drive generators. In non-volcanic areas, where there are hot electricity from renewable sources. rocks underground but no water, a pump forces cold water 4 and Countries into the ground. It then rises as hot water steam. that have a lot of sunlight (export) solar energy to countries which have less sunlight. 5 In 50 years’ time, people (not / use) fossil fuels to provide electricity. 6 What’s your opinion? (everyone / use) only renewable energy by the end of Water can be used to generate energy in several ways. The movement Coal, oil and natural gas are the century? of waves in the sea, a fast-ﬂowing river, water coming down a waterfall fossil fuels. They are burned and water released from a dam can all generate power. to produce electricity.

Solar energy is produced either by solar cells or solar panels. Solar cells (photovoltaic cells) convert sunlight into electrical energy. Solar panels don’t generate electricity; they heat water that is pumped through them.

Speaking 4

Group and paired activities provide opportunities for learners to improve their speaking and listening skills.

Teacher’s resources • Pre-prepared tests in every unit help you understand learner progress, and support your lesson planning

Use of English feature shows grammar in context.

What are radioactive substances?

Use the future continuous to talk about what will be happening at a particular time in the future. will be verb + -ing

• Explore the English language through tropical rainforests, soap operas and the world of work

Want to take a look inside a coursebook? Go to www.cambridge.org/global-english-7

Work in pairs. Ask and answer these questions.

Use of English: Future continuous

• Provide learners with the skills and vocabulary to be confident in conversational and academic English

• Develop collaboration and communication skills with group projects, including planning a party and designing a product

Read the descriptions of various sources of energy. Which are renewable and which are non-renewable?

What is the difference between fossil fuels and nuclear fuels? Can you only produce geothermal energy in volcanic areas? Give reasons for your answers. 5 Which of the energy sources described would be most suitable for future energy provision in your country and why?

Coursebooks

• Improve your learners’ listening skills with varied audio extracts, including adverts, commentaries and stories

Cross-curricular content to develop learners' scientific vocabulary.

Reading

Chris Barker and Libby Mitchell Annie Altamirano

Work in groups. Discuss the advantages and disadvantages of the types of energy generation you’ve just read about. Use these words to help you.

Adjectives

Nouns

Verbs

clean / dirty safe / dangerous cheap / expensive reliable / unreliable renewable / non-renewable

environment global warming climate change

pollute provide generate

Project: Write a short report 5 The main nuclear fuels are uranium and plutonium. They are not burnt to release energy. They produce energy through a chemical reaction in a nuclear reactor.

As the century goes on, more and more people will be using renewable energy.

Topic-related projects help develop learners' critical thinking, collaboration and communication skills.

Work in pairs. Write a report about energy generation.

Part one: The present

The hope is that by 2050, we will be getting a third of our energy from renewable sources.

●

Find out which sources of energy are used to provide power in your country. Use the information to produce a pie chart like this:

Wind

Biofuel 0.16% Biomass 1.7% Wind 2.3%

Oil

Coal

Hydro 0.59% Nuclear 7.8%

Gas

Part two: The future ●

Solar 0.15%

Coal 19.2% Gas 34.6% Source: BP

Oil 33.6%

Find out and write about your country’s targets for renewable energy.

The plan is that by 2020, we will be using more energy from solar and wind sources.

Cambridge Global English Coursebook 9

See also • Cambridge Global English 1–6 Page 20 • Originals Page 57

• NEW Cambridge Grammar and Writing Skills* Page 22 • Recycling English Page 57

*This title has not been through the Cambridge International endorsement process.

Papiya, Head of English, MISB, Thailand Cambridge Global English Coursebook with Audio CD Coursebook Cambridge Elevate edition (1 year) Cambridge Elevate Teacher’s Resource Access Card Workbook Cambridge Elevate Digital Classroom Access Card (1 year) = Endorsed by Cambridge Assessment International Education

Stage 7 978-1-107-67807-1 978-1-316-63298-7 978-1-108-70278-2 978-1-107-64372-7 978-1-108-70156-3

Stage 8 978-1-107-61942-5 978-1-316-63300-7 978-1-108-70280-5 978-1-107-65771-7 978-1-108-72753-2

Stage 9 978-1-107-68973-2 978-1-316-63301-4 978-1-108-70282-9 978-1-107-63520-3 978-1-108-73994-8

cambridge.org/education/2020 | 49

Cambridge Lower Secondary Checkpoint

LOWER SECONDARY 11 TO 14 YEARS

12 themed units designed to engage students at this age level in globally important topics

Cambridge Checkpoint English

and debates.

Marian Cox BEGINNER TO INTERMEDIATE

Engaging activities to develop reading and writing skills.

Develop your learners’ reading, writing, speaking and listening skills through diverse topics – from fashion to conflict. This series follows the Cambridge Lower Secondary English curriculum framework and prepares students for the Cambridge Lower Secondary Checkpoint English test. Coursebooks • Write a charity appeal letter for tigers or role-play a court scene! Engaging activities develop your students’ English skills. • Help to prepare your learners for the Checkpoint English test with full coverage of the learning objectives for each of the syllabus strands • Each unit ends with an extended writing or presentation task, helping learners further develop their communication skills Teacher’s resources • A selection of worksheets and handouts provide further activities and differentiation • PowerPoint presentations and PDFs of selected texts from the coursebooks you can project in class • The teacher’s resource includes two practice progression tests in the style of the Cambridge Lower Secondary English Checkpoint test

Key point boxes to explain and remind students of important learning points relating to curriculum skills.

• Essential teaching guidance and unit overviews • Answers to the coursebook and workbook questions Workbooks • Write-in workbooks provide exercises to help your students build on the skills learnt in the coursebook

Checkpoint English includes topics which are often missed in standard textbooks. English expressions and idioms are usefully included to give a richer cultural understanding of the language in an easy-to-understand format, with clear layout and up-to-date topics. The images help reinforce age-appropriate understanding. Sam Hamdani, English and Psychology Teacher, Ajman Academy, UAE

50 | cambridge.org/education/2020

Cambridge Checkpoint English Coursebook 9

See also • NEW Cambridge Grammar and Writing Skills* Page 22 • Cambridge Primary English Page 21 • Recycling English Page 57 *This title has not been through the Cambridge International endorsement process.

Cambridge Checkpoint English Coursebook Teacher’s Resource CD-ROM Workbook

Stage 7 978-1-107-67023-5 978-1-107-60724-8 978-1-107-64781-7

Stage 8 978-1-107-69099-8 978-1-107-65122-7 978-1-107-66315-2

Stage 9 978-1-107-66748-8 978-1-107-65492-1 978-1-107-65730-4

= Endorsed by Cambridge Assessment International Education

Cambridge Lower Secondary Checkpoint

LOWER SECONDARY 11 TO 14 YEARS

Cambridge Checkpoint Mathematics Greg Byrd, Lynn Byrd and Chris Pearce The series introduces learners to mathematical concepts – from integers to probability – with worked examples, followed by exercises for them to apply what they have learnt. The approach helps learners develop a deeper understanding of maths. Cambridge Checkpoint Mathematics has additional resources to support differentiated learning. Skills Builder workbooks provide more practice with key concepts for learners who need extra support, while Challenge contains extension exercises to stretch learners’ skills. Teacher’s resources • The teacher’s resource CD-ROMs provide you with useful advice for how to introduce concepts in the classroom • Ideas for activities help you engage your students with the subject matter • Include answers to all questions in the coursebook and practice book, along with an end-of-year review test and answers Practice books • Practice books provide additional questions relating to the framework statements highlighted in the coursebook • They also contain further exercises students can complete in the classroom or at home Skills Builder • For students who find particular maths concepts challenging and need a little more help and practice to build confidence • A range of activities helps learners build skills in areas they find difficult Challenge • For students who are ready to tackle more challenging activities • Extension activities stretch learners’ skills beyond the course and help deepen understanding • Ideal for students once they’ve completed the corresponding section of the coursebook

Checkpoint Mathematics 7 component on Cambridge Online Mathematics

See also • Cambridge Primary Mathematics Teach your class fractions using chocolate, or how to measure using recipes! The series takes an investigatory approach to help children develop the problem-solving skills to tackle a wide range of mathematical problems. cambridge.org/education/2020

“Cambridge Checkpoint Mathematics Coursebook 7 is a great resource for the comprehensive teaching of the various strands of maths. Unlike many books at this level, it avoids the ‘dumbing down’ approach and gets on with the job of imparting a good deal of information.” 5 star Amazon review Cambridge Checkpoint Mathematics Coursebook Coursebook with Cambridge Online Mathematics (1 year) Teacher’s Resource CD-ROM Practice Book Skills Builder Workbook Challenge Workbook

Stage 7 978-1-107-64111-2 978-1-108-61589-1 978-1-107-69380-7 978-1-107-69540-5 978-1-316-63737-1 978-1-316-63741-8

Stage 8 978-1-107-69787-4 978-1-108-61595-2 978-1-107-62245-6 978-1-107-66599-6 978-1-316-63739-5 978-1-316-63742-5

Stage 9 978-1-107-66801-0 978-1-108-67124-8 978-1-107-69397-5 978-1-107-69899-4 978-1-316-63740-1 978-1-316-63743-2

Contact your local representative – see page 95 | 51

Cambridge Lower Secondary Checkpoint

LOWER SECONDARY 11 TO 14 YEARS

13.4

Cambridge Checkpoint Science Mary Jones, Diane Fellowes-Freeman and David Sang Build an electromagnet, learn about the history of elements and investigate the effect of exercise on pulse rate with Cambridge Checkpoint Science. The course supports your teaching of the Cambridge Lower Secondary Science curriculum framework both theoretically and practically, including full coverage of the scientific enquiry learning objectives.

Permanent magnets are useful because they are always magnetic. There is a second type of magnet, called an electromagnet, which is different. It works using electricity and it can be switched on and off. CUP CP 8 2011 An electromagnet is simple to construct. All you need is a coil of wire and a 12.4A electromagnet p116.ai power supply to make an electric current flow through battery or c8J� low-voltage the coil. electric current

Clear diagrams help learners understand concepts.

+ low voltage supply

an electromagnet

– N When an electric current flows through the coil of wire, the coil becomes magnetised.

• Help students learn and think like scientists as they collect information and perform experiments to find out how things work

Questions give students the chance to demonstrate their understanding.

Activity 13.4A Constructing an electromagnet

• Lots of ideas for hands-on activities help make science come to life in the classroom

1 Make a coil by winding some wire around a pencil or a wooden or metal rod. Remove the pencil or rod. 2 Connect the ends of the wire to a battery or power supply. 3 Bring a compass close to one end of the coil. Can you detect the magnetic field? What happens when you disconnect the coil from the battery or power supply? 4 What happens to the compass if you swap over the connections to the battery or power supply? (This makes the electric current flow through the coil in the opposite direction.)

• Thorough introduction to core science concepts English Language Skills for Checkpoint Science Workbooks Not understanding scientific terms, or having difficulty articulating their points are common problems for students learning international science. This workbook covers key English skills in a scientific context to help learners develop their skills and confidence.

Making an electromagnet

Questions

13.4

Making an electromagnet

Switching on and off

1 State two differences between an electromagnet and a It is easy to switch electricity on and off. This means that we can switch an permanent magnet. electromagnet on and off. 2 Describe how an electromagnet can be switched on and off. 168

This is made use of in a scrapyard where heavy metal objects are moved around CUP CP 8 2011 using a crane. On the end of the crane is an electromagnet of a nail hook. 12.4C instead electromagnet paperclip.ai CUP CPCUP 8 2011 CP 8 2011 12.4B electromagnet 12.4B electromagnet 117.ai c8J� p117.ai • car In c8J� thepcar left-hand picture, the crane driver has switched on the electromagnet to lift the old car. • When the car has been moved into position, the driver switches off the electromagnet. This releases the car and it falls onto the heap. +

13 Magnetism

Activities to develop scientific enquiry skills are included throughout.

− nail acting as iron core

Using an electromagnet to lift a scrap car.

An improved electromagnet Here is a way to make a stronger electromagnet. Wrap the wire around a piece of iron, called a core.

Summaries at the end of each section recap on what students have learned.

You should remember that iron is a magnetic material. When a current flows in the coil, the iron becomes magnetised and this makes the magnetic field of the electromagnet much stronger. Question

3 Adam suggests using a wooden rod as the core of an electromagnet. Do you think this would make the electromagnet stronger? Explain your answer.

See also

An improved electromagnet.

Activity 13.4B Testing an electromagnet

• Cambridge Primary Science

Packed with opportunities to explore and investigate scientific concepts through practical experiments, Cambridge Primary Science encourages learners to learn through doing. Page 26

Summary • An electromagnet is made of a coil of wire in which an electric current flows. • An electromagnet can be made stronger by adding an iron core.

• Coding Club Page 28

13 Magnetism

• ICT Starters Page 28

Cambridge Checkpoint Science Coursebook Teacher’s Resource CD-ROM Workbook Skills Builder Workbook Challenge Workbook English Language Skills for Checkpoint Science Workbooks English Language Skills Teacher’s Support

1 The electromagnet you made earlier is not powerful enough to lift a car. Test it: is it powerful enough to lift a steel paperclip? Does the clip fall when you switch off the electric current? 2 Now add an iron core – a thick iron nail will do. Is the electromagnet stronger?

169

Cambridge Checkpoint Science Coursebook 8 Stage 7 978-1-107-61333-1 978-1-107-69458-3 978-1-107-62285-2 978-1-316-63718-0 978-1-316-63719-7

Stage 8 978-1-107-65935-3 978-1-107-62505-1 978-1-107-67961-0 978-1-316-63720-3 978-1-316-63723-4 978-1-108-43171-2 978-1-108-43173-6*

Stage 9 978-1-107-62606-5 978-1-107-69649-5 978-1-107-69574-0 978-1-316-63724-1 978-1-316-63726-5

*This text has not been through the Cambridge International endorsement process. 52 | cambridge.org/education/2020

= Endorsed by Cambridge Assessment International Education

Cambridge Lower Secondary | Global Perspectives™

LOWER SECONDARY 11 TO 14 YEARS

NEW Cambridge Lower Secondary Global Perspectives™

Keely Laycock

A FT

Cambridge Lower Secondary Global Perspectives is our brand-new collection of learner’s skills books and teacher’s books that provide unparalleled support for the new Cambridge Lower Secondary Global Perspectives curriculum framework Stages 7–9. Learner’s skills books

• Collaborative and independent activities give students ownership of their learning

1.2 Identify and begin to reference a range of print and multimedia sources and use them to How will I know if I reach my goals? locate relevant information and answer research questions As you work through this lesson, tick the ‘Achieved’ box to show you have achieved your learning goals. If you haven’t quite achieved your learning goals, tick ‘Not there yet’. Start My learning goals are to start to: to think about how you are going to show your learning goals in your challenge. Add an • understand what the term ‘research’ means example from your challenge once you have achieved each learning goal. • understand how to write some basic questions about a topic Lesson 1 Not there yet Achieved Example • recognise a good research question I think I know what the • identify some of the features of a good research question term ‘research’ means. I can write some basic questions about a topic. 2 Original material © Cambridge University Press 2019. This material is not final and is subject to furtherI changes can recognise prior to publication. a good research question. I can identify some features of a good research question.

• Questions drive student thinking and make learning visible, such as ‘what do you think the term ‘‘research’’ means?’ and ‘write down what you found difficult in the last lesson and one way that you can overcome this difficulty’

1 Starting with research skills: 1

1.1 Construct relevant research questions

• Units develop the key skills of reflection, analysis, research, collaboration, evaluation and communication

Starting with research skills: Lesson 1

One of the hardest things about teaching Cambridge Global Perspectives is demonstrating the development of student skills. Our write-in skills books are learner-centred and provide a quick and simple way to track understanding and progression as students work their way through the course.

• Clear learning goals allow students to assess their progress

Prior learning

• Peer assessment and self-assessment opportunities help improve collaboration and reflection

Research is ...................................................................................... .

...........................................................................................................

Starter activity

Teacher’s books

In a Cambridge Global Perspectives classroom, you have the chance to take on the role of facilitator to learning. This can sometimes feel like a challenge without pre-defined course content, which is why our teacher’s books are the perfect addition to your Cambridge Global Perspectives collection. • Clearly defined learning objectives and criteria for you to measure against • Opportunities for group work and scaffolded assessment • Support for providing student feedback, questioning and self and peer assessment • Differentiation support ensures you can tailor learning to all students • Highlighted common misconceptions and cross-skill links encourage a holistic approach to teaching • Language support from expert authors helps you make content as understandable as possible

What do you think the term ‘research’ means?

•

Which do you think is the best research question? Put the questions A–D in order (the best at number 1 and the worst at number 4). A When do children start school? B

Should we remove all sugar from our diet?

C What is poverty? D Why are social networking sites bad?

3 Original material © Cambridge University Press 2019. This material is not final and is subject to further changes prior to publication.

Global Perspectives Learner’s Skills Book 7

Coming soon • Cambridge Primary Global Perspectives™ The brand-new Cambridge Primary Global Perspectives series comes complete with write-in learner’s skills books and comprehensive teacher’s books. Designed to help students develop key Cambridge Global Perspectives skills – including research, collaboration, analysis, evaluation and more – you and your learners will feel supported in the classroom while working your way through the skills-based course.

NEW Cambridge Lower Secondary Global Perspectives™ Learner's Skills Book Teacher’s Book

This series has not been through the Cambridge International endorsement process.

Stage 7 978-1-108-79051-2 978-1-107-69458-3

Stage 8 978-1-108-79054-3 978-1-107-62505-1

Stage 9 978-1-108-79056-7 978-1-107-69649-5

Contact your local representative – see page 95 | 53

Cambridge IGCSE™ | English as a Second Language

Introduction to English as a Second Language

Cambridge IGCSE™ English as a Second Language

Fourth edition

Fifth edition

Peter Lucantoni

From fashion to monsters and other exciting topics, this series prepares your learners for Cambridge IGCSETM English as a Second Language or equivalent level. Specifically designed for 13 to 14 year olds (or pre-Cambridge IGCSE), it partners Cambridge IGCSETM English as a Second Language by Peter Lucantoni. It is also an ideal intermediatelevel English course for learners studying other qualifications, such as B1 Preliminary.

Cambridge IGCSE™ and IGCSE™ (9-1) English as a Second Language syllabuses (0510/0511/0911).

• A specific language focus section in every unit helps students revise and consolidate key areas of language awareness, while activities throughout build vocabulary Introduction to English as a Second Language Coursebook with Audio CD 978-1-107-68698-4 Workbook 978-1-107-68881-0 Teacher’s Book 978-1-107-53276-2 Workbook 978-1-107-64372-7 Cambridge Elevate Digital Classroom Access 978-1-108-70156-3 Card (1 year) This series has not been through the Cambridge International endorsement process.

B1 B2

Cambridge IGCSE™ Core English as a Second Language Katia Carter and Tim Carter Learn English skills with interesting topics from social media, to the life of an astronaut. This series has a strong focus on vocabulary and grammar in context, helping students improve their general level of English. Its familiar structure is suited to schools new to Cambridge IGCSE. This series is suitable as a pre-IGCSE course. Cambridge IGCSE™ Core English as a Second Language Coursebook with Audio CD 978-1-107-51566-6 Teacher’s Resource Book 978-1-107-51571-0 This series has not been through the Cambridge International endorsement process.

54 | cambridge.org/education/2020

Coursebook • Contemporary videos of Cambridge IGCSE students talking about topics, from TV programmes to social media, in every unit

“I am using the new IGCSE English as a Second Language resources for my new Year 10 class next year. I think the videos will work well with my students because many of them are very nervous about speaking. I think seeing others will show them what to expect and help them to see that they are more than capable of doing well in the speaking component.” Louise Holmes, English Teacher, Aspire School, Cyprus Cambridge IGCSE English as a Second Language

• Four new speaking units with videos build confidence in oral work

• Exam-style questions provide helpful practice for the new task types

a dual disability b bachelor’s degree c childhood illness d badly behaved e system of hand signals

• More listening exercises in both coursebook and workbook (available online and on CD) help students with aspects of the course that they often struggle with • Varied topics for students to enjoy – from listening to NASA careers advisors to analysing a climate change magazine article T he Cambridge Elevate enhanced edition contains interactive activities so students can practise the four core skills.

Reading and vocabulary

1 You are going to read another text, about a different type of person. Look at this list of eight phrases taken from the text and try to guess what type of person you are going to read about. Work with your partner and give reasons for your answers.

h numerous awards 2 Which of the following people do you think the text is not about? Discuss with a partner and give reasons for your choice. F1 racing driver footballer

• Differentiated activities help you stretch more able students as well as support those that need extra help • Language tips help you focus lessons on vital language skills needed to succeed in English

musician

politician zookeeper

Remember that there might be more than three pieces of information in the text for a particular heading, but you only need to make notes for each bullet point. If you write four pieces of information when there are only three bullets (and three marks), you can still only receive three marks!

author

3 Quickly scan the text about Helen Keller and check your answers to Activities D1 and D2. Do not worry yet about the gaps at the start of each paragraph. 136

Helen Keller: survivor 1

… was an American author and campaigner for deaf and blind charities who became deaf and blind as a young child and had to struggle to overcome her dual disability. Despite this, she became the first deaf-blind person to attain a bachelor’s degree and became an inﬂuential campaigner for social and disability issues. Her public profile helped de-stigmatise blindness and deafness, and she was seen as a powerful example of someone overcoming difficult circumstances.

… in Tusculum, Alabama, Helen Keller was only 19 months old when she experienced a severe childhood illness which left her deaf and almost completely blind. For the first few years of her life, she was only able to communicate with her family through a rudimentary number of signs. However, she had a little more success communicating with the sixyear-old daughter of the family cook, with whom she had become friendly. Nevertheless, being unable to communicate properly, she was considered to be badly behaved and a ‘problem’*.

…, Helen was sent to see an eye, ear and nose specialist in Baltimore. The specialist put them in touch with Alexander Graham Bell, who was currently investigating issues of deafness and sound. Bell would later also develop the first telephone. Bell helped

Teacher’s resource Borne of research in English as a second language in classrooms around the world, the teacher’s book is an invaluable companion for teaching the course. It contains helpful differentiation activities as well as all audio and video for the coursebook and workbook on accompanying CDs and DVD.

practise lip-reading

g raising funds

TOP TIP

Keller to visit the Perkins Institute for the Blind, and this led to a long relationship with Anne Sullivan, who was a former student herself. In spite of being visually impaired, quite young (she was only 20 when they met) and with no prior experience, Sullivan set about teaching Helen how to communicate. The two maintained a long relationship for nearly 50 years.

Cambridge IGCSE™ English as a Second Language coursebook Cambridge IGCSE™ English as a Second Language Coursebook 978-1-108-46595-3 Coursebook with Cambridge Elevate 978-1-316-63652-7 enhanced edition (2 years) Coursebook Cambridge Elevate enhanced 978-1-316-63654-1 edition (2 years) Teacher’s Book with Audio CDs and DVD 978-1-108-56669-8 Workbook 978-1-108-46597-7

• Detailed answers to all of the coursebook and workbook exercises show students what good looks like Does your class need particular help with different aspects of Cambridge IGCSE English as a Second Language? See our resources on the next page, for all your needs.

= Endorsed by Cambridge Assessment International Education

Cambridge IGCSE™ | English as a Second Language

This is the only endorsed resource of its kind – specifically for English as a Second Language students wanting to develop their summary and note-taking skills. This write-in book helps students build confidence with the summary and note-taking aspects of the revised Cambridge IGCSE® English as a Second Language exam from 2019. This ‘without answers’ edition is ideal for classroom study or homework. Developing Summary and Note-Taking Skills is suitable for anyone wanting to develop their academic English, including first language students. Features: • Includes Cambridge IGCSE English as a Second Language Core and Extended exam-style questions, providing differentiation opportunities • Combines practice in summary and note-taking with guided help across six themes – Science and the body, Animal life, World of plants, Personal challenges, Leisure and lifestyle, and Trends • Skills strategy training in every task helps students think about how they structure their answers • The Skills builder sections in the note-taking tasks support the student turn notes into organised text • The combined vocabulary and writing pages offer deeper learning and develop learning strategies • A ‘with answers’ edition is also available for teachers or for self-study Additional components: Developing Summary and Note-taking Skills with answers Cambridge IGCSE English as a Second Language Practice Tests 1 without answers Cambridge IGCSE English as a Second Language Exam Preparation and Practice Approaches to learning and teaching English as a Second Language

978-1-108-44079-0 978-1-108-54611-9 978-1-316-63678-7 978-1-316-63900-9

Completely Cambridge Cambridge University Press works with Cambridge Assessment International Education and experienced authors to produce high-quality endorsed textbooks and digital resources that support Cambridge Teachers and encourage Cambridge Learners worldwide.

Developing Summary and Note-taking Skills without answers

Developing Summary and Note-taking Skills without answers Third edition Marian Barry

Developing Summary and Note-taking Skills without answers

To find out more about Cambridge University Press visit cambridge.org/cambridge-international This resource is endorsed for revision by Cambridge International Examinations

✓ Provides support for revision for the Cambridge

Third edition

✓ Has passed Cambridge’s rigorous

Marian Barry

IGCSE Business Studies and O Level Business Studies syllabuses for examination from 2015 quality-assurance process

✓ Developed by subject experts ✓ For Cambridge schools worldwide

For Cambridge IGCSE™ English as a Second Language

B2 C1

Success International English Skills

Support the 0510/0511/0911 syllabuses.

B2 C1

Fourth edition

B2 C1

Marian Barry

Exam Preparation and Practice Second edition

Cambridge IGCSE™ and IGCSE™ (9–1) English as a Second Language syllabuses (0510/0511/0911).

Katia Carter and Tim Carter

HIGHLY COMMENDED ESU Award

This book is ideal preparation for the final year before examination.

The fourth edition of this series is for learners who already have a strong grasp of English and feel ready to tackle advanced vocabulary and expressions.

• Four guided practice tests, audio and video are included to build confidence ready for the revised Cambridge IGCSE English as a Second Language exam from 2019

• Exam-style questions in every unit of the coursebook provide students with opportunities to practise what they have learnt on the course and prepare themselves for their examinations

• An active learning approach with a test–teach– test methodology • Full sample answers with examiner comments and grades help students understand what is required in the writing and speaking exams

• Strong focus on developing students’ grammar and vocabulary Engaging new texts – such as blogs about travel, film posters and celebrity interviews – reflect the revised syllabus and provide students with deeper insight into the language and culture

Practice Tests

• More listening exercises than previous editions, so students get extra practice with one of the more challenging aspects of the course

Tom Bradbury, Mark Fountain, Katia Carter and Tim Carter

“Success International’s engaging, up-to-date lessons motivate my students to read through exciting extracts covering a wide range of topics. The advanced, context-based vocabulary and phrases it offers don’t only make learners more confident with their oral expression, but also give their writing an edge! Waleed El Halawany, Head of English, Thamer International School, Saudi Arabia Success International English Skills Student’s Book Student’s Book Cambridge Elevate edition (2 years) Teacher’s Book with Audio CDs Workbook

978-1-316-63705-0 978-1-316-63698-5 978-1-316-63710-4 978-1-316-63708-1

Exam Preparation and Practice with Audio CD*

978-1-316-63678-7

B2 C1

Developing Summary and Note-taking Skills Third edition Marian Barry This resource ensures students get plenty of summary and note-taking practice in preparation for their Cambridge IGCSE English as a Second Language examinations. • A specific Core level section provides differentiation between ability levels • Guided help with summary and note-taking practice across six themes • Mark schemes and sample answers help students understand how to structure their responses for their examinations • First language students can also use this book to develop their skills Developing Summary and Note-taking Skills with answers Developing Summary and Note-taking Skills without answers

978-1-108-81133-0 978-1-108-81132-3

Written by examiners to the specifications of the revised syllabus, this book contains four new extended practice tests that help students confidently prepare for the Cambridge IGCSE English as a Second Language exam. Students can use this both at home and in class to develop familiarity with the format of the assessment and enhance their technique. • Graded sample answers with teacher comments in the ‘with answers’ edition help students understand what is required in the exam • Oral exam prompts and audio support independent practice • This book can be used alongside any Cambridge IGCSE coursebook as a source of mock tests, particularly in the important weeks before the exam Cambridge IGCSE™ English as a Second Language Practice Tests 1 with answers Cambridge IGCSE™ English as a Second Language Practice Tests 1 without answers

978-1-108-54610-2 978-1-108-54611-9

*These texts have not been through the Cambridge International endorsement process. Any references or material related to answers, grades, papers or examinations are based on the opinion of the authors.

Contact your local representative – see page 95 | 55

Cambridge IGCSE™ | First Language English

Cambridge IGCSE™ First Language English

Cambridge IGCSE First Language English

B Selecting summary points 1 Read the passage below, which is about a stop in Egypt during a journey from the North Pole to the South Pole without using air transport. UNKNOWN WORDS

Marian Cox Cambridge IGCSE™ First Language English syllabuses (0500/0524) for examination from 2020.

• The coursebook helps to develop confidence by revisiting skills and building on prior knowledge • A wide range of international text types for students to enjoy • An active learning approach integrates speaking and listening throughout

Teacher’s resource • 24 pre-planned lessons, worksheets and answer keys included in this print and digital bundle save you time when teaching the course • 12 downloadable progress checks you can print and use with your class to reflect on their learning • Language and Skills Practice Book • Exam-style tasks provide learners with additional support around the mechanics of language and grammar Digital Classroom • Videos and activities for every unit • On-screen versions of the coursebook and practice book for front-of-class teaching

Day 56 – Luxor

The Sun is setting behind the Valley of the Kings when we return on the ferry. At this indescribably beautiful time of day, when the rich golden brown of the lower sky spills onto the surface of the Nile, turning it an intense amber, and the palm trees along the bank glow for a few precious minutes in the reflection, it is not difficult to imagine the power and spectacle of a funeral procession bearing the God-King’s body across this same river, three and a half thousand years ago, at the beginning of his last and most important journey. Adapted from Pole to Pole, by Michael Palin, BBC Publishing, London, 1995.

2 Five words in the passage are underlined. Can you guess their meaning by looking at their context (the other words around them)? Use a dictionary to check your guesses, then write synonyms for the five words in your personal vocabulary list. 3 Which words and phrases in the passage best illustrate the appearance of: a the West Bank and the Valley of the Kings (paragraph 5 and 6)? b the tomb of Rameses III (paragraph 8)?

At 5.35 in the morning the train pulls into Luxor, known by the Greeks as Thebes, 420 miles south of Cairo, in Upper Egypt. I cannot conceal my excitement at being here for the first time in my life. Luxor Station is tastefully monumental in decoration, with tall columns, gilded details on the doors, eagle heads and a hieroglyphic design somehow incorporating power stations, railways and ancient history. Figures materialise from the pre-dawn gloom to offer us taxi rides. You will never stand on your own for long in Egypt.

c the Nile at sunset (paragraph 9)? For each of your choices, explain why they are effective. 4 Scan the passage for the information given about Luxor and identify the key phrases. 5 Make a grid as shown below. List the key phrases and paraphrase them.

We shall be joining a Nile cruise for the next leg of our journey, and as we drive along the river to find our boat – the Isis – I can see ranks of chunky four-storeyed vessels, maybe 100 in all, lined up along the riverbank, awaiting the day the tourists come back. My guide to Luxor is a tall, straight, matchstick-thin aristocrat of the business whose name is Tadorus but who asks me to call him Peter … ‘It’s easier.’ I would rather call him Tadorus, but he doesn’t look the sort you argue with. He is 83 years old, and as a boy of 14 was present when the archaeologist Howard Carter first pushed open the door of Tutankhamun’s tomb. Peter takes me across on the Nile ferry to a cluster of mud buildings on the West Bank opposite the city. We are driven past fields of sugar cane and alongside an irrigation canal financed by the Russians in 1960. The greenery ends abruptly as we climb a winding road up into barren, rubble-strewn desert. Then we are into the Valley of the Kings, which resembles a gigantic quarry, littered with rock debris, bleached white by the sun. We leave the bus and walk up towards the tombs in dry and scorching heat. Peter estimates the temperature at 40° Celsius, 104° Fahrenheit. This vast necropolis contains the remains of 62 Pharaohs of the New Kingdom, established in Thebes between 3000 and 3500 years ago. It was discovered – ‘rediscovered’, as Peter corrects me – in 1892. Only 40 of the tombs have been found, and all, bar one, had been emptied by robbers.

Key phrase

Point

barren, rubble-strewn desert

wasteland

READING FOCUS

Discuss how the content, style and structure of the Luxor passage differs from the other two, and why.

SEQUENCING

When working under timed conditions, you probably won’t have time to write a draft for your summary, so group and order your material before you begin to write. The best way to structure your response is by bracketing and numbering your list of points. (Do not confuse a summary with a commentary: you are not required to present information in the same order as in the passage, or to give your own views on the material.)

WRITING FOCUS

Use your answers to Task A5, Identifying topics, and Task B4 to summarise the characteristics of a Tenerife and b Luxor in about 150 words in total. Use one paragraph for each place.

PARAPHRASING

Try to paraphrase the information in texts when gathering points together, and to make your phrases shorter than those in the text (see the example in Task B5). If you are not sure what a word means, it is safer not to change it, although you can still change other words in the phrase. Technical terms often do not have synonyms, or it would take too many words to paraphrase them (e.g. solar heating, irrigation canal) so you may use them.

Cambridge IGCSE™ First Language English coursebook

Also available • Exam Preparation and Practice*

Cambridge IGCSE™ First Language English Exam Preparation and Practice Marian Cox Ideal for use in the final year of the Cambridge IGCSE™ First Language English course, this book provides scaffolded support for students approaching the examination. The book contains five full examination papers organised by task type, accompanied by model and sample responses, mark schemes, examiner grades and comments, learning and exam strategies, and examiner tips. Features: • One book with answer key included • Written by experienced teacher, examiner and author, Marian Cox • The Assessment for Learning approach provides greater opportunities for practising and evaluating the content and structure of extended responses • Includes an introduction to the revised syllabus and examination • Three guided reading papers, organised by question, including exam strategies, examiner tips, mark schemes, and A* model answers • Three guided writing papers, organised by question, including exam strategies, examiner tips, mark schemes, annotated sample responses at 3 bands and sample plans • Two full exams with full mark schemes • Helps learners develop reflective learning skills such as observing, assessing and improving

E xam strategy training to develop exam confidence in your students. Five full tests in line with the 2020 syllabus give your students plenty of opportunity to practise. Other components in the series Coursebook Coursebook Cambridge Elevate edition Teacher’s Resource Language and Skills Practice Book

978-1-108-43888-9 978-1-108-43890-2 978-1-108-43894-0 978-1-108-43892-6

Completely Cambridge

Cambridge IGCSE™ First Language English Exam Preparation and Practice

• Improved navigation between all three course components helps you to plan lessons and your students to understand learning objectives

You can often guess a word’s meaning from its context, or by recognising the meaning of the stem of the word or the meaning of its prefix. It helps to have at least a vague idea of the meaning, or to know whether it is a positive or negative word, although you may not need to understand every word in a passage to be able to write a summary of the parts of it that are relevant to the question. It will enable you to expand your vocabulary if you keep a personal list of new words, with examples of their usage, during the course. Writing down words helps you to remember them and to use them in your own writing.

9781108717045 Cox Cambridge IGCSE English as a Second language Exam prep guide and practice Cover. C M Y K

Coursebook

We walk down into the tomb of Rameses III. The walls are covered in rich paintings and complex inscriptions illustrating the progress of the Pharaoh on his journey through the underworld, filled with wicked serpents, crocodiles and other creatures waiting to devour him. Because of the dry desert air, they are well preserved, an extraordinary historical document.

Travel writing

Fifth edition

With this fully revised coursebook, teacher’s resource and practice book, you can tailor the course according to the particular needs of your class. Marian Cox’s series continues to support students to reach their full potential and meets the increased demands of the revised syllabus.

Unit 1: Reading

Cambridge IGCSE™

First Language English Exam Preparation and Practice Marian Cox

Cambridge IGCSE™ First Language English Coursebook Coursebook Cambridge Elevate edition (2 years) Teacher’s Resource with Cambridge Elevate Language and Skills Practice Book Cambridge Elevate Digital Classroom Access Card (1 year) NEW Cambridge IGCSE™ First Language English Exam Preparation and Practice*

978-1-108-43888-9 978-1-108-43890-2 978-1-108-43894-0 978-1-108-43892-6 978-1-108-70572-1 978-1-108-71704-5

*This text has not been through the Cambridge International endorsement process. Any references or material related to answers, grades, papers or examinations are based on the opinion of the authors.

• Perfect for introducing a text or leading sessions with your class

Teachers value the time this book saves them in lesson preparation and the international approach. Nicki Coombs, Director, Beaconhouse, Malaysia

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Cambridge IGCSE™ and O Level

Following on from the popular Songs of Ourselves 1, the anthology includes work from over 100 poets, combining famous names – such as William Blake, Emily Dickinson and Les Murray – with lesser-known voices. This helps students to create fresh and interesting contrasts as they explore themes that range from nature to war.

You might also be interested in Cambridge IGCSE® and O Level Literature in English Coursebook Cambridge International AS & A Level Literature in English Coursebook Songs of Ourselves Volume 1 Songs of Ourselves Volume 2 Stories of Ourselves Volume 1 For more information on all Cambridge University Press resources, go to cambridge.org/education

Cambridge IGCSE™ and O Level Literature in English Second edition Russell Carey Cambridge IGCSE™ and O Level Literature in English syllabuses (0475/2010) for first examination from 2020. This fully revised second edition builds skills in responding to poetry, prose and drama for Cambridge IGCSE and O Level Literature in English and IGCSE World Literature. Coursebook • A wealth of activities and text extracts from internationally acclaimed writers such as Anita Desai and Arthur Miller • Clear introductions to the genres of poetry, prose and drama, as well as end-of-unit self-evaluation opportunities Teacher’s resource • Lesson planning and delivery support, including course-specific worksheets and PowerPoints • Workbook • Further practice opportunities build confidence in responding to poetry, prose and drama Cambridge IGCSE™ and O Level Literature in English Coursebook 978-1-108-43991-6 Coursebook Elevate edition (2 years) 978-1-108-43992-3 Cambridge Elevate Teacher’s Resource 978-1-108-45733-0 Access Card Workbook 978-1-108-43995-4

See also • Approaches Geography to learning and teaching Literature in English Page 89

Approaches to learning and teaching

Approaches to learning and teaching Geography is part of a unique series, written in collaboration with Cambridge International Examinations. Tried and tested pedagogy from global teaching workshops underpins the research in the book, making it ideal support for Geography teachers as well as those studying professional development qualifications or international PGCEs. Considering the local and global contexts when planning and teaching an international syllabus, this book presents ideas for Geography with practical examples you can use as inspiration for your lessons. • Helps you plan and deliver lessons with ideas and practical examples in the context of Geography. • Contains ideas for classroom activities, differentiation, active learning, reflective practice and formative assessment. • Practical lesson ideas are available from our supporting website to save you planning time [cambridge.org/9781316640623].

Approaches to learning and teaching Geography

Simon Armitage

Approaches to learning and teaching

Literature in English a toolkit for international teachers Peter Thomas

Songs of Ourselves Volume 2

Anthology of Poetry in English

Songs of Ourselves 2 is a selection of poetry from the English-speaking world. Parts of the book are set for study in Cambridge IGCSE®, O Level and Cambridge International AS & A Level Literature in English syllabuses.

Songs of Ourselves Volume 2

Steps to Academic Writing Marian Barry

Stories of Ourselves

Cambridge Assessment International Education Anthology of Poetry in English

Volume 2

Cambridge Assessment International Education Anthology of Stories in English

Songs of Ourselves

Steps to Academic Writing is aimed at students of English as a Second Language aged 16 to 18 who are planning to go on to study at an English-medium university. It will help them make the transition from the way they have been learning and using English at school or college to the approach expected at university. The book is principally designed for classroom use, but it can also be used for independent study.

Steps to Academic Writing

The exercises will help students develop their academic writing skills and express themselves in a mature and appropriate way that is relevant to the context, whether it be a report, essay or other form of writing. Students are encouraged to aim for a reasonably formal, impersonal tone and register, and to develop more independent and abstract thinking skills in English. There are eight topic-based units, including: •

four units focussing on essay-writing skills

•

two units on report writing

•

one unit on describing visual information, such as graphs or charts

•

one unit on writing CVs and personal statements for university applications.

A removable Answer key is provided with answers to all the language questions and a selection of model answers to longer writing tasks. Writing skills are built gradually within each unit through a variety of lively exercises, designed to appeal to students at this level. Typical exercises include brainstorming ideas, planning a structure, writing introductions and conclusions, and writing to various kinds of models. Attention is also given to the micro-skills of spelling, punctuation and vocabulary. Marian Barry is a highly experienced teacher, teacher-trainer, examiner and author for English as a Second Language.

Steps to Academic Writing

978-0-521-18497-7

For more information on English for Academic Purposes titles from Cambridge, visit www.cambridge.org/elt For more information on English as a Second Language titles from Cambridge, visit www.cambridge.org/education

ISBN 978-0-521-18497-7

9 780521 184977

With Key

Marian Barry

A2 B1 B2 C1

Published in partnership with Cambridge Assessment International Education Songs of Ourselves Volume 1 and Volume 2 present a wide range of poetry covering four centuries, every continent and subject matter from the cradle to the grave. With a great variety of language, form and style, parts of Songs of Ourselves are set for study in Cambridge IGCSE, Cambridge O Level, and Cambridge International AS & A Level Literature in English syllabuses. • Each volume contains work by more than 100 poets from all parts of the English-speaking world, such as Shakespeare, Les Murray and Seamus Heaney • Poems have been carefully chosen for their universal appeal, avoiding anything obscure or hard to interpretBrief definitions help with more difficult words, phrases and references • Thematic and chronological sections allow many different connections to be made across the poems, inspiring students and readers to explore the rich and ever-expanding world of poetry in English • The covers have been updated but the selection of poems is the same Songs of Ourselves Volume 1 Volume 2

9780521184977 ISBN Marian Barry Steps to Academic Writing Cover. C M Y K

Cambridge Assessment International Education

Steps to Academic Writing

Volume 2

Stories of Ourselves

Songs of Ourselves

978-1-108-46226-6 978-1-108-46228-0

Stories of Ourselves Published in partnership with Cambridge Assessment International Education Stories of Ourselves Volume 1 and Volume 2 contain short stories written in English by authors from many different countries and cultures, including Christina Rossetti, Romesh Gunesekera, Segun Afolabi and many many more. Stories of Ourselves is a set text for Cambridge IGCSE, O Level and International AS & A Level Literature in English courses. • Classic writers appear alongside new voices from around the world in a stimulating collection with broad appeal • Brief biographical information about the writer of each story in Volume 2 provides useful context for students • Notes on each story support students by explaining unfamiliar words and phrases

Recycling English Clare West This series provides revision and practice in five areas: phrasal verbs, word study, vocabulary, grammar and writing. The books are ideal for classroom use or self-study and include writing models. Recycling English Recycling Elementary English with Key Recycling Intermediate English, Revised Edition, with Removable Key Recycling Your English, Fourth Edition, with Removable Key Recycling Advanced English, with Removable Key

978-0-521-14079-9 978-0-521-14076-8 978-0-521-14075-1 978-0-521-14073-7

B1 B2

Originals and Selections Clare West From spies to fantasy, these books contain extracts from classic and modern, fiction and non-fiction. Written in English by authors from around the world, the texts have been carefully selected for the level so that intermediate and upper intermediate students are able to understand them with the help of the author background and comprehension questions. The varied texts and exercises provide literacy support alongside any ESL programme, allowing teachers to introduce literature to the classroom in an engaging way. Originals and Selections Originals Selections

978-0-521-14048-5 978-0-521-14081-2

B1 B2

Steps to Academic Writing Marian Barry Steps to Academic Writing equips students who are planning to take IELTS or go on to study at an English-medium university with the skills needed for success. The book includes support for writing a CV and a personal statement. Steps to Academic Writing Coursebook

978-0-521-18497-7

• The cover of Stories of Ourselves Volume 1 has been updated but the selection of short stories is the same. Stories of Ourselves Volume 2 is completely new Stories of Ourselves Volume 1 Volume 2

978-1-108-46229-7 978-1-108-43619-9 Contact your local representative – see page 95 | 57

Cambridge School Shakespeare

Think beyond the text with active Shakespeare The Cambridge School Shakespeare series gives the tools most students need to decipher the text on their own. The combination of the page-by-page glossary and summary are invaluable in giving students confidence in reading and analyzing Shakespeare. Eustacia Wilson, Queens High School for Language Studies, USA

• The Cambridge School Shakespeare series books make perfect set texts — notes alongside the plays and activity ideas bring the Bard to life in the classroom • Lifts the words from the page to help you create an inspiring and authentic Shakespeare experience

cambridge.org/education/shakespeare 58 | cambridge.org/education/2020

= Endorsed by Cambridge Assessment International Education

e work of e on to ch play in abit ways. espeare n attractive which d. opsis of the assroomn includes:

otographs of

n distinctive rs’ and

OTHELLO

Cambridge School

Shakespeare OTHELLO

ienand

Shakespeare Resources

ation on our

Founding Editor: Rex Gibson Cambridge School Shakespeare helps you deliver an active approach to classroom Shakespeare, enabling students to inhabit Shakespeare’s imaginative world in accessible and creative ways. Dramatic experience is at the heart of the series, with students encouraged to share Shakespeare’s love of language, interest in character and sense of theatre. Latest editions: • An improved, larger-format edition of the Cambridge School Shakespeare plays, extensively rewritten, expanded and produced in an attractive new design • Substantially revised and extended in full colour, classroom activities are thematically organised in distinctive ‘Stagecraft’, ‘Write about it’, ‘Language in the play’, ‘Characters’ and ‘Themes’ features • Extended glossaries aligned with texts of the plays for easy reference Latest editions A Midsummer Night’s Dream, Fourth edition As You Like It, Third edition Hamlet, Third edition Julius Caesar, Third edition King Lear, Third edition King Richard III, Third edition Macbeth, Third edition The Merchant of Venice, Third edition Much Ado About Nothing, Third edition Othello, Third edition Romeo and Juliet, Fourth edition The Taming of the Shrew, Third edition The Tempest, Third edition Twelfth Night, Third edition First editions All’s Well That Ends Well Antony and Cleopatra The Comedy of Errors Coriolanus King Henry IV, Part 1 King Henry IV, Part 2 King Henry V King John King Richard II Measure For Measure The Merry Wives of Windsor The Sonnets The Two Gentlemen of Verona The Winter’s Tale

978-1-107-61545-8 978-1-107-67512-4 978-1-107-61548-9 978-1-107-61551-9 978-1-107-61538-0 978-1-107-61557-1 978-1-107-61549-6 978-1-107-61539-7 978-1-107-61989-0 978-1-107-61559-5 978-1-107-61540-3 978-1-107-61689-9 978-1-107-61553-3 978-1-107-61535-9

Teaching Shakespeare Second edition

The Cambridge Shakespeare Guide

Rex Gibson

Emma Smith

Invaluable support for all Shakespeare teachers. It makes the active learning principles underpinning Cambridge School Shakespeare explicit, helping you develop your lessons.

An indispensable reference tool for Shakespeare students and enthusiasts, providing authoritative summaries of each of Shakespeare’s works.

Paperback

Paperback Hardback

978-0-521-14972-3 978-0-521-19523-2

Stepping into Shakespeare

The North Face of Shakespeare

Rex Gibson

James Stredder

Classroom-tested lesson plans for 9 to 13 year olds. Spiral-bound photocopiable content, perfect for adaptation and extension to suit your classroom needs. It uses active, imaginative learning for motivation and the mastery of language skills.

Over 200 activities invite teachers and drama practitioners to use their classroom as a stage, helping teach the script as drama to be performed, whether sitting at desks or in an open space. Paperback

Paperback

978-0-521-77557-1

Shakespeare’s Language Rex Gibson Shakespeare’s Language provides invaluable support for teachers of Shakespeare in schools, colleges and institutions of higher education. Photocopiable Worksheets (150) Shakespeare’s Language CD-ROM

978-0-521-57811-0 978-1-845-65003-2

978-0-521-75636-5

Structuring Drama Work Third edition Jonothan Neelands and Tony Goode Structuring Drama Work is a practical handbook for drama teachers, youth theatre leaders and applied theatre practitioners. Suitable for teachers of Cambridge IGCSE and for students from Cambridge International A Level and beyond. Paperback

978-1-107-53016-4

= Endorsed by Cambridge Assessment International Education

978-0-521-44583-2 978-0-521-44584-9 978-0-521-39575-5 978-0-521-64863-9 978-0-521-62689-7 978-0-521-62688-0 978-0-521-42615-2 978-0-521-44582-5 978-0-521-40946-9 978-0-521-42506-3 978-0-521-00055-0 978-0-521-55947-8 978-0-521-44603-7 978-0-521-59955-9

A Midsummer Night’s Dream Trouble ahead! puck fairy

puck

“Cambridge School Shakespeare gives the tools most students need to decipher the text on their own. The combination of the page-by-page glossary and summary are invaluable in giving students confidence in reading and analyzing Shakespeare.” Eustacia Wilson, Queens High School for Language Studies, USA

978-1-316-60987-3

How now spirit, whither wander you? Over hill, over dale, Thorough bush, thorough briar, Over park, over pale, Thorough flood, thorough fire; I do wander everywhere, Swifter than the moon’s sphere, And I serve the Fairy Queen, To dew her orbs upon the green. I must go seek some dewdrops here And hang a pearl in every cowslip’s ear. Farewell, thou lob of spirits, I’ll be gone, Our Queen and all her elves come here anon. The King doth keep his revels here tonight. Take heed the Queen come not within his sight. For Oberon is passing fell and wrath, Because that she as her attendant hath A lovely boy stolen from an Indian king, She never had so sweet a changeling. And jealous Oberon would have the child Knight of his train, to trace the forests wild. But she perforce withholds the lovely boy, Crowns him with flowers, and makes him all her joy. And now they never meet in grove or green, By fountain clear or spangled starlight sheen, But they do square, that all their elves for fear Creep into acorn cups and hide them there.

A Midsummer Night’s Dream Trouble ahead!

STORY In the enchanted wood near Athens, Puck challenges a Fairy, who tells of her services to Titania. Puck warns that Oberon and Titania quarrel every time they meet because Oberon is angry at Titania’s refusal to give up an Indian boy to become his attendant.

CHARACTERS puck a spirit who serves Oberon, King of the Fairies fairy a spirit who serves Titania, Queen of the Fairies

LANGUAGE pale fence dew her orbs upon the green make fairy rings on the grass lob lout, high-flier anon very soon passing fell and wrath mightily fierce and angry changeling child stolen by fairies train court trace wander through perforce by force sheen gleam, shine square quarrel, fight

This scene introduces the spirit world. It gives pupils the opportunity to explore Shakespeare’s two verse styles in the play: four-beat rhythm (tetrameter) and ﬁve-beat rhythm (iambic pentameter).

.............................................................................................................................................................................

Cambridge School Shakespeare

TEACHING SUGGESTIONS Whole class This is the first sight of the spirit world of the play, the magical creatures who live in the enchanted wood near Athens. It is often helpful to begin with pupils’ suggestions of what this magical forest and the strange spirits who inhabit it are like. How do such unreal characters move, speak and behave? As always, the clues to the answers to such questions lie in Shakespeare’s language, so give pupils the opportunity to speak it. Speak the lines yourself in a number of different styles, breathlessly, in a whisper, impatiently and so on, with pupils repeating your delivery. The Fairy’s first eight lines can work well in pairs. Thereafter, a single line is the most effective unit for pupils to remember and repeat. The scene shows how the spirit world is torn by the conflict between Oberon and Titania. Pupils enjoy exploring how that antagonism is expressed in the exchange between Puck and the Fairy. They can act out the story Puck tells. If you wish to concentrate on Shakespeare’s use of verse, the scene is excellent for introducing pupils to the two different metres. The Fairy’s first nine lines are in the four-beat rhythm with which all pupils are already familiar: Over hill, over dale The Fairy’s last three lines, and Puck’s lines, are in the five-beat rhythm of iambic pentameter: de-dum de-dum de-dum de-dum de-dum (see page 7). Give the pupils practice in speaking the lines in order to acquire the rhythm: / / / / / The king doth keep his revels here tonight. Group work Students work in pairs, taking turns to speak as each character and working out their plans for staging the encounter between Puck and the Fairy. Independent work Use any worksheet from pages 96–107. OR Make up four or more lines of verse in five-beat rhythm (iambic pentameter). The lines can be about the quarrel of Oberon and Titania, or about yourself: / / / / / My birthday is the twenty first of May.

Stepping into Shakespeare 18

Stepping into Shakespeare © Cambridge University Press 2000. See notice on p. ii

Contact your local representative – see page 95 | 59

Cambridge IGCSE™ | Mathematics

Cambridge IGCSE™ Mathematics Second edition Karen Morrison and Nick Hamshaw

Cambridge IGCSE Mathematics

Cambridge IGCSE™ and IGCSE (9–1) syllabuses (0580/0980) The series promotes a deeper understanding of mathematical concepts, helping students develop critical thinking skills that go beyond the scope of the classroom.

8 For each of the following, draw rough sketches and give the dimensions: a two rectangles with the same perimeter but different areas b two rectangles with the same area but different perimeters c two parallelograms with the same perimeter but different areas d two parallelograms with the same area but different perimeters. 9

You will need to use some of the algebra from chapter 6.

Clear explanations for ESL learners.

4(y – 2)

3x + 2

2(x + 1) + 3

NOT TO SCALE

3y + 4

Find the area and perimeter of the rectangle shown in the diagram above.

Circles

Coursebook The coursebook promotes a spiral learning cycle that incorporates algebra, number, geometry, data and statistics with a coherent progression to demonstrate the interconnected relationships of mathematics. • Covers materials for both Core and Extended aspects of the syllabus

REWIND

You learned the names of the parts of a circle in chapter 3. The diagram below is a reminder of some of the parts. The diameter is the line that passes through a circle and splits it into two equal halves. 

circumferen ce O is the centre

ius

• Contains opportunities for formative assessment at the end of each chapter and exam-practice opportunities

‘Inscribing’ here means to draw a circle inside a polygon so that it just touches every edge. ‘Circumscribing’ means to draw a circle outside a polygon that touches every vertex.

rad

• Explanations of mathematical concepts and clear worked examples guide students through the course, with rich exercises providing practice materials for students to consolidate skills

Worked examples provide step-by-step guidance.

diameter

Archimedes worked out the formula for the area of a circle by inscribing and circumscribing polygons with increasing numbers of sides.

The circle seems to appear everywhere in our everyday lives. Whether driving a car, running on a race track or playing basketball, this is one of a number of shapes that are absolutely essential to us.

Finding the circumference of a circle Circumference is the word used to identify the perimeter of a circle. Note that the diameter = 2 × radius (2r). The Ancient Greeks knew that they could find the circumference of a circle by multiplying the diameter by a particular number. This number is now known as ‘π’ (which is the Greek letter ‘p’), pronounced ‘pi’ (like apple pie). π is equal to 3.141592654. . . The circumference of a circle can be found using a number of formulae that all mean the same thing:

FAST FORWARD

π is an example of an irrational number. The properties of irrational numbers will be discussed later in chapter 9. 

140

There is a simple formula for calculating the area of a circle. Here is a method that shows how the formula can be worked out:

Circumference = π × diameter = πd (where d = diameter) = 2πr (where r = radius)

Consider the circle shown in the diagram below. It has been divided into 12 equal parts and these have been rearranged to give the diagram on the right.

Unit 2: Shape, space and measures

Core and Extended Coursebook with Cambridge Online Mathematics

• This interactive course contains additional lessons, worksheets, walkthroughs, worked examples, quizzes and more For your free trial, go to onlinemaths.cambridge.org

Cambridge IGCSE™ Mathematics Core and Extended Coursebook Core and Extended Coursebook with Cambridge Online Mathematics (2 years) Cambridge Elevate Teacher’s Resource Access Card Core Practice Book Extended Practice Book Extended Problem-solving Book* Revision Guide

978-1-108-43718-9 978-1-108-52573-2 978-1-108-70153-2

height ≈ r length ≈

1 × 2π r = π r 2

Because the parts of the circle are narrow, the shape almost forms a rectangle with height equal to the radius of the circle and the length equal to half of the circumference.

Our digital Cambridge IGCSE Mathematics resource is endorsed by Cambridge Assessment International Education for full syllabus coverage. • As part of a print and digital bundle, Cambridge Online Mathematics gives you the power to set classroom and homework exercises to individual students or entire classes through the platform

7 Perimeter, area and volume Finding the area of a circle

Now, the formula for the area of a rectangle is Area = bh so, 1 Area of a circle ≈ × 2πr × r 2 = πr 2

(Using the values of b and h shown above) (Simplify)

If you try this yourself with a greater number of even narrower parts inside a circle, you will notice that the right-hand diagram will look even more like a rectangle.

Exercises help students to develop fluency in new mathematical skills. Rewind boxes refer back to earlier learning in a previous chapter. Fast forward boxes refer to content students will learn in more depth at a later stage in the book.

This indicates (but does not prove) that the area of a circle is given by: A = πr 2.

REWIND

BODMAS in chapter 1 tells you to calculate the square of the radius before multiplying by π. 

You will now look at some examples so that you can see how to apply these formulae.

Worked example 2 For each of the following circles calculate the circumference and the area. Give each answer to 3 significant figures. Note that in (a), the diameter is given and in (b) only the radius is given. Make sure that you look carefully at which measurement you are given.

a 8 mm O

Circumference = π × diameter = π×8 = 25.1327...  25.1 mm

Area = π × r 2

Circumference = π × diameter

Area = π × r

Tip

d 2 = π × 42 = π × 16 = 50.265...

 50.3 mm2

Your calculator should have a π button. If it does not, use the approximation 3.142, but make sure you write this in your working. Make sure you record the final calculator answer before rounding and then state what level of accuracy you rounded to.

b 5 cm O

= π × 10 ( d = 2 × r ) = 31.415...  31.4 cm

= π × 52 = π × 25 = 78.539...  78.5 cm2

Unit 2: Shape, space and measures

141

Cambridge IGCSE™ Mathematics Core and Extended Coursebook Second edition

978-1-108-43722-6 978-1-108-43721-9 978-1-316-64352-5 978-1-108-43726-4

* Endorsed until September 2019.

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= Endorsed by Cambridge Assessment International Education

Cambridge IGCSE™ | Mathematics

Teacher’s resource • The updated teacher’s resource is packed full of practical support, ideas and advice, as well as extension activities and discussion points to bring maths to life • Lesson planning, teaching notes, ideas for extension material and how to identify common mistakes and misconceptions are also included • Contains answers to questions in the practice books and coursebook • This digital teacher’s resource is available on the Cambridge Elevate platform. Core and Extended practice books • The Core and Extended practice books each provide a wealth of additional questions, with hints and tips along the way to reinforce skills and learning • They provide comprehensive and targeted exercises, ensuring plenty of practice both for the classroom and for independent learning • Additional practice, with full exam-style questions

Cambridge IGCSE™ and O Level Additional Mathematics Second edition Sue Pemberton FOR FIRST EXAMINATION FROM 2020 Cambridge IGCSE™ and O Level Additional Mathematics syllabuses (0606/4037). This series delivers richer questioning, opportunities for classroom discussion, and challenge tasks that provide a deep learning experience for your students. Coursebook • Combines worked examples, practice exercises and exam-style revision sections • Classroom discussion points and challenge questions encourage reflection and deeper learning

Teacher’s resource • The Cambridge Elevate teacher’s resource contains detailed lesson notes and planning tools, PowerPoint slides with interactive worked examples, practice papers and more Practice book • Provides further exercises for students to consolidate their skills in an order that follows the coursebook

• Clear explanations of new mathematical concepts followed by exercises for students to practise

Revision guide • Provides clear explanations of the mathematical techniques students need to know, allowing them to target key areas of revision • Contains worked examples, practice questions and useful points to remember to help students make best use of their revision time

Class discussions provide problems or concepts that help to deepen learning and improve retention. These activities also help with peer-to-peer learning.

Exercises help students to develop fluency in new mathematical skills.

• Each chapter contains revision learning objectives at the start and key points for effective preparation

Cambridge IGCSE and O Level Additional Mathematics

Chapter 11: Series

This is an example of a convergent series because the sum to infinity converges on a finite number.

Find the total distance that the ball travels from the first throw to the fifth impact with the ground.

14 The third term of a geometric progression is nine times the first term. The sum of the first four terms is k times the first term. Find the possible values of k.

class discussion

15 John competes in a 10 km race. He completes the first kilometre in 4 minutes. He reduces his speed in such a way that each kilometre takes him 1.05 times the time taken for the preceding kilometre. Find the total time, in minutes and seconds, John takes to complete the 10 km race. Give your answer correct to the nearest second. Approaches to learning and teaching

Mathematics

Charlie Gilderdale, Alison Kiddle, Ems Lord, Becky Warren and Fran Watson Approaches to learning and teaching Mathematics is part of a unique series, written in collaboration with Cambridge Assessment International Education. The book gives examples, based on experience and observations of what works well, to help you put theory into practice. It provides ideal support for Mathematics teachers as well as those studying professional development qualifications or international PGCEs. The book considers the local and global contexts when planning for and teaching an international syllabus and presents practical ideas and tips you can use as inspiration for your Mathematics lessons. This toolkit: • Helps you to plan and deliver lessons with ideas and practical examples in the context of Mathematics. • Contains ideas for classroom activities, active learning, reflective practice and assessment for learning.

Practical lesson ideas are available from our supporting website to save you planning time. (cambridge.org/9781108406970).

Approaches to learning and teaching Mathematics Gilderdale, Kiddle, Lord, Warren & Watson

9781108406970 Gilderdale, Kiddle, Lord, Warren & Watson Approaches to learning and teaching Mathematics Cover C M Y K

Also available

S − S 2n = r 2n . Show that 3n Sn CHALLENGE Q

1 1 1 1 17 1, 1, 3, _ , 9, _, 27, _, 81, _, … 3 9 81 27 1 n Show that the sum of the first 2n terms of this sequence is 3 − 31−n + 2 . 2

(

Charlie Gilderdale, Alison Kiddle, Ems Lord, Becky Warren and Fran Watson

)

CHALLENGE Q

• Teaching Statistics Paperback 978-1-108-40630-7 • Approaches to learning and teaching Mathematics Page 89

)

We say that as n → ∞, r n → 0.

Find the sum of the first n terms of this sequence.

a (1 − r n ) 1 − r

S∞ =

11.5 Infinite geometric series

→

a (1 − 0 ) a = . 1 − r 1 − r

Note: This is not true when r > 1 or when r = –1

263

The first three terms of a geometric progression are 25, 15 and 9. a Write down the common ratio. b Find the sum to infinity.

For this series it can be shown that 1 3 7 S1 = 2, S2 = 3, S 3 = 3 , S 4 = 3 , S 5 = 3 , … . 2 4 8 This suggests that the sum to infinity approaches the number 4.

1 8

1 2

a provided that –1 < r < 1 1 − r

worked example 18

An infinite series is a series whose terms continue forever. 1 1 1 1 The geometric series where a = 2 and r = is 2 + 1 + + + + … 2 2 4 8

The diagram of the 2 by 2 square is a visual representation of this series. If the pattern of rectangles inside the square is continued the total areas of the inside rectangles approaches the value 4. This confirms that the sum to infinity of 1 1 1 the series 2 + 1 + + + + … is 4. 2 4 8

(

This gives the result

18 Sn = 6 + 66 + 666 + 6666 + 66666 + …

• Teaching Probability Paperback 978-1-316-60589-9

1 a = _ , r = –5 2

a 1 − rn . 1− r If –1 < r < 1, then as n gets larger and larger, r n gets closer and closer to 0.

The sum, S n , is given by the formula S n =

Hence, as n → ∞ ,

262

NRICH

2 a = 5, r = _ 3

1 a = –3, r = – _ 2

Consider the geometric series a + ar + ar 2 + ar 3 + … + ar n−1 .

Approaches to learning and teaching

a toolkit for international teachers

2 a = _, r = 2 5

2 Find other convergent geometric series of your own. In each case find the sum to infinity. 3 Can you find a condition for r for which a geometric series is convergent?

16 A geometric progression has first term a, common ratio r and sum to n terms, Sn.

Mathematics

1 Use a spreadsheet to investigate whether the sum of each of these infinite geometric series converge or diverge. If they converge, state their sum to infinity.

Answers 1 4

2 1

second term 15 3 Common ratio = ___ = _ = _ first term 25 5

a S∞ = _ 1–r

3 use a = 25 and r = _ 5

25 = _3 1 – _5 = 62.5

Cambridge IGCSE™ and O Level Additional Mathematics Coursebook (Second edition)

Worked examples provide step-by-step guidance.

Cambridge IGCSE™ and O Level Additional Mathematics Coursebook 978-1-108-41166-0 Cambridge Elevate Teacher’s Resource Access Card 978-1-108-45632-6 Practice Book 978-1-108-41285-8

Contact your local representative – see page 95 | 61

Cambridge IGCSE™ | Science Cambridge IGCSE™ Science

Revision guides

Practical teacher’s guides

From coursebooks to teacher’s resources, practical workbooks to revision guides, and English as a second language support to maths skills support, we have an extensive range of resources to suit a variety of needs. All published resources are endorsed by Cambridge International so you can be confident the series delivers the depth and breadth of content required.

• Support students in developing their skills – either in the classroom or at home – and prepare them to apply their skills in examinations

• Differentiated learning suggestions to support students

Coursebooks • Suggestions for practical activities help you develop the required experimental skills in your students, with full guidance on the CD-ROMs • Study tips throughout the text, exam-style questions at the end of each chapter and a host of revision and practice material on the CD-ROMs help students prepare for their examinations • Exercises help students understand important scientific words, how to structure answers and how to extract information from texts • Answers to the exam-style questions in the coursebooks are on the CD-ROMs Teacher’s resource CD-ROMs • Help you bring the content in our coursebooks and workbooks to life

Workbooks • The exercises in these write-in workbooks help students consolidate understanding and practise using skills in new situations • The exercises build necessary skills in problem solving, planning investigations and interpreting results

• Interesting and varied practical investigations make it easy for you to incorporate practical work into lessons • Guided exercises develop the essential skills of handling data, planning investigations, analysis and evaluation • Exam-style questions for each topic provide students with opportunities to apply their knowledge and help them prepare for their examinations

See also • Maths Skills workbooks • Help students transfer their mathematical skills and understanding to their science learning • Incorporate maths skills support into your science lessons • Written in collaboration with the Association for Science Education (ASE), the largest subject association in the UK • Accompanied by a teacher support document with ideas to support you when using the workbook with your class

62 | cambridge.org/education/2020

Also available

Practical workbooks

• A collection of worksheets is provided to use in class or for students’ individual study, with answers

• Approaches to learning and teaching Science Page 89

• The CD-ROM contains sample data you can use in instances when an investigation cannot be carried out

• Answers to all exercises are on the teacher’s resource CD-ROM

• Teaching ideas for each topic give you suggestions for lessons and homework

See also

• Specific guidance with setting up and safely carrying out each of the investigations in the practical workbook saves you time

• Breakthrough to CLIL Using insights from our language research, Breakthrough to CLIL workbooks help students with English language skills for Cambridge IGCSE Biology, Chemistry and Physics. Students can use these alongside our Cambridge IGCSE coursebooks.

Cambridge IGCSE™ | Science

Cambridge IGCSE™ Biology

Cambridge IGCSE™ Chemistry

Third edition

Fourth edition

Mary Jones and Geoff Jones

Richard Harwood and Ian Lodge

Cambridge IGCSE™ Physics syllabus (0625).

Cambridge IGCSE™ Biology syllabus (0610).

Cambridge IGCSE™ Chemistry syllabus (0620).

Many of the great biological discoveries of our time have been made as a result of scientific investigation. From the work of Pasteur, to Pavlov, Mendel, Watson and Crick, practical biology has allowed the greatest scientific minds to measure and record their observations. These scientists followed the same scientific principles students will follow in this series.

Chemistry is a laboratory subject; its subject material and theories are based on experimental observation. However, its scope reaches out beyond the laboratory into every aspect of our lives. Understand the nature of our planet, the environment we live in and the factors that affect our health in Cambridge IGCSETM Chemistry.

Physicists simplify problems by reducing them to their basics and then solving them by applying fundamental ideas. Studying Cambridge IGCSE Physics helps students build life skills by teaching them to look at data critically and recognise patterns.

Cambridge IGCSE™ Biology Coursebook with CD-ROM Coursebook with CD-ROM and Cambridge Elevate enhanced edition (2 years) Coursebook Cambridge Elevate enhanced edition (2 years) Teacher’s Resource CD-ROM Workbook Practical Workbook Practical Teacher’s Guide with CD-ROM Revision Guide Breakthrough to CLIL Biology Workbook Maths Skills for Cambridge IGCSE Biology Workbook

978-1-107-61479-6 978-1-316-63769-2 978-1-107-50301-4 978-1-107-61496-3 978-1-107-61493-2 978-1-316-61103-6 978-1-316-61105-0 978-1-107-61449-9 978-1-107-69983-0 978-1-108-72812-6

Cambridge IGCSE™ Combined and Co-ordinated Sciences Mary Jones, Richard Harwood, Ian Lodge and David Sang Cambridge IGCSE™ Combined Science and Cambridge IGCSE™ Co-ordinated Sciences syllabuses (0653/0654). Cambridge IGCSE™ Combined and Co-ordinated Sciences Coursebook with CD-ROM 978-1-316-63101-0 Teacher’s Resource DVD-ROM 978-1-316-63107-2 Biology Workbook 978-1-316-63104-1 Chemistry Workbook 978-1-316-63105-8 Physics Workbook 978-1-316-63106-5

= Endorsed by Cambridge Assessment International Education

Cambridge IGCSE™ Chemistry Coursebook with CD-ROM Coursebook with CD-ROM and Cambridge Elevate enhanced edition (2 years) Coursebook Cambridge Elevate enhanced edition (2 years) Teacher’s Resource CD-ROM Workbook Practical Workbook Practical Teacher’s Guide with CD-ROM Revision Guide Breakthrough to CLIL Chemistry Workbook Maths Skills for Cambridge IGCSE Chemistry Workbook

Cambridge IGCSE™ Physics David Sang

978-1-107-61503-8 978-1-316-63772-2 978-1-107-50311-3 978-1-107-61501-4 978-1-107-61499-4 978-1-316-60946-0 978-1-316-61094-7 978-1-107-69799-7 978-1-107-63855-6

Cambridge IGCSE™ Physics Coursebook with CD-ROM Coursebook with CD-ROM and Cambridge Elevate enhanced edition (2 years) Coursebook Cambridge Elevate enhanced edition (2 years) Teacher’s Resource CD-ROM Workbook Practical Workbook Practical Teacher’s Guide with CD-ROM Breakthrough to CLIL Physics Workbook Maths Skills for Cambridge IGCSE Physics Workbook

978–1-107-61458-1 978–1-316-63775-3 978-1-107-50292-5 978-1-107-61490-1 978-1-107-61488-8 978-1-316-61107-4 978-1-316-61108-1 978-1-107-68085-2 978-1-108-72846-1

978-1-108-72813-3

Cambridge IGCSE™ Physical Science David Sang, Richard Harwood and Ian Lodge Cambridge IGCSE™ Physical Science syllabus (0652). Cambridge IGCSE™ Physical Science Chemistry Workbook Physics Workbook

978-1-316-63351-9 978-1-316-63352-6

Contact your local representative – see page 95 | 63

Cambridge IGCSE™ and O Level | Environmental Management | Computer Science | ICT

Victoria a Wrigh ht and d Den nise Taylor

Cambridge IGCSE®

ICT

Coursebook Revised second edition

Cambridge IGCSE™ and O Level Environmental Management

Cambridge IGCSE™ and O Level Computer Science

Cambridge IGCSE™ ICT

Sarah Lawrey and Donald Scott

Victoria Wright and Denise Taylor

Gary Skinner, Ken Crafer, Melissa Turner, Ann Skinner and John Stacey

Cambridge IGCSE™ and O Level Computer Science syllabuses (0478/2210).

Cambridge IGCSE™ ICT syllabus (0471).

Cambridge IGCSE™ and O Level Environmental Management syllabuses (0680/5014).

Coursebook

From the rocks that make up our planet to the water, air and animals that populate it, Environmental Management explores the natural world and the effect humans have on it. Coursebook • International case studies – such as wind erosion in the US and earthquakes in Nepal – illustrate phenomena in real-world situations • Practical activities help students develop their investigative skills – test the effect of acidity on the germination of seeds or find the world’s population throughout history • Exam-style and self-assessment questions help students with exam practice • Answers to all questions are at the back of the book for easy referencing Teacher’s resource

• Contains detailed explanations of concepts, with examples and tasks that help consolidate knowledge • Introduces the foundations of programming that students need to learn, from data representation to algorithm design Programming books • Task-based learning builds up skills, guiding students through projects and providing examples of real coding solutions for students using Microsoft® Visual Basic or Python Cambridge IGCSE™ and O Level Computer Science Coursebook 978-1-107-51869-8 Coursebook Cambridge Elevate edition 978-1-316-62107-3 (2 years) Programming Book for Microsoft® Visual Basic 978-1-107-51864-3 Programming Book for Python 978-1-316-61782-3 Teacher’s Resource CD-ROM 978-1-316-61116-6 Revision Guide 978-1-107-69634-1

Revised second edition

Coursebook • Provides detailed coverage of the role and application of ICT in a rapidly changing world • With clear theoretical explanations and complete coverage of the practical aspects of the syllabus • Reflects the latest technologies in the field • Contains an accompanying CD-ROM with source files so students can complete the practical tasks Teacher’s resource • Provides you with differentiated activities, worksheets and extensive guidance Cambridge IGCSE™ ICT Coursebook with CD-ROM Coursebook Cambridge Elevate edition (2 years) Teacher’s Resource CD-ROM

978-1-108-69806-1 978-1-108-72762-4 978-1-316-62741-9

• The teacher’s resource CD-ROM contains customisable and time-saving teaching guides for each chapter, including lesson plans, homework ideas and advice on how to tackle common misunderstandings and misconceptions • Additional recommended resources help students extend and deepen their knowledge Cambridge IGCSE™ and O Level Environmental Management Coursebook 978-1-316-63485-1 Coursebook with Cambridge Elevate 978-1-316-64602-1 enhanced edition (2 years) Coursebook Cambridge Elevate 978-1-316-63491-2 enhanced edition (2 years) Teacher’s Resource CD-ROM 978-1-316-63490-5 Workbook 978-1-316-63487-5

64 | cambridge.org/education/2020

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9781108455046 Bough, MacPherson and Cowper: IGCSE and O Level History Teacher’s Resource Access Card. C M Y K

Cambridge IGCSE™ and O Level | History | Sociology | Geography

Cambridge IGCSE® and O Level History Option B: the 20th Century Cambridge Elevate Teacher’s Resource Bring Cambridge IGCSE and O Level History to life, as you help students explore topics such as the causes of the Second World War, the rise and fall of Soviet Russia and much more. Key features: • Save time with ready-made editable worksheets • Written in collaboration with an English as an Additional Language (EAL) specialist, support sections anticipate common challenges and provide tips to overcome them • Differentiation activities help you give students extra support or challenge them to inquire further • Ideas for starting lessons, suggestions for making learning more active in the classroom and links to historical websites for background reading, give you a creative starting point for lesson planning • Sample answers and links to assessment objectives help you mark and students to understand how to demonstrate their skills Other resources available in the series: Coursebook 978-1-108-43949-7

Completely Cambridge Cambridge University Press works with Cambridge Assessment International Education and experienced authors, to produce high-quality endorsed textbooks and digital resources that support Cambridge teachers and encourage Cambridge learners worldwide.

Jamie Bough, Robin Macpherson and Anna Cowper

Cambridge IGCSE® and O Level

History

Option B: the 20th Century

To find out more about Cambridge University Press visit cambridge.org/cambridge-international

Cambridge Assessment International Education Provides support for teachers for Option B for the Cambridge IGCSE, IGCSE 9-1 and O Level History syllabuses (0470/0977/2147) for examination from 2020 Has passed Cambridge International’s rigorous quality-assurance process Developed by subject experts For Cambridge schools worldwide

Cambridge Elevate Teacher’s Resource Access Card DO NOT DISCARD Code inside is required to activate your purchase of the Teacher’s Resource elevate.cambridge.org

Cambridge IGCSE™ and O Level History Option B: the 20th Century Second edition Paul Grey, Rosemarie Little, Robin Macpherson, John Etty, Graham Goodlad, Jamie Bough and Anna Cowper Cambridge IGCSE™, IGCSE (9–1) and O Level History syllabuses (0470/0977/2147).

Teacher’s resource • Suggestions for differentiation activities help teach mixed-ability classrooms • Written in collaboration with an English as an Additional Language (EAL) specialist for language support • Contains all source material from the coursebook, so you have the option to print or project This digital teacher’s resource is available on the Cambridge Elevate platform.

See also • Approaches Geography to learning and teaching History Page 89 Simon Armitage

Coursebook • Activities based on the most interesting topics in modern history spark students’ curiosity

Cambridge IGCSE™ Sociology Jonathan Blundell Cambridge IGCSE™ and O Level Sociology syllabuses (0495/2251). Whether it’s exploring culture, identity and socialisation, or analysing crime, deviance and social control, the Cambridge IGCSE™ Sociology series brings sociology to life in the classroom. With exam-style practice questions and revision checklists, as well as a range of classroom activities and key term boxes ideal for exam preparation, our resources support you and your students throughout the course.

Approaches to learning and teaching

Approaches to learning and teaching Geography

Take your students on a journey through the rise and fall of Soviet Russia, the World Wars and much more.

Second edition

Approaches to learning and teaching

History

a toolkit for international teachers

Cambridge IGCSE™ Sociology Coursebook Teacher’s Resource CD-ROM

978-1-107-64513-4 978-1-107-65138-8

Andrew Flint and Stuart Jack

Cambridge IGCSE™ and O Level Geography

• Primary and secondary sources encourage students to go further with their investigations, urging them to question cause and consequence

Second edition

• Covers four of the Depth Studies: The First World War (1914–18), Germany (1918–45), Russia (1905–41) and the US (1919–41)

Gary Cambers, Steve Sibley, Juliette Stafford and David Davies Cambridge IGCSE™, IGCSE (9–1) and O Level Geography syllabuses (0460/0976/2214). Take your students to the summit of an active volcano in Japan or the bustling tourist trade of Kenya with Cambridge IGCSE™ and O Level Geography. Coursebook • Hundreds of activities provide clear, practical support for students • Up-to-date case studies, from urbanisation in Peru to international migration in Qatar, bringing real-life topics to the classroom Teacher’s resource • The teacher’s resource CD-ROM provides you with answers to all coursebook activities, a suggested scheme of work and lesson plans • This digital teacher’s resource is available on the Cambridge Elevate platform. Revision guide

Cambridge IGCSE™ and O Level History Option B: the 20th Century (Second edition) Cambridge IGCSE™ and O Level History Option B: the 20th Century Coursebook Option B: the 20th Century Coursebook Option B: the 20th Century Cambridge Elevate edition (2 years) Cambridge Elevate Teacher’s Resource Access Card

978-1-108-43949-7 978-1-108-43950-3 978-1-108-45504-6

• The Revision Guide provides a supporting narrative guide through the coursebook with activities and detailed explanations Cambridge IGCSE™ and O Level Geography Coursebook with CD-ROM 978-1-108-33918-6 Cambridge Elevate Teacher’s Resource 978-1-108-45701-9 Access Card Revision Guide 978-1-108-44032-5

Contact your local representative – see page 95 | 65

Business Studies

a practising iness Studies een involved with co-authoring ness Studies for CSE. She is an xaminer and team ngs extensive working in the usiness analyst.

Mark Fisher, Medi Houghton and Veenu Jain

Cambridge IGCSE® and O Level

Business Studies

Coursebook

Coursebook Revised third edition

Cambridge IGCSE™ and O Level Business Studies Revised third edition Mark Fisher, Medi Houghton, Veenu Jain and Alex Smith This course contains a range of international case studies – from quality control in car plants to market research in supermarkets – bringing real-life topics into the classroom. • The CD-ROM contains revision aids, further questions and activities, providing students with valuable experience • The teacher’s resource is available on the Cambridge Elevate platform. It provides answers to coursebook activities, further exercises and teaching ideas to help with lesson planning • A range of new practice exercises in the workbook builds students’ business studies knowledge and skills • The revision guide contains specially designed guidance – such as revision tips, key definitions and exam practice – that helps build students’ confidence with business studies Cambridge IGCSE™ and O Level Business Studies Coursebook with CD-ROM 978-1-108-56398-7 Coursebook Cambridge Elevate 978-1-108-44175-9 enhanced edition (2 years) Coursebook with CD-ROM and Cambridge 978-1-108-34825-6 Elevate enhanced edition (2 years) 978-1-108-46256-3 Revision Guide 978-1-108-44174-2 Workbook 978-1-108-71000-8

See also Approaches to learning and teaching

Andrew Gillespie

Approaches to learning and teaching Business & Economics is part of a unique series, written in collaboration with Cambridge Assessment International Education. The book gives examples, based on experience and observations of what works well, to help you put theory into practice. It provides ideal support for Business & Economics teachers as well as those studying professional development qualifications or international PGCEs. The book considers the local and global contexts when planning for and teaching an international syllabus and presents practical ideas and tips you can use as inspiration for your Business & Economics lessons. This toolkit: • Helps you to plan and deliver lessons with ideas and practical examples in the context of Business & Economics. • Contains ideas for classroom activities, active learning, reflective practice and assessment for learning.

Approaches to learning and teaching Business & Economics Gillespie

• Approaches Business & Economics to learning and teaching Business & Economics Page 89 9781316645949 Gillespie Approaches to learning and teaching Business and Economics Cover C M Y K

on has significant both business and s an experienced author of books for Cambridge ss Studies.

Cambridge IGCSE® and O Level

as over 25 nce teaching es. He is also an xaminer, teacher hor of teacher al.

Cambridge IGCSE™ and O Level | Business Studies | Enterprise | Economics | Accounting

Approaches to learning and teaching

Business & Economics a toolkit for international teachers

Andrew Gillespie

Practical lesson ideas are available from our supporting website to save you planning time. (cambridge.org/9781316645949).

See also • Getting Started with Cambridge IGCSE™ and O Level Economics Paperback* 978-1-108-44043-1 *This text has not been through the Cambridge International endorsement process.

66 | cambridge.org/education/2020

Cambridge IGCSE™ Enterprise

Cambridge IGCSE™ and O Level Accounting

Medi Houghton, Matthew Bryant and Veenu Jain Cambridge IGCSE™ Enterprise syllabus (0454) for examination from 2020. Cambridge IGCSETM Enterprise is a skills-focused handbook that helps students enrich their enterprise projects. • A practical focus to assist students in integrating theory with the coursework project • Contains free online teacher support: for more information speak to your local sales rep Cambridge IGCSE™ Enterprise Coursebook Coursebook Cambridge Elevate edition (2 years) Coursebook with Cambridge Elevate edition (2 years)

978-1-108-44035-6 978-1-108-44037-0 978-1-108-33925-4

Cambridge IGCSE™ and O Level Economics

Second edition Catherine Coucom, Mary Egan and Claire Merrills Cambridge IGCSE™ and O Level Accounting syllabuses (0452/7707) for examination from 2020. With over 70% more practice questions than the previous edition and content closely mapped to the Cambridge IGCSE and O Level Accounting syllabuses (0452/7707), this series builds confidence and understanding of accounting best practice. • Varied topics help students new to accounting understand the subject’s core theories and principles • Activities provide students with the opportunity to learn how to record, report, present and interpret financial information

Second edition

• Current topics provide an appreciation of the ways accounting is used in modern economic and business contexts

Susan Grant and Colin Bamford

• Clear step-by-step explanations and instructions guide beginners through the course

Cambridge IGCSE™ and O Level Economics syllabuses (0455/2281) for examination from 2020. Economics relates to every aspect of our lives and thinking like an economist can help us make better choices. This series is for students new to economics, helping them understand economic theory, terminology and principles.

Cambridge IGCSE™ and O Level Accounting Coursebook 978-1-316-50277-8 Cambridge Elevate enhanced edition (2 years) 978-1-108-43901-5 Coursebook with Cambridge Elevate Enhanced 978-1-108-33917-9 Edition (2 years) Cambridge Elevate Teacher’s Resource 978-1-108-45899-3 Workbook 978-1-316-50505-2 Revision Guide 978-1-108-43699-1

• Introduces topics and presents economic concepts in the context of the learner, making economics relevant to everyday life • Tips and guidance throughout support students in developing the skills to write clearly, apply relevant economic concepts and interpret diagrams • Provides a foundation for advanced study in economics, such as A Level Cambridge IGCSE™ and O Level Economics Coursebook 978-1-108-44038-7 Cambridge Elevate enhanced edition (2 years) 978-1-108-44042-4 Coursebook with Cambridge Elevate 978-1-108-33926-1 enhanced edition (2 years) Cambridge Elevate Teacher’s Resource 978-1-108-46421-5 Workbook 978-1-108-44040-0 Revision Guide 978-1-108-44041-7

= Endorsed by Cambridge Assessment International Education

Cambridge IGCSE™ and O Level | Global Perspectives | Travel and Tourism

Cambridge IGCSE™ Travel and Tourism

Cambridge IGCSE™ and O Level Global Perspectives

Teacher’s resource

John D. Smith and Fiona Warburton

Keely Laycock

Cambridge IGCSE™ and O Level Travel and Tourism syllabuses (0471/7096).

Cambridge IGCSE™ and O Level Global Perspectives syllabuses (0457/2069).

• Includes schemes of work, sample lesson plans, suggested answers to activities in the coursebook, further teaching ideas and worksheets

From Scotland to Mauritius, Cambridge IGCSE™ Travel and Tourism covers all areas of travel from global and local perspectives, developing practical skills across a range of roles in one of the world’s largest industries.

Teach your students skills they will use their whole life. This series develops life skills such as researching, analysing information, critical thinking, independent reflection, collaboration and communication.

• Topics such as industry, customer care, working procedures and marketing allow students to learn about all areas of tourism

Coursebook

Cambridge IGCSE™ Travel and Tourism Coursebook

978-0-521-14922-8

• Each chapter contains multiple activities that encourage active engagement and assessment practice opportunities

• Cambridge Global Perspectives International AS & A Level Global Perspectives & Research Page 79 Approaches to learning and teaching

9781316638750 Lacock Approaches to learning and teaching Global Perspectives Cover C M Y K

• From reflection to problem-solving skills, the coursebook explores the Cambridge learner attributes

See also

Nadia Mannarino Fernandez, Spanish Teacher, International School of Bremen, Germany Cambridge IGCSE™ Spanish as a Foreign Language Coursebook with Audio CDs 978-1-108-60963-0 Coursebook with Audio CDs and Elevate 978-1-108-60981-4 enhanced edition (2 years) Coursebook Cambridge Elevate 978-1-108-72810-2 enhanced edition (2 years) Teacher’s Resource with Cambridge Elevate 978-1-108-60984-5 Workbook 978-1-108-72811-9

Panorama francophone 1 French ab initio for the IB Diploma Coursebook Second edition Danièle Bourdais and Sue Finnie

Panorama hispanohablante 1 Spanish ab initio for the IB Diploma Coursebook Second edition Chris Fuller, Virginia Toro, María Isabel Isern Vivancos, Alicia Peña Calvo and Víctor González

• Panorama francophone and Panorama hispanohablante Page 83

= Working towards endorsement by Cambridge Assessment International Education

Cambridge IGCSE™ | Spanish | Arabic | Bahasa Indonesia | Chinese

Cambridge IGCSE™ Spanish as a First Language

Cambridge IGCSE™ Chinese as a First Language

Cambridge IGCSE™ Bahasa Indonesia

Jacobo Priegue Patiño and Laura Puente Martin

Ivy Liu So Ling, Martin Mak and Sandra Hon

Sofia Sinaga and Basuki

Cambridge IGCSE™ Spanish as a First Language syllabus (0502).

Cambridge IGCSE™ Chinese as a First Language syllabus (0509) for examination from 2020.

• Texts and activities from around the Spanishspeaking world encourage critical thinking Cambridge IGCSE™ Spanish as a First Language Coursebook 978-1-316-63291-8 Coursebook Cambridge Elevate edition 978-1-316-63295-6 (2 years) Teacher’s Book 978-1-316-63297-0 Workbook 978-1-316-63296-3

Luma A-Abdul Hameed, Hanadi Al Amleh and Shoua Fakhouri Cambridge IGCSE™ Arabic as a First Language syllabus (0508). • Engaging texts and activities encourage critical thinking and support students through the course • The skills-based approach helps students develop a deeper understanding of the Arabic language Cambridge IGCSE™ Arabic as a First Language Coursebook 978-1-316-63451-6 Coursebook Cambridge Elevate edition 978-1-316-63616-9 (2 years) Teacher’s Book* 978-1-316-63619-0 Workbook 978-1-316-63618-3 *Working towards endorsement by Cambridge Assessment International Education

• Written in Mandarin Chinese, these resources take a skills-based approach focused on reading and writing • A variety of activities develop transferable skills of critical evaluation, analysis and inference with opportunities provided for differentiation and extension throughout Cambridge IGCSE™ Chinese as a First Language Coursebook 978-1-108-43493-5 Coursebook Cambridge Elevate edition 978-1-108-43494-2 (2 years) Teacher’s Book 978-1-108-43496-6 Workbook 978-1-108-43495-9

Cambridge IGCSE™ Chinese as a Second Language Xixia Wang, Ivy Liu So Ling and Martin Mak Cambridge IGCSE™ Chinese as a Second Language syllabus (0523) for examination from 2020.

• Topic-based structure enables your students to develop analytical skills and provides them with a deeper understanding of the language and its literature Cambridge IGCSE™ Bahasa Indonesia Coursebook Teacher’s Book

978-1-316-60005-4 978-1-316-60009-2

See also • Approaches Modern Foreign Languages to learning and teaching Modern Foreign Languages Page 89

Approaches to learning and teaching

Paul Ellis and Lauren Harris

Approaches to learning and teaching Modern Foreign Languages is part of a unique series, written in collaboration with Cambridge Assessment International Education. The book gives examples, based on experience and observations of what works well, to help you put teaching theory into practice. It provides ideal support for Modern Foreign Languages teachers as well as those studying professional development qualifications or PGCEs. The book considers the local and global contexts when planning for and teaching a syllabus and presents practical ideas and tips you can use as inspiration for your Modern Foreign Languages lessons.

This toolkit: • Helps you to plan and deliver lessons with ideas and practical examples in the context of Modern Foreign Languages • Contains ideas for classroom activities, active learning, reflective practice and assessment for learning

Practical lesson ideas are available from our supporting website to save you planning time. (cambridge.org/9781108438483).

Approaches to learning and teaching Modern Foreign Languages Ellis and Harris

Cambridge IGCSE™ Arabic as a First Language

• Eight topics – including Chinese philosophers, historical figures and social relationships – engage students with Chinese culture and language

• Authentic texts from a variety of media promote the rich literacy heritage of Indonesia, sparking students’ curiosity

9781108438483 Ellis and Harris Approaches to learning and teaching Modern Foreign Languages Cover C M Y K

• In-depth topics promote a deeper understanding of the Spanish language and culture

Cambridge IGCSE™ Bahasa Indonesia syllabus (0538).

Approaches to learning and teaching

Modern Foreign Languages a toolkit for international teachers

Paul Ellis and Lauren Harris

Also available • Cambridge Latin Course

Cambridge Latin Course introduces the Latin language as well as the rich Roman culture. For information about the series, go to cambridge.org/education/2020

• Written in Mandarin Chinese, with some English and pinyin, these resources take a skills-based approach and focus on practical communication • Through reading, writing, listening and speaking activities students learn to communicate effectively, using a wide range of social registers and styles • A focus on Chinese culture in various countries and communities promotes an international outlook • Eighteen topics including hobbies, festivals and future career plans have been chosen to engage students • Audio recordings and authentic texts bring real-life Chinese language to the classroom Cambridge IGCSE™ Chinese as a Second Language Coursebook 978-1-108-43895-7 Coursebook Cambridge Elevate edition 978-1-108-43897-1 (2 years) Cambridge Elevate Teacher's Resource 978-1-108-45703-3 Access Card

= Endorsed by Cambridge Assessment International Education

Contact your local representative – see page 95 | 69

Cambridge O Level | Mathematics | Statistics | Physics | Biology

Cambridge O Level Statistics Second edition Dean James Chalmers Cambridge O Level Statistics syllabus (4040). • Extensive practice exercises help your students build confidence with statistical techniques

Cambridge O Level Physics

Cambridge O Level Biology

David Sang and Graham Jones

Ian J. Burton

Cambridge O Level Physics syllabus (5054).

Cambridge O Level Biology syllabus (5090).

• Concepts in the syllabus are clearly explained with illustrations and photographs to show how physics helps us to understand the world around us

Need to help your class revise for the Cambridge O Level Biology exam?

• Clear worked examples help students understand statistics concepts

• The accompanying CD-ROM contains answers to all the questions in the book, teacher’s notes and activity sheets

Coursebook

Coursebook with CD-ROM

978-1-107-57703-9

Cambridge O Level Mathematics

978-1-107-60783-5

• Notes throughout highlight key things to remember, helping students practise their revision and exam technique • Task boxes contain questions and activities, so students can check their knowledge • Each chapter is summarised with a ‘Points to Remember’ feature so students can track their progress Course Revision Guide

978-1-1070614505

Second edition Audrey Simpson Cambridge O Level Mathematics syllabus (4024). • The content provides a range of tasks that support all aspects of the Cambridge O Level Mathematics syllabus

See also

• Cambridge IGCSE™ and O Level Additional Mathematics Page 61

• Cambridge IGCSE™ and O Level Computer Science Page 64

• Detailed explanations of concepts, worked examples and exercises Coursebook

70 | cambridge.org/education/2020

978-1-316-50644-8

= Endorsed by Cambridge Assessment International Education

Cambridge O Level | English Language | Commerce | Urdu

Cambridge O Level English Language

Cambridge O Level Commerce

Second edition

Helen Toner and John Reynolds

Mary Trigwell-Jones

Cambridge O Level English Language syllabus (1123).

Cambridge O Level Commerce syllabus (7100).

• Outlines how to use descriptive, argumentative, discursive, narrative and directive writing skills • Helps develop critical reading skills with a range of text types for students to analyse, including extracts from books, magazines and TV shows • International topics range from travel, to nature and technology • Lots of examples build confidence with language and step-by-step guidance shows how to complete longer writing tasks, which is an area some students struggle with Coursebook

978-1-107-61080-4

Cambridge O Level Urdu as a Second Language Asmat Zafar, Ayesha Mangel and Qurat ul Ain Kamran

• Contains lots of activities and practice questions that help students apply commercial theory, with up-to-date, real-life examples • Topics are broken down into the traditional areas within commerce, such as production, retail, international trade and advertising, helping students to understand the structure of commerce • Units such as the Changing Environment of Commerce examine developing trends and evolving areas of the industry, and are selected to interest teenagers Coursebook

978-1-107-57909-5

12 Selecting content points in summary questions

The third, fourth, fifth and sixth sentences, and the first part of the seventh, give details of the groups of people who were entitled to wear silk and the colours each group wore. These groups are the Emperor, his wives, high-ranking officers, landowners, merchants and ordinary people. However, because we have the key words at the front of our minds — ‘silk’ and ‘use’ — we are not tempted to use any of this material in our list of uses of silk, because this material gives extra information about the use of silk which we have already found, namely that it was used for clothing. But when we read on into the seventh sentence, with the key words — ‘used’ and ‘silk’ — at the front of our minds, we see that silk was used by wealthy people to make tea-cups. The eighth sentence repeats the idea that silk was used and so, although no particular use is specified in the sentence, it is a further signpost and alerts us to the possibility that by reading on we will find other uses for silk.

In the exercise we have just done, we see that the section of the passage about people who wore silk and the colours they wore is not a section of elaboration. It is a section of content points because the rubric has changed.

Before looking for content points, it is important to be sure of the rubric and to isolate the key words and keep them at the front of your mind as you read the passage.

Exercise 3: A Bad Start Read the passage and answer the question which follows it. The day started off badly and got steadily worse and worse. My sister spent ages in the bathroom, even longer than usual, and so I was late with my shower. When I was halfway to the bus stop, I realised I had left my bus pass on the kitchen table and had to go back for it, after which I raced back to the bus stop, sweating, dishevelled and breathless. My sister, of course, was already there, looking relaxed, demure and very well-showered.

People used silk for: 1

sunshades

banners

clothes

tea-cups

paper

money

We saw that there are two sections of extra information in the passage. The first section is the detail about the people who were entitled to wear silk and the colours they wore. The second section of extra information is the reference to taxes. These sections of information are not content points because they do not refer to particular uses of silk, which was the rubric.

‘What do you mean, no homework?’ hissed the teacher. ‘It’s lunchtime detention for you, and a letter home to your parents. I’m surprised at a boy like you forgetting your homework.’

Working with a partner, make a list of seven people or groups of people who wore silk, and write beside each group what colour of silk they wore. Do not include ordinary people in your list.

He was late having his shower.

He left his bus pass on the table.

He was embarrassed to see Padma/behaved awkwardly with Padma.

He had forgotten his science homework.

The teacher gave him lunchtime detention.

The teacher was to going to send a letter to his parents.

His father would be angry with him.

emperor – yellow

emperor’s first wife – yellow

emperor’s other wives – violet

high-ranking officers – violet

second-ranking officers – red

other officers – black

landowners and merchants – many colours.

Skills Builder: Reading and Writing

978-1-316-60942-2

See also

My heart sank. My father would be furious with me. Working with a partner, make a list of the seven problems which the writer experienced that day. Use the three steps already outlined to complete this task. You should have something like this:

• Authentic materials, such as letters and application forms, provide students with real-world experience of Urdu in use which they can apply outside the classroom

I dashed off the bus, glad to get away from my sister and Padma. As soon as I reached the class—it was science first period that day—I remembered that we had been given homework the last day. How could I have forgotten to do it? Groaning inwardly, I waited for the teacher to ask for the homework notebooks. I took a deep breath and put up my hand to confess.

Exercise 2: The Wearers of Silk

You should have something like this:

• From Parveen Shakir’s journey to Quaid-i-Azam’s famous national address, culturally relevant topics stimulate teenage learners

She smiled a knowing smile at me as if to say: ‘Aren’t brothers awful?’ to her equally well groomed friends. To make matters worse, one of my sister’s friends, Padma, was standing there with her; because I found Padma fascinating and pretty, and had been trying to pluck up the courage to speak to her for months, I felt awkward and embarrassed. Clearly, this was not the day for doing it; I quietly cursed myself for appearing so silly before her.

These six points are called the content points.

The purpose of these sections is to give additional information and colour to the passage, to elaborate on the basic information given about the uses people found for silk. They are called elaboration points.

Reading and writing components of the Cambridge IGCSE Urdu as a Second Language syllabus (0539).

• Cambridge IGCSE™ and O Level Economics Page 66

Remember

And so, in the ninth sentence, we see that silk was used as writing material, and finally in the tenth sentence we see that it was also used as money. The extra information about taxes is not a separate point, any more than the information given about the groups of people who wore silk and the colours that they wore. The information about taxes is linked to the idea of money, which we have already found as a point.

Cambridge O Level Urdu as a Second Language syllabus (3248).

• Cambridge IGCSE™ and O Level Accounting Page 66 87

Cambridge O Level English Language Coursebook

Contact your local representative – see page 95 | 71

Cambridge International AS & A Level

Global Perspective & Research for Cambridge International AS & A Level With travel writing, magazine articles and blogs as well as extracts from writers such as Roald Dahl, Susan Hill and D. H. Lawrence, this coursebook helps you develop your English Language skills through an active and collaborative approach. The first unit in each part covers text analysis and summary writing. The second deals with directed writing and the third looks at descriptive and narrative composition. The third part also includes suggestions for coursework topics if your school follows this pathway. In addition to the development of reading and writing techniques required from the new syllabus, this book also contains two optional units dedicated to speaking and listening.

English Language Mike Gould & Marilyn Rankin

✓ Supports the full Cambridge IGCSE and

rigorous quality-assurance process

✓ Developed by subject experts ✓ For Cambridge schools worldwide

Second edition

Coursebook • Annotated sample answers, scaffolded activities and self-evaluation sections enable students to become independent learners • A wide range of engaging texts from around the world inspire an awareness of how language works for many different purposes • The ‘Key concepts’ feature helps students take a conceptual approach to studying language, enabling them to make links between different texts and topics

EXAM PREPARATION & PRACTICE

S caffolded exam questions help students build confidence and develop strategies to use in the exam

• Clear guidance helps you adopt a highly effective active learning approach to teaching

E xam tips from two experienced examiners help students avoid common mistakes in order to reach the top grades S elf-assessment activities and studentfriendly mark schemes allow students to assess their own work and identify areas for improvement Full exam paper at the end of the book for students to test themselves NEW Exam Preparation and Practice* 978-1-108-73125-6

• In-depth and flexible guidance for students on how to analyse poetry, prose and drama across all contexts

*This text has not been through the Cambridge International endorsement process. Any references or material related to answers, grades, papers or examinations are based on the opinion of the authors.

• Dedicated section on ‘Essay writing skills and techniques’ and annotated sample answers to encourage self-assessment and independent learning

SAMPLE RESPONSE

Part 1 Unit 1: Reading non-fiction

72 | cambridge.org/education/2020

AS & A Level Literature in English – First editions Coursebook 978-1-107-64496-0 Teacher’s Resource CD-ROM 978-1-107-68296-2 AS & A Level Literature in English – Second editions Coursebook 978-1-108-45782-8 Coursebook Cambridge Elevate edition 978-1-108-45791-0 (2 years) Cambridge Elevate Teacher’s Resource Access 978-1-108-45736-1 Card

The initial feeling which comes through the voice of the writer is one of dislike and appalled horror. This disdain is apparent when the writer describes the location as a slightly ghastly brick-and-mortar structure, words which suggest not only his detachment and repulsion (ghastly) but his inability to see the building in any particular shape or form – it is simply a structure. The adjectives in shades of green and pink add to this sense of a rather unattractive combination of features.

ACTIVITY 1.18 1 Discuss with a partner: ■ What ‘voice’ does this commentary suggests emerges from the text? ■ What evidence does the student provide to support this view? ■ Do you agree with the commentary? Point

2 Now, look at the rest of the text. Can you find evidence to support the points made in the table?

Evidence/quotation

There are some unexpected compliments in the way the building is described.

Comment However, it is implied that … 27

The writer, however, qualifies what he says, and this undermines the compliments.

KEY TERMS unexpected something which surprises the reader or comes as a shock qualification casting some uncertainty on an initial statement or a way of undermining what is apparently being said ambivalent being undecided or having contrasting feelings about something

See also TIP In texts, look out for the use of qualification – a way of undermining what is apparently being said. This can point to the writer’s ambivalent or less positive Songs of Ourselves perspective or viewpoint. Volume 1

Cambridge Assessment International Education

Key technique: connotations

Songs of Ourselves 1 is a selection of poetry from the English-speaking world. Parts of the book are set for study in Cambridge IGCSE®, O Level and Cambridge International AS & A Level Literature in English syllabuses. The anthology includes work from over 100 poets, combining famous names – such as William Wordsworth, Maya Angelou and Seamus Heaney – with lesser-known voices. This helps students create fresh and interesting contrasts as they explore themes that range from love to death.

You have already been using your knowledge of word/phrase connotations, even if you were not aware of it! But what are connotations? Many words, phrases or sentences do not simply describe literal or surface meanings. They can also suggest, or bring to mind, other words, phrases, ideas, feelings and so on. For example, on a simple level, green denotes a colour we can all recognise. However, it also suggests all sorts of other ideas: some of these might be concrete images such as lawns, grass, trees and so on; others might be abstract notions such as freshness, innocence (and possibly naivety), organic concerns, or ‘Nature’ more generally. It may also bring to mind idioms, such as green with envy. All of these ideas might be said to be ‘carried’ by the word green without being stated directly. Connotations are often linked to positive or negative views. For example, imagine these choices when writing a letter to an employer:

Features: • Brief notes under the poems help with difficult words, phrases and references • Poems span four centuries and cover every continent to appeal to readers of all ages and backgrounds • Can be used alongside Songs of Ourselves Volume 2 and Stories of Ourselves Volumes 1 and 2 You might also be interested in Cambridge IGCSE® and O Level Literature in English Coursebook Cambridge International AS & A Level Literature in English Coursebook Songs of Ourselves Volume 2 Stories of Ourselves Volume 1 Stories of Ourselves Volume 2 For more information on all Cambridge University Press resources, go to cambridge.org/education

TIP Making a list of key individual words, groups of words, phrases and ideas which contrast or oppose each other, can help you, as the reader, to pull out opposing strands of style and language.

AS & A Level English Language coursebook

Songs of Ourselves Volume 1

AS & A Level English Language – First editions Coursebook 978-1-107-66227-8 Teacher’s Resource CD-ROM 978-1-107-69235-0 AS & A Level English Language – Second editions Coursebook 978-1-108-45582-4 Coursebook Cambridge Elevate edition 978-1-108-45583-1 (2 years) Cambridge Elevate Teacher’s Resource 978-1-108-45589-3 Access Card

• A ‘toolkit’ approach, equipping students with the skills they need to approach unseen texts with confidence

Anthology of Poetry in English

This digital teacher’s resource is available on the Cambridge Elevate platform.

Updated and fully aligned with the new syllabus, texts range across 650 years and from authors from 20 different nationalities. This series provides students with exciting and diverse reading material from old and new writers, from Shakespeare to Jhumpa Lahiri. Through exploring these texts, students will find they are building essential skills – such as the ability to write clearly and effectively, construct an argument, manage information and analyse complex pieces.

S ample answers with examiner comments help students understand what is required in each exam paper

Teacher’s resource

• Further reading suggestions and homework tasks help your students embed their learning beyond lessons

The second edition is suitable for Cambridge International AS & A Level Literature in English syllabus (9695) for first examination from 2021. For students taking the examination in 2020, use the first edition of the coursebook and teacher’s resource.

• NEW Exam Preparation and Practice*

• Step-by-step guides to different exam question types and opportunities for assessment throughout help prepare students for their examination

• Flexible lesson plans, worksheets and PowerPoint presentations save you time on lesson planning

Elizabeth Whittome

Julian Pattison & Duncan Williams

Gould & Rankin

Instil a love of English language and improve your students’ advanced reading skills through analysis of a range of text types – from contemporary blogs to traditional letter writing. Carefully structured activities help students develop their own imaginative, creative and discursive writing.

Second edition

English Language for Cambridge International AS & A Level

COURSEBOOK

The second edition is suitable for Cambridge International AS & A Level English Language syllabus (9093) for first examination from 2021. For students taking the examination in 2020, use the first edition of the coursebook and teacher’s resource.

English Language

Mike Gould and Marilyn Rankin Patrick Creamer and Renée Stanton

AS & A Level Literature in English

Also available Cambridge International AS & A Level

Second edition

Discover more

cambridge.org/brighterbetter

ge.org/brighterbetter

AS & A Level English Language

Gould & Rankin

O Level Additional Mathematics syllabuses (0606/4037) for examination from 2020

✓ Has passed Cambridge International’s

COURSEBOOK Elizabeth Whittome

COURSEBOOK

This resource is endorsed by Cambridge Assessment International Education

English Language

COURSEBOOK

Literature in English for Cambridge International AS & A Level

Features: • Exam-style questions provide opportunities to practise your reading, writing, speaking and listening skills, helping to boost your confidence with language • The course structure follows a spiral curriculum, providing opportunities for you to consolidate and build on your prior learning • International texts across six continents – such as a panda conservation article from China and a travel guide from Machu Picchu – make reading interesting and relevant • A focus on writer’s effect and the way we use language helps you develop your own personal style and an awareness of audience

for Cambridge International AS & A Level English Language

Cambridge International AS & A Level

d s ers

Cambridge International AS & A Level | English Language | Literature in English

Songs of Ourselves

Volume 1

Cambridge Assessment International Education Anthology of Poetry in English

• Songs of Ourselves Page 57

• Cambridge School Shakespeare Page 58

= Endorsed by Cambridge Assessment International Education

Cambridge International AS & A Level | English General Paper | Topics in English Language

Cambridge International AS Level English General Paper Jill Pavich Cambridge International AS Level English General Paper syllabus (8021). Through exploration of a wide array of topics, from celebrity culture to poetry in the modern world, this series focuses on strengthening key 21st century skills, such as communication, evaluation, analysis and application. Helping students improve their written responses, use of English and comprehension, this series looks at discussion points relevant to the globally minded classroom. T opical texts and discussion points relevant to the globally minded classroom diverse range of issues to investigate across the A syllabus egular practice questions and model answers R help build confidence with course skills Cambridge International AS Level English General Paper Coursebook 978-1-316-50070-5 Coursebook Cambridge Elevate edition (1 year) 978-1-108-43968-8 Cambridge Elevate Teacher’s Resource Access 978-1-108-45788-0 Card

Cambridge Topics in English Language Have you tried Cambridge Topics in English Language? An invaluable series of nine A Level English Language books, edited by experts Dan Clayton and Marcello Giovanelli, and designed for use with any syllabus. The books introduce students to major scholarly topics in English linguistics and stylistics through modern issues such as gender, diversity and changing attitudes to language.

“In short: a uniformly excellent and well-executed series – essential resources, highly recommended.” Gary Snapper, Editor of Teaching English

KEY TERMS Collocation: a word or phrase that is usually combined together with a greater frequency than chance

• Exam-style questions and analysis activities provide students with valuable practice to help build confidence

Discourse prosody: the ways that seemingly neutral words can be seen as having negative or positive associations through frequent use in collocations

aCTIVITY 2.1

• Summaries of key concerns and modern findings guide students on how to approach their own language investigations

Categorising women In an article from The Daily Telegraph, British journalist Radhika Sanghani (2017) listed 25 words that she believes are only ever applied to women. She cites examples of their use in political contexts, campaigns by celebrities such as Beyoncé and research done by Fortune, an American business magazine. The list contains the following words:

978-1-108-40111-1 978-1-108-44247-3 978-1-108-40217-0

Airhead

Ambitious

Abrasive

Bitchy

Bolshy

Bombshell

Bossy

Breathless

Bridezilla

Bubbly

Curvy

Ditsy

Emotional

Frigid

Frumpy

Highmaintenance

Hormonal

Hysterical

Illogical

Pushy

Sassy

Shrill

Voluptuous

Whinging

Working mum

You might want to look up the meanings of these words first, or you can read her article for the definitions that she gives. Once you’re

978-1-108-44250-3 978-1-108-40214-9

Baker’s (2006) exploration of the terms ‘bachelor’ and ‘spinster’ in the British National Corpus shows how focusing on just two words can highlight the way that society views men and women. Baker applied the concept of collocation, looking for words that seem to naturally occur with ‘bachelor’ and ‘spinster’. In his study, one of Baker’s conclusions was that ‘eligible’ was a common collocate of ‘bachelor’ and ‘elderly’ was a frequent collocate of ‘spinster’. Perhaps unsurprisingly Baker also found positive discourse prosody, where most of the words closely associated with ‘bachelor’ present men in a good light. For ‘spinster’, he found that there was negative discourse prosody.

• Research is made accessible for those who are new to linguistics and there is particular support in analysing spoken language data such as colloquialisms and idioms

Cambridge Topics in English Language Text Analysis and Representation Text Analysis and Representation Cambridge Elevate edition (2 years) Language and Gender Language and Gender Cambridge Elevate edition (2 years) Attitudes to Language Attitudes to Language Cambridge Elevate edition (2 years) The Language of Literature The Language of Literature Cambridge Elevate edition (2 years) Language Development Language Development Cambridge Elevate edition (2 years) Language Change Language Change Cambridge Elevate edition (2 years) Language and Power Language and Power Cambridge Elevate edition (2 years) Narrative Narrative Cambridge Elevate edition (2 years) Language Diversity and World Englishes Language Diversity and World Englishes Cambridge Elevate edition (2 years)

Language and Gender

978-1-108-44252-7 978-1-108-40221-7 978-1-108-44254-1 978-1-108-40227-9 978-1-108-44257-2 978-1-108-40223-1 978-1-108-44258-9 978-1-108-40213-2 978-1-108-44260-2

Language and Gender

“These books are very useful and we are glad we bought them for our students. We would recommend them to other teachers of A Level language.” Rachel De Wachter, Esher College, UK

978-1-108-40229-3 978-1-108-44263-3 978-1-108-40225-5 978-1-108-44264-0

See also Cambridge IGCSE®

O Level Additional Mathematics syllabuses (0606/4037) for examination from 2020

✓ Has passed Cambridge International’s rigorous quality-assurance process

✓ Developed by subject experts ✓ For Cambridge schools worldwide

Completely Cambridge

for the IB Diploma

Author names

This resource is endorsed by Cambridge Assessment International Education

✓ Supports the full Cambridge IGCSE and

English A: Language and Literature

COURSEBOOK

Features: • Written in accessible language with the international learner in mind • Activities to help students develop practical and investigative skills • Key terms are highlighted throughout with definitions found in the glossary • Students can check their progress through self-assessment questions and exam-style questions at the end of each chapter • Last bullet point in here

English Language

Cambridge IGCSE® English Language Coursebook, Third edition with CD-ROM is tailored to the latest Cambridge IGCSE English Language syllabus (0610) and endorsed for full syllabus coverage by Cambridge International Examinations. Cambridge IGCSE® English Language Coursebook, Third edition with CD-ROM is tailored to the latest Cambridge IGCSE English Language syllabus (0610) and endorsed for full syllabus coverage by Cambridge International Examinations. Cambridge IGCSE® English Language Coursebook, Third edition with CD-ROM is tailored to the latest Cambridge IGCSE English Language syllabus (0610) and endorsed for full syllabus coverage by Cambridge International Examinations. Cambridge IGCSE® English Language Coursebook, Third edition with CD-ROM is tailored to the latest Cambridge IGCSE English Language syllabus (0610) and endorsed for full syllabus coverage by Cambridge International Examinations.

Cambridge IGCSE®

• English A: Language and Literature for the IB Diploma Page 81

Brad Philpot

COURSEBOOK

Discover more

Second edition

cambridge.org/brighterbetter

Contact your local representative – see page 95 | 73

Cambridge International AS & A Level | Mathematics

Cambridge International AS & A Level Mathematics Cambridge International AS & A Level Further Mathematics Cambridge International AS & A Level Mathematics syllabus (9709) and Cambridge International AS & A Level Further Mathematics syllabus (9231) for examination from 2020. This new series promotes a deeper understanding of mathematical concepts, helping students develop critical thinking skills that go beyond the classroom. Coursebooks Written specifically for the international learner, these coursebooks provide clear and logical progression to help students develop the mathematical skills required in their chosen route to AS or A Level. They include recap sections, detailed explanations, worked examples, cross-topic review exercises and ‘Explore’ tasks that encourage deeper thinking around mathematical concepts. The coursebooks also benefit from links to ‘Underground Mathematics’ exercises throughout.

In response to teacher feedback from teachers around the world, we’ve produced a comprehensive teacher’s resource to help you with lesson planning. This teacher’s resource offers guidance for all five coursebook components. Practice books The practice books work alongside each coursebook for the syllabus. They provide additional worked examples and exercises that follow the order of topics in the coursebook to give students further opportunity to practise and consolidate their mathematical skills. Further Mathematics

Worked solutions manuals for each coursebook contain over 500 fully worked solutions for a wide range of exercises in the coursebooks, helping learners to develop as confident, independent thinkers. *Working towards endorsement by Cambridge Assessment International Education

See also • Cambridge Pre-U Mathematics Coursebook Paperback 978-1-316-63575-9

Chapter 7: Further algebra

Cambridge International AS & A Level Mathematics: Pure Mathematics 2 & 3

PREREQUISITE KNOWLEDGE

We can use long division to write the fraction a proper algebraic fraction.

Where it comes from

What you should be able to do

Check your skills

Pure Mathematics 1 Coursebook, Chapter 6

Equate coefficients of polynomials.

1 Find the value of A, B and C for:

Pure Mathematics 1 Coursebook, Chapter 6

a Expand ( a + b ) n where n is a positive integer.

Ax 2 − 3x + C ≡ 6x 2 + Bx − 9

)

x3 − 2x2 − x2 + 0x

2 Find the first 3 terms, in ascending powers of x, in the expansion of:

− x2 + 2x − 2x + 7 − 2x + 4

(1 + 2 x )7

b (3 − 2 x )5 Chapter 1

Divide polynomials.

x 3 − 3x 2 + 7 as the sum of a polynomial and x−2

x2 − x − 2 x − 2 x 3 − 3x 2 + 0 x + 7

b (2 − A)x 2 + 5x + 2C ≡ 3x 2 − 3Bx + 8

Our digital Cambridge International AS & A Level Mathematics resource is endorsed by Cambridge Assessment International Education for Papers 1–6.

3 Find the quotient and remainder when x 2 − 8x + 4 is divided by x − 3.

x 3 − 3x 2 + 7 3 ∴ = x2 − x − 2 + x−2 x−2 EXPLORE 7.1

Why do we study algebra? At IGCSE / O Level we learnt how to add and subtract algebraic fractions. In this chapter we will learn how to do the ‘reverse process’. This reverse process is often referred to as splitting a fraction into its partial fractions. In Mathematics it is often easier to deal with two or more simple fractions than it is to deal with one complicated fraction. 166

In the Pure Mathematics 1 Coursebook, Chapter 6, you learnt how to find the binomial expansion of ( a + b ) n for positive integer values of n. After working through this chapter you will be able to expand expressions of the form (1 + x ) n for values of n that are not positive integers (providing x , 1). Combining your partial fraction and binomial expansion skills will enable you to obtain 2x − 1 . series expansions of complicated expressions such as 2 x 2 + 3x − 20

7.1 Improper algebraic fractions A numerical improper fraction is defined as a fraction where the numerator ù the 11 denominator. For example, is an improper fraction. This fraction can be expressed as 5 1 2 + , which is the sum of a positive integer and a proper fraction. 5

• These interactive versions of each coursebook offer students the facility to demonstrate and submit their working as well as opportunities for self-assessment

So how do we define an algebraic improper fraction?

FAST FORWARD In Chapter 8 you will be shown another use for partial fractions: how to integrate rational expressions 2x − 1 such as 2 x 2 + 3x − 20 by first splitting the expression into partial fractions.

WEB LINK Explore the Polynomials and rational functions station on the Underground Mathematics website.

1 Discuss with your classmates which of the following are improper algebraic fractions. x 2 − 4x 5 − x2

1 2x + 1 2x − 3 ( x + 2)( x − 1)

P( x ) The algebraic fraction , where P( x ) and Q( x ) are polynomials in x, is said to be an algebraic Q( x ) improper fraction if the degree of P( x ) ù the degree of Q( x ) .

−

x 3 + 2x2 − 7 ( x + 2)( x + 1)

3x x−5

6x 3 − 2 x + 1 2x 2 − 1

4x 5 − 1 3x 7 + 2

2x 4 − 8 x 2 − 2x − 1

167

2 Write each improper fraction in question 1 as the sum of a polynomial and a proper fraction.

EXERCISE 7A 1 Express each of the following improper fractions as the sum of a polynomial and a proper fraction. a

8x 2x − 5

6x + 1 3x + 2

4x 3 − 3 2x + 1

x 3 + 4x 2 + 3x − 1 x2 + 2x + 3

7 x 3 + 2 x 2 − 5x + 1 x2 − 5

x 4 + 2x2 − 5 x2 + 1

2 Given that

KEY POINT 7.1

x3 + x2 − 7 D ≡ Ax 2 + Bx + C + , find the values of A, B, C and D. x−3 x−3

3 Given that

x 4 + 5x 2 − 1 E ≡ Ax 3 + Bx 2 + Cx + D + , find the values of A, B, C , D and E. x +1 x +1

4 Given that

2 x 4 + 3x 3 + 4x 2 + 5x + 6 Cx + D ≡ Ax + B + 3 , find the values of A, B, C and D. x3 + 2x x + 2x

x 3 − 3x 2 + 7 is an improper algebraic fraction because the For example, the fraction x−2 degree of the numerator (3) is greater than the degree of the denominator (1).

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Cambridge International AS and A Level Psychology Coursebook 978-1-316-60569-1 Coursebook Cambridge Elevate edition 978-1-316-60571-4 (2 years) Teacher’s Resource CD-ROM 978-1-316-63794-4

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Modern Europe, 1750-1921 Cambridge International AS Level History Graham Goodlad, Patrick Walsh-Atkins & Russell Williams

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Cambridge International AS Level History Second edition Pete Browning, Anna Cowper, John Etty, Graham Goodlad, Tony McConnell, Phil Wadsworth and Patrick Walsh-Atkins Cambridge International AS & A Level History syllabus (9489) for examination from 2021. With increased depth of coverage and closely mapped to the new syllabus, this series provides teachers with a wide range of source material and language support. The coursebooks encourage students to think and learn independently, and help to build confidence in the skills of language, essay writing and evaluation. Coursebook • ‘Think like a historian’ features help students understand the benefits of studying history, which requires sharp evaluation and research skills • Learning objectives in each chapter help your students understand ‘where they are going’ with their learning and aid their navigation through the content • Key concept questions help students develop a conceptual understanding of history and encourage them towards making substantiated judgements

Cambridge International AS Level History New editions of our AS History series are suitable for students taking the Paper 1 and 2 examinations in 2021, syllabus 9489. The History of the USA, 1820–1941 Coursebook The History of the USA, 1820–1941 Cambridge Elevate edition (2 years) International History 1870–1945 Coursebook International History 1870–1945 Cambridge Elevate edition (2 years) Modern Europe, 1750–1921 Coursebook Modern Europe, 1750–1921 Cambridge Elevate edition (2 years) Cambridge Elevate Teacher’s Resource Access Card

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For students taking the Paper 1 and Paper 2 examinations in 2020, the first editions are still suitable, syllabus 9389. Cambridge International AS Level International History 1871–1945 Coursebook Cambridge International AS Level History of the USA 1840–1941 Coursebook Cambridge International AS Level European History 1789–1917 Coursebook Teacher’s Resource CD-ROM

978-1-107-61323-2 978-1-107-67960-3 978-1-107-61324-9 978-1-107-63860-0

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Simon Armitage

• Helps you plan and deliver lessons with ideas and practical examples in the context of Geography. • Contains ideas for classroom activities, differentiation, active learning, reflective practice and formative assessment. • Practical lesson ideas are available from our supporting website to save you planning time [cambridge.org/9781316640623].

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a toolkit for international teachers Andrew Flint and Stuart Jack

• ‘Reflection’ features help your students think about how they are learning and how they might improve their process, so that they can become more independent • Exam-style questions and example answers help students build familiarity for their examinations, practise their technique and understand how to improve Teacher’s resource • Language support provides you with guidance on developing reading and writing skills, as well as advice on English as an Additional Language • Contains all the historical sources from the coursebook and more source support activities, so you can easily adapt and create worksheets and presentations • Provides you with plenty of teaching ideas and support for assessment for learning This digital teacher’s resource is available on the Cambridge Elevate platform.

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Cambridge International AS & A Level | Science Cambridge International AS & A Level Science New editions of Cambridge International AS & A Level Biology, Chemistry and Physics cover the content of each of the syllabuses in full, helping your students develop the investigative, practical and analytical skills to flourish. This flexible range of resources meets the real teaching needs of the science classroom. Help students succeed in a changing world and develop their 21st century skills.

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• Supports both the theoretical aspects of the course and the application of knowledge, as well as the promotion of scientific enquiry and independent learning

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• Helps students develop key practical investigation skills including planning, identifying equipment, creating hypotheses, recording results, and analysing and evaluating data.

• Written with strong support for language development, including key science vocabulary and key definitions throughout

• Supports students going from Cambridge IGCSE to Cambridge International AS & A Level

• Features such as Science in Context and reflection boxes provide students with practice, active learning, skills building and reflection opportunities • Open-ended discussion questions enable students to practise their English skills, interpret ideas in different ways and debate concepts with other learners

• Cambridge Pre-U Biology, Chemistry and Physics This series helps build the skills students need to flourish in higher education. The courses develop in-depth subject knowledge, research skills and the ability to work independently. Pre-U Biology Coursebook Cambridge Elevate edition (2 years)

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• Four to ten exam-style questions per chapter help prepare students for examinations • Provides a range of enquiry exercises, such as practical activities, group work and debate questions, helping students develop 21st century skills

Cambridge science – inspired by teachers, building brighter futures

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AS & A Level Marine Science

Marine Science

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for Cambridge International AS & A Level COURSEBOOK Matthew Parkin, Melissa Lorenz, Claire Brown & Jules Robson

NEW Cambridge International AS & A Level Marine Science Second edition Cambridge International AS & A Level Marine Science syllabus (9693) for examination from 2022.

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Inspire your students with research and advice fresh from the University of Cambridge and help us build brighter futures together! Visit the lab with Taylor Uekert, who is turning plastic into fuel: cambridge.org/education/the-chemist Follow our blog at cambridge.education/blog

Cambridge International AS & A Level Marine Science Coursebook with Digital Access 978-1-108-86606-4 Digital Coursebook 978-1-108-79142-7 Digital Teacher’s Resource 978-1-108-79594-4 Workbook 978-1-108-79049-9

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Cambridge International AS & A Level Physics syllabus (9702) for examination from 2022. Cambridge International AS & A Level Physics Coursebook with Digital Access 978-1-108-85903-5 Digital Coursebook 978-1-108-79652-1 Workbook with Digital Access 978-1-108-85911-0 Practical Workbook 978-1-108-79399-5 Digital Teacher’s Resource Access Card 978-1-108-79675-0

CAMBRIDGE INTERNATIONAL AS & A LEVEL BIOLOGY: COURSEBOOK

8Chapter Transport 1: Cell in mammals structure

3.7 Immobilising enzymes

EXAM-STYLE QUESTIONS

The enzyme lactase can be immobilised using alginate beads (Figure 3.17 in Practical activity 3.2). The substrate of lactase is the disaccharide sugar lactose. Milk is allowed to run through a column of lactase-containing beads (Figure 3.18). The lactase hydrolyses the lactose in the milk to glucose and galactose. The milk is therefore lactose-free, and can be used to make lactose-free dairy products for people who cannot digest lactose.

1 An enzyme with a high affinity for its substrate has a: a high Km b low Km c high Vmax d low Vmax

You can see that enzyme immobilisation has several obvious advantages compared with just mixing up the enzyme with its substrate. If you just mixed lactase with milk, you would have a very difficult job to get the lactase back again. Not only would you lose the lactase, but you would also have milk contaminated with the enzyme. Using immobilised enzymes means that you can keep and re-use the enzymes, and that the product is enzyme-free.

100

Another advantage of this process is that the immobilised enzymes are more tolerant of temperature changes and pH changes than enzymes in solution. This may be partly because their molecules are held firmly in shape by the alginate in which they are embedded, and so do not denature so easily. It may also be because the parts of the molecules that are embedded in the beads are not fully exposed to the temperature or pH changes.

temperature X 0

Immobilising enzymes

If you were designing a new enzyme to solve a complex biological or chemical problem, what characteristics and features would it be useful to be able to control? Try to think of both structural and functional features. Can you think of any new uses for enzymes, such as substances it would be useful to be able to break down using enzymes?

mixture of sodium alginate solution and lactase

When small drops of the mixture enter calcium chloride solution, they form ‘beads’. The alginate holds the enzyme molecules in the beads.

Figure 3.17: Immobilising enzyme in alginate.

Personal reflection question If you were the teacher, what comments would you make about your performance in this activity?

Time / min

Which of the following is correct? The higher temperature is

The vertical axis (y-axis) should be labelled

% coloured cells

% colourless cells

COMMAND WORDS

[1]

Describe: state the points of a topic / give characteristics and main features – for example, use words to say clearly what is shown by a graph, or give a stepby-step account of something.

[2] [4] Total: 6 marks

Explain: set out purposes or reasons / make the relationships between things evident / provide why and/or how and support with relevant evidence – note that you will often need to use your knowledge of biology to say why or how something happens.

[1]

3 Copy the graph in Question 3 and draw a line from which the initial rate of reaction could be calculated. 4 The graph shows the effect of changes in pH on the activity of the enzyme lysozyme.

Rate of reaction

REFLECTION

Figure 3.17 shows one way in which enzymes can be immobilised. The enzyme is mixed with a solution of sodium alginate. Little droplets of this mixture are then added to a solution of calcium chloride. The sodium alginate and calcium chloride instantly react to form jelly, which turns each droplet into a little bead. The jelly bead contains the enzyme. The enzyme is held in the bead, or immobilised.

temperature Y

PRACTICAL ACTIVITY 3.2

(See Investigation X.X in the Practical workbook)

[1]

2 If methylene blue dye is added to a suspension of yeast cells, any living cells do not take up the stain; they remain colourless. However, any dead cells are stained blue. This fact was used to carry out an investigation into the rate at which yeast cells were killed at two different temperatures (at high temperatures the yeast enzymes will be denatured). The results are shown in the diagram.

6 pH

a Describe the effect of pH on this enzyme. b Explain why pH affects the activity of the enzyme.

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Cambridge International AS & A Level Business syllabus (9609).

Cambridge International AS & A Level Economics syllabus (9708).

• Case studies from around the world – from car factories in Japan to multinational food companies in Trinidad and Tobago – put the subject in the context of real business situations

• Cambridge Pre-U content prepares students for economics at higher education

Cambridge International AS & A Level Computer Science syllabus (9618) for examination from 2021.

• Exam-style questions help students familiarise themselves with the style of questions encountered in exams Cambridge International AS and A Level Business Coursebook with CD-ROM 978-1-107-67736-4 Coursebook Cambridge Elevate edition 978-1-107-69612-9 (2 years) Teacher’s Resource CD-ROM 978-1-107-64261-4 NEW Workbook 978-1-108-40157-9 Revision Guide 978-1-316-61170-8

Cambridge International AS and A Level Accounting Second edition David Hopkins and Harold Randall Cambridge International AS & A Level Accounting syllabus (9706). • Includes clear definitions of up-to-date terminology • Includes practical walkthroughs that illustrate accounting policies and practices, as well as activities to reinforce learning • Answers to all activities, practice exercises and exam-style practice questions are available online for free at education.cambridge.org/9781316611227 Cambridge International AS and A Level Accounting Coursebook 978-1-316-61122-7 Coursebook Cambridge Elevate edition 978-1-108-43698-4 (2 years)

• Practice exam-style questions and revision summaries provide plenty of opportunities to prepare for assessment • Key definitions, top tips and real-life case studies provide core content in bitesize and easily accessible formats Cambridge International AS and A Level Economics Coursebook with CD-ROM 978-1-107-67951-1 Coursebook Cambridge Elevate edition 978-1-107-67730-2 (2 years) Teacher’s Resource CD-ROM 978-1-107-63976-8 NEW Workbook 978-1-108-40158-6 Revision Guide 978-1-316-63809-5

Cambridge International AS and A Level Travel and Tourism Second edition Sue Stewart, Fiona Warburton and John D. Smith Cambridge International AS & A Level Travel & Tourism syllabus (9395). Teaching Cambridge International AS & A Level Travel & Tourism? This is the only book tailored to the syllabus. • Develops practical and technical skills relevant to the travel and tourism industry, dealing with a range of complex situations and problems • Assessment tasks at the end of each chapter help students evaluate their own progress and mastery of key concepts • A free online bank of additional international case studies with questions, suggested responses and exam-style question sample answers are available at cambridge.org/9781316600634 Cambridge International AS and A Level Travel and Tourism Coursebook 978-1-316-60063-4 Coursebook Cambridge Elevate edition 978-1-316-63677-0 (2 years)

Get your students learning about everything from simple systems, to designing algorithms and problem solving. • Provides students with detailed descriptions of concepts, reinforced with examples that outline complex subject matter in a clear way • Alongside fundamental definitions, higher level programming skills are developed through the explanation of processes and consolidated by practical exam-type questions • Programming support has been introduced to reflect the replacement of Pascal/Delphi with Java for the new syllabus Cambridge International AS & A Level Computer Science Coursebook 978-1-108-73375-5 Coursebook Cambridge Elevate edition 978-1-108-70041-2 Coursebook with Cambridge Elevate edition 978-1-108-56832-6 (2 years) Cambridge Elevate Teacher's Resource 978-1-108-71881-3 Access Card Revision Guide* 978-1-108-73732-6 *Working towards endorsement by Cambridge Assessment International Education

NEW Cambridge International AS & A Level IT Second edition Paul Long, Sarah Lawrey and Victoria Ellis Cambridge International AS & A Level IT syllabus (9626) for examination from 2022. • Detailed explanations of concepts supported by examples, activities and highlighted key vocabulary • Learning objectives, self-assessment, end-of-unit progress checks and reflection features encourage students to keep track of their own progress and develop into independent learners • Exam-style questions and a practical workbook provide a wealth of opportunities to practise in class and at home Cambridge International AS & A Level IT Coursebook with Cambridge Elevate edition* Coursebook Cambridge Elevate edition* Practical IT Skills Workbook with Cambridge Elevate edition* Cambridge Elevate Teacher's Resource Access Card *

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David Towsey Cambridge International AS & A Level Global Perspectives & Research syllabus (9239). Explore the Critical Path with the first resource endorsed by Cambridge Assessment International Education for Cambridge International AS & A Level Global Perspectives & Research. • International topics – such as climate change, the impact of the internet and gender issues – encourage students to consider alternative viewpoints and think critically about important world issues • The coursebook supports students as they navigate this skills-based syllabus and begin to develop life skills for further study and the world of work • Signposts to the Critical Path on every page help teachers and students apply critical thinking, problem-solving, research and communication skills to internationally important topics

Tabs on each page signpost the Critical Path.

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Keely Laycock

Approaches to learning and teaching Global Perspectives Laycock

Cambridge International AS & A Level Thinking Skills is a supportive suite of resources that helps students build confidence when thinking independently.

Cambridge International AS & A Level Global Perspectives & Research

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Cambridge International AS & A Level Thinking Skills

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Cambridge International AS & A Level Global Perspectives & Research Coursebook 978-1-107-56081-9 Coursebook Cambridge Elevate edition 978-1-108-43169-9 (2 years) Teacher’s Resource 978-1-108-43776-9

Discussion points enable students to discuss their own thoughts and ideas with someone else, to get different opinions and clarify their own.

Reflection points get students to think about how their skills are developing and how they can be applied.

Jonathan Blundell, Anna Cowper, Jannine Jacobs-Roth, Gemma Jubb, Chris Livesey, Caroline O’Neill, Karen Waterworth and Sue Stoddart-Seller The second edition is suitable for the Cambridge International AS & A Level Sociology syllabus (9699) for examination from 2021. The first edition supports students taking examinations in 2020. Develop global citizens and critical thinkers as you explore the processes shaping current trends – from social media, to the role of the family and religion. Cambridge International AS & A Level Sociology First editions Coursebook 978-1-107-67339-7 Teacher's Resource CD-ROM 978-1-107-41460-0 Second editions Coursebook 978-1-108-73981-8 Cambridge Elevate edition (2 years) 978-1-108-73983-2 Cambridge Elevate Teacher’s Resource Access 978-1-108-45803-0 Card*

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With travel writing, magazine articles and blogs as well as extracts from writers such as Roald Dahl, Susan Hill and D. H. Lawrence, this coursebook helps you develop your English Language skills through an active and collaborative approach. The first unit in each part covers text analysis and summary writing. The second deals with directed writing and the third looks at descriptive and narrative composition. The third part also includes suggestions for coursework topics if your school follows this pathway. In addition to the development of reading and writing techniques required from the new syllabus, this book also contains two optional units dedicated to speaking and listening.

Theory of Knowledge for the IB Diploma COURSE GUIDE

Wendy Heydorn, Susan Jesudason & Richard van de Lagemaat

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• Exam-style questions provide opportunities to practise your reading, writing, speaking and listening skills, helping to boost your confidence with language • The course structure follows a spiral curriculum, providing opportunities for you to consolidate and build on your prior learning • International texts across six continents – such as a panda conservation article from China and a travel guide from Machu Picchu – make reading interesting and relevant

Subject title

Cambridge IGCSE®

ge nced oks achers

IB Diploma | Core

Wendy Heydorn & Susan Jesudason

Completely Cambridge Cambridge University Press works with Cambridge Assessment International Education and experienced authors to produce high-quality endorsed textbooks and digital resources that support Cambridge teachers and encourage Cambridge learners worldwide. To find out more about Cambridge University Press visit cambridge.org/cambridge-international

Cambridge Elevate edition

Second edition

Cambridge Elevate edition

Together with IB teachers

NEW Theory of Knowledge for the IB Diploma Wendy Heydorn, Susan Jesudason, Tomas Duckling and Richard van de Lagemaat

Decoding Theory of Knowledge skills book

Teacher’s resource

This flexible resource supports your knowers in their exploration journey, helping develop critical thinking skills and the ability to make new connections between areas of knowledge. It gives practical advice and plenty of opportunities to unpack and practise the assessment tasks.

Written in collaboration with TOK teachers from the Cambridge Panel, this guide provides tried and tested activities that arm you with lesson planning ideas, an EAL focus, essaywriting support, advice on tackling common misconceptions, activity worksheets and more.

This series takes your students on a journey to explore ’what is knowledge?’ and ‘why, and how do we learn?’ It helps students flourish as knowers by leading them to make connections across areas of knowledge and themes, as well as helping them understand how Theory of Knowledge (TOK) manifests in day-to-day life.

SECTION XX: Theory of Knowledge for the IB Diploma

Chapter 9: The arts

BEFORE YOU START

REAL-LIFE SITUATION 9.1

Analyse each of the below quotations and discuss the questions that follow

What do you already know about the arts? Can you think of specific examples of: literary arts (novels, poetry), visual arts (paintings, sculptures, architecture, photography) and performing arts (music, dance, theatre)?

Can you think of ways in which artistic representations (especially paintings, literature or films) have shaped the way you think about particular people, events, or issues?

‘To create one must first question everything,’ Eileen Gray, 1878-1976 ‘Anything can be art.’ Marcel Duchamps, 1887-1968 ‘I found I could say things with colour and shape that I couldn’t say any other way – things I had no words for.’ Georgia O’Keeffe, 1887-1986 ‘Art is not a study of positive reality, it is the seeking for ideal truth. John Ruskin, 1819-1900 ‘There are no rules. That is how art is born, how breakthroughs happen. Go against the rules or ignore the rules. That is what invention is about.’ Helen Frankenthaler, 1928-2011

Written by our experienced authors and developed through global insight from TOK teachers around the world and on the Cambridge Panel. Course guide • ‘Before you start’ questions at the beginning of each chapter challenge students’ thinking habits and spark discussion before the unit starts • ‘Explore’ activities lead your students into the exploration of the TOK core, optional themes and areas of knowledge

Do you agree or disagree with the quotation?

What do you think the quotation suggests about the nature and purpose of the art it refers to?

What is assumed or taken for granted about the arts in each quote?

Do you think the quotation could apply to other areas of knowledge? If so, in what ways?

Introduction It took around 2 million years of biological history for homo sapiens to evolve. It is much more recently, in the last 10,000 years, that humans have developed civilisation and cultural history. Our instinct to survive has been mirrored by our instinct to make and create. It is perhaps no coincidence that at the same time homo sapiens discovered and developed the use of tools to manipulate the material world, we also started making what we now call art or images. The Lion-Man is a product of the human imagination which was carved from ivory around 4000 years ago. At this time hunting to survive was the most important human activity yet archaeologists believe that someone spent around 400 hours carving this sculpture: something which could only exist in the mind and imagination – a human body with a lion’s head. The artefact survives and many questions remain: why was it carved, why was it thought to be worth the effort entailed, what was it used for, did it tell a shared story? Art is a tool for understanding the world and building a consensus around which a community can gather and from which it can gain a sense of identity. The Arts show us new ways to understand the world and new ways of interpreting the world in terms of meaning, whether it be through literature, architecture, music, theatre, dance or the fine arts. They appear to be fundamental to what it is to be human, yet each of us has different understandings of what ‘good art’ is, and our tastes change throughout our lives. Many people regard aesthetics as an important aspect of art. That is, they think that great art and beauty coincide, but others will argue that great art needs to be challenging, engaging and original.

• ‘Real-life situations’ help students see how TOK themes manifest in the world around them • ‘Linking questions’ help students make connections across themes and areas of knowledge

What is the scope of art? REAL-LIFE SITUATION 9.2 Can you think of ways that the arts have added to or enhanced your reality? Since the arts have traditionally claimed a right to our thoughtful attention, we need to spend some time exploring their nature and value. Hence the question ‘What is art?’ Most people would agree that for something to be a ‘work of art’, it must be humanmade. A sunset may be beautiful and Mount Everest awe-inspiring, but neither would be called a work of art.

KEY WORD aesthetics: the branch of philosophy which studies beauty and the arts Although many of the examples in this chapter come from the visual arts, you should keep in mind that the arts include not only painting and sculpture, but also such things as dance, film, photography, literature, architecture, music and theatre. You will therefore need to decide whether points made about a particular art form apply to the arts in general. Figure 9.2: Mark Rothko’s painting Orange, Red, Yellow (1961)

Theory of Knowledge for the IB Diploma Course Guide

• ‘Discuss’ questions promote debate in the classroom • ‘Reflection’ features encourage students to analyse their development as knowers • ESL learners are supported with clear and concise language including key term pull-outs and explanations • A dedicated assessment chapter provides students with a wealth of activities that refine the skills needed to excel in the essay and exhibition

See also • Introducing the IB Diploma Programme Paperback 978-1-107-60628-9 • Cambridge International AS & A Level Thinking Skills Page 79

Also available • Creativity, Activity, Service (CAS) for the IB Diploma Coursebook 978-1-107-56034-5 Coursebook Cambridge Elevate enhanced edition (2 years) 978-1-107-56038-3

• Ethics is integrated in the course as a running thread throughout the content Theory of Knowledge for the IB Diploma Theory of Knowledge for the IB Diploma Course Guide with Cambridge Elevate edition Theory of Knowledge for the IB Diploma Course Guide Cambridge Elevate edition (2 years) Decoding Theory of Knowledge for the IB Diploma Skills Book with Cambridge Elevate edition (2 years) Decoding Theory of Knowledge for the IB Diploma Skills Book Cambridge Elevate edition Cambridge Elevate Teacher's Resource Access Card

80 | cambridge.org/education/2020

978-1-108-86598-2 978-1-108-79137-3 Coming soon Coming soon Coming soon

IB Diploma | Group 1 | Language and Literature | English Cambridge IGCSE®

e k,

English Language

e k,

for the IB Diploma

Author names

ambridge

COURSEBOOK

English A: Language and Literature Brad Philpot

COURSEBOOK

ess works with Cambridge al Education and experienced -quality endorsed textbooks at support Cambridge Teachers ge Learners worldwide.

Cambridge University Press bridge-international

Discover more

Second edition

cambridge.org/brighterbetter

English A: Language and Literature for the IB Diploma

NEW Exam Preparation and Practice* New resource to give students confidence in approaching assessment:

Second edition

• Includes an introduction to assessment

Brad Philpot, David McIntyre and Tim Pruzinsky

• Graded sample responses with examiner comments (includes audio)

This best-selling series has been fully revised and updated for the new syllabus for first examination from 2021.

• Two full practice tests • Assessment for learning approach

Also available • English Literature for the IB Diploma Explore English literature from around the world with modern genres like magical realism, to classics from Shakespeare and Dickens. Coursebook 978-1-107-40223-2

Coursebook • The entire course consists of activities for student engagement, from individual moments of reflection to group discussions

See also • Cambridge Topics in English Language Page 73

• The coursebook is clearly organised into three sections – text types, global issues and assessment – helping you to focus lessons on specific aspects of the course • The first section defines and explores a range of literary and non-literary text types, such as street art, graphic novels and poetry • The global issues section integrates all three areas of exploration (readers, writers and texts; time and space; intertextuality) • Higher Level extension activities in each unit of the coursebook help prepare for higher level essay writing • The final section of the coursebook includes specimens and samples of Paper 1, Paper 2, the individual oral and the Higher Level essay to help students prepare for assessment • The new key concepts and guiding questions are integrated through the coursebook, giving you a clear pathway through the syllabus • Curated video links in both the coursebook and teacher’s resource suggest suitable videos • The coursebook is full of ideas to help students build a learner portfolio Teacher’s resource • The new digital teacher’s resource gives you plenty of support, including schemes of work to help with midterm planning

Meet the author

English A: Language and Literature for the IB Diploma Coursebook, Brad Philpot Brad has experience teaching English as a first and second language, in primary and secondary schools and has worked as a consultant, textbook author, workshop leader and examiner. Through Philpot Education he has organised professional development opportunities for thousands of teachers. Do you have questions about teaching English A? Brad’s here to help in our set of new videos. cambridge.org/education/brad-philpotvideos

• Contains PowerPoint presentations and photocopiable worksheets for ready-made class materials • Teacher development essays help you with differentiation and text selection • This digital teacher’s resource is available on the Cambridge Elevate platform. English A: Language and Literature for the IB Diploma Coursebook Coursebook Elevate edition (2 Years) Cambridge Elevate Teacher's Resource Access Card NEW Exam Preparation and Practice*

978-1-108-70493-9 978-1-108-70494-6 978-1-108-72452-4 978-1-108-70496-0

*Available mid 2020.

Contact your local representative – see page 95 | 81

IB Diploma | Group 2 | Language and Literature | English | Language ab initio

English B for the IB Diploma

Panorama hispanohablante 1

Panorama hispanohablante 2

Spanish ab initio for the IB Diploma

Coursebook Second edition

Chris Fuller, Virginia Toro, María Isabel Isern Vivancos, Alicia Peña Calvo and Víctor González

Samantha Broom, María Isabel Isern Vivancos, Alicia Peña Calvo and Víctor González

Panorama francophone 1

Panorama francophone 2

French ab initio for the IB Diploma

Coursebook Second edition

Danièle Bourdais and Sue Finnie

Danièle Bourdais, Sue Finnie and Geneviève Talon

Second edition

Panorama hispanohablante 1&2

Panorama francophone 1&2

Brad Philpot and Anne Farrell

Second edition

Explore the five new themes – Identities, Experiences, Human Ingenuity, Social Organisation and Sharing the Planet – with a course that provides a clear pathway through the updated (2018) syllabus.

Chris Fuller, Virginia Toro, María Isabel Isern Vivancos, Alicia Peña Calvo, Samantha Broom and Víctor González

Danièle Bourdais, Sue Finnie, Geneviève Talon and Irène Hawkes

This new edition supports the IB Diploma Language ab initio guide for first examination from 2020.

• Includes a new text types chapter that analyses eight different genres and includes scaffolding for writing • New chapter devoted to assessment • Authentic, global material that is relevant to today’s teenagers – from science, to health and beauty • Clear unit objectives help you stay on track, with integrated exam tips and approaches to teaching and learning features throughout • The introduction clarifies the assessment, which is particularly useful for those new to the course • New audio helps develop listening skills in line with the new syllabus, and features a range of international English speakers talking about topics from each of the themes • Links to online video resources introduce each unit and help initiate discussion • The teacher’s resource provides photocopiable resources, such as classroom worksheets, suggestions for homework, guidance on teaching strategies, online editable schemes of work and the answer key

“The essence of this coursebook is that it is rich, providing you with masses of materials to support your English B programme.”

Designed to guide students through the courses for the IB Diploma programme. • Contains material designed to engage older teenage learners, with topics from high school life, to society and technology • Covers key IB texts, themes and all elements of the examination, with TOK and CAS integrated into the learning • Created by a team of experienced authors of language resources in collaboration with IB ab initio examiners • Encourages practising the language in context through activities that cover all aspects of language acquisition: listening, speaking, reading and writing • Improved workbook with extra grammar and vocabulary practice Panorama hispanohablante 1 Coursebook Coursebook Cambridge Elevate edition Workbook Teacher’s Resource with Cambridge Elevate Panorama hispanohablante 2 Coursebook Coursebook Cambridge Elevate edition Workbook Teacher’s Resource with Cambridge Elevate 3

978-1-108-70487-8 978-1-108-70488-5 978-1-108-70490-8 978-1-108-64980-3 978-1-108-72032-8 978-1-108-72033-5 978-1-108-72035-9 978-1-108-76691-3

Panorama francophone 1 Coursebook Coursebook Cambridge Elevate edition Workbook Teacher’s Resource with Cambridge Elevate Panorama francophone 2 Coursebook Coursebook Cambridge Elevate edition Workbook Teacher’s Resource with Cambridge Elevate

Así es mi día 3 Tengo 15 años. Vivo en Monterrey, una ciudad muy grande e importante de México.

Gabriela se levanta a las seis de la mañana. ¿Qué hace después?

Desayuna a las seis y media. ¿A qué hora sale de casa?

A las siete, salgo de casa y voy al colegio con una amiga en autobús. El colegio no está muy cerca de mi casa. Llevamos un uniforme azul y una mochila con los libros. Las clases en el colegio empiezan a las siete y media y terminan a las doce y media. Es un colegio muy grande y moderno. Mi amiga y yo estamos en la misma clase.

Por la mañana Me despierto y me levanto a las seis de la mañana todos los días. Primero, me ducho y me visto. Antes de ir al colegio limpio mi habitación y preparo el desayuno para mis hermanos. Después desayuno, a las seis y media.

Por la noche Mi familia cena en casa a las ocho. Me lavo los dientes y me cepillo el pelo antes de irme a la cama.

Lee y escribe

Habla y comprende

Lee el texto sobre la vida de Gabriela y contesta las preguntas. ¿Es un artículo o un formulario? ¿Dónde se encuentran esos tipos de texto? ¿Cuáles son sus objetivos?

Haz la línea del tiempo de la rutina diaria de Gabriela.

Ejemplo:

A: A las seis de la mañana.

978-1-108-43478-2

B: Gabriela se despierta y se levanta.

Se ducha Se viste

978-1-108-43480-5

A: Sí. 2

por la mañana 00:00

01:00

02:00

03:00

04:00

05:00

06:00

07:00

08:00

por la tarde 13:00

14:00

15:00

16:00

17:00

Comprueba la información en la línea del tiempo con un compañero.

09:00

10:00

11:00

12:00

¿Y tú? ¿Cómo es tu calendario escolar? ¿Cuándo empiezan y terminan tus clases? ¿Cuándo tienes vacaciones? ¿Qué efecto tiene ese calendario en tu vida y en las personas que te rodean?

e > i vestirse

o > ue dormir

me visto

duermo

te despiertas

te vistes

duermes

Gabriela vuelve a casa y come con su familia. ¿Qué hace antes de comer?

se despierta

se viste

duerme

¿Qué hace Gabriela a las cinco de la tarde?

nos despertamos

nos vestimos

dormimos

os despertáis

os vestís

Por la noche, ¿qué hace Gabriela antes de irse a la cama?

se despiertan

se visten

18:00

19:00

20:00

21:00

22:00

23:00

24:00

00:00

¿Sabías que…? En varios países latinoamericanos el año escolar comienza en marzo y termina en diciembre. En Argentina el año escolar comienza a finales de febrero y termina en diciembre, con un total de 190 días de clase.

Gabriela se despierta a las seis.

5 4 1

Habla Con un compañero, compara las rutinas de Pablo y Gabriela. Ejemplo: Pablo se despierta y se levanta a las siete y media, después se lava la cara y desayuna. Gabriela se…

Ahora compara las rutinas de Pablo y Gabriela con tu rutina. Ejemplo: Pablo se despierta a las siete y media y yo me despierto a las seis y media. Gabriela se ducha por la mañana y yo me ducho por la noche.

Vocabulario Expresiones temporales primero… antes (de)… después (de)…

por la noche

Verbos irregulares con cambio en el radical

me despierto

Cuaderno de ejercicios 3/9, 3/10

luego…

dormís duermen

Gabriela se viste.

Por la tarde, cuando yo estoy en clase de inglés, Arantxa sale con sus amigos o va a la biblioteca a estudiar. Por la noche, ella cena muy tarde, a las nueve o nueve y media. ¡Mi hora de acostarme!

Ejemplo: Se levanta a las seis de la mañana. Gabriela

Panorama Hispanohablante 1 coursebook

82 | cambridge.org/education/2020

Duerme la siesta los fines de semana.

No va a clase de inglés por la tarde.

Estudia en la biblioteca por las tardes.

Se acuesta a las nueve.

¿Qué rutina es más parecida a tu rutina? Ejemplo: Yo me levanto también temprano, a las seis, como Gabriela.

Escribe y habla

Entrevista a un compañero de clase sobre su rutina y compárala con tu rutina. Estructura tu entrevista así: 1

Escribe seis preguntas diferentes relacionadas con la rutina.

Entrevista a un compañero de clase y escribe su respuesta a cada pregunta.

Luego compara su rutina con la tuya usando las expresiones temporales del recuadro de vocabulario.

Conclusión: ¿Cuál es la mayor diferencia entre ambas rutinas?

Presenta a los demás compañeros cómo es la rutina del compañero entrevistado.

Cuaderno de ejercicios 3/11

En México el año escolar comienza en agosto y termina en julio, con un total de 200 días de clase. En Colombia hay dos calendarios escolares. Hay colegios que comienzan el año en enero y terminan en noviembre, y otros colegios comienzan el año en agosto y terminan en junio.

Escribe ¿A quién se refieren las siguientes frases, a Gabriela o a su amiga de Bilbao?

El blog de Gabriela Tengo una amiga que vive en el norte de España, en Bilbao. Se llama Arantxa y las dos tenemos hábitos muy diferentes. Las dos nos levantamos muy temprano, yo a las seis y ella a las siete, pero las clases en su colegio empiezan a las ocho y media de la mañana. Arantxa duerme la siesta después de comer los sábados y los domingos, y yo nunca duermo la siesta.

Gabriela se acuesta y se duerme a las nueve.

Lee

Lee el blog de Gabriela. ¿Qué características de este tipo de texto puedes encontrar? ¿Quién es el destinatario?

en seguida… por último…

Gramática en contexto

e > ie despertarse

Por último, a las nueve, me acuesto y en seguida me duermo.

Escribe

Contesta las siguientes preguntas sobre la vida de Gabriela.

Por la tarde Antes de comer, hago los deberes. Como en casa con mi familia a las dos y media. Después de comer, ayudo a mi madre y leo o veo la televisión. A las cinco tengo clase de inglés en una academia cerca de mi casa.

978-1-108-43481-2

978-1-108-70734-3 978-1-108-70736-7 978-1-108-70737-4 978-1-108-77478-9

Así es mi día

E. Un día en la vida de Gabriela

David Ripley, InThinking website www.thinkib.net English B for the IB Diploma Coursebook Coursebook Cambridge Elevate edition (2 years) Teacher’s Book

978-1-108-46725-4 978-1-108-72824-9 978-1-108-46724-7 978-1-108-61046-9

IB Diploma | Group 2 | Language B

Written by an experienced teacher and examiner, students can feel confident that this book will help them navigate the course requirements. This book supports and encourages learners on their individual journey of inquiry, investigation, reflection and creative application in art.

Heather McReynolds has taught IB Diploma Visual Arts for over 20 years and was Head of Art at the International School of Florence. She is a practicing artist and workshop leader and is also the author of the Visual Arts pages on InThinking (www.thinkib.net/visualarts), an innovative educational consultancy service.

This coursebook contains:

images from a range of contexts to capture students’ • Striking imagination and encourage individual artistic style of students’ work to help learners consider different • Examples approaches to the course and the assessments of key terms are included alongside the text to support • Definitions students where English is not their first language of Knowledge (TOK) and art questions throughout to • Theory encourage curious and critical thinking

• Listening activities in each unit help students practise this essential skill and prepare them for the new assessment • Sections on literature give Higher Level students the opportunity to practise for their individual oral exam • Activities in the style of the exam give students the opportunity to develop their language skills while preparing for the new assessment • Links to TOK, EE and CAS help students make connections with the IB Diploma Core • Conceptual Understanding and Approaches to Learning are fully integrated into the coursebook, encouraging students to improve these skills • A specific section on text types, updated to conform to the new guide, helps students master different types of text

This coursebook contains:

French B

•

German B for the IB Diploma Brad Philpot

Visual Arts for the IB Diploma is tailored to the IB subject guide for first examination in 2016. This coursebook covers each of the core areas of the Visual Arts course and links them to theoretical, art-making and curatorial practices. It includes activities that provide students with practical ways to learn and reflect on their work. Written by an experienced teacher and examiner, students can feel confident that this book will help them navigate the course requirements. This book supports and encourages learners on their individual journey of inquiry, investigation, reflection and creative application in art.

Mañana

Spanish B

Definitions of key terms are included alongside the text to support students where English is not their first language Theory of Knowledge (TOK) and art questions throughout to encourage curious and critical thinking

for the IB Diploma

Coursebook SECOND EDITION

This coursebook contains:

Coursebook SECOND EDITION

German B for the IB Diploma

Coursebook Sophie Duncker, Alan Marshall, Conny Brock, Katrin Fox

SECOND EDITION

Rosa Parra Contreras, Marina Durañona and Carlos Valentini

Ann Abrioux, Pascale Chrétien, Nathalie Fayaud

Deutsch im Einsatz

Brad Philpot

• Big questions at the start of each unit introduce important world issues and ensure students’ learning reflects the mission of the IB Diploma – ‘to create a better world through education’

Brad Philpot

As students explore thought-provoking materials within the themes and topics of the new guide, they develop well-rounded language skills and solid critical thinking, helping them succeed in their examination and unlock opportunities in the real world.

Le monde en français •

Brad Philpot

These new editions support the IB Diploma Language B guide for examination from 2020.

for the IB Diploma

German B for the IB Diploma

Second editions

Spanish B Brad Philpot

Spanish B for the IB Diploma

for the IB Diploma

Brad Philpot

Le monde en français: French B for the IB Diploma

Languages B for the French B IB Diploma

Le monde en français

Mañana

Deutsch im Einsatz

French B Course for the IB Diploma

Spanish B Course for the IB Diploma

German B Course for the IB Diploma

Second edition

Ann Abrioux, Pascale Chrétien and Nathalie Fayaud

Rosa Parra Contreras, Marina Durañona and Carlos Valentini

Sophie Duncker, Alan Marshall, Conny Brock and Katrin Fox

All language skills covered to provide well-rounded linguistic development.

Authentic texts engage students with the target language cultures.

Links to the workbook for easy reference and extra practice.

Einheit 2.2 Eine kulinarische Reise Erfahrungen Wer sagt was? Ordnen Sie den befragten Personen die richtige Aussage zu.

2 Textverständnis In diesem Artikel lesen Sie nun mehr darüber, was verschiedene Deutsche zum Thema Essen in ihrem Land denken und sagen.

Arbeitsbuch 4 Wortschatz – kulinarische Spezialitäten und ihre Regionen

WAS IST TYPISCH DEUTSCHES ESSEN? Der deutschen Küche hängt schon seit langer Zeit der Ruf an, besonders schwer im Magen zu liegen. Was ist denn nun eigentlich heutzutage typisch deutsches Essen? Dreht sich alles nur um die Wurst? Oder etwa nicht? Wir haben verschiedene Personen aus Deutschland zu diesem Thema befragt.

1 Marianne und Oskar

A Deutsches Essen ist sehr vielfältig.

2 Johannes

B Essgewohnheiten werden dem Lebensstil angepasst.

3 Thomas

C Ausländische Einf lüsse haben die deutsche Küche bereichert.

4 Angela

D Internationale Gerichte werden abgelehnt.

5 Felix

E Herzhafte traditionelle Gerichte werden bevorzugt. F Es gibt weitere deutsche kulinarische Bräuche jenseits von Fleisch und Würsten.

Marianne und Oskar: Dazu gehören für uns als Brandenburger deftiger Eintopf und verschiedene Kartoffelgerichte. Fleisch, Würste und Sauerkraut sind hierzulande ungemein beliebt, aber auch der internationalen Küche, zum Beispiel der italienischen, sind die Deutschen nicht abgeneigt.

“The layout of the book is very good, it’s straightforward and self explanatory. The students can work independently on the task and follow up what is needed.”

Activities in the style of the exam help students practise throughout the course.

3 Schriftliche Übung

CAS

An Ihrer Schule gibt es mehrere Schüler aus Deutschland. Verfassen Sie für die nächste Ausgabe ein Interview mit Ihren deutschen Freunden über typisch deutsches Essen. Sie könnten u. a. die folgenden Fragen stellen: Was essen die Deutschen wirklich? Warum? Inwiefern stimmen die Klischees von Wurst und Bier? Welche Gerichte sind in bestimmten Regionen Deutschlands beliebt? Benutzen Sie die Checkliste für ein Interview aus Kapitel 6. Sie sollten für SL 250–400 Wörter und für HL 450–600 Wörter schreiben.

Johannes: Das Klischee von Kartoffeln und Würsten ist doch längst überholt. Deutschland ist ein Multikulti-Land und so sieht’s auch beim Essen aus. Typisch deutsch ist deshalb für mich der Döner Kebab, den es an jeder Straßenecke gibt, denn die türkische Küche ist aus der deutschen gar nicht mehr wegzudenken. Thomas: Das deutsche Essen ist auf keinen Fall einheitlich, sondern in jeder Region anders. Im Norden isst man wegen der geografischen Lage viele Fischgerichte, aber im Süden, vor allem in Bayern, wo ich lebe, kommt man an Weißwurst und Schweinshaxe nicht vorbei. Am besten schmeckt es heruntergespült mit Bier. Angela: Ich liebe besonders die deutsche Tradition von Kaffee und Kuchen. Am Nachmittag essen wir leckere Kuchen wie Streuselkuchen, Bienenstich, Käsekuchen, die frisch vom Bäcker kommen, mit einer Tasse Kaffee oder Kakao. Manchmal gehe ich auch in schicke Konditoreien, wo es köstliche Sahnetorten und Feingebäck gibt und man nach Herzenslust schlemmen kann.

Gul Uyar, Language Teacher, AISR (American International School of Rotterdam)

TIPP FÜR DIE PRÜFUNG Verwenden Sie umgangssprachliche Redewendungen, um authentischer zu klingen und eine bessere Note zu bekommen. Vergessen Sie nicht, dass Sie in der Prüfung mit Paper 2 zeigen müssen, wie gut Sie die deutsche Sprache beherrschen – dazu gehören ein umfangreiches Vokabular, komplexe Satzstrukturen und eben auch Umgangssprache.

Arbeitsbuch 2 Schriftliche Übungen

Felix: Currywurst mit Pommes, definitiv. Gerade hier in Berlin hat die Wurst Kultstatus. Ich bin oft unterwegs, deswegen esse ich alles, was schnell geht: Burger, Pizza, belegte Brote, Frikadellen und Hähnchen.

Deutsch im Einsatz–German B for the IB Diploma Coursebook IB_German_book.indb 90

Mañana – Spanish B Course Coursebook Coursebook Cambridge Elevate edition (2 years) Workbook Teacher’s Resource with Cambridge Elevate

978-1-108-44059-2 978-1-108-46924-1 978-1-108-44062-2 978-1-108-34095-3

Le Monde en Français – French B Course Coursebook Coursebook Cambridge Elevate edition (2 Years) Workbook Teacher’s Resource with Cambridge Elevate

IB_German_book.indb 91

26/06/2018 13:11

978-1-108-44054-7 978-1-108-46925-8 978-1-108-44056-1 978-1-108-34087-8

CAS, TOK and EE integrated into the activities to establish links with the IB Core.

Exam tips to help students succeed in their examination.

Deutsch im Einsatz – German B Course Coursebook Coursebook Cambridge Elevate edition (2 years) Workbook Teacher’s Resource with Cambridge Elevate

978-1-108-44045-5 978-1-108-46422-2 978-1-108-44046-2 978-1-108-33927-8

Contact your local representative – see page 95 | 83

IB Diploma | Group 3 | Individuals and Societies

History for the IB Diploma Papers 1 and 2

History for the IB Diploma Paper 3

Second edition Series Editor: Allan Todd

Series Editor: Allan Todd

IB Diploma History syllabus for examination from 2017.

• The titles are source-led and encourage the development of investigative, interpretive and analytical skills, which help your learners become independent thinkers

With resources for the history of the Americas, Europe, Asia and Oceania you have the widest topic choice for Paper 3.

• Relevant links to TOK and Key Concepts in the syllabus encourage reflective discussion and help students integrate these concepts into their wider learning

• Includes key questions that develop the necessary understanding and skills

• Activities foster an exploratory and inquiring approach, and exam-style questions help prepare students for assessment

• Provides historical accounts, along with detailed explanations and analysis • An emphasis on historical debates prepares students for the in-depth Extended Essay required in the Paper 3 examination • TOK links stimulate thought and discussion

• The series covers topics from the Standard and Higher Level options

• Dedicated activities help integrate the new Key Concepts into your students’ learning

Paper 1:

• Clear essay-writing and exam guidance

History for the IB Diploma, Paper 1 includes a choice from three coursebooks that each cover a 20th century topic from the syllabus: The Move to Global War (Japanese and German/Italian expansion), Rights and Protest (US Civil Rights and Apartheid) and Conflict and Intervention (Rwanda and Kosovo).

• Covers selected topics from the Higher Level options in the updated IB History syllabus

Paper 2: History for the IB Diploma, Paper 2 includes a choice from five coursebooks that each cover a 20th century topic from the syllabus: Independence Movements (1800–2000), Evolution and Development of Democratic States (1848–2000), Authoritarian States (20th Century), Causes and Effects of 20th Century Wars and The Cold War: Superpower Tensions and Rivalries. History for the IB Diploma Papers 1 and 2 Papers 1 (Choose 1) Rights and Protest Conflict and Intervention The Move to Global War Papers 2 (Choose 2) Authoritarian States (20th Century) Evolution and Development of Democratic States (1848–2000) The Cold War: Superpower Tensions and Rivalries Causes and Effects of 20th Century Wars Independence Movements (1800–2000)

978-1-107-55638-6 978-1-107-56096-3 978-1-107-55628-7 978-1-107-55889-2 978-1-107-55635-5 978-1-107-55632-4 978-1-107-56086-4 978-1-107-55623-2

Cambridge Elevate editions of each title are also available to purchase. Please visit the website for full listings.

84 | cambridge.org/education/2020

History for the IB Diploma Paper 3 (Choose 3 from one region) History of the Americas The Great Depression and the Americas (mid 1920s–1939) Political Developments in the United States (1945–1980) and Canada (1945–1982) The Cold War and the Americas (1945–1981) Civil Rights and Social Movements in the Americas Post-1945 History of Asia and Oceania Nationalism and Independence in India (1919–1964) The People’s Republic of China (1949–2005) Impact of the World Wars on South-East Asia History of Europe The Soviet Union and Post-Soviet Russia (1924–2000) Imperial Russia, Revolution and the Establishment of the Soviet Union (1855–1924) European States in the Interwar Years (1918–1939) Italy (1815–1871) and Germany (1815–1890)

978-1-316-50371-3 978-1-316-50373-7 978-1-316-50375-1 978-1-316-60596-7 978-1-316-50648-6 978-1-316-50377-5 978-1-108-40692-5 978-1-316-50369-0 978-1-316-50366-9 978-1-316-50646-2 978-1-316-50363-8

Cambridge Elevate editions of each title are also available to purchase. Please visit the website for full listings.

IB Diploma | Group 3 | Individuals and Societies

COURSEBOOK Jacob Solomon

This resource is endorsed by Cambridge Assessment International Education

✓ Supports the full Cambridge IGCSE and

O Level Additional Mathematics syllabuses (0606/4037) for examination from 2020

✓ Has passed Cambridge International’s rigorous quality-assurance process

✓ Developed by subject experts ✓ For Cambridge schools worldwide

for the IB Diploma COURSEBOOK Ellie Tragakes

Author names

Economics

COURSEBOOK

for the IB Diploma

The first unit in each part covers text analysis and summary writing. The second deals with directed writing and the third looks at descriptive and narrative composition. The third part also includes suggestions for coursework topics if your school follows this pathway. In addition to the development of reading and writing techniques required from the new syllabus, this book also contains two optional units dedicated to speaking and listening.

Subject title

Psychology

Cambridge IGCSE®

Subject title

Completely Cambridge Cambridge University Press works with Cambridge Assessment International Education and experienced authors to produce high-quality endorsed textbooks and digital resources that support Cambridge teachers and encourage Cambridge learners worldwide. To find out more about Cambridge University Press visit cambridge.org/cambridge-international

Third edition

Cambridge Elevate edition Together with IB teachers

Psychology for the IB Diploma Jacob Solomon IB Diploma Psychology syllabus for examination from 2019. Delve into human behaviour by studying real cases. Through studies of famous psychologists, students learn about the diversity of human behaviour and the factors that influence our decisions. • The ‘Newsflash’ feature gives real-life examples of psychology • International case studies and concise definitions of important concepts • Exam-style questions at the end of every chapter help students prepare for assessment • The coursebook covers both Standard and Higher Level content • Suggested answers to the coursebook questions are at the back of the book Psychology for the IB Diploma Coursebook Cambridge Elevate edition (2 years)

978-1-316-64080-7 978-1-316-64082-1

Business Management for the IB Diploma

NEW Economics for the IB Diploma

• ESL learners are supported through clear and concise language, with key points and vocabulary highlighted throughout and reviewed in the glossary

Dr Ellie Tragakes

• Links to TOK encourage students to explore economics topics from different perspectives

Your students will develop a solid understanding of economic theory and how it applies in the real world. In addition to helping students obtain the best results, it encourages them to become internationally-minded citizens and develops core problem-solving skills. Written by an experienced author and examiner, and developed through global insight from IB Economics teachers around the world and on the Cambridge Panel. Coursebook • ‘Before you start’ questions at the beginning of each chapter challenge students’ opinions around key economic themes and spark discussion before the unit starts • ‘Learning objectives’ link to the assessment objectives in the guide, helping students know exactly what they need to focus on in each section

• ‘Inquiry’ and ‘reflection’ activities at the end of each chapter get students reviewing their own learning • At the end of each chapter, links to exam-style papers on Cambridge Elevate give extensive practice for the new assessment tasks so your students can be fully prepared for exam success Teacher’s resource Written in collaboration with IB Economics teachers from the Cambridge Panel, this teacher’s resource provides you with answers to the activities in the coursebook and to the exam-style questions/ papers. As well as advice on sourcing and using case studies, EAL and subject-specific vocabulary support, evaluative essay writing, exam practice, presentations, extra activities and downloadable worksheets.

• ‘Real world focus’ activities link economic theory to real-life international events and include 'applying your skills' questions

Second edition Peter Stimpson and Alex Smith IB Diploma Business Management syllabus for examination from 2016.

Unit 4: The Global Economy

15.1 Arguments for and against trade protection

Help your students think critically, make ethically sound decisions and think strategically with Business Management for the IB Diploma. Business Management for the IB Diploma Coursebook 978-1-107-46437-7 Coursebook Cambridge Elevate edition 978-1-107-54929-6 (2 years) Exam Preparation Guide 978-1-316-63573-5

LEARNING OBJECTIVES

Chapter 15

International Trade: Part 2

Environmental Systems and Societies for the IB Diploma

BEFORE YOU START

Paul Guinness and Brenda Walpole With topics from sustainability to global population, Environmental Systems and Societies for the IB Diploma encourages students to grow their critical and reflective thinking skills, developing internationally minded thinkers. Environmental Systems and Societies for the IB Diploma Coursebook 978-1-107-55643-0 Coursebook Cambridge Elevate enhanced 978-1-107-55647-8 edition (2 years)

•

How valid are arguments in favour of trade protection (trade restrictions)?

•

What is greater, the benefits or costs of trade protection, and under what conditions?

•

What are different forms of economic integration?

•

What is the role of economic integration in promoting the benefits of free trade?

This chapter continues the discussion of Chapter 14. We will begin by reviewing the arguments in favour of and against trade protection. We will then consider various forms of economic integration, that involve the removal of trade barriers and the promotion of free trade, either among small country groupings or the global economy through agreements involving many countries around the world. We will also consider monetary union, where countries give up their national currency and ability to conduct their monetary policy in favour of adopting a single currency with a unified monetary policy.

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Arguments for trade protection We have explored a variety of measures that governments use to create barriers to international trade. These barriers create some winners and some losers, but in all cases result in inefficiency in production and a global misallocation of resources. Why, then, do governments around the world continue to use trade protectionist policies? We will consider a number of arguments used in defense of protection measures.

Arguments that economists justify under certain conditions These are arguments that may not always be valid, but may have validity under certain conditions. Their validity may depend on non-economic considerations, or on the expectation that longer-term economic benefits of trade protection are greater than short-term economic costs.

Infant industry argument An infant industry is a new domestic industry that has not had time to establish itself and achieve efficiencies in production, and may therefore be unable to compete with more ‘mature’ competitor firms from abroad. Mature foreign firms, operating with lower costs of production, are able to sell at lower prices; domestic firms, being unable to compete, are unable to grow and may be forced to shut down. This argument rests on the principle of economies of scale, according to which a firm achieves lower average costs as it grows in size and produces more output (see page xx). Therefore, to achieve economies of scale (lower average costs), a new firm with high costs of production that has not yet grown in size may need protection from imports until it grows to a size where protection is no longer needed. This argument was first used in 1791 by Alexander Hamilton, the first US Secretary of the Treasury, to introduce tariffs to protect US industry and promote economic growth. Today it is used mainly for developing countries trying to expand their production into new areas and industries. Economists consider it to be one of the strongest arguments in favour of trade protection with a theoretical justification. It is justified on the grounds that a country may have a comparative advantage in the production of a particular industrial good, but cannot specialize in it unless it first receives some protection. This argument is therefore consistent with the theory of comparative advantage. There is, however, an important condition attached to this argument; the protection offered to infant industries must only be temporary. Over a longer period, once the industry matures, the protection must be eliminated and the industry must compete in global markets under conditions of free trade. In spite of its strong theoretical justification, there are some dangers in the infant industry argument. One is that it may be difficult for governments to know which particular industries have the potential to become low cost producers (achieve economies of scale), presenting

Economics for the IB Diploma Coursebook Economics for the IB Diploma Coursebook with Cambridge Elevate edition (2 years) Coursebook Cambridge Elevate edition (2 years) Cambridge Elevate Teacher's Resource Access Card

978-1-108-84706-3 978-1-108-81065-4 Coming soon

Available mid 2020.

Contact your local representative – see page 95 | 85

IB Diploma | Group 4 | Science

Biology for the IB Diploma

Chemistry for the IB Diploma

Physics for the IB Diploma

Brenda Walpole, Ashby Merson-Davies, Leighton Dann, Peter Hoeben and Mark Headlee

Steve Owen, Peter Hoeben and Mark Headlee

K. A. Tsokos, Peter Hoeben and Mark Headlee

Coursebooks • Full coverage of all Option Topics available online • Features a new chapter dedicated to the Nature of Science material in the new syllabuses

Oscillations and time The measurement of time depends on regular oscillations. In early time-keeping devices the oscillations were mechanical, for example the swinging of a simple pendulum in a clock. Now they are electrical oscillations in electronic circuits. The need for internationally accepted measures of time is essential for communications, travel, electricity supply and practically all other aspects of modern life.

• Includes clear links to Theory of Knowledge and international-mindedness • Strong emphasis on practical skills throughout • Teacher support available online, including teaching ideas, practical worksheets and guidance for the internal and external assessments

In real life we observe many oscillations for which the period is not independent of amplitude, for example the waving of a branch in the wind or the bouncing of a ball released above the ground. These do not obey the simple SHM equations in this section. But the general principles of physics we have met in this section govern many oscillations in the world about us, from water waves in the deep ocean to the vibration of a car’s suspension system. The idea of the simple harmonic oscillator and the mathematics of SHM give physicists powerful tools to describe all periodic oscillations.

Test yourself

1 State what is meant by: a oscillation and b simple harmonic oscillation. 2 A ball goes back and forth along a horizontal floor, bouncing off two vertical walls. Suggest whether this motion is an example of an oscillation. If yes, state if the oscillation is simple harmonic. 3 A ball bounces vertically off the floor. Suggest whether this motion is an example of an oscillation. If yes, state if the oscillation is simple harmonic. 4 The graph shows the variation with displacement of the acceleration of a particle that is performing oscillations.

• Exam preparation supported with plenty of sample exam questions, online test questions and exam tips Workbooks • The workbooks are perfect for giving your students more practice – lots of questions and checklists allow them to monitor their own progress and understanding • They complement the coursebooks and help students hone the necessary skills of handling data, evaluating information and problem solving, through a varied selection of brand-new formative exercises and exam-style questions

Nature of science

5 The graph shows the variation with time of kinetic energy of a particle that is undergoing simple harmonic oscillations. EK /J 2.0 1.5 1.0 0.5 0.0 0.0

1.0

2.0

Acceleration

Displacement

6.0

7.0

Learning objectives

• •

•

up and down motion of rope

• •

152

• motion of pulse

•

Describe waves and wave motion. Identify wavelength, frequency and period from graphs of displacement against distance or time. Solve problems with wavelength, frequency, period and wave speed. Describe the motion of a particle in a medium through which a wave travels. Classify waves as transverse and longitudinal. Describe the nature of electromagnetic waves. Describe the nature of sound waves.

Figure 4.13 A pulse on a taut rope. The rope itself moves up and down. What moves to the right is the pulse.

The upward force, due to the hand, forces a section of the rope to move up. Because of the tension in the rope, this section pulls the section in front of it upwards. In this way the pulse moves forward. In the meantime the hand has moved down, forcing sections of the rope to return to their horizontal equilibrium position. Neighbouring sections again do the same because of the tension in the rope. If the motion of the hand holding the free end is continuous then a wave is established on the rope. Figure 4.14 shows two complete oscillations travelling down the length of the rope. Now if the right end of the rope is attached to a body that is free to move, the body will move when the wave gets to it. This means that the wave transfers energy and momentum. So we can define a wave as follows:

• The exam preparation guides combine subject knowledge with exam preparation techniques and assessment support to fully prepare students for their IB exams

motion of wave

Figure 4.14 A continuous wave travelling along the rope.

A wave is a disturbance that travels in a medium (which can be a vacuum in the case of electromagnetic waves) transferring energy and momentum from one place to another. The direction of propagation of the wave is the direction of energy transfer. There is no large-scale motion of the medium itself as the wave passes through it.

• Packed full of model answers, annotated exemplar answers and hints • Worked examples show the step-by-step processes to follow to answer different kinds of exam questions

86 | cambridge.org/education/2020

5.0

If we take the free end of a taut, horizontal rope and we give it a sudden up and down jerk, a pulse will be produced that will travel down the length of the rope at a certain speed (Figure 4.13).

Exam preparation guides

5 star Amazon review for the Chemistry for the IB Diploma Exam Preparation Guide

4.0

t/s 4.2 Travelling waves

What is a wave?

Explain: a how it is known that the particle is performing oscillations b why the oscillations are not simple harmonic.

• Answers to the questions are provided on the accompanying CD-ROM

The book is of high quality, with proper information in it for the exams. There are also some questions on each topic, which are useful.

3.0

Thisperiod section a Use the graph to calculate the of introduces waves and wave motion. All music (and all noise), the heating of the Earth by the Sun and the motion of electrons inside oscillation. atoms canwith be analysed in the same way using the language and physics of b Draw a graph to show the variation time waves. There are three large classes of wave: mechanical waves (e.g. sound), of the potential energy. electromagnetic waves (e.g. light) and matter waves (e.g. electron motion in atoms).

The length of a complete oscillation is known as the wavelength of the wave. The symbol for wavelength is λ. It is also the distance from crest to crest or trough to trough (Figure 4.15). (A crest is the highest point on the wave and a trough the lowest.)

Figure 4.15 Three distances that all give the wavelength.

4 WAVES

153

Physics for the IB Diploma coursebook

Coursebook Coursebook with Cambridge Elevate enhanced edition (2 years) Coursebook Cambridge Elevate enhanced edition (2 years) Exam Preparation Guide Workbook with CD-ROM Download teacher support materials at ibdiploma.cambridge.org

Biology 978-1-107-65460-0 978-1-316-63767-8 978-1-107-53779-8 978-1-107-49568-5 978-1-316-64609-0

Chemistry 978-1-107-62270-8 978-1-316-63774-6 978-1-107-53763-7 978-1-107-49580-7 978-1-316-63495-0

Physics 978-1-107-62819-9 978-1-316-63777-7 978-1-107-53787-3 978-1-107-49575-3 978-1-316-63492-9

IB Diploma | Group 5 | Mathematics

Mathematics Standard and Higher Level for the IB Diploma

Mathematics Higher Level for the IB Diploma: Option Topics Paul Fannon, Vesna Kadelburg, Ben Woolley and Stephen Ward

Paul Fannon, Vesna Kadelburg, Ben Woolley and Stephen Ward

These highly illustrated books cover Topics 7–10 of the IB Diploma Higher Level Mathematics syllabus.

These resources are aligned to the IB Mathematics Diploma for first teaching from 2012. These highly illustrated coursebooks cover the IB Standard and Higher syllabuses. • Colour-coded exercises according to grade help you assess students’ progress through the syllabus • Mixed exam practice at the end of each chapter (plus a dedicated section at the end of the book for questions that cross different topics) help encourage cumulative learning

Note The syllabus has changed for first teaching from September 2019.

• Features a dedicated chapter exclusively for mixed examination

We have produced mapping documents which align our current series to the new syllabus, so you can continue to use the books you love. See cambridge.org/ibdiploma for more details.

• The progressive approach encourages cumulative learning • Available to purchase separately Mathematics Higher Level for the IB Diploma: Option Topics Topic 7 – Option: Statistics and Probability 978-1-107-68226-9 Topic 8 – Option: Sets, Relations and Groups 978-1-107-64628-5 Topic 9 – Option: Calculus 978-1-107-63289-9 Topic 10 – Option: Discrete Mathematics 978-1-107-66694-8

• The accompanying CD-ROM contains calculator skills sheets, extension worksheets, supplementary sheets and fill-in proofs, providing support for students of varying learning backgrounds

Mathematical Studies for the IB Diploma

• Option Topics available on the Higher Level CD-ROM • Fully worked solutions manuals for all of the colour-coded examination-style questions Mathematics Standard and Higher Level for the IB Diploma IB Mathematics Standard Level Coursebook with CD-ROM Solutions Manual Solutions Manual Cambridge Elevate edition (2 years) Exam Preparation Guide IB Mathematics Higher Level Coursebook with CD-ROM Solutions Manual Solutions Manual Cambridge Elevate edition (2 years) Exam Preparation Guide Download teacher support materials at ibdiploma.cambridge.org

• Contains worked examples, exam-style questions, exam hints and tips and calculator skills sheets

Caroline Meyrick and Kwame Dwamena

978-1-107-61306-5 978-1-107-57924-8 978-1-107-57926-2 978-1-107-65315-3 978-1-107-66173-8 978-1-107-57937-8 978-1-107-57940-8 978-1-107-67215-4

This course focuses on placing more emphasis on student understanding of fundamental concepts than on symbolic manipulation and complex manipulative skills; giving greater emphasis to developing students’ mathematical reasoning, rather than performing routine operations; solving mathematical problems embedded in a wide range of contexts; and using the calculator effectively. • The significance of mathematics for modelling and practical applications demonstrates how mathematics is relevant to the real world • Features exam hints and tips to prepare students for their examinations, as well as TOK issues, cross-curricular support and critical thinking issues • Worked examples of stage-by-stage written solutions show typical working and thought processes Mathematical Studies for the IB Diploma Mathematical Studies Coursebook 978-1-107-69140-7 Mathematical Studies Exam Preparation Guide 978-1-107-63184-7

Contact your local representative – see page 95 | 87

IB Diploma | Group 6 | The Arts

Visual Arts for the IB Diploma Heather McReynolds IB Diploma Visual Arts syllabus for examination from 2016. Capture your students’ imagination and encourage their individual artistic style with visually striking images. • Examples of students’ work help learners understand the course • International case studies link students’ learning to real-life examples from around the world • TOK questions throughout encourage students to make links between visual arts and TOK • Definitions of key terms alongside the text support students where English is not their first language

It is a rare thing for a textbook in art to be available, let alone one that could so readily reduce the countless hours spent selecting comparable materials to present; while additionally clarifying the understanding of the instructor’s role as facilitator, student’s role in inquiry learning, and the general ‘IB-ness’ of the course. 5 star Amazon review by IB Visual Arts teacher Visual Arts for the IB Diploma Coursebook Coursebook Cambridge Elevate edition (2 years)

978-1-107-57706-0 978-1-316-64110-1

Visual Arts for the IB Diploma

88 | cambridge.org/education/2020

Andrew Flint and Stuart Jack This toolkit: •

•

Practical lesson ideas are available from our supporting website to save you planning time. (cambridge.org/9781108406970).

a toolkit for international teachers The book considers the local and global contexts when planning for and teaching an international syllabus and presents practical ideas and tips you can use as inspiration for your English as a Second Language lessons.

Charlie Gilderdale, Alison Kiddle, Ems Lord, Becky Warren and This toolkit: • Helps you to plan and deliver lessons with ideas and Fran Watson practical examples in the context of English as a •

This toolkit: • Helps you to plan and deliver lessons with ideas and practical examples in the context of Art & Design • Contains ideas for classroom activities, active learning, reflective practice and assessment for learning

a toolkit for international teachers Practical lesson ideas are available from our supporting website to save you planning time.

Helen Rees-Bidder (cambridge.org/9781108439848)

9781108438483 Ellis and Harris Approaches to learning and teaching Modern Foreign Languages Cover C M Y K

9781108439848 Logan Approaches to learning and teaching Art & Design Cover C M Y K

The book considers the local and global contexts when planning for and teaching a syllabus and presents practical ideas and tips you can use as inspiration for your Art & Design lessons.

The book considers the local and global contexts when planning for and teaching an international syllabus and presents practical ideas and tips you can use as inspiration for your Geography lessons. This toolkit: • Helps you to plan and deliver lessons with ideas and practical examples in the context of Geography. • Contains ideas for classroom activities, active learning, reflective practice and assessment for learning.

a toolkit for international teachers Practical lesson ideas are available from our supporting website to save you planning time. (cambridge.org/9781316640623).

Margaret Cooze

Global Perspectives Keely Laycock Approaches to learning and teaching Global Perspectives is part of a unique series, written in collaboration with Cambridge Assessment International Education. The book gives examples, based on experience and observations of what works well, to help you put theory into practice. It provides ideal support for Global Perspectives teachers as well as those studying professional development qualifications or international PGCEs.

Approaches to learning and teaching

Geography The book considers the local and global contexts when planning for and teaching an international syllabus and presents practical ideas and tips you can use as inspiration for your Global Perspectives lessons.

a toolkit for international teachers This toolkit: Simon Armitage • Helps you to plan and deliver lessons with ideas

•

Practical lesson ideas are available from our supporting website to save you planning time. (cambridge.org/9781316638750).

Approaches to learning and teaching

Modern Foreign Languages Paul Ellis and Lauren Harris

Approaches to learning and teaching Modern Foreign Approaches to learning and teaching Languages is part of a unique series, written

Art & Design

in collaboration with Cambridge Assessment International Education. The book gives examples, based on experience and observations of what works well, to help you put teaching theory into practice. It provides ideal support for Modern Foreign Languages teachers as well as those studying professional development qualifications or PGCEs. The book considers the local and global contexts when planning for and teaching a syllabus and presents practical ideas and tips you can use as inspiration for your Modern Foreign Languages lessons.

a toolkit for international teachers This toolkit: • Helps you to plan and deliver lessons with ideas and practical examples in the context of Modern

Foreign Languages Rachel Logan • Contains ideas for classroom activities, active learning, reflective practice and assessment for learning

Practical lesson ideas are available from our supporting website to save you planning time. (cambridge.org/9781108438483).

Geography Simon Armitage

Approaches to learning and teaching

Modern Foreign Languages Considering the local and global contexts when planning and teaching an international syllabus, this book presents ideas for Geography with practical examples you can use as inspiration for your lessons.

and practical examples in the context of Global Perspectives. Contains ideas for classroom activities, active learning, reflective practice and assessment for learning.

Approaches to learning and teaching

Business & Economics Andrew Gillespie Approaches to learning and teaching Business & Economics is part of a unique series, written

in collaboration withto Cambridge Assessment and teaching Approaches learning International Education. The book gives examples,

Global Perspectives based on experience and observations of what works well, to help you put theory into practice. It provides ideal support for Business & Economics teachers as well as those studying professional development qualifications or international PGCEs. The book considers the local and global contexts when planning for and teaching an international syllabus and presents practical ideas and tips you can use as inspiration for your Business & Economics lessons.

a toolkit for international teachers This toolkit: • Helps you to plan and deliver lessons with ideas and practical examples in the context of Business & Economics.

• Contains ideas for classroom activities, active Keely Laycock learning, reflective practice and assessment for

Approaches to learning and teaching

Business & Economics a toolkit for international teachers

learning.

Andrew Gillespie Practical lesson ideas are available from our supporting website to save you planning time. (cambridge.org/9781316645949).

Approaches to learning and teaching

Geography Simon Armitage

Approaches to learning and teaching Geography is part of a unique series, written in collaboration with Cambridge International Examinations. Tried and tested pedagogy from global teaching workshops

Approaches toin the learning teaching underpins the research book, making it and ideal support for Geography teachers as well as those studying professional development qualifications or international PGCEs.

Literature in English Considering the local and global contexts when planning and teaching an international syllabus, this book presents ideas for Geography with practical examples you can use as inspiration for your lessons.

a toolkit for international teachers

Approaches to learning and teaching Geography

Approaches to learning and teaching

Approaches to learning and teaching Geography

Approaches to learning and teaching Art & Design is part of a unique series, written in collaboration with Cambridge Assessment International Education. The book gives examples, based on experience and observations of what works well, to help you put teaching theory into practice. It provides ideal support for Art & Design teachers as well as those studying professional development qualifications or PGCEs.

Approaches to learning and teaching Geography is part of a unique series, written in collaboration with Cambridge Assessment International Education. The book gives examples, based on experience and observations of what works well, to help you put theory into practice. It provides ideal support for Geography teachers as well as those studying professional development qualifications or international PGCEs.

NRICH

Approaches to learning and teaching Modern Foreign Languages Ellis and Harris

Rachel Logan

Approaches to learning and teaching Art & Design Rachel Logan

Approaches to learning and teaching

Primary

a toolkit for international teachers Tony Cotton

Peter Thomas

a toolkit for international teachers

Paul Ellis and Lauren Harris

Approaches to learning and teaching: a toolkit for international teachers These subject-specific guides provide teachers with a range of practical ideas, from classroom activities to differentiation, active learning, reflective practice and formative assessment. They’re ideal if you are studying a professional development qualification or international PGCE. The Approaches to learning and teaching series considers the local and global contexts when planning and delivering a syllabus. It has been written in collaboration with the world’s largest provider of international education programmes and qualifications for 5 to 19 year olds, Cambridge Assessment International Education. The titles present ideas in the context of subject and give practical examples that help you put theory into context. In addition, with each title you get a variety of lesson ideas you can download from our website. Library packs Available in a whole series pack of 12 subject titles and a core subject pack of five titles: Science, mathematics, first language English, English as a second language and global perspectives. The library packs give you the opportunity to apply consistent approaches to learning and teaching across your school at a reduced price. Help all your teachers, or trainee teachers, put tried and tested teaching theory into practice.

Approaches to learning and teaching: a toolkit for international teachers NEW Whole Series Pack 978-1-108-63894-4 NEW Core Subject Pack 978-1-108-63901-9 Art & Design 978-1-108-43984-8 Art & Design Cambridge Elevate edition 978-1-108-43989-3 Business & Economics 978-1-316-64594-9 Business & Economics Cambridge Elevate edition 978-1-108-74237-5 English as a Second Language 978-1-316-63900-9 English as a Second Language Cambridge Elevate edition 978-1-108-74239-9 First Language English 978-1-108-40688-8 First Language English Cambridge Elevate edition 978-1-108-74238-2 Geography 978-1-316-64062-3 Geography Cambridge Elevate edition 978-1-108-74240-5 Global Perspectives 978-1-316-63875-0 Global Perspectives Cambridge Elevate edition 978-1-108-74234-4 History 978-1-108-43987-9 History Cambridge Elevate edition 978-1-108-43990-9 Literature in English 978-1-316-64589-5 Literature in English Cambridge Elevate edition 978-1-316-64592-5 Mathematics 978-1-108-40697-0 Mathematics Cambridge Elevate edition 978-1-108-74236-8 Modern Foreign Languages 978-1-108-43848-3 Modern Foreign Languages Cambridge Elevate edition 978-1-108-43849-0 Primary 978-1-108-43695-3 Primary Cambridge Elevate edition 978-1-108-43696-0 Science 978-1-316-64585-7 Science Cambridge Elevate edition 978-1-108-74235-1

Also available Designing and Implementing a Professional Development Programme

• The Cambridge Teacher series provides practical guidance and innovative teaching proaches to those looking to develop their classroom practice Jonathan Ellams

Designing and Implementing a Professional Development Programme shows you how to devise, implement and maintain a successful Professional Development strategy in your school or institution. Step-by-step instructions outline what to consider as you begin to think about Professional Development. Detailed analyses of top models for implementation such as Coaching, Observation, Taught Professional Development and Lesson Study are provided alongside easy-to-follow guidelines that show you how to put these techniques into practice. Once your programme is underway, effective strategies for ongoing assessment are outlined along with tools to help you apply those techniques to your school context.

Supporting these practical and adaptable ideas are extra tips and suggestions to help you navigate obstacles you might meet along the way, such as understanding how to harness external providers, how to maximise student input and engagement, and how to manage budgetary concerns and managerial influence.

Designing and Implementing a Professional Development Programme includes: • Step-by-step instructions for developing, implementing and assessing Professional Development • Accessible summaries and analyses of recent popular and recognised Professional Development models and techniques for assessment • Useful tips, tools, exercises and summaries to support the main text

• An in-depth real-world example that puts the techniques described in the book into practice.

As an Advanced Skills Teacher and Specialist Leader in Education, Jonathan Ellams has impacted on the improvement of learning and teaching across the UK. He has worked in schools and colleges in Essex, Cumbria, Cambridgeshire, Hertfordshire and North London in a variety of leadership roles. Jonathan has worked for Parkside Federation Academies, a Multi-Academy Trust with schools across Cambridge, since 2013. In his role as Director of Standards for the Trust, he devised a successful and wide-ranging professional development strategy. Other titles in The Cambridge Teacher series:

CLIL Essentials for Secondary School Teachers CLIL in Context: Practical Guidance for Educators Language Rich: Insights from Multilingual Schools Language Awareness in Teaching: A Toolkit for Content and Language Teachers Excellence in Bilingual Education: A Guide for School Principals

978-1-108-40084-8 978-1-316-60945-3 978-1-316-60345-1 978-1-107-61828-2 978-1-107-68147-7

Designing and Implementing a Professional Development Programme The Cambridge Teacher series

Jonathan Ellams

• Underpinned by the latest research, the books provide a valuable resource for teachers who want to deepen their understanding of key theoretical ideas, with a view to putting these into practice in their classrooms

Designing and Implementing a Professional Development Programme

• The Cambridge Teacher series

9781108440820 ELLAMS PROFESSiONAL DEVELOPMENT C M Y K

Approaches to learning and teaching First Language English Rees-Bidder

Art & Design

Second Language. Contains ideas for classroom activities, active learning, reflective practice and assessment for learning. Practical lesson ideas are available from our supporting website to save you planning time. (cambridge.org/9781316639009).

Approaches to learning and teaching

hing

English

Helps you to plan and deliver lessons with ideas and practical examples in the context of Mathematics. Contains ideas for classroom activities, active learning, reflective practice and assessment for learning.

Mathematics collaboration with Cambridge Assessment International Education. The book gives examples, based on experience and observations of what works well, to help you put theory into practice. It provides ideal support for English as a Second Language teachers as well as those studying professional development qualifications or international PGCEs.

Simon Armitage

9781316645949 Gillespie Approaches to learning and teaching Business and Economics Cover C M Y K

Approaches to learning and teaching English as a

Second Language is part a unique series, written in teaching Approaches tooflearning and

Geography

9781316638750 Lacock Approaches to learning and teaching Global Perspectives Cover C M Y K

a toolkit for international teachers

Margaret Cooze

Approaches to learning and teaching 9781316640623 Armitage Approaches to learning and teaching Geography Cover C M Y K

History

9781316639009 Cooze Approaches to learning and teaching English as a Second Language Cover C M Y K

Approaches to learning and teaching

English as a Second Language

Approaches to learning and teaching Business & Economics Gillespie

Approaches to learning and teaching Mathematics is part of a unique series, written in collaboration with Cambridge Assessment International Education. The book gives examples, based on experience and observations of what works well, to help you put theory into practice. It provides ideal support for Mathematics teachers as well as those studying professional development qualifications or international PGCEs.

Approaches to learning and teaching

Approaches to learning and teaching Global Perspectives Laycock

Charlie Gilderdale, Alison Kiddle, Ems Lord, Becky Warren and Fran Watson

Approaches to learning and teaching Geography Armitage

Mathematics

Approaches to learning and teaching English as a Second Language Cooze

Approaches to learning and teaching Geography

Approaches to learning and teaching

Approaches to learning and teaching Mathematics Gilderdale, Kiddle, Lord, Warren & Watson

ing

9781108406970 Gilderdale, Kiddle, Lord, Warren & Watson Approaches to learning and teaching Mathematics Cover C M Y K

Teacher Development

• A wealth of international experience informs a clear understanding of the challenges that face teachers in the 21st century COVER IMAGE: +SUBTRACT

Designing and Implementing a Professional Development Programme CLIL Essentials for Secondary School Teachers CLIL in Context: Practical Guidance for Educators Language Rich: Insights from Multilingual Schools Excellence in Bilingual Education: A Guide for School Principals Language Awareness in Teaching: A Toolkit for Content and Language Teachers

= Endorsed by Cambridge Assessment International Education

Jonathan Ellams

978-1-108-44082-0 978-1-108-40084-8 978-1-316-60945-3 978-1-316-60345-1 978-1-107-68147-7 978-1-107-61828-2

Contact your local representative – see page 95 | 89

Teacher Development | English Language Teaching Background to Teaching and Learning Also available

Scott Thornbury’s 30 Language Teaching Methods

The Cambridge Guide to Learning English as a Second Language

Approaches and Methods in Language Teaching

Scott Thornbury

Edited by Anne Burns and Jack C. Richards

Third edition

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

This book provides an up-to-date and comprehensive coverage of second language learning. The focus is primarily on language learning, but each chapter also discusses the implications for pedagogy, thus informing both understanding and practice. Paperback

978-1-108-40841-7

Jack C. Richards and Theodore S. Rodgers An extensively revised and up-to-date edition of this popular book. The section on current communicative methodology has been updated to include new material on CLIL, text and genre-based teaching. Further new material deals with other directions in language teaching. Paperback

NEW The Cambridge Encyclopedia of the English Language Third edition by David Crystal Paperback 978-1-108-43773-8 NEW Task-Based Language Teaching by Rod Ellis, Peter Skehan, Shaofeng Li, Natsuko Shintani and Craig Lambert Paperback 978-1-108-71389-4 Curriculum Development in Language Teaching Second edition by Jack C. Richards Paperback 978-1-316-62554-5 HIGHLY COMMENDED ESU Award Motivating Learners, Motivating Teachers by Zoltan Dornyei and Magdalena Kubanyiova Paperback 978-1-107-60664-7 Learner English Second edition Edited by Michael Swan and Bernard Smith Paperback* 978-0-521-77939-5 CLIL by Do Coyle, Philip Hood and David Marsh Paperback 978-0-521-13021-9 The Cambridge Guide to Pedagogy and Practice in Second Language Teaching Edited by Anne Burns and Jack C. Richards Paperback 978-1-107-60200-7 Methodology in Language Teaching Edited by Jack C. Richards and Willy A. Renandya Paperback* 978-0-521-00440-4 NOMINATED ELT Innovation Awards Motivational Strategies in the Language Classroom by Zoltan Dornyei Paperback* 978-0-521-79377-3

978-1-107-67596-4

Classroom Practice Also available

NEW Engaging Language Learners in Contemporary Classrooms Sarah Mercer and Zoltan Dorynei This accessible book offers a fresh perspective on engagement, with an emphasis on how teachers can create the conditions for active engagement and the role learners can play in shaping the way they learn. Drawing on extensive theoretical knowledge, the book takes an applied approach, providing clear principles and practical strategies for teachers.

Alan Maley’s 50 Creative Activities Alan Maley An engaging book of practical classroom activities designed to promote creative language use. Alan Maley considers how fostering creativity and exploring new ideas helps the formation of critical mind-sets, among both students and their teachers. Paperback

978-1-108-45776-7

Classroom Management Techniques Jim Scrivener WINNER Ben Warren Prize WINNER ESU Award SHORTLISTED British Council ELTons Awards 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

Paperback Available March 2020 90 | cambridge.org/elt

Penny Ur’s 100 Teaching Tips by Penny Ur Paperback* 978-1-316-50728-5 WINNER ESU Award WINNER Society of Authors ELT Writing Award SHORTLISTED British Council ELTons Awards Translation and Own-language Activities by Philip Kerr Paperback* 978-1-107-64578-3 Five-Minute Activities by Penny Ur and Andrew Wright Paperback 978-0-521-39781-0 Games for Language Learning Third edition by Andrew Wright, David Betteridge and Michael Buckby Paperback* 978-0-521-61822-9 CLIL Activities by Liz Dale and Rosie Tanner Paperback 978-0-521-14984-6 Materials Development in Language Teaching Second edition Edited by Brian Tomlinson Paperback 978-0-521-15704-9 SHORTLISTED Frank Bell Prize SHORTLISTED Ben Warren Prize Planning Lessons and Courses by Tessa Woodward Paperback* 978-0-521-63354-3 Communicative Activities for EAP by Jenni Guse Paperback with CD-ROM 978-0-521-14057-7 Five-Minute Activities for Business English by Paul Emmerson and Nick Hamilton Paperback* 978-0-521-54741-3 Teaching Large Multilevel Classes by Natalie Hess Paperback* 978-0-521-66785-2

978-0-521-74185-9

978-1-108-44592-4

*Also available as an ebook

Teacher Development | English Language Teaching Language for Teachers Also available

Scott Thornburyâ&#x20AC;&#x2122;s 101 Grammar Questions

Grammar for English Language Teachers

English Phonetics and Phonology

Scott Thornbury

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

WINNER ESU Award

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

978-1-108-70145-7

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. Paperback

978-0-521-71204-0

Paperback with Audio CDs (2) 978-0-521-71740-3 Apple iBook 978-1-139-79545-6

About Language Second edition by Scott Thornbury Paperback* 978-1-107-66719-8 English for the Teacher by Mary Spratt Paperback 978-0-521-42676-3 Audio CDs (2) 978-0-521-15497-0 World Englishes by Andy Kirkpatrick Paperback with Audio CD 978-0-521-61687-4 Teaching Pronunciation Second edition by Marianne Celce-Murcia, Donna M. Brinton, Janet M. Goodwin with Barry Griner Paperback with Audio CD 978-0-521-72976-5 Multilingual Education by Jasone Cenoz and Durk Gorter Paperback 978-1-107-47751-3 Common European Framework of Reference for Languages by Council of Europe Paperback 978-0-521-00531-9 The CEFR in Practice by Brian North Paperback 978-1-107-41459-4 English Profile in Practice Edited by Julia Harrison and Fiona Barker Paperback 978-1-107-49398-8 The Discourse of the IELTS Speaking Test by Paul Seedhouse and Fumiyo Nakatsuhara Paperback 978-1-108-43769-1 Defining Integrated Reading-intoWriting Constructs by Sathena Chan Paperback 978-1-108-44241-1 Corpora in Applied Linguistics by Susan Hunston Paperback* 978-0-521-80583-4 Discourse Analysis for Language Teachers by Michael McCarthy Paperback 978-0-521-36746-2

Teaching with Technology

Language Learning with Technology

Interaction Online

Graham Stanley

Lindsay Clandfield and Jill Hadfield

WINNER ESU Award

SHORTLISTED Ben Warren Prize

SHORTLISTED British Council ELTons Awards

With pedagogy given a central position, this very practical book is an essential resource for anyone using technology in their classroom. It contains over 130 activities, incorporating a wide range of tools, such as mobile technologies and social networking.

This valuable book supports interaction between people, and is relevant for online, blended or face-to-face courses. It contains a range of tried-and-tested activities which provide opportunities for online interaction, and makes use of generic tools for ease of use.

Paperback

978-1-107-62880-9

Paperback

978-1-316-62917-8

Language Learning with Digital Video Ben Goldstein and Paul Driver WINNER ESU Resources for Teachers Award SHORTLISTED Ben Warren Prize SHORTLISTED British Council ELTons Awards 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

*Also available as an ebook

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

978-1-107-63464-0

Contact your local representative â&#x20AC;&#x201C; see page 95 | 91

Teacher Development | English Language Teaching Teaching Language Systems and Language Skills

NEW Second Language Writing

Listening in the Language Classroom

Second edition

John Field

Ken Hyland

WINNER Ben Warren Prize

Authoritative and accessible, this introduction to the theory and practice of teaching writing has been completely revised. It includes up-to-date work on automated feedback, plagiarism, social media, Virtual Learning Environments and teacher workload issues.

This book considers the processes which make up the skill of listening. It proposes an alternative to the comprehension approach of teaching listening and provides detailed examples of appropriate exercise types.

Paperback

Teaching Speaking Christine C. M. Goh and Anne Burns This book provides an introduction to the theory and practice of teaching speaking. It considers issues and features related to speaking and the language learner, along with the implications for teaching. Paperback

978-1-107-64833-3

978-0-521-68570-2

978-1-108-45641-8

Teaching and Developing Reading Skills Peter Watkins FINALIST British Council ELTons Awards Drawing on current reading theory, this very accessible book contains activities to support and develop learnersâ&#x20AC;&#x2122; reading skills and strategies. Activities cover aspects such as developing fluency, exploiting digital sources, using learner-generated texts and assessing reading. Paperback

Grammar Practice Activities Second edition Penny Ur This classic handbook is an invaluable resource, containing a wealth of imaginative and engaging grammar practice activities. It contains clear teaching guidelines, along with an explanation of the principles of effective practice. Paperback with CD-ROM

978-1-316-64731-8

Vocabulary Activities

Lexical Grammar

Pronunciation Games

Penny Ur

Leo Selivan

Mark Hancock

This book provides a wealth of activities for introducing, presenting, expanding, exploring and practising vocabulary, along with detailed guidelines on the key principles involved in teaching and practising vocabulary. It also contains an extra chapter of activities for advanced learners and a CD-ROM of printready materials which can be put to immediate use in class.

Supported by insights from research, this practical book provides an important resource for teachers interested in the role of chunks in language learning and teaching. Activities are user friendly and generalisable and can be used in a range of contexts.

This photocopiable resource contains pronunciation games for use in the classroom. Activities raise awareness of aspects of English pronunciation, including individual sounds, word stress, sentence stress and intonation. The games are supported by step-by-step teacherâ&#x20AC;&#x2122;s notes.

Paperback

Book

978-1-316-64475-1

978-0-521-46735-3

978-0-521-73232-1 Paperback with CD-ROM

978-0-521-18114-3

Also available NEW Feedback in Second Language Writing Second edition Edited by Ken Hyland and Fiona Hyland Paperback 978-1-108-43997-8 NEW Intelligibility, Oral Communication and the Teaching of Pronunciation by John M. Levis Paperback 978-1-108-40401-3

92 | cambridge.org/elt

Learning Vocabulary in Another Language Second edition by I. S. P. Nation Paperback* 978-1-107-62302-6 Pronunciation Practice Activites by Martin Hewings Paperback 978-0-521-75457-6 Discussions and More Second edition by Penny Ur Paperback* 978-1-107-44275-7

Reading in a Second Language by William Grabe Paperback 978-0-521-72974-1 Games for Grammar Practice by Maria Lucia Zaorob and Elizabeth Chin Book 978-0-521-66342-7

HIGHLY COMMENDED ESU Award Collocations Extra by Elizabeth Walter and Kate Woodford Book with CD-ROM 978-0-521-74522-2 Teaching Listening Comprehension by Penny Ur Paperback 978-0-521-28781-4

*Also available as an ebook

Teacher Development | English Language Teaching

Teacher Development Teaching Primary and Secondary Learners

Also available

Teen World by Joanna Budden Book 978-0-521-72155-4 Examining Young Learners by Szilvia Papp and Shelagh Rixon Paperback 978-1-316-63820-0 Five-Minute Activities for Young Learners by Penny McKay and Jenni Guse Paperback* 978-0-521-69134-5 Primary Activity Box by Caroline Nixon and Michael Tomlinson Book and Audio CD 978-1-107-61867-1

NEW Herbert Puchta’s 100 Tips for Teaching Teenagers

Teaching Languages to Young Learners

Activities for Very Young Learners

Lynne Cameron

Herbert Puchta

WINNER Ben Warren Prize

Herbert Puchta and Karen Elliott

This compact, user-friendly book draws on Herbert Puchta’s rich experience and knowledge of teaching teenagers. It addresses many of the challenges in the teenage classroom, offering practical suggestions for creating positive classroom dynamics and guiding teenagers towards becoming mature and responsible adults.

This highly popular title offers a coherent theoretical framework to structure thinking about children’s language learning. It gives practical advice on how to analyse and evaluate classroom activities, language use and language development.

This book is an essential resource for practising and trainee language teachers of three to seven year olds. It outlines a clear educational vision, and provides over 90 easy-to-use activities, along with helpful tips for teaching this age group.

Paperback

978-0-521-77434-5

Primary Curriculum Box by Kay Bentley Book and Audio CD 978-0-521-72961-1 Primary Music Box by Sab Will with Susannah Reed Book with Audio CD 978-0-521-72856-0 Language Activities for Teenagers Edited by Seth Lindstromberg Paperback* 978-0-521-54193-0

978-1-316-62273-5

978-1-108-73875-0

Available March 2020

Testing and Assessment Also available

NEW Testing for Language Teachers Third edition Arthur Hughes and Jake Hughes This book describes concepts in language testing and the testing of specific skills and systems in a highly accessible manner and has been revised and updated to take into account recent developments in the field, such as the integration of learning and teaching with assessment. It includes new content on technology, including computer adaptive testing and the use of online resources, and on assessment using multiple measures. Paperback

NEW Research and Practice in Assessing Academic Reading: The case of IELTS Cyril J Weir and Sathena Chan, Edited by Lynda Taylor and Nick Saville This book explores the assessment of academic reading and the IELTS Academic Reading test and suggests potential task formats and criterial features that any future test of academic reading per se should exhibit. Paperback

The Cambridge Guide to Second Language Assessment Edited by Christine Coombe, Peter Davidson, Barry O’Sullivan and Stephen Stoynoff This title provides a theoretical background of the key issues associated with language testing, as well as practical advice on how to improve the effectiveness of tests. Paperback

NEW 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 Second Language Assessment and Action Research Edited by Anne Burns and Hanan Khalifa Paperback 978-1-108-43670-0 Learning Oriented Assessment by Neil Jones and Nick Saville Paperback 978-1-316-50788-9 Assessing Speaking by Sari Luoma Paperback* 978-0-521-80487-5 WINNER Kenneth W Mildenberger Award Assessing Young Language Learners by Penny McKay Paperback* 978-0-521-60123-8 Applying the Socio-Cognitive Framework to the BioMedical Admissions Test by Kevin Y.F. Cheung and Sarah McElwee Paperback 978-1-108-43931-2 Assessing Grammar by James E. Purpura Paperback* 978-0-521-00344-5 Assessing Language Teachers’ Professional Skills and Knowledge Edited by Rosemary Wilson and Monica Poulter Paperback 978-1-107-49978-2 Examining Young Learners by Szilvia Papp and Shelagh Rixon Paperback 978-1-316-63820-0

978-1-107-67707-4

978-1-108-73361-8

978-1-108-71482-2

Available March 2020

*Also available as an ebook

Contact your local representative – see page 95 | 93

Teacher Development | English Language Teaching Teacher Training and Development Also available NEW Lessons from Good Language Teachers Edited by Carol Griffiths and Zia Tajeddin Paperback 978-1-108-70221-8

Jack C Richardsâ&#x20AC;&#x2122; 50 Tips for Teacher Development

A Course in English Language Teaching

Teaching Adult English Language Learners

Second edition

Jack C. Richards

Penny Ur

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.

Betsy Parrish

SHORTLISTED Ben Warren Prize

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

978-1-108-40836-3

This highly regarded book provides a comprehensive introduction to English Language Teaching. It combines theory and practice, with both reflection and classroom-based tasks. It is ideal for use in initial teaching training and as a reference for practising teachers. Paperback

Paperback

Teacher Training Essentials by Craig Thaine Paperback* 978-0-521-17224-0 WINNER Ben Warren Prize Mentor Courses by Angi Malderez and Caroline Bodsczky Paperback 978-0-521-56690-2 Classroom Observation Tasks by Ruth Wajnryb Paperback 978-0-521-40722-9 Practice Teaching by Jack C. Richards and Thomas S. C. Farrell Paperback* 978-0-521-18622-3 The Cambridge Guide to Research in Language Teaching and Learning Edited by James Dean Brown and Christine Coombe Paperback* 978-1-107-48555-6 WINNER Ben Warren Prize Action Research for Language Teachers by Michael J. Wallace Paperback 978-0-521-55535-7 Teaching Children English by David Vale and Anne Feunteun Paperback 978-0-521-42235-2 From Teacher to Manager by Ron White, Andrew Hockley, Julie van der Horst Jansen and Melissa S. Laughner Paperback* 978-0-521-70909-5

978-1-108-70283-6

978-1-107-68467-6

We also offer a range of online courses. Please refer to page 100 for further information, or visit cambridge.org/ctd/online-courses

Teaching Qualifications

TKT Course Modules 1, 2 and 3

TKT Course CLIL Module

The CELTA Course Trainee Book

The CELTA Course Trainerâ&#x20AC;&#x2122;s Manual

Second edition

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.

Scott Thornbury and Peter Watkins

This 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.

Paperback

This user-friendly book covers the requirements of the CELTA qualification. It includes suggestions on using the material with trainees, as well as advice on how to prepare trainees for teaching practice, lesson observations, written assessment and tutorials.

Mary Spratt, Alan Pulverness and Melanie Williams A comprehensive course for teachers and trainee teachers preparing for the Cambridge English Teaching Knowledge Test (TKT), or other initial teacher training qualifications. It contains concepts, guidance, activities and practice tests. Paperback

94 | cambridge.org/elt

978-0-521-12565-9

978-0-521-15733-9

978-0-521-69206-9

Paperback

978-0-521-69207-6

*Also available as an ebook

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Authorised Distributors Global ELT Solutions Beirut – Jamhour Area – Bsous Main Road Feghali Center GF Level P.O. Box: 45-265 Hazmieh Tel: (+966) 5 942 733 Email: info@gesbeirut.com Librairie Antoine S.A.L. Mkalles Main Road Beirut – Lebanon P.O. Box 11-0656 Riad El Solh Tel: 961-1-697310 / 696681 ext129 Email: english.schoolbooks@antoineonline.com

Knowledge Tower 2611 Salah Ad Din Al Ayyubi Rd, Al Safa Dist, Riyadh 11437, P.O. Box 12851 KSA. Tel: (+966) 11 292 4388 Mobile: (+966) 58 330 1990 www.kntbook.com

Britannia Educational Services & Consultancy Safi intersection, Zaniyari Quarter Erbil – Iraq Tel: 00964 721 1562/3 00964 750 335 950 Email: eltak4english@yahoo.co.uk www.britanniaiq.org

| 95

Cambridge Representatives and Distributors

Libya

Palestine

Syria

Cambridge Representative

Tarek Benrewin Sales Agent Mob: (+218) 92 502 4901 Email: tarek@cup-na.org

Rasha Al-Azzeh Educational Consultant – Levant Cambridge University Press Tel: (+962) 775009900 Email: ralazzeh@cambridge.org

Authorised Distributor

Academic Bookshop Co. t/a Al Academeh Bookshop Co. P.O. Box 631 Al Haras Street Hebron Palestine Tel: (+972) 22225174 Email: Sameh@dandis.ps

Nour E Sham Book Centre Opposite the Ministry of Education P.O. Box 249, Damascus Tel: (+963) 11 444 0575/ (+963) 11 445 7458 Email: nouresham@mail.sy

Qatar

Cambridge Representative

Authorised Distributor Alresalah Bookshop P.O. Box 770 Baker Street Eddahra, Tripoli Tel: (+218) 912159807 Tel: (+218) 214443503 Email: alresalahbookshop@yahoo.com

Oman Cambridge Representative Moemen Eissa Educational Consultant – Oman Cambridge University Press Tel: (+971) 54 404 2079 Email: meissa@cambridge.org

Authorised Distributors Al Manahil Educational Consultancy Bait Al Aali Mezzanine Floor, Room 105 Way 3501, off street 33 Al Khuwair Tel: (+968) 24487707 Fax: (+968) 24485757 Email: manahil@omantel.net.om Dar Al Hayat Muscat – Seeb Tel: (+968) 91311172 info@daralhayat.ae Hadash National L.L.C. (Oman), “Lawazim” A Subsidiaries to Celebrity Global Holdings-Dubai P.O. Box. 1968, Muscat, P.C. 111, Sultanate of Oman Office 295, Opp Farah Medical, 18 November Street, Azaibah, Muscat Tel: (+968) 24615564 Fax: (+968) 24615565 Email: accounts2@lawazim.org

Cambridge Representative Samantha K. Mooney Senior Educational Consultant – Qatar, Bahrain & Kuwait Cambridge University Press Tel: (+974) 66548091 Email: smooney@cambridge.org

Authorised Distributor Al Tamayoz Al Reem Tower, 19th Floor Al Wehda Street Doha, Qatar P.O. # 24863 Tel: (+974) 66935349 Fax: (+974) 4429183 Email: wassim@allprints.ae

Sudan Cambridge Representative Mohamed Mahmoud Senior Educational Consultant – North Africa Cambridge University Press Tel: (+20) 100 327 6068 Email: mmahmoud@cambridge.org Nehal Mohamed Okba Senior Educational Consultant – North Africa Cambridge University Press Tel: (+20) 103 323 3990 Email: nokba@cambridge.org

Authorised Distributors The Nile Bookshop Alamrat Street 41 P.O. Box 8036 Khartoum – Sudan Tel: 0120996505 – 0930088190 Email: admin@thenilebookshop.com Scientific House Email: scientificsd@gmail.com Tel: 00249 – (0)183565636 Fax: 00249 – (0)183491814 Mob: 00249 – (0)912308048

96 |

UAE Fatima Awada Senior Educational Consultant – UAE Cambridge University Press Tel: (+971) 56 800 5108 Email: fawada@cambridge.org

Authorised Distributors All Prints Distributors & Publishers P.O. Box 857, Abu Dhabi Tel: (+971) 2 6336999 Email: allprints@allprints.ae Dar Al Hayat P.O. Box: 20665, Al Qassimia Street Sharjah Tel: 06-5723736 Fax: 06-5726766 Email: info@daralahayat.ae Magrudy’s Street 20, Al Khabaisi, Dubai Tel: (+971) 42974321 Email: info@magrudy.com University Book House Mohamed Abu Taha Al-Ain, United Arab Emirates – 16983 Tel: (+971) (3) 755 4845 / (+971) 54 355 4514 Email: mat@ubh.ae

Yemen Cambridge Representative Matthew Santaspirt Regional Manager MENA Cambridge University Press Tel: (+971) 56 400 4439 Email: msantaspirt@cambridge.org

Authorised Distributor Yemen Bookshop P.O. Box 2760 Sana’a Yemen Tel: (+971) 777303077 Fax: (+971) 1273984 Email: yemenbookshop@yemen.net.ye

Notes

Centre for Evaluation and Monitoring Inspired by teachers | Informed by evidence At CEM, our aim is simple: we use world-class assessments and evidence to help teachers understand and support the children they work with. Schools in 70 countries use our formative, adaptive tests to strengthen international education programmes for students aged 3-19, including Cambridge IGCSEâ&#x201E;˘, Cambridge International AS & A Level and the IB Diploma. Teachers can understand more about each studentâ&#x20AC;&#x2122;s potential, track their progress and use the evidence to support good decision-making. CEM is now part of the Cambridge family, joining Cambridge University Press and Cambridge Assessment in a shared vision of improving education for all. Speak to your local consultant to learn more about how CEM can help your school. EDU_42600_FY20_EDU_ELT_MENA_Cat_Advert_AW.indd 1

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