Catálogo Richmond 2020 by Santillana

English Language Teaching

Welcome to We offer a complete range of print and online ELT resources for young learners, teenagers and adults. We are committed to the development of appropriate, dynamic and innovative teaching materials. Continual teacher development for your teaching staff and institution form the foundation of our service. Our objective is to provide solutions for both educators and learners in all of the countries in which we operate, while respecting the uniqueness of each country and culture. A Richmond educator counts on innovative print and digital content that meets their current needs and anticipates how theyâ&#x20AC;&#x2122;ll be teaching in the future. As an additional benefit, Richmondâ&#x20AC;&#x2122;s team of education specialists closely monitor the ever-changing challenges and opportunities that crop up in all types of classrooms.

See

DISCOVER IT!

instructions on page 14 and point your device at the map

As Albert Einstein said,

It is the supreme art of the teacher to awaken joy in creative expression and knowledge. And this art is the source of our supreme pleasure, too. Every teacher knows that no satisfaction can be greater than watching students’ faces light up with curiosity, engagement, understanding, enjoyment. The instant the spark of interest is kindled, and we nurture this flicker into a flame, provokes a profound sense of gratitude—and gratification. The joy derived from sharing knowledge, offering encouragement, communicating ideas, and contributing to awareness, insight, and understanding, is unparalleled. It’s true, sometimes when we’re tired, it feels as though there’s not enough time to do things as well or as thoroughly as we’d like… We want to prepare less, take a short cut, save our energy… But teaching always provides its own reward. Yes, it requires energy, skill and dedication, but it really is a magic pot of gold: the more we give, the more passion we put in, the more joy is repaid to us—with interest!

T here are those who give with joy, and that joy is their reward, wrote Khalil Gibran, the Lebanese-American author of The Prophet, in 1923. Here in Richmond, we agree. Teaching is a passion, a way of life, not just a job. And it pays with joy.

We ASSESS, GUIDE and SUPPORT to facilitate language instruction

HOW WE DO IT 1.

ACADEMIC CONSULTANCY

TEACHER TRAINING PROGRAM

RESOURCES FOR LEARNING

INTERNATIONAL CERTIFICATIONS

Optimizing and standardizing the academic processes of the English language program.

Promoting and encouraging continuous teacher training.

Using flexible and innovative resources which respond to the needs of the program.

Defining the progress of the students through international certifications.

Solution designed for schools with 3 to 4 hours of English lessons per week, new to the use of virtual learning environments and certifying learners with TOEFL tests.

Addressed to schools with 4 to 7 hours of English lessons per week. They have the option of taking Michigan Assessment or Cambridge Assessment certifications.

This solution helps the bilingualism process in schools. Students can also get a Michigan Assessment and Cambridge Assessment certificaction.

Strategic allies

For more information richmondperu@richmondelt.com

What does it take to become a successful language learner? Practice, practice, practice Motivation Engaging resources A great teacher

What does it take to become a great English teacher? A continuous teacher training program Practical digital and print resources Reliable information about your students’ progress A resources library Academic support throughout the school year

If you are part of an institution that is continuously looking for quality and improvement in its language programs, we have created something for you...

What is Richmond Solution?

It's a solution providing the best tools for teachers and language learners alike. Learners can find resources to extend their language practice through technology, to make sure they have access to English outside the classroom. As a teacher, you can find everything you need to support your students’ learning process and monitor their progress, including a well-established teacher development program for you.

What do we pursue?

Our main objective with this solution is for students to experience meaningful learning, and to develop the knowledge and skills necessary to face the challenges of the future. This is achieved by strengthening their teachers’ professional development, and providing them with better teaching tools to gain a better understanding of their students’ needs.

The components

Language assessment online

Easy-to-use platform for learners and teachers

Language learners

Self-assessment tool + online self-study modules

Language assessment online Reading for primary with

/ Language Assessment* *Optional

Teacher training workshops Monthly webinars / ecourses

or for

Teacher training program

Teachers

Books

Reading with Listening with secondary

Richmond series catering to different needs

Online Resource Library /

Language certifications

Schools Feedback and reports Exam preparation center plaque: • • •

THE LITERACY ENVIRONMENT THAT HELPS

TRANSFORM LEARNING

What if EVERY student had a virtual backpack of over 5,000 digital books? IMAGINE THE IMPACT! expands the classroom for teachers and students by providing unlimited access to award-winning digital books with multimedia supports, real-time assessments, close reading tools and opportunities to work through projects. It is the first personalized literacy ecosystem to offer a wide range of both fiction and nonfiction digital books to maximize student engagement in reading. empowers students and teachers with real-time, actionable data—number and type of books opened and read, time spent reading, results of regular benchmark assessments, and more—based on embedded Lexile® assessments that measure student reading growth. The Lexile® Framework for Reading was developed by MetaMetrics® over 20 years ago. It is a scientific approach to reading measurement that matches readers' ability and text difficulty on the same scale. The Lexile® Framework for Reading quickly calibrates the difficulty of almost any textual material with a high degree of accuracy. It also provides additional information such as its developmental appropriateness, reading difficulty, and common or intended usage according to the different kinds of codes (AD, NC, HL, IG, GN, BR, NP). With , every student experiences the benefits of personalized literacy instruction, empowering them to take responsibility for their own learning.

70%

NON-FICTION

30%

FICTION

DISCOVER IT!

The new Virtual Learning Environment designed for young learners. Easy to register and use for teachers and students, where they can find a wealth of interactive content and other resources related to the course they are studying in class. Currently, you can find content related to Young Achievers, Cool Kids Second Edition, Skyrocket, Thumbs Up! Second Edition, Stopwatch and Achievers.

Study

Students have access to interactive excercises that are related to their Richmond course book.

Resources

All the support material for teachers is in one tab. They can upload their own resources and share them with the class.

www.richmondspiral.com

Activities Gradebook Resources Tests Cartoons

Study and Play Gradebook

Teachers can track their studentsâ&#x20AC;&#x2122; progress. They can monitor scores for the whole class or individual students.

Play

Students can have fun with 525 games to improve their vocabulary. There are 4 levels of difficulty and 15 vocabulary topics per level. They can win treasure and compete against their classmates!

NEW FEATURES: 路 Exercises aligned to CEFR 路 Daily goal setting and average learning 路 Search by grammar rules 路 Assessment Tests over time allow you to measure student progress

Placement Test to evaluate initial level of English

for more information contact us:

The new way to learn English.

www.english-attack.com

Enrich your vocabulary. Visual dictionaries on a wide range of topics.

A revolutionary concept in dynamic language games.

Improve your English with the best video clips. More than 5000 movies, music videos, TV series and news.

My School Platform for teachers Assign homework, follow-up and be in contact with your students.

richmondperu@richmondelt.com

Richmond ELT

CATALOG 2020 APP DOWNLOAD

Multi-device: smartphones and tablets Search by title, author, ISBN and key word

EnglishLanguageTeaching

Easy access and user-friendly interface

CATALOG 2020

Distributor location markers on Google MapsÂ® Richmond Content Launcher: DISCOVER IT!

How

DISCOVER IT! works

Locate the images with the DISCOVER IT! logo in your print catalog.

Open the Richmond ELT Catalog 2020 App.

In the Richmond ELT Catalog 2020 App, open the DISCOVER IT! section.

Point your device at an image marked with and find additional information.

Symbol Key New Title

British English

American English

International English

Digital Book

Richmond Spiral Platform

Richmond Learning Platform

Exam Connection

App

Printable Material

iBook

Video

CD-ROM

Audio

Microsite

CLIL

Digital Resources

A1 A2

CEFR

(Common European Framework of Reference)

Dino and Me Learn with Ollie Pebbles Cubby House Gumdrops Crickets

20 22 24 25 26

Orbit Fun Way Second Edition Beep Abracadabra Young Achievers Cool Kids Second Edition Skyrocket Thumbs Up! Second Edition COMPASS

33 34 35 36 37 38 40 41 42

Must Students for PEACE Stopwatch Fast Track Achievers

55 56 59 60 61

English ID iDentities Personal Best The BIG Picture American Big Picture Going Pro @work Richmond Learning Platform

66 67 68 70 71 72 73 74

Lessons Learned/Primary Methodoly Handbook Vocabulary Builder/Visual Grammar/English Grammar in Steps Richmond Handbooks for Teachers Richmond Dictionaries

78 79 80 81

Richmond Practice Tests Pre A1 Starter, A1 Movers and A2 Flyers Target A2 Key and B1 Preliminary for Schools Richmond Practice Tests A2 Key and B1 Preliminary Target Cambridge English First / Richmond Practice Test First Richmond Practice Tests Advanced/Richmond Practice Tests IELTS

84 86 87 88 89

Richmond Primary Readers Popcorn Readers / Media Readers Matching Readers Marshall Cavendish

92 94 95 96

Enthusiasm R

Goals R

Our goals for children at this early age will be focused on them understanding basic classroom language and actions, feeling natural and having fun while using English, and most importantly, being happy.

Knowledge R

Our work is monumentally facilitated by the natural enthusiasm of preschool learners. We should nurture and encourage this positive energy, to maintain interest and engagement as they grow.

Young childrenâ&#x20AC;&#x2122;s knowledge is usually limited to the concrete and personal: family, home, school, routines, the immediate neighborhood. One of the great joys and privileges of teaching is being able to guide this acquisition of knowledge in directions we consider both important and ethical.

Teaching R

www.richmond.pe www.richmond.pe

One of the first lessons we should help small children learn are, of course, values. Honesty, respect, empathy, kindness, fairness, curiosity, standing up for what is right, gratitude… These are timeless lessons of universal relevance.

Physical, emotional, social, linguistic, and cognitive aspects are all equally important at this early stage of child development. But perhaps emotional development even more so, to raise emotionally intelligent children capable of empathy.

E ff or t R

Learning

These vary between bodies, usually along the lines of 6-7 Cs: sensorimotor coordination; unique individuals expressing needs, emotions and interests with confidence; collaboration with others in group participation and conflict resolution; oral communication; critical thinking in exploring, experimenting and engaging with the environment; and creativity in choosing appropriate learning challenges and completing them.

Preschool

Development

Competencies

It is essential to praise and encourage young children’s effort, perhaps even more than actual success or improvement, to ensure strong foundations for a healthy self-esteem.

“Joy, feeling one’s own value, being appreciated and loved by others, feeling useful and capable of production are all factors of enormous value for the human soul.” - Maria Montessori (Italian physician and educator)

Joy of Teaching

Language Overview

Level N

Greetings What’s this? It’s a…. School: teacher, School, classroom, crayon, table, chair, book Body: ears, eyes, face, mouth, nose, hair, arms, feet, hands, head, legs Food: apple, bananas, Orange, milk, sandwich, lunch box Colors: yellow, Orange, green, Pink, red Family: baby, brother, sister, dad, mon, grandma, grandpa.

Toys: ball, robot, teddy, bear, doll, block Shapes: circle, square, rectangle, triangle Pets: bird, cat, dog, fish, rabbit, turtle Clothes: shoes, shorts, skirt, sweater, T-shirt, blouse, pants, socks Weather: sun, leaves, umbrella Numbers 1 to 5

-------------------------------- --------------------------------

Greetings Numbers 1-5 School objects: book, chair, crayon, table Face: ears, eyes, mouth, nose Toys: ball, car, doll, teddy bear

Greetings What's this? It's a... School: teacher, school, classroom, crayon, table, chair, book Body: ears, eyes, face, mouth, nose, hair, arms, feet, hands, head, legs Food: apple, banana, orange, milk, sandwich, lunch box Colors: blue, red, yellow, orange, green, pink

Family: brother, daddy, mommy, sister Pets: bird, cat, dog, fish Food: apple, banana, cookie, milk, orange Nature: bee, butterfly, flower, tree Colors: blue, green, orange, red, yellow

Family: baby, brother, sister, dad, mom, grandma, grandpa Toys: ball, car, robot, teddy bear, doll, Shapes: circle, square, rectangle, triangle Pets: bird, cat, dog, fish, rabbit, turtle Clothes: shoes, shorts, skirt, sweater, T-shirt, blouse, pants, socks Weather: rainy, sunny, windy, hot, cloud, sun, leaves, umbrella Numbers 1-5

Level 1

How are you? Fine, thank you. What’s your name? My name is… This is the door/window. It’s closed/open Prepositions: in, on, under Following instructions: sit down. Raise your hand, please! This is my face. My eyes are Brown. Can elephant jump? Yes, it can. / No, it can’t Who has a sandwich? I have a sandwich. The oranges are on a three. What color are they? They are green. What food do you like? I like eggs and cheese. I’m hungry/thirsty. This is my family. This is my mon. Her name is…

Do you have a pet? Yes, I do. I have a bird. We play with our pets. We love our pets. What can you do with the books? We can read the books. I can throw a ball high/low/quickly/slowly. I like to play soccer and hide-and-seek. What’s she doing? She’ s climbing up the ladder. What does the snake do? The snake sleeps all day. Professions: chef, doctor, firefighter, pilot, scientist, Farmer I’m a chef. I work at a restaurant. My dad is a firefighter. He puts out fires. He uses a hose. This is the sun. We see the sun in the daytime. It is hot and bright. The sun gives us light. The sun helps plant grow.

Using greetings Introducing ourselves Distinguishing between boys and girls Naming and reviewing classroom objects Following simple instructions Identifying things that are the same

Listening to a story and joining in Talking about feelings Identifying family members Phonics: Practising the initial sound Recognising numbers 1 - 3 Understanding the difference between big and small Talking about preferences

Greetings Personal pronouns Present simple Imperatives I like…/I don't like… How many…? Verb: to have

Opposites: happy/sad Numbers 1-5 Shapes: circle, triangle, square Colors: red, blue, yellow, purple, green, orange, brown, pink, gray

My name is/I'm Linda. I'm a boy/girl. He's a boy./She's a girl. What's this/that? It's a table. This is the classroom. What color is it? It's blue./The ball is blue. How many...? What are these? They are my shoes. Imperatives Face: ears, eyes, mouth, nose I'm happy/sad. It's cold/rainy. Clothes: coat, shoes Who is/Who's this? This is/It's mom.

She's young/old. This is my family. Prepositions: in, on, under Toys: ball, teddy bear, box Where is the...? Pets and actions: cat, dog, rabbit, hop Is it a...? Yes, it is./No, it isn't. What do you have? I have a.../an... What can you see? What number is it? I have juice in my lunch box. This is a big/small sandwich. I eat…/I drink… Numbers 1-10

Greetings School objects: backpack, glue stick, scissors Actions: color, cut, draw, glue, paint, play, sing Colors: black, brown, pink, purple, white Family: baby, grandma, grandpa Numbers 1-10 happy/sad Shapes: circle, heart, square, star, triangle Lunch: carrot, juice, lunch box, pear, sandwich, water Clothes: blouse, dress, jeans, pants, shoes, shorts, socks, sweater, T-shirt

Toys: dinosaur, robot, toy box, toy shelf Prepositions: in, on, under Pets and actions: rabbit, turtle, crawl, fly, hop, run, sleep, swim

Hello/Goodbye. What's your name? My name is… Following instructions: Come in. Sit down. Open your book. What's this? This is my face. What are these? These are my eyes. What color is it? It's green. I'm happy/sad. Who's this? This is my... Do you have a brother? Yes, I do./No, I don't. I have a sister. I don't have any brothers. How many...? I like.../I don't like... I'm hungry/thirsty.

Can you jump? Yes, I can./No, I can't. He can... What are you doing? I am... What's this? It's a ball. Is it a ball? Yes, it is./No, it isn't. I like/love my teddy bear. I want a robot. Put the boat under the table. Where's the doll? It's… It's a big/small butterfly./This is a short worm. What shape is this? It's a star/heart. What's the bird doing? It is... Colors: brown, black, purple, white Numbers 1-10 Prepositions: in, on, under

www.richmond.pe

Greetings Present continuous Where is the playground? It’s over there. Where do you do experiments? In the science lab. Body: arm, fingers, tail, eyes How many…do we have? Let’s count. I can see/run with my eyes/legs. Food and flavors: apples, spaghetti, eggs, cheese, lemons, crackers, sour, salty, breakfast I like…But I don’t like…. How many people are in your family? Do you have any brothers and sisters? Yes, I do/ No, I don’t. I play with my toys in the bedroom.

What place is this? It’s a zoo. What do you like to do to have fun? I like to see a movie. These/those Farm animals: duck, duckling, baby, cow, goats, eggs Routine: On Monday, Farmer Brown collects the eggs. I have fruit for breakfast. Can you brush your teeth? Yes, I can/No, I can’t When it’s sunny, I wear a hat. What is he wearing? A T-shirt and shorts. I’m sick. I call the doctor. Plants need soil/water/ sunlight to grow. Does a worm/Caterpillar have legs? No, it doesn’t/Yes, it does. Sequencing events: first, then, next, finally. Numbers 1-50

Reviewing & describing classroom objects, clothes and colours Identifying simple shapes Counting to three, four, five & six Recognising and naming school and classroom objects Talking about the classroom and school activities, weather and suitable clothing Listening to a story and joining in Talking about likes and dislikes Identifying parts of the body

Level 3

Is she the gym teacher? Yes, she is. /No, she isn’t. What letter is this? This is the letter… What do you have? I have a pencil. In science class, we learn about nature. He has short hair. How do I keep my body healthy? I sleep well. What’s the matter? I have a headache Always walk on the sidewalk. Hold someone’s hand to cross! What’s your favorite food? Chicken is my favorite food. What are you doing? I’m setting the table. I live in a small house in the country. What do you do after School? I go to art class on Tuesdays.

Past simple: What did you do on the weekend? I went to the park on Sunday. Going to, future: Where are you going to go in the summer? I’m going to go to the beach. What is the tiger doing? It’s hiding. Comparatives: The hippo is bigger than the crocodile. The is a firefighter. What do you want to be? I want to be a scientist. What’s the weather like today? It’s sunny. Nature and the environment: We drink fresh water. We get fresh water from rivers. In the forest, there are animal like deer and squirrels. Numbers 1-100

Describing movements Practising sequences Using prepositions of place Talking about rooms in the house Describing where family members are in the house Identifying farm animals and making animal noises, the parts of a plant Naming places in a town Talking about where we live Phonics: Practising the initial sound

Reviewing & Describing hair colours, with long or short Describing likes Talking about school activities Counting backwards from 6 to 1 Describing physical characteristics and abilities Identifying wild animals, understanding that animals are different and classifying animals into their habitats. Using prepositions. Counting to seven, eight, nine and ten. Identifying family members. Understanding how we grow and change

Talking about people in the community and how they help us, workers and their tools Understanding that children can choose which job they want to do when they grow up. Learning healthy habits. Talking about illnesses. Simple addition Identifying natural and man-made elements, different materials Understanding the importance of not talking to strangers Identifying places to visit, learning about means of transport and travelling.

Personal pronouns Present simple Imperatives Where's the…? Who is he? How many…?

Prepositions: in, on Opposites: tall/short, fat/thin, big/small, young/old Numbers 1-10 Colors review: black, white

Personal pronouns Present simple Present continuous Imperatives Demonstrative pronouns: this/these Where's the…?

What's your name? My name's Rose. What's this? This is my backpack. They're scissors. There is.../There are... Where is dad? He's in the kitchen. I'm four. Food: juice, lunch box, sandwich, chicken, breakfast, pancakes I like.../I don't like… Farm animals: cow, horse

I can see a plane. Let's go to the park. There are flowers. Prepositions: next to Downtown: park, toy store, cars, watch a movie at the cinema/see a painting at the museum/ride a ferris wheel at the fair Professions: doctor, nurse, vet Numbers 10-20

I can/can't paint. There are five books. This is a crayon. I take a shower. I brush my teeth. It's summer. It's hot/sunny. I see five flowers. I like/don't like peas. What fruit do you like? I like apples. I want a hamburger. Dad is in the kitchen. What's he doing? He's making breakfast.

Greetings My name's… boy/girl School objects: marker, paintbrush, pencil, pencil case Actions: clap, climb, dance, jump, slide, swing, touch Colors review Body: arm, foot, hair, hand, head, knees, legs, toes Farm animals: chick, cow, duck, egg, goat, hen, horse, rooster, sheep, turkey same/different Numbers 1-20 Rooms and furniture: armchair, bed, bedroom, closet, kitchen, lamp, living room, night table, playroom, refrigerator, shelf, sink, sofa, stove, toilet, bathtub, TV What's his name? His name is… I have a red.../I don't have a blue… What's he/she doing? He/She is... I like to sing. I don't like to paint. What does he need? He needs… What can you see? I can see… Can you see a…? Yes, I can./No, I can't. Present continuous Farm animals: duck, cow, eggs How many... do you see? I see 12.../I don't see any... Clothes review What's the weather like? It's sunny. What are you wearing? I'm… Put on your... Take off your...

big, chubby, medium, old, tall, thin, small, short, young, old Daily actions and routines: have breakfast, brush teeth, read a story, I wake up in the morning, I take a bath/ shower, I go to bed at night. In the park: bench, bird, butterfly, climbing frame, flower, grass, rabbit, squirrel, swings, tree Prepositions: behind, in front of Food: breakfast, chicken, chocolate, dinner, eggs, fish, fruits, meat, pizza, rice, salad, spaghetti, sugar, vegetables, yogurt I'm hungry/thirsty. I want…, please. I like…/I don't like… Do you like...?

Where is…? Is he in the bathroom? No, he isn't. He is in the... What is Daddy doing? He's eating. Rooms and furniture: bathroom, living room, sofa The sofa goes in the living room. She is jumping on the sofa. Don't jump on the furniture! Food: pineapple, onion, cereal, fruit, soda, breakfast, healthy, unhealthy Do you need cereal? Yes, we do./No, we don't. Routines: I eat breakfast in the morning. I brush my teeth every day. Put the seed/stem in the pot. Plants need water to grow. Comparatives: The yellow flower is taller than the purple flower. Sequencing events: first, then, next, finally Colors review Numbers 1-20 Prepositions: in, on, under, next to, in front of, behind

Joy of Teaching

Preschool

Level 2

I like…/I don't like… Adjectives: happy, sad, angry, surprised, hungry, thirsty Prepositions: in, on, under Numbers: 1-20 Shapes: diamond, heart, oval, star

Present continuous: I'm playing soccer. She's jumping rope. He's riding a bike. Prepositions: next to, in front of, between At the zoo: hippo, lion, tiger, elephant, zebra Where does the doctor/police officer work? In a hospital/ police station. Numbers 20-30

I'm five./I'm six. I can.../I can't… Prepositions: next to long/short Numbers 1-100 Shapes: circle, rectangle, square, triangle Rooms and furniture Present continuous Actions and chores: comb hair, cook, feed the dog, make the bed, play, put the toys away, read a book, set the table, sweep the floor, water the plants, wash the dishes

the shortest/the tallest Body: elbow, shoulder At the zoo: crocodile, giraffe, gorilla, hippo, lion, monkey, panda, rhino, snake, tiger, zebra Professions: dentist, doctor, firefighter, mail carrier, nurse, police officer, teacher, vet Family members Transportation: boat, car, plane, train

What do you do at school? We sing songs every day. We have… class on Monday. Telling time What color are your eyes? They're brown. I have brown eyes and black hair. Who's she? She's my aunt. She's tall and thin. She has short hair. What's that? It's a... It lives in the... Giraffes are tall. They have long necks. Do hippos have big ears? No, they don't. Hippos have small ears. What do you do to stay healthy? What's wrong? I feel sick. I live in an apartment building. There's a park near my house. There are many cars in the city. She is a doctor. She works in a clinic. What do you want to be?

Nature and the environment: Is this natural or manmade? It's natural. There are fish in the lake. There is litter on the ground. There is plastic in the sea. Don't throw trash on the ground. Turn off the water. What season is it? It's winter. What's the weather like? It's cold. going to, future: What are you going to do in the summer? I am going to… Past simple: Where did you go last summer? I went to the beach. What did you do yesterday? I went on a trip. Dinosaurs lived a long time ago. I can use a computer. The robot can talk. Days of the week, months, seasons Numbers 1-100

Levels

pp et

Rebecca Lee Williams

AVAILABLE Dino and Me Microsite

Pu o Din

www.richmondla.com/dinoandme

Components & Resources: Dino and Me is a preschool series that embraces the love of literature and the

joy of learning through a literature-based approach. It provides comprehensive integrated instruction with a special emphasis on developing communication, language and literacy skills. Each unit contains three literature selectionsâ&#x20AC;&#x201D;an informative reader, a Dino chant and a narrative reader, with a related value.

Student's Resource Book

With Dino and Me students will:

Activity Book

Develop literacy skills and concepts through songs, rhymes, finger plays, physical activities, stories and games

- Readers - Mini-flashcards - Diploma - Response Fans - Stickers Student's CD

Learn to listen socially: make eye contact, attend to the speaker, respond to what is said, and so on

Reinforce learning with manipulatives Learn in a language-rich environment, for open-ended activities like retelling enhancing childrenâ&#x20AC;&#x2122;s opportunities to stories and posing questions take risks and fostering interpersonal skills Acquire critical thinking skills and emotional intelligence through Learn the concepts of print, developing activities based around values letter formation and emergent writing

For Students

Student's Book

For Teachers

Teacher's Guide Digital Book

Teacher's Resource CD

- Fast Finisher Activities - Animated and Interactive Visuals

Classroom Language Cards Flashcards Story Cards Readers Puppet Posters and Poster Cutouts Values Posters

www.richmond.pe

Preschool

Student's Book Through the Value Lesson, students can assess their understanding of right from wrong in relation to the value presented in the Narrative Reader.

The

Dino and Me

Methodology The series is based on a natural language approach where students listen, imitate, practice and innovate. Children have an active role in their learning process and become engaged thinkers.

Although they are not overtly signed, many lessons have implicit CLIL content, with math and science featuring strongly.

Boost your Learning 3D Pictionary App

3D Pictionary App is an interactive, beautifully animated dictionary containing the most commonly used vocabulary in preschool

Readers (in the Studentâ&#x20AC;&#x2122;s Resource Book) The unit starts with the informative reader, introducing the topic, vocabulary and language with photographs and realistic illustrations.

With Dino and Me children learn through social interaction and scaffolding. The lessons are designed to guide them in learning new content by creating interest in the topic and providing plenty of practice, as students become increasingly more confident and autonomous in their learning. Each lesson follows these scaffolding phases: I do, you watch B A C

I do, you help

You do, I help

You do, I watch The narrative reader reinforces the vocabulary and language learned, as well as presenting a value.

Joy of Teaching

Levels

Rebecca Lee Williams

Components & Resources: Learn with Ollie is an exciting new series which aims to provide pre-primary children with the initial building blocks for future success in English. It focusses on early childhood development not only on a linguistic level, but also on social, emotional, physical and cognitive skills.

The content has been carefully planned and structured so that it promotes the development of essential skills in a fun and motivating way. Throughout the course, children are presented with content and tasks that encourage them to steadily move from comprehension to production.

Learn with Ollie contains: Key Language and Concepts presented through appealing illustrations and photos Flexibility of lesson format and length Early literacy development Original and traditional stories that provide a variety of input Key competences integrated into the language curriculum

For Students

Student’s Book Activity Book

Stories and Songs CD (Includes Picture Dictionary Audio) Stickers Pop-Outs

For Teachers

Teacher’s Book (Includes Photocopiable Material) Teacher’s Audio Material Flashcards & Flashcard Cube Posters and Pop-Outs

Phonics lesson in each unit All About Me! lesson in each unit focusing on values and good habits through personalised themes The unique Teacher’s i-solutions for the classroom which provides all the digital and audiovisual material in one easy-to-access format

BIG Story Cards Teacher’s i-solutions Puppet

www.richmond.pe

Preschool

Teach with Ollie Children are presented with and practise key language and concepts appropriate for their early years in English. The language is introduced through illustrations, games, songs and a variety of engaging activities. The vocabulary and language is recycled throughout each unit and provides the children with building blocks of knowledge.

Learn with Ollie Teacher’s i-Solutions

Simple, easy-to-follow instructions. Ollie icons for visual support.

The unique Learn with Ollie Teacher’s i-solutions for the

classroom includes fully intera ctive teaching and learning materials organised into step-by-step lessons. It provides you with the most effective, visual and easyto-use classroom resource. Quick lesson guides and tips for all the material are available at the click of a button.

Song lyrics and audio transcripts are provided.

The Teacher’s i-solutions also provides

a variety of Audiovisual Material, including Animated Stories, Values videos for the All about me! lessons and well-known Action Song videos.

Children begin to work with initial sounds and basic sound combinations in order to develop their literacy skills. List of key vocabulary for each lesson.

Joy of Teaching

Pebbles

Levels

Martina Bahena

GUÍA DEL MAESTRO (IN SPANISH)

Components & Resources: For Students

Student's Book with

hands-on Activity Pad Resource Book

For Teachers

Guía del Maestro (In Spanish) with Class CD Flashcards

With Pebbles students will: Practice vocabulary in interactive ways with Pictionary Puzzle Develop prewriting skills by working with tracing material Have core material as well as optional integrated learning activities

Pictionary Puzzle

Cutouts and Picture Dictionary Puzzles to acquire, practice and reinforce lexical items

Cutouts

www.richmond.pe

Levels

Fanny Riva Palacio & Stefania Villarreal

Preschool

Cubby House

Components & Resources:

GUÍA DEL MAESTRO

For Students

(IN SPANISH)

Student’s Book Student’s CD

For Teachers

Guía del Maestro (in Spanish)

Class & Resource CD

- Stick Puppets - Classroom Language Cards

- Assessments - Worksheets - Projectable Flashcards - Projectable Posters - Projectable Story Cards - Holiday Activities Story Cards Flashcards

Cubby House is a three-level preschool series that incorporates multiple teaching methodologies to provide children with the best possible learning experience. The series focuses on fostering cognitive skills and motor skills development. Children consolidate what they have learned doing an end-of-unit project throughout the whole series. With Cubby House students will: Acquire the English language while developing their cognitive skills Develop their fine and gross motor skills through activities such as running, dancing, jumping, imitating animal movements, drawing, tracing numbers and cutting with scissors Learn about values to create a sense of community and well-being Explore their creativity, reinforce fine motor skills and consolidate all their learning with a project every unit Perform age-appropriate activities to develop mathematical thinking, such as recognizing numbers, counting and identifying more and less Develop their reading skills through original, fun stories

Joy of Teaching

Storycards

Gumdrops

Levels

Rebecca Lee Williams

INCLUDES VALUES SERIES VIDEOS

Components & Resources: For Students

Student's Book with CD Student’s audio (Levels N & 1) Activity Pad Audio CD-ROM (Levels 2 & 3) Student’s (Resource Pack)

- Finger Puppets

- Stickers

- Mini Flashcards

For Teachers

Teacher’s Guide Digital Book Big Book

Values Series videos to present a situation that exemplifies a value.

Posters & Cutouts Teacher’s Resource CD-ROM Class Audio CD Classroom Language Cards Teacher’s Bag Gumdrops levels 1, 2 & 3 Values Series videos

With Gumdrops students will: Acquire English, following the natural stages of language learning: Preproduction, Early Production and Speech Emergence Develop six crucial areas of learning—Personal, Social and Emotional; Communication, Language and Literacy, Problem Solving, Reasoning and Numeracy, Knowl edge of the World, Artistic, and Physical Development Use vocabulary in meaningful and focused activities

Every unit specifies the AREA OF LEARNING it develops

Teacher’s Guide

Unit Opener to activate prior knowledge www.richmond.pe

Levels

Annette Flavel, Francisco Loyda, Patricia Martínez, Isabel Moreno and Fanny Riva Palacio

Preschool

Crickets

Components & Resources: For Students

Student’s Book with Student’s Audio CD and Cricket Tales Practice Book Mini-Flashcards

For Teachers

Teacher’s Guide

Teacher’s Resource CD Class Audio CD Story Cards Flashcards Classroom Language Cards Cricket Tales Digital Book Values Videos Series

With Crickets students will: Build on previous knowledge through a constructivist approach Develop cognitive and early literacy skills Work with age-appropriate CLIL lessons Use ICT through interactive activities and videos Begin exploring stories through a complete cycle of reading activities

Integrates the topic and key Language in a beautifully illustrated story

Student’s Book - Story Pages

Joy of Teaching

Knowledge R

Older children will start to establish goals of their own, of a generally practical nature: to acquire more vocabulary, to hold longer conversations, to improve pronunciation or spelling. Some high achievers or bilingual school students may be aiming toward the A2 Flyers or A2 Key exams.

Skills R

Goals

In our digital age, teaching facts can largely be redundant. All knowledge is now only a click away online. What we do need to teach children is where and how to look: especially using the Internet safely. We also need to promote the role of books (novels, non-fiction, reference), museums and TV in imparting information.

A rising population, obesity, food insecurity and climate change may seem worlds away from primary school. But independently of these threats, children should be learning to cultivate foodâ&#x20AC;&#x201D;and healthy habits! Nutrition, planting, growing and cooking our own food, are indispensable skills with todayâ&#x20AC;&#x2122;s processed lifestyle. Start your school veggie garden now!

Teaching R

www.richmond.pe www.richmond.pe

Development

Ability R

With the ubiquity of Internet comes the importance at this age of learning to be discriminating: critical thinking, questioning what we read and are told in order to recognize true from false claims, will prepare children for much of real life.

Pro gress R

Learning

In later childhood, we should continue to enrich emotional and social development by further emphasizing values and teaching by example. The world needs more sympathetic human beings with integrity, compassion for others, and a sense of justice and fairness!

Primary

We should ask the learners in our care, and of course observe, what they are good at. What do they enjoy? If we encourage children to pursue these abilities and interests, commitment and passion are likely to follow.

Progress, like statistics, can be interpreted subjectively. Sometimes we focus on effort, often on test results, occasionally on quantity (of books read, gold stars, medals, etc.). But maybe one of the most objective signs is a happy smile and visible joy?

“Just follow your joy. Always. I think that if you do that, life will take you on the course that it’s meant to take you.” - Jonathan Groff (Actor, Kristoff in Frozen)

Joy of Teaching

Language Overview

Level 1

Greetings Numbers 1–10 Verb to be, present simple, ll forms Articles a / an Personal pronouns: I, it, they Possessive adjectives: my, your

How many...? Prepositions: in, on, under Imperatives

Hello! What’s your name? My name’s… What’s this? It’s a… I’ve got a pink pencil. Phonics Tongue Twister: P This is my mum. How old are you? I’m seven. Phonics Tongue Twister: M Is it black? Is it a cat? Yes, it is. / No, it isn’t. Imperatives: jump, run, catch, stand up sit down, go to sleep Phonics Tongue Twister: R Have you got a teddy? Yes, I have. / No, I haven’t. Colour adjective + noun: a red kite,a pink doll Phonics Tongue Twister: C

Level 2

Review of Level 1 Personal pronouns Possessive adjectives: my, your, his, her The alphabet Verb to be: review Adjectives Abilities: can, can’t

Present simple: like, love, hate Have, has Prepositions: in, on, under, between, behind Demonstrative pronouns: this, these Imperatives: affirmative and negative

Where’s my book? It’s in the kitchen. Where’s the spider? It’s in/on the table Phonics Tongue Twister: B Imperatives: stamp your feet, clap your hands, turn around, touch your toes, wave your arms, shake your hands, nod your head My hair is blue. I’ve got a green mouth. Phonics Tongue Twister: T I like apples. / I don’t like cake. Do you like cheese? Phonics Tongue Twister: Ch What can you see? I’m hungry Phonics Tongue Twister: S

How are you? I’m fine, thanks. What’s your favorite…? Where’s the hamster? It’s under the plant. How do you spell…? Phonics Tongue Twister: D What are you wearing? I’m wearing… Color adjective + noun: green shoes Phonics Tongue Twister: J What’s the weather like? Is it cold? It’s cold. Put your hat on. I’m on holiday. Phonics Tongue Twister: H It can fly. It can’t jump. Can it swim? Phonics Tongue Twister: L

a/an Questions about classroom objects Questions about actions: present continuous Questions about personal preferences Is it a duck? Yes, it is./ No, it isn’t. This is/isn’t a...

What color is the...? It’s red. Where’s the... ? It’s on the... Prepositions: in, on, under What’s the... doing? The... is walking. Verbs: present continuous Vocabulary: animals, colors, family, house, activities Numbers 1-20

Greetings and introductions Identify classroom objects and quantities Express quantities Ask where people are Count insects. Give instructions Ask what someone is wearing

Describe animals Ask what animals are doing Tell the time Ask what people are doing Ask how people feel Talk about likes and Ask about possession Talk about favourite sports, colours, food Talk about abilities

Level 3

Review of Level 2 Demonstrative pronouns: this, that, these, those Possessive adjectives Present continuous, all forms Prepositions: between, in front of, next to, behind

Telling the time: o’clock Wh- questions: what, when, how many Present simple: like, don’t like Numbers 1–100 Ordinal numbers

He’s a… She’s a… He has got a… She has got a… Phonics Tongue Twister: F What are you doing? I’m reading. Are you drawing? Yes, I am./No, I’m not. Phonics Tongue Twister: W How many... can you see? They’re small and purple. Phonics Tongue Twister: G Can you ride a bike? Yes, I can. / No, I can’t I can play the guitar.. I can’t walk on my hands. Phonics Tongue Twister: Z

What’s your name? Mark. How old are you? I’m eight. I’ve got (two pencils). Have you got a (sharpener)? Yes, I have. / No, I haven’t. It’s in, under, on, behind… Phonics Tongue Twister: B, P What time is it? It’s seven o’clock/half past seven. I get up at half past seven. Phonics Tongue Twister: ee, e He’s/She’s tall, short, etc. His/Her (hair is pink). Phonics Tongue Twister: I He/She likes/doesn’t like tennis. He/She can (ride a bike). Phonics Tongue Twister: J Has it got (a tail)?

Yes, it has. / No, it hasn’t. It’s got/hasn’t got (wings). Can it fly? Yes, it can. / No, it can’t. Phonics Tongue Twister: B Yes, it can. / No, it can’t. Phonics Tongue Twister: B What’s he/she doing? He’s/She’s playing the guitar. Where’s (Karim)? He’s in the (kitchen). Phonics Tongue Twister: G It’s fast, new... Is it slow? Yes, it is. / No, it isn’t. Phonics Tongue Twister: TR Do you like sailing? Yes, I do. / No, I don’t. I like/don’t like playing frisbee. Phonics Tongue Twister: S

Present continuous Is this...?/Are these...? Is the bird singing? Yes, she is./No, he isn’t. Prepositions: in front of, next to, between Excuse me, where’s the...?

A chicken can walk. How many... are there? There are... Is/Are there...? Yes, there is./ No, there aren’t. Vocabulary: food, transportation, activities, family members, animals, colors, toys Numbers 1-30

What’s your name? My name’s... How old are you? I’m eight years old. I like.../I don’t like.../I want... Present continuous Imperative

Are you wearing... ? Yes, I am./No, I’m not. I wear... on my hands. What are you buying? I’m buying... They are playing... The team is winning/losing. Vocabulary: school objects, food, leisure activities, body, clothing, neighborhood, sports, weather Numbers 1-60

Greetings and introductions Describing people’s physical appearance Describing where people are and what they are doing Ask what someone is doing Ask where somebody is: Describing school activities during the week Asking about likes and dislikes Describing houses Locating people, animals and objects Describing routines and time Asking about likes and dislike Describing food Reading and writing a recipe Asking about animals’ abilities and body parts

Talking about animals’ habitat and diet Talking about the weather Describing what someone is wearing Talking about seasonal activities Talking about wants Identifying possessions Describing vehicles Describing professions Giving directions Asking about past activities Comparing the past and the present Describing positions in the past Asking about birthdays Saying where people are from Asking about quantity Describing appearance Asking about celebrations Giving directions

Describing people Describing animals Locating people and objects Following instructions Asking and giving permission Asking about and expressing possession Asking about what someone is doing Asking about and stating quantities Asking about likes and dislikes Asking how often something is done Talking about abilitie Asking about illnesses Giving advice Asking how often something is done

Describing places in the past Describing situations in the past Asking about places in the past Describing situations in the past Describing prehistoric animals Asking about prehistoric animals Describing personality traits Asking about past inventions Asking about the past Talking about past abilities Talking about future plans Asking and answering questions about future plan Talking about countries, nationalities and languages

www.richmond.pe

Review of Level 3 Abilities: can, can’t Present simple, all forms Telling the time: o’clock, thirty Wh- questions: what, how much, how many, how long, where, whose

Should, shouldn’t Countable nouns: there is, there are Possessive ’s

Review of Beep! 3 structure On Monday, I´ve got/haven’t got Maths. What have you got on Friday? Phonics Tongue Twister: i, y Where are you from? I’m from France. He’s/She’s from Italy. I speak Chinese. He/She likes cycling. Phonics Tongue Twister: a What do you wear? I wear/don’t wear a jumper. In (January, winter)… Phonics Tongue Twister: e Is there a cinema? There’s a/There isn’t a park. What shall we do? Let’s go to the cinema! Phonics Tongue Twister: u, ue, oo, ou

Level 5

Review of Level 4 Present simple review Telling the time: a quarter to, a quarter past Time expressions: in the morning, in the afternoon, in the evening Comparatives Verb to be, past simple, all forms

Superlatives Adjective order: age-colormaterial Asking for prices Future going to, all forms Wh- questions: what, where, when, who Abilities in the past: could, couldn’t Adverbs

How much is the soup? It’s four euros, fifty cents. I have cereal for breakfast. Can I have a sandwich, please? Phonics Tongue Twister: a They’ve got/They haven’t got wings. How many legs have they got? Phonics Tongue Twister: o Does he/she work on a space station? He listens/doesn’t listen to music. Phonics Tongue Twister: n Do you want to go trekking? I want/don’t want to play games. Phonics Tongue Twister: ing

Review of Beep! 4 structures Times: What time is it? Present Simple: What time do you have lunch? At half past one. I do my homework at seven o’clock. Adverbs of frequency: always/ never/sometimes/usually Phonics Tongue Twister: t, d Have got + some/any Have we got any sugar? Yes, we have. / No, we haven’t. We’ve got some oranges. We haven’t got any cheese. Recipe instructions: wash, cut, mix, etc. Phonics Tongue Twister: b, p Adverbs of frequency: always/ never/sometimes/usually I sometimes ride my bike at the weekend. Phonics Tongue Twister: l, r

The... is wearing... What does she do? She’s a doctor. Are there/Is there a... in your neighborhood? Yes, there is./ No, there aren’t. Present simple: routines + days of the week Does he go to school on Monday? Yes, he does./No, he doesn’t. Telling time What’s the weather like? It’s...

How much is it? It’s... Where do you buy a... ? Are you tall/short/thin? Yes, I am./No, I’m not. Vocabulary: occupations, places, school subjects, days of the week, times of the day, activities, weather, clothing, sports, family members, animals, food Numbers 1-100

Asking and answering questions about past summer holidays Discussing friendships Comparing what you usually do with what you’re doing now Describing how something is done Interviewing a historical character Cross-checking information Asking and answering questions using What and When Comparing physical characteristics Comparing statistics Talking about work obligations Asking and answering questions about your weekend Making polite requests

Making predictions about the future Comparing what you would do in certain situations Talking about and comparing experiences Giving details about experiences Talking about what you could and couldn’t do when you were younger Describing what something is made of Giving survival advice Making suggestions and agreeing or disagreeing

Joy of Teaching

Level 6

Review of Level 5 Past simple: regular and irregular verbs, all forms Yes / no and wh- questions Countable and uncountable nouns: there is, there are Some, any

Present continuous and present simple Object pronouns Accepting and refusing invitations Telling the time

Where is the museum? It’s opposite/next to/between… Let’s go to the park. Why don’t we go swimming? Phonics Tongue Twister: gr Present Simple with they: They lay eggs. They don’t eat plants. Phonics Tongue Twister: sh Comparatives: Everest is higher than Mont Blanc. Phonics Tongue Twister: th, f How old were you? I/He/She/It was... What was your favourite toy? Who was your favourite teacher? Where were you at ($ ve past six)? I was at the (bowling alley). Phonics Tongue Twister: ere, a, aire, air Go through the town and over the bridge. Phonics Tongue Twister: i

Review of Beep 5 structures What are you doing? I’m chatting with you. He/she isn’t chatting online. Our/Their school’s got a Karate club. Phonics Tongue Twister: ch I like/don’t like documentaries. He/she likes/doesn’t like adventure films. Do you like films? Yes, I do. / No, I don’t. Does he like quiz shows? Yes, he/she does. / No, he/she doesn’t. Phonics Tongue Twister: pl, pr Are you going to…? Yes, I am. / No, I’m not. He’s/She’s going to recycle newspapers. What’s it made of? It’s made of… Phonics Tongue Twister: bl, pl, b, p

Do you work at night? Yes, I do. / No, I don’t. I’m/I’m not playing the saxophone. He/she is/isn’t working today. What do you want to be? I want to be a (vet). Phonics Tongue Twister: er, or, o, a We took lots of photos. I did my homework. Did you have a good weekend? Phonics Tongue Twister: v, b Superlative adjectives How big/fast/tall/long..? questions Phonics Tongue Twister: y, io There is/isn’t a… There are some/There aren’t any… Is there a…? Are there any…? to be good/bad at (archery, Maths, etc.) Phonics Tongue Twister: br, bl

Where’s your classroom? It’s Telling time can/can’t Present continuous Prepositions: near, next to, behind, in front of Adjectives Question words Possession some/any

How much does a... cost? It costs... dollars and ... cents. We need some... We don’t need any... What’s the matter? He / She has (a headache). He’s / She’s sad / excited / angry, etc. Vocabulary: places at school, colors, clothing, days of the week, sports, food, birthday celebrations, health problems, body, camping Numbers 1 to 100

Where do you live? I live in a house / an apartment... Where are you going on Monday / Tuesday / Wednesday? To the (post office). The (necklace) is (cheap). The (ring) is (expensive). Opposite adjectives What do you like doing in (summer)? I like (swimming). What country are you from? I’m from (Bolivia). I speak (Spanish).

after/before Adverbs of frequency: always, usually, never Your mother’s grandmother is your... Asking for and giving directions Vocabulary: places in a city, activities, months, seasons, weather, countries, languages, arts and sports, occupations, family members, vacation

Asking and answering about the holidays Describing what people were doing in the past Asking and answering about experiences Making comparisons Making predictions and agreeing or disagreeing with them Telling stories Writing a tourist pamphlet for your town or city Writing a report about a special trip, excursion, visit or weekend Talking about safety measures Talking about future plans Making predictions Making plans Making arrangements Writing a postcard

Talking about experiences Expressing the duration of experiences Making comparisons and agreeing or disagreeing with them Describing problems about a place and suggesting solutions Asking about the characteristics of an object Describing passive events and processes in the present and the past Talking about general truths or facts Making predictions about specific possible situations Making a tourist brochure Inventing a mythological god or goddess Giving and reporting commands Identifying the characters, plot and climax of a story Writing a fairy tale Inventing a modern myth

Talking about experiences Making plans Making predictions Making comparisons Describing passive events and processes in the present and the past Talking about experiences Describing a trip Describing past habits Talking about wishes Talking about specific possible situations Talking about possibilities Asking for and giving advice Talking about one’s abilities, interests and fears Writing the end of a play and reporting speech Writing a film review Reporting commands

Reporting questions and requests Writing an interview report Writing a short newspaper article (headline, lead paragraph, main events, conclusion) Determining quantity Deducting and speculating Defining people and objects Describing passive events in the present and the pas Describing one’s neighbourhood Reasoning: introduction, pros, cons, conclusion” Talking about possibilities (second conditional) Writing a postcard Making predictions Writing a biography

Primary

Level 4

Language Overview

Level 1

Level 2

Level 4

Level 3

Level 5

Level 6

Greetings Asking about and identifying objects Questions Prepositions of place Verb to have Present continuous Commands and instructions There is.../There are... Vocabulary: classroom objects, alphabet, colors, family, toys, house, body, animals, clothes, games, actions, food

I can.../I can’t... I like.../I don’t like... Present continuous Present simple Demonstrative adjectives Whose and possessive -’s There is.../There are... + some/any Question words Let’s play soccer. I’d love to./No, thanks. Would you like an orange? Vocabulary: food, colors, places, professions, time, family, everyday activities, clothes, seasons, weather, vacation, leisure activities

a lot/a little/a few Present simple Prepositions of place Giving directions Adverbs of frequency: always, often, sometimes, never Present continuous Likes and dislikes Accepting and declining invitations Past simple: wh- questions, yes/no questions Verb + infinitive Verb + gerund Vocabulary: city, country, food, farm, days of the week, ordinal numbers, party, musical instruments

Modal should/shouldn’t Past simple Last night.../Two weeks ago... Past continuous could/couldn’t for past ability Comparative adverbs and adjectives Superlatives used to for past habits Future: going to for statements and questions Vocabulary: health, places, weather, sports, countries and nationalities, arts and artists, clothes, activities, camping

Interrupted past Comparatives and superlatives Present perfect + ever Future: will for predictions, promises and offering help Future: could, may, might for possibilities Adverbs of movement Zero conditional First conditional Similarities (looks like / feels like / smells like) Vocabulary: animals and insects, environment, clothing, technology, science, health, food, countries, musical instruments

Present perfect with just, for and since Past simple Adjectives Reported commands Reported speech I want to... / I prefer... / I would like.... Object pronouns Passive voice in present and past Second conditional Relative pronouns Vocabulary: movies, stories, professions, countries, languages, animals, hobbies, discoveries, ecology, geography

Greetings and good-byes Possessive adjectives Imperatives Verb: to be/to have How many...? There is.../There are... How old...? Singular and plural nouns Suggestions: let’s Demonstrative adjectives: this, that, these, those Where is...? a/an/the Prepositions of place: in, on, under next to, between, in front of, behind Present simple Adjective order Present continuous Telling time I like.../I don’t like.../I want... I can.../I can’t.../He/She can...

Exchanging personal information Present continuous Present simple: routines + days of the week Imperatives There is.../There are... Wh- and How questions Subject questions Eating language I love.../I like.../I don’t like... and, but, or Demonstrative adjectives/pronouns Sensory verbs I can.../I can’t.../He/She can... Preposition like Adjective formation Possessive -’s Present simple for routines Present continuous: why/because Where + prepositions of place Possessive adjectives/pronouns Adverbs of frequency: always, sometimes, never some/any

How + adjective How much...? Present simple: wh- questions Modal can for permission, prohibition Whose + possessive pronouns some/any/a lot/a little/a few/none How many.../How much... + are/is there? Adverbs of frequency I love.../I like.../I don’t like.../I hate + –ing want + infinitive make + object pronoun + verb good at Indefinite pronouns How often + adverbs of time Present simple: feel Modal should, need to Imperatives Zero conditional Past simple could/couldn’t for past ability Future: going to for plans Exchanging personal information

Wh- and How questions Present & Past continuous + when Present simple vs. present continuous Adverbs of manner Past simple, past continuous + when/ could, couldn’t Comparatives and superlatives Relative pronouns: who, where, that Modal have to/don’t have to think/don’t think + will/won’t for predictions Zero conditional + when/if Present perfect for actions Prepositions of movement Present passive Modal must/mustn’t, should/ shouldn’t Future: will/won’t/might for predictions Suggestions: let’s, should, why don’t we Agreeing and disagreeing

Past simple + after/before Past simple vs. past continuous + while/when Past perfect Defining relative clauses and pronouns Future: could, may, might must/mustn’t/don’t have Future: going to for plans Question tags: verb to be, can, present simple Past subject and object questions + who Reflexive pronouns Past simple vs. present perfect Present continuous for arrangements many/much/a lot of/a little/a few/ enough Comparatives and superlatives Past and present passive How + adjective Zero & First conditional Second conditional

Phrasal verbs Adjective phrases: good at/interested in/ scared of/bad at Reported imperatives and requests Reported speech: present to past, past simple to past perfect questions, will, can Indefinite pronouns First, Second & Third conditional wish must/mustn’t/ought to/should Past perfect Past and present passive too much/too many/not enough must/might/can’t for speculation and deduction Defining/non-defining relative clauses and pronouns both/neither/all/none Question tags Reporting verbs: order, decide, advise, warn, promise have to/be allowed to/be able to Passive voice Reflexive pronouns I wish + would/could

CEFR REFERENCE CHART PRIMARY CEFR

PRE A1

ETS TOEFL

PRIMARY 1

PRIMARY 1 & 2

JUNIOR

11+

Michigan Language Assessment

Bronze

Silver

Gold

Metgo!

Cambridge Assessment

Starters

Movers

Flyers/KEY

PET

Orbit Fun Way Second Edition Beep Abracadabra Cool Kids Second Edition Skyrocket Young Achievers Thumbs Up Second Edition COMPASS

www.richmond.pe

Levels

Primary

A1 A2 B1 B2 C1 C2

DISCOVER IT!

Components & Resources: Orbit is a new six-level primary series that seeks to develop children's curiosity and investigative spirit. It is inspired by the multiculturalism and interdisciplinarity present in the themes and contents. The innovative approach to topics related to children’s everyday life stimulates their curiosity and inquisitive spirit, arousing their interest and encouraging their active participation in the learning process.

Orbit

For Students

Student’s book with integrated workbook

Student’s Interactive digital book with audio, games, songs, karaoke version of songs and videos

For Teachers

Teacher’s Book

Work with social emotional competences Innovative design for unit openers

Teacher’s Resource Material with tests, assessments and annual lesson planning, etc Digital Book with audio, Flashcards and posters

Fun comics Diverse and useful digital content Hands On section with interdisciplinary projects Games to review the contents studied during the year Lots of extra practice in the Workbook section to reinforce the lexical and grammatical content

Joy of Teaching

Fun way Second Edition

A1 A2 B1 B2 C1 C2

Levels

Andrew Starling, Claudia Bonilla, Ana Foncerrada and Roxanne Scott

Components & Resources: For Students

Student’s Book, Home Practice, Cutouts, Picture Dictionary, Audio CD and Student’s Interactive CD-ROM

For Teachers

Teacher’s Guide with integrated Home Practice Digital Book Class Audio CD Flashcards Teacher’s Resource CD Teacher’s Interactive CD-ROM

With Fun Way Second Edition students will: Have a unique and unforgettable English learning experience. Sing, play games and act dialogues to practice the language in a natural context Use the language in significant contexts Participate in multiple intelligence activities Practice and reinforce their pronunciation Read original stories and varied texts.

FUN WAY CD-ROM

The listening texts with a variety of activities give students the opportunity to review the vocabulary and language learnt in class in an engaging and motivating manner.

The vocabulary /grammar games encourage students to play again and therefore enhance student’s abilities to memorize word s,let students absorb grammar subconsciously and increase students’ motivation to learn Engl ish.

www.richmond.pe

Beep

A1 A2 B1 B2 C1 C2

Levels

Components & Resources: For Students

Student’s Book with Audio CD and CD-ROM

Primary

Brendan Dunne; Robin Newton

Activity Book & Stickers with Reader & Reader CD, Pop-outs (Levels 1 & 2), Cutouts (Levels 3 & 4) and Grammar Booklet (Levels 3 - 6)

For Teachers

Teacher’s Book Class CD DVD

Teacher’s Resource Book Teacher’s Resource CD (Levels 1 & 2) Flashcards Story Cards Posters (Levels 1 & 2) Posters & Stickers (Levels 3 – 6) I-Solutions Pack - Teacher’s I-Book - CD-ROM

With Beep students will:

- Activity Generator (Levels 3 – 6)

Explore a curriculum area through CLIL lessons Learn phonics through comic strips and tongue twisters Develop reading and writing skills through the Literacy lessons Make crafts to consolidate the concepts taught

Student's Book The Rescue! 7

Read and listen to the story.

LESSON 4

A pre-reading activity at the top of the spread provides an opportunity for students to practice the vocabulary using the comic strip illustrations.

Find and say!

8.5

The children are putting things in their backpacks.

Woof! Woof!

What do you want y to do today? I want to go hiking in the woods!

Help! I can’t Help climb uup the cliff!

I have the compass and ap. p the map.

Me too! The children are at summer camp. They are going hiking today. The monitor is going with them.

L Look! There’s a mman down there.

And I have the water bottless and snacks.

What do you want, boy?

I have a phone for emergencies.

Now, they are lost.

Where are we?

He wants us to follow him.

OK, let’s follow the dog!

Let’s call for help.

The children are helping to rescue the man.

6 Everyone is sitting around the campfire singing songs and cooking hot dogs.

Her take Here, my hand!

Let’s go this way.

No, it’s this way.

Oh no! The map!

Thank you for helping me!

Woo Woof! It’s this way.

What do you want, boy?

What a smart dog!

8 73

BeepSB4 U8.indd 72

9/4/13 5:00 PM

Joy of Teaching R

Every unit features a double-page spread with a colorful story.

Good dog!

Where are we?

BeepSB4 U8.indd 73

9/4/13 5:01 PM

Abracadabra

A1 A2 B1 B2 C1 C2

Levels

Lenore Cohen and Sarah Fash

Components & Resources: For Students

Student’s Book with student’s CD, student interactive CD-ROM and activity Booklet

For Teachers

Guia del Maestro Activity Booklet Flashcards

Teacher’s Resource CD with Audio Digital Book Interactive CD-ROM

With Abracadabra students will: Use their critical thinking skills when working with appealing optical illusions Acquire vocabulary and language structures gradually and successfully Practice pronunciation using the recorded Pictionary words as a model Learn everyday expressions through the Functional Language section Read and listen to comic strips

Student's Book Optical illusions related to the content of each unit to foster both visual skills and communication.

Every level fe atures a story presented as a comic strip to develop st udents’ readin skills g

www.richmond.pe

Young Achievers

A1 A2 B1 B2 C1 C2

Levels

Components & Resources: For Students

Student’s Book + Stickers + Pop-outs (Levels 1 & 2)

Primary

Sarah Fash, Martyn Hobbs, Julia Starr Keddle, Suzanne Harris

Activity Book with Picture Dictionary (Levels 1 - 4) Activity Book with Language Reference (Levels 5 & 6) CD-ROM Richmond Spiral

For Teachers

Teacher’s Book

Teacher’s Resource Book & Audio CD Teacher’s Audio Flashcards Posters Digital Book + Activity generator Richmond Spiral

With Young Achievers, students will: Learn and practise phonics as a strong foundation for good vocabulary and pronunciation Investigate and find out about other cultures and areas of study in the strong CLIL contents of the book Have the chance to communicate and express ideas in controlled and open activites Discuss about good behavior and values with lovely and fun stories Write and read a diverse range of texts that are commonly found in International Exams Enjoy learning with all the digital components the series brings

Student's Book Original stories to practice the unit language and extend it in a natural familiar context

The stories develop understanding of the language and literacy skills

Joy of Teaching

Cool Kids Second Edition

A1 A2 B1 B2 C1 C2

Levels

Andrew Starling, Claudia Bonilla, Ana Foncerrada and Roxanne Scott

Components & Resources:

DISCOVER IT!

For Students

Student’s Book Workbook Student’s CD Cool Reading

Richmond Spiral

For Teachers

Teacher’s Guide (printed and digital) Guía del Maestro (printed and digital)

Teacher’s Resource CD (with audio, crafts instructions, extra activities, tests and word lists) Flashcards Cool Reading

PLUS

Richmond Spiral

COOL KIDS SECOND EDITION is a six level series for primary school children. It caters to different learning styles and encourages students’ participation, giving them opportunities to use the language in meaningful ways. It also fosters learner autonomy. With COOL KIDS SECOND EDITION students will: Learn and reinforce vocabulary using the Cool Pictionary. Use everyday expressions included in the Cool Language section. Develop creative skills and consolidate learning through Cool Crafts. Develop reading skills through comics and non-fiction texts included in Cool Reading.

PLUS A new program with Cool Kids 2ed. & Stopwatch full edition that includes Toefl Primary 1 & Toefl Junior Tests. *For more information ask your sales representative or contact: richmondperu@richmondelt.com

www.richmond.pe

Student's Book 1 Write as many parts of the body as you can and check with a friend. 2 Read and correct the statements.

In the circulatory system, the heart pumps blood to the body. The blood carries the oxygen and nutrients that the body needs to stay alive. Arteries take the blood from the heart, and veins carry it back. Your heart beats more than 100,000 times a day.

The digestive system moves We can think, feel, move, hear, food through the esophagus, and see thanks to the nervous stomach, and intestines. They system. It includes the brain, break food down into1tiny spinaltocord, and nerves. The Activity Kit with a friend. Discuss what include in a Teens’ particles called nutrients. brain has three major parts that Nutrients use blood to travel control thinking, speech, vision, to all parts of the body. andemergency, physical coordination, In an yourand daily The digestive system the respiratory, circulatory, and routine can change. changes the food digestive systems. The It’s a into waste and sends to a Teens’ goodbrain idea tosignals have eliminates it. the rest of the body Activity a backpack using the Kit: spinal cord.

COOL KIDS

SECOND EDITION

with things to do and share with others.

This system allows us to breathe. Air comes into the body through the nose and mouth. It travels through the trachea to the bronchi, and finally arrives in the lungs. Then blood carries oxygen to the body.

The skeletal system is made up of 206 bones. Some bones protect organs; for example, the ribs cover the lungs and the skull protects the brain.

Muscles are elastic fibers that help your body to move. There are 650 muscles in your body. When we walk, we use about 200 muscles.

COOL READING

1. We can’t breathe through our mouths.

Primary

our body is more amazing than any machine or computer. It is made up of many parts that work together every minute of every day and night. All systems work together to help your body work efficiently and stay healthy and strong.

COOL KIDS

2. We don’t get nutrients from food.

SECOND EDITION

3. The veins keep blood in the heart. 4. Some bones hurt organs. 5. We use 650 muscles to walk. 6. The brain has four major parts.

Incorporates new colorful photographs and illustrations that appeal to students’ visual intelligence and make their learning experience more memorable.

3 Tell your friend three things that you have learned. 10

Unit 1

2 Make an Informative Poster with some friends. You need • books about natural disasters • construction paper • glitter Instructions 1. Choose a natural disaster with your friends.

2. Research and write about it. Mention its characteristics and effects. Suggest how to be prepared for an emergency. 3. Illustrate and decorate your work. 4. Display and present your project.

48 Unit 4

Cool Reading

There is a boy in Sih Chuan who sells fresh grass.

One year later, there’s a drought in his village...

Oh no!

If I sell everything, we’ll buy rice for today and tomorrow.

It can’t be!

Next day...

So he has to look for the grass somewhere else.

Wow, a pearl! Mom will be very happy.

COOL KIDS

SECOND EDITION Look what I found, Mom!

Features Cool Reading, an enjoyable reading tool comprised by comics and non-fiction texts that will help students consolidate their knowledge and expand their vocabulary.

My son, we can get in trouble.

Mom, I found it when I was looking for grass…

Let’s keep it here. There’s little rice to keep it intact.

The Magic Pearl

Joy of Teaching R

The Magic Pearl

Throughout their school life, students need to develop good reading habits and reading comprehension skills to approach both informational and narrative texts.

Cool Reading places emphasis on both comics and non-fiction texts, and, by doing so, fosters primary school children’s creativity and research skills across content areas. This will help them become better readers of the literary and expository materials they will find in higher educational levels.

THE COOL KIDS SECOND EDITION

The stories are accompanied by activities that build students’ critical thinking skills.

NOW INCLUDES SPIRAL with fun games to review grammar and vocabulary.

Skyrocket

A1 A2 B1 B2 C1 C2

Levels

Sarah Fash, Andrew Starling, Lindsay Ruggles and Sarah Conway

Components & Resources: For Students

Student’s Book Practice Book Student’s CD

Richmond Spiral

Optional

Skyrocket Your Grammar Student’s Book

For Teachers

Teacher’s Guide Class Audio CD

Teacher’s Resource CD Digital Book Posters and Word Cards Richmond Spiral

Optional

Skyrocket Your Grammar Teacher’s Guide + Class Audio

With Skyrocket students will: Become autonomous learners Develop receptive and productive skills Advance critical thinking and life skills Enjoy reading stories included in the Skyrocket through Literature section

Student's Book Skyrocket Your Grammar Student’s Book (Optional) Unit Verbs Followed by Inﬁnitives, Past Simple

Re a d i n g Fa ble s

An infinitive is to plus the base form of a verb. Some verbs in English are followed by an infinitive. Some of these verbs are want, need, deserve, stop, agree, hope, plan, offer and would like. In the past simple, we use the past simple form of these verbs and the infinitive of the verb that follows.

Present Continuous

Verb + Infinitive

Example

wanted + to sing

The bird wanted to sing.

past simple negative

didn’t want + to play

He didn’t want to play soccer.

past simple interrogative

Did… want + to swim

Did she want to swim?

past simple affirmative

We use the present continuous to talk about actions happening at the time of speaking. We use a form of bee and the base verb + –ing. Is the woodcutter sitting in the woods? No, he isn’t sitting in the woods. He’s sitting in a field.

1 Read and ﬁll in the blanks. carry

1 Write the verbs in the present continuous. 1. The crow He

(say), “I he

2. He

3. The crow They

come

fly

ride

think

travel

walk

(fly) to that pitcher of water. The Tortoise and the Bird

very thirsty!” (feel)

(drink) the water in the pitcher? No, he

Once upon a time, a small tortoise wanted

over a big mountain. He

(put) his beak in the pitcher, but the pitcher is too tall!

didn’t want

(drop) stones into the pitcher. (grow) higher. The water level

“Oh, I would like

(get) higher, too!

!” he said.

A bird heard the tortoise. She was a big,

Look and number the pictures.

strong eagle. “Would you like

with me, Mr. Tortoise?” she asked. “I’m flying the tortoise

over this mountain to get my dinner.” She offered with her strong feet. Did the tortoise stop

? No, he didn’t! He agreed

up into the sky with the eagle.

Write a caption for the end of the story. Use the present continuous.

Read and circle what you think happened next. a) The eagle planned to drop the tortoise. But the tortoise didn’t fall!

b) The tortoise hoped to grow wings and fly. And he did!

4. Now,

c) The eagle needed to eat. And the tortoise was her dinner!

Listen and check.

Unit 9 Reading Fables

grammar U9 SR3.indd 56

8/5/13 3:39 PM

grammar U9 SR3.indd 57

Skyrocket to Literature allows students to experience reading for pleasure

8/5/13 3:39 PM

Colorful, concise grammar explanations & practice

www.richmond.pe

Thumbs Up! Second Edition

A1 A2 B1 B2 C1 C2

Levels

Components & Resources: For Students

Student’s Book

Primary

Sarah Fash, Suzanne Harris, Martyn Hobbs and Julia Keddle

Practice Book Student’s Resource Book Practice Tests Booklet Student’s CD Richmond Spiral Platform

For Teachers

Teacher’s Guide (Units 1-4) Teacher’s Guide (Units 5-8) Posters and Cutouts Practice Tests Booklet Teacher’s Resource CD - Class CD - Videos - Resources: flashcards, word cards, templates, grammar worksheets, assessments, practice tests audio, audioscript and answer key Richmond Spiral Platform

Thumbs up! Second Edition is a six-level primary series that motivates children to learn English while developing other areas of knowledge. It fosters students’ critical thinking skills, creativity and natural curiosity through comics, videos, cross-curricular themes, games, poems and songs. With Thumbs up! Second Edition students will: Discover grammar rules at their own pace Focus on meaning rather than on form, as in first language acquisition Follow a structured reading skills program with original stories, a comprehensive phonics, pronunciationand spelling program, and a six-level writing program Reinforce values with comic strips accompanied by fun activities Develop their listening skills and broaden their knowledge of the world through videos and accompanying activities

Joy of Teaching

Compass

A1 A2 B1 B 2 C1 C2

Levels

DISCOVER IT!

STARTER LEVEL

AVAILABLE IN 2019

COMPASS is a six level elementary school language arts program, written specially for use in countries

where English is not the official language. Its modular and flexible organization of components offers teachers and students a distinct language learning experience that increases studentsâ&#x20AC;&#x2122; cultural awareness and fosters development of thinking skills.

COMPASS presents a unique blend of ESL and EFL methodologies, and fully complies with the highest requirements of international standards. This makes COMPASS an English Language Arts program students

will love using to learn language meaningfully and prepare themselves to sit for any international language examination. With COMPASS students will: Develop in-depth communicative skills Reinforce learning with manipulatives for open-ended activities like retelling stories and posing questions Become highly strategic learners Increase their cultural awareness of the world Enhance their critical thinking Work online at different language levels

Have multiple opportunities to practice the language with a wealth of print books, and extra activities on the COMPASS Platform Experience a wide range of texts and genres, helping them to become avid readers Improve their writing skills Prepare for the Cambridge YLE, A2 Key for Schools and B1 Preliminary for Schools examinations

www.richmond.pe

COMPASS offers a solid language curriculum combined with the rich authentic content and scaffolded

learning outcomes available to English language learners in an immersive English-speaking environment.

COMPASS English as a Foreign Language (Modules: Language Log, Vocabulary and Grammar Log)

Focus on communication Explicit vocabulary and grammar development

Development of all four skills Clear alignment to CEFR descriptors

Primary • Bilingual

Blended Methodologies

COMPASS English Language Arts

(Modules: Reading Log, Phonics and Spelling Log, Writing Log)

Comprehensive reading strategy development in the Reading Log Scaffolded writing program in the Writing Log

Early literacy support in the Phonics and Spelling Log All modules aligned to the US CCSS

Topic and Inquiry-based Learning COMPASS topics are developed from big questions—life’s essential questions—about students

themselves, about society and humankind, and about the natural world. These questions arouse curiosity in a topic, encourage exploration and personalization while developing different skills, and equip students for explanation and elaboration. In each Log, learners examine the same Big Questions from different perspectives.

Topics about Me

Topics about the Natural World

Who am I? What have I done in my life? What do I wish for?

What can animals do? How does the weather change? How do living things change?

Joy of Teaching

Topics about Society and Humankind Who helps me? What influences who I am? What events changed the world?

Compass

Language Log With the COMPASS Language Log, students will learn the language following a comprehensive thinking-, content-, and skills-based curriculum. They will discuss nine Big Questions per year using fiction and nonfiction sources, and will learn grammar and vocabulary in meaningful contexts for highly communicative purposes.

DISCOVER IT!

Listening and speaking skills are the focus of two lessons per topic.

www.richmond.pe

The COMPASS Vocabulary and Grammar Log offers students the opportunity to systematize, practice and test their learning of the new vocabulary and grammar studied in the COMPASS Language Log. DISCOVER IT!

The COMPASS Vocabulary and Grammar Log provides additional practice for study in the classroom or at home.

COMPASS i-tools

This component is the perfect companion for teachers in their 21stcentury digital classrooms. With COMPASS i-tools, teachers can make their classrooms fully interactive by using IWBs or projectors and computers.

Primary

â&#x20AC;˘ Bilingual

Vocabulary and Grammar Log

COMPASS i-tools will enable teachers to access:

fully digitalized Logs with a range of interactive presentation tools

Phonics and Spelling Log The COMPASS Phonics and Spelling Log helps students speed up their reading process as they learn different phonemic and spelling rules. It also exposes students to multiple audio activities which will assist in the development of clear sound production when using language orally. Rules are clearly presented with repetition and recognition activities.

answers to all of the activities in the Logs teaching notes embedded videos and audio

DISCOVER IT!

Memorable chants help students practice and enjoy new features.

Joy of Teaching

Compass Writing Log The COMPASS Writing Log gives students the opportunity to learn how to write, following a well scaffolded and detailed Process Writing Approach. The writing program allows students to not only learn about different text types, but also to write them successfully.

Graphic organizers facilitate the organization of information.

DISCOVER IT!

Each topic begins with a model text and text analysis questions.

Different activities guide brainstorming on the writing topic.

The COMPASS Writing Log lets students discuss the Big Question in each topic from a different perspective, and enables students to express their ideas in writing at different levels. With the COMPASS Writing Log students will: Learn about different text types and how they are written Study new writing and punctuation strategies as they discuss each Big Question Plan their texts carefully, progressing from the key ideas and the main lexis to express them, to the actual written text

Understand how to clearly organize their texts in paragraphs, by building correct sentences and linking them accurately Go through different stages of drafting, editing and proofreading their texts Carry out peer and self-assessment

www.richmond.pe

The COMPASS Reading Log offers students a state-of-the-art reading program that helps them study the different Big Questions more deeply and from different perspectives. As students use the COMPASS Reading Log, they will be exposed to a wide range of texts from different fiction and nonfiction genres. They will also have the opportunity to learn and practice multiple reading strategies. The COMPASS Reading Log comprehension activities are based on the PIRLS (Progress in International Reading Literacy Study) framework, which recommends four scaffolded processes of comprehension that guide learners from lower- to higher-order thinking by: understanding explicitlystated information; making straightforward inferences; interpreting and integrating information; and examining and evaluating content, language and textual elements. Many texts were written by published authors of children’s literature from different parts of the English-speaking world.

COMPASS

Bonding Booklet This booklet is unique in the COMPASS program. It is included with the COMPASS Language Log to help families and schools connect, and together encourage students to maximize their learning opportunities.

Primary • Bilingual

Reading Log

DISCOVER IT! DISCOVER IT!

Colorful illustrations engage students and support visual literacy skills.

Fictional literature features a broad repertoire of stories, poems and graphic novels.

The beautiful artwork and audio recording for each text support students’ reading comprehension, while new key vocabulary is illustrated with flashcards from levels Starter to 3. Using the COMPASS Reading Log, students will:

The COMPASS Bonding Booklet is written in both English and Spanish, allowing families to know what their children are studying in the English classroom. With this component, parents will not only know what Big Question their children are exploring in class, but they will also: discover how to talk about the topic at home

Gain an understanding of a wide range of text genres

Think on different levels when reading a text

learn where they can find out more about it

Be able to explore the Big Questions from different perspectives

Learn literary and authorial techniques that can be transferred to students’ own writing

become aware of how they can help their children to improve in the use of different language skills

Learn and practice multiple reading strategies aligned to international reading standards

Joy of Teaching

Discover how to connect texts to their own lives and other specific subject areas

learn about different aspects of mindfulness

Platform The COMPASS Platform is a user-friendly, unique component in the COMPASS Language Arts Program for both students and teachers. Through the platform, students can access all of their classroom material anywhere, anytime, from any device. They can also do extra listening, reading, video, song, grammar and vocabulary activities at different levels, based on the content studied in the Language Log. As well as accessing all teaching guides, audio, videos and flashcards, teachers will find editable tests to assess studentsâ&#x20AC;&#x2122; language skills, plus grammar and vocabulary. Teachers will also be able to check studentsâ&#x20AC;&#x2122; performance for all interactive activities, manage classes, and access Cambridge English YLE, A2 Key for Schools and B1 Preliminary for Schools practice tests.

DISCOVER IT!

As well as the Language Log activities, students can access all video and audio material in the Language Log.

www.richmond.pe

Flashcards for ke y vocabulary are em and available for students at the cli bedded in texts ck of a mouse.

Primary

to shadowThe karaoke function allows students . Log ding Rea the in s text and read stories

publish Students can write, illustrate and their texts online in a blog format.

Both the Vocabulary and Grammar Log and the Phonics and Spelling Log are fully interactive, and studentsâ&#x20AC;&#x2122; scores are recorded in their gradebook.

Joy of Teaching

s oal tg

Eff o

p rt (

ice) ract

oals eg ev

n atio tiv

Ac hi

Teenagers’ goals are generally more personal, focusing on their world and culture: for example, understanding their favorite songs, following news about their cultural icons, and being able to express their opinions or feelings. Some students may be preparing for the PET exam.

Knowledge R

Goals

While motivation is stereotypically low at this age, our “supreme art” as teachers is to channel the motivation that can be generated from achieving our goals, and to create a virtuous cycle:

Skills As with primary children in this Internet age, we must reiterate with teenagers the importance of questioning and evaluating sources of knowledge, and distinguishing demagoguery and “fake news” from rational argument.

Motivation

English can be the medium for teaching all sorts of practical real-life skills—potential game changers for disaffected teenagers: outdoor survival skills; ecological building techniques; keeping chickens, rabbits or bees; sport or yoga; gardening and agriculture; car maintenance, etc.

Teaching R

www.richmond.pe www.richmond.pe

ls oa

Se tg

er l ia

Motivatio n

Achieve goa ls

al tenti Po

We have encouraged teenagers to set goals, shown how these can serve to motivate, and taught them to be discriminating. Add the personal integrity and values highlighted in earlier years, and they have all the tools to be responsible for their own actions and learning.

Achievement

While we want all our students to succeed and achieve their goals, perhaps the greatest achievement we can wish them and guide them towards, is personal happiness?

Secondary

e explorati on sitiv Po

ctice Pra

Gr pot eat en t

“Joy does not simply happen to us. We have to choose joy and keep choosing it every day.” - Henri J.M. Nouwen (Catholic priest, pastor in L’Arche ‘Daybreak’ mentally handicapped community, Toronto)

Joy of Teaching R

e experien ang ce Ch

Responsibility

Provide as many experiences as possible (life skills, sport, cultural, social) during this sometimes apathetic age, to awaken interest, exploration and uncover potential. We can thus adapt our feedback loop:

Potential

ive explorati on gat Ne

Language Overview

Level 1

“Modals: may, could, can Question words: What…/ How…?” “To be – present tense Subject pronouns Possessives Imperatives Demonstratives: singular Indefinite articles” “To be – present tense Question words: Where…/ How old… / How…? /” “Genitive case Demonstratives: plural Question words: How many… /How about…?” Consolidation of language and skills Prepositions of time: in, on, at Time expressions: in the morning, in the afternoon, in the evening, at night

Personal pronouns. Verb be: affirmative form. Possessive adjectives. Verb be: negative and interrogative forms. Wh- questions. Present continuous. Present ontinuous: yes/no questions and short answers. there is/are. Prepositions of place.

Parts of speech: verbs and nouns Subject pronouns Can Demonstratives Possessive adjectives Possessive’s Verb be Indefinite articles Verb have Prepositions of place: under, in, next to, on Verb be Can

Prepositions: from… to… There is/are (affirmative, negative and interrogative; plural and singular) Plural of nouns: regular and irregular. There is/are x To have Prepositions of place: in, on, at, under, next to, between Question word: Who…? Frequency adverbs: always, usually, rarely, never, sometimes Simple present (affirmative and negative) Question words: When/How often…? Simple present (interrogative; full and short forms) Object pronouns Imperative. Present simple: affirmative form. Present simple: negative form. Object pronouns. Present simple: yes/no questions, short answers. Wh- questions

There is / are Where Prepositions of place: between, in front of, on, in, next to Adverbs of frequency Present simple Frequency expressions Question words Present continuous Likes and dislikes Let’s

Level 2

Review: to be There is / are Simple Present Question words: How many…? Modal: can (ability) Telling the time Preposition: at Question word: What time…? Position of adjectives Simple Present (3rd persons of singular; affirmative) The definite article Present Continuous (affirmative) Present Continuous (negative and interrogative) Countable and uncountable nouns Indefinite pronouns: some,any Question words: How many… / How much…? Simple Present x Present Continuous

Present simple: talking about habits and routines. Adverbs of frequency. Wh- questions and short answers. Imperatives: affirmative and negative forms. Adverbial phrases of Frequency Modal verb can: expressing abilities in the affirmative, negative, and interrogative forms. Reflexive pronouns Possessive pronouns. Verb be There is / are Present continuous Present simple Prepositions of place: at, behind, in, in front of, on, under Comparative and superlative adjectives Imperatives Irregular comparative and superlative adjectives Present simple; Present continuous Countable and uncountable nouns

Vocabulary Occupations Family members Sports Talents Abilities Daily activities Sports Parts of the body: eyes, hair Adjectives (describing people) Parts of the body: arms, legs, head Illness Musical instruments Adjectives related to weather Clothes Numbers: 100 - 1000 Adjectives: dark, light, cheap, expensive, a fair price Places to go on holidays Actions

Level 3

Review of: Simple Present Present Continuous Modal Can Countable and uncountable nouns: some and any Question words: How many... / How much...? Present Continuous for future arrangements Ordinal numbers Going to (affirmative) Going to (negative and interrogative) There was/were Superlatives: -est; the most Simple Past (regular verbs; affirmative) Should

Connectors: and & but. Countable and uncountable nouns. How much & how many. Connectors: so & Because Degrees of adjectives: comparatives. Making predictions: will & won’t. going to. Verb be: Past simple: affirmative, negative, and interrogative forms. Used to.

Past simple: time expressions/irregular verbs. Must and mustn’t. • First conditional. Second conditional Past continuous: affirmative, negative, interrogative, and short answer forms. • When and while. Should. • Can and could. Superlatives: long and short adjectives. Verb tense review: Past simple, Future, Present continuous, and modal verbs.

Quantifiers: some, any Verb be: was, were Past simple Have to Future: going to

Verb be; There is / are; Can Imperatives Present simple Adverbs of frequency: always, never, often, sometimes, usually Prepositions of time: in, on, at Present continuous Prepositions of place: on, at, in Comparative and superlative adjectives

Countable and uncountable nouns Quantifiers: a lot of, some, a little, a few, any How much, How many Verb be: was, were There was / were Past simple Future simple: will Future: going to Questions

A / an Present continuous for future plans Plural nouns Present continuous vs. Can: ability present simple Imperatives There is / there are Subject pronouns Object pronouns Be: present simple Have got Question words How many? This, that, these, those Project: Plan a party Possessive adjectives Was / were Possessive ’s Past simple: regular verbs Present simple Past simple: irregular verbs Adverbs of frequency There was / there were Present simple: questions Past time expressions Love, like, not like, hate + Past simple: questions -ing form Going to Project: Find a pen-friend Must Countable and uncountable nouns Can: permission A lot of, some, any Project: Keep a travel diary Frequency expressions How often? Present continuous

Wh- questions A lot of, some, not any There is / there are How much? How many? Present simple A lot, not much, not many, none Adverbs of frequency Not much / not many with Present simple: questions verbs Like + -ing form Should Present continuous Should: questions Object pronouns Must Present simple vs. present Must vs. should continuous Will: facts Time expressions Will: questions Comparatives Future time expressions Superlatives Going to Was / were Will: predictions Could First conditional Past simple: affirmative First conditional: questions Past simple: negative and questions Some / any / no + body / thing / where There was / there were Every + body / thing / where Past continuous: questions Past simple vs. past continuous Countable and uncountable nouns

Quantifiers Present perfect Been vs. gone Present perfect: questions Just First conditional Future time clauses Going to, will, might Present perfect with for / since How long? Present perfect vs. past simple Present and past passive: affirmative Present and past passive: negative Active vs. passive Can, could, will be able to Sense verbs

Present simple affi rmative, negative and questions Can / can’t Adverbs of frequency Present continuous Present continuous & present simple Comparatives Superlatives Past simple of be Past simple affirmative

Present simple Adverbs of frequency Can / can’t Present continuous Present continuous & present simple State verbs Countable & uncountable nouns Some / any / no Quantifiers Past simple affirmative Was / were Past simple negative & questions Comparatives

Modals: rules, obligation & advice Second conditional Present simple passive Past simple passive Relative clauses: defining & nondefining Past perfect Reported speech Say & tell | reported yes / no questions Be able to, can & could Question tags Personal & possessive pronouns & adjectives | reflexive pronouns

Past simple negative & questions Countable & uncountable nouns Some / any Quantifiers Present continuous for future Be going to Will & won’t Modals: rules & obligation Auxiliary verbs

Present simple Past simple Like + -ing form Present simple vs. present continuous Present continuous for future plans Comparatives and superlatives What … like? Have to / not have to Have to: questions Can, can’t / mustn’t, not have to Past simple There was / there were Adverbs Past continuous Past simple vs. past continuous with when / while Too much, too many, not enough not as … as | less Past simple & past continuous Superlatives | the least When & while Past continuous Used to Past continuous & past simple Present perfect with ever, never, yet, already & just when & while Present perfect: ever & never Present perfect with for, since & how long Present perfect: How long, for & since Present perfect & past simple Been & gone Comparatives & superlatives (not) as … as | Modifiers Modals: rules & obligation Modals: permission, advice & Indefinite pronouns suggestions Will / won’t | may / might Future plans & intentions First conditional Will for predictions Future plans & intentions | would like to First conditional

Simple Past (regular verbs; negative and interrogative) Vocabulary “Physical appearance Actions” “Places to go on field trips” Actions School objects Adjectives Places Past events and actions

www.richmond.pe

Review of: Simple Present Present Continuous Going to Simple Past (regular verbs) Comparatives and superlatives Simple Past (irregular verbs) Past Continuous + while Past Continuous x Past Simple Past Continuous + when Review: verb tenses Adverbs of manner Modal: should / shouldn´t

Genitive case Possessive pronouns Which / What Review: Past Continuous Simple Past Review of Simple Past and Past Continuous When / while Used to Would like to / want to / have to Relative pronouns: who/ which / where / whose/ that Time clauses: before /while / when / after

Modal verbs: may and might. Word order: adjectives. Present perfect: affirmative, negative, and interrogative forms. • Present perfect: for and since. Present perfect: just, already, and yet. Present perfect vs Past Simple. Question tags. Reading and creating a dialogue based on a painting. Future: going to and will. Understanding a teenager’s life plan. Connectors: and, so, whether, and although.

Level 5

General review of verb tenses: simple present / present continuous / simple past / past continuous / going to - Used to Relatives pronouns Modals: should (advice), must, have to (obligation) May / might Some / any / no Going to Simple Future: will Indefinites: some, any, no Indefinites compounds If clauses: zero and 1st conditional

--------------------------------

Present simple Going to Will Time expressions (present and future) Information questions with wh- words Present continuous (future meaning) Should Short answers Zero conditional First conditional Intensifiers Already, Yet Past continuous Short answers

Past continuous and past simple: When Past continuous: While Present perfect Short answers Present perfect: Ever Present perfect: Already, Yet Been, Gone Might Would Present perfect: Never Too, Either So, Neither Me too, Me neither

Past simple, past continuos, past perfect Used to Time expressions Present perfect with just, alredy, yet Present perfect continuous with for and since Hong long? Future forms Future Continuous perfect Gerunds and infinitives Be and get used to Modals of ability and permission Modals of obligation Defining and non - defining relative clauses The passive Have something done Zero, first and second conditionals unless Third conditional Reported speech Say and tell

Reported questions Modals of deduction in the present Modals of deduction in the past

Present tense review Present perfect simple review Future review Future continuous First conditional with different conjunctions & modals Second conditional Wish about the present Third conditional Wish about the past Past simple & continuous Used to & would

Past perfect Reported speech Reporting orders, requests & advice Reported questions Present perfect continuous Gerunds & infinitives The passive Active & passive Have / get something done Modals of speculation Modal perfects of speculation Multi-part verbs Adverbs

Joy of Teaching

Present continuous; (future meaning) First conditional Past simple and past continuous Might, would Should Comparatives Gerunds Present perfect For, how long, since Past perfect Second conditional

Reflexive pronouns Present Perfect – affirmative Present Perfect – negative / interrogative Questions with everNever ever /already / yet Present Perfect Questions with how long

Statements with since / for Present Perfect vs.Simple Past Participles Question tags Past participles

--------------------------------

Preferences Intensifiers; Too, Enough Could May Might The passive Present and past Relative clauses Defining, non-defining That, which, who

--------------------------------

Modal verb review Gerunds & infinitives Past simple, continuous & perfect Contrasting structures Past perfect continuous Narrative tenses Present perfect simple & continuous Relative clauses Uses of will Conjunctions in the future Future continuous & future perfect Second & third conditionals Expressing regret

Third conditional inversion Uses of could Uses of be able to Modal perfects present, past, future & modal passives Advanced passive structures Reported speech: time & location expressions Alternative reporting structures Review: - Narrative tenses - Present perfect - Conditionals Review: - Reported speech - Passives | Modal perfects

Level 6

--------------------------------

Present perfect Phrasal verbs Second conditional Passive voice; Defining and nondefining relative clauses Tag questions Passive voice (present simple, present continuous, past simple, future, present perfect, modals) Present perfect vs. present perfect continuous First conditional vs. second conditional

--------------------------------

Reporting verbs Expressing purpose, reason & result Distancing Cleft sentences Get someone to do something Conditionals Have / get something done Adding emphasis with inversion

Secondary

Level 4

Perfect modals Third conditional Mixed conditional Reported statements Future continuous

--------------------------------

Passives Adjectives & adverbs: advanced points Multi-part verbs Modal perfects Predictions: expressing certainty & uncertainty Reported speech: advanced points Gerunds & infinitives

CEFR REFERENCE CHART SECONDARY CEFR

ETS TOEFL

TOEFL JR

Michigan Language Assessment

Met GO!

Cambridge Assessment

KEY

Met

PET/IELTS

FCE / IELTS

CAE / IELTS

CPE / IELTS

Must Students for Peace Stopwatch Fast Track Achievers

Standard test A paper-delivered test that measures Reading Comprehension, Listening Comprehension, and Language Form and Meaning. The TOEFL Junior Standard test is currently available in over 65 countries around the world. The TOEFL Junior tests are designed to: Assess the general English-language proficiency of young students ages 11+ Monitor progress over time to gauge learning and proficiency Focus your work with both individual students and groups Support teaching and learning by giving information about studentsâ&#x20AC;&#x2122; abilities in relation to a widely accepted international standard It evaluates reading comprehension, language form and meaning, and listening

Sections

Number of Items

Scale Scores

Testing Time

Listening Comprehension

200-300

40 min

Language Form and Meaning

200-300

25 min

Reading Comprehension

200-300

50 min

126

600-900

1hr 55 min

Total

www.richmond.pe

MUST

A1 A2 B1 B2 C1 C2

Levels

Collective Work

Components & Resources: For Students

Student’s Book

Student’s Audio CD Interactive CD-ROM

For Teachers

Teacher´s Book Digital Book

Class Audio CD Interactive CD-ROM Posters

Secondary

Workbook

With Must students will: Learn in an appropriate pace, ideal for basic students Use practical language in real-life situations Get to know Peru with the interesting readings about our country Develop all four skills throughout the units Review their knowledge and refresh their skills Enjoy learning English with interesting, age-appealing activities

Every unit is presented in a teen-oriented context to attract students’ attention.

From Must Level 2 Digital Book

Joy of Teaching

A1 A2 B1 B2 C1 C2

Levels

DISCOVER IT!

Components & Resources:

Put peace education at the heart of your classes! Students for PEACE is an award-winning four-level course with a difference.

- Extra practice activities

Written for teenage learners of English, it combines a carefully graded language syllabus with a unique focus on teaching tolerance, respect and co-operation in the classroom. The blended course package not only offers students a whole variety of ways to practise their language skills, it also helps them develop the essential 4Cs of 21st century learning: critical thinking, creativity, communication and collaboration. In addition, unit topics such as identity, sustainability and mobility have been specifically hosen to develop students’ social and emotional literacy as well as their global awareness.

For Students

Student’s Book

Through careful choice of the themes in each course unit

of cultural differences and perspectives

Through activities which emphasize the acknowledgement and acceptance of other people’s point of view,

Through collaborative tasks which help learners develop critical thinking and group work

Workbook Richmond Learning Platform - Downloadable audio

For Teachers

Teacher’s Book interleaved with the Student’s Book Richmond Learning Platform - Downloadable audio - Photocopiable resources - A full range of print-and-go or editable digital tests on the Richmond Test Manager

www.richmond.pe

Studentâ&#x20AC;&#x2122;s Book

Opening pages which stimulate reflection and sharing of ideas on different social contexts.

Essential question which leads to exploring the images.

Students for Peace

Secondary

Teacherâ&#x20AC;&#x2122;s Resources

The Spark section activates previous knowledge on the topics presented and starts the work in each unit.

The Building Blocks section takes students through elements which will be developed throughout the unit.

The interactive digital book has a series of activities with immediate feedback, as well as videos and other digital objects. It also has tools for interactive whiteboards.

QR codes direct learners to complementary resources.

The Lesson Planning tool is available for teachers on the Richmond Educational Portal.

At the end of this section, a question related to the essential question presented in the opening page, summarizes the work done so far and starts a new discussion.

Joy of Teaching

PLUS Prepare your students for success with STOPWATCH & TOELF JUNIORÂŽ

Toefl Junior Test for students in 5th grade in schools that follow the program from 1st to 5th grade secondary

TOEFL Junior Tests are referenced to the A1, A2, B1 and B2 levels on the CEFR

Exam, training & test included with STOPWATCH FULL EDITION

INTERACTIVE TEST PREPARATION Online interactive English language learning material 20 hours skill building course Each module includes a practice test

For more information ask your sales representative or contact: richmondperu@richmondelt.com www.richmond.pe

Stopwatch

A1 A2 B1 B2 C1 C2

Levels

Simon Brewster, Viviane Kirmeliene and Alastair Lane

Levels 1-5 Avalilable in Split Edition

Components & Resources: For Students

App with voice recognition activities

For Teachers

The Stopwatch App has a stopwatch for timed activities in class!

... and IT’S FREE!

Teacher’s Guide

Teacher’s Toolkit (CD): - Class audio - Exams and exam audio - Additional readings with activities

Secondary

Student’s Book with integrated Workbook and Audio CD

- Grammar worksheets - Vocabulary worksheets Digital Book App with voice recognition activities

With Stopwatch students will: Reinforce visual literacy skills through icons and impactful photos Use critical thinking skills to answer relevant, thought-provoking questions (The Big Question) Become aware of the wide range of cultural differences in our global community Be motivated by timed activities and challenges Learn vocabulary and grammar in realistic, meaningful contexts

Unit Opener

Engage with authentic, down-to-earth topics Access practice opportunities in a variety of formats Enjoy hands-on projects in print and/or digital form

Student's Book Visual prompts to establish context and allow for discussion

PLUS

A new program with Cool Kids 2ed. & Stopwatch full edition that includes Toefl Primary 1 & Toefl Junior Tests. *For more information ask your sales representative or contact: richmondperu@richmondelt.com

Joy of Teaching

Fast Track

A1 A2 B1 B2 C1 C2

Levels

Robert Campbell, Gill Holley, Rob Metcalf, Gerard McLoughlin

Components & Resources: For Students

Student’s Book

Workbook & mp3

For Teachers

Teacher’s Book Audio CD

Teacher’s Resource Book Teacher’s i book with additional resources DVD Portafolio (downloadable)

RICHMOND FAST TRACK is a dynamic four-level Secondary course which provides a wealth of both print and digital material to cater to all teaching and learning needs. Fast Track thoroughly integrates practice of the four skills with work on vocabulary, grammar and pronunciation. Language is presented through interesting topics for teenagers. This is followed by practice which begins with meaningful controlled exercises and gradually develops into freer personalized activities. With FAST TRACK students will: Acquire language input through interesting reading texts and listening activities.

Unit Objectives: so students know exactly what they are expected to learn.

Produce their own work using clear speaking and writing models. Have a downloadable Portfolio to record their progress and compile examples of their work according to the CEFR guidelines

My Portfolio: enables students to personalize activities and exercises

It includes presentation and practice of new words and expressions; including listening and repeating to help these new lexical ítems become part of students’ active vocabulary.

www.richmond.pe

Achievers

A1 A2 B1 B2 C1 C2

Levels

Carolyn Barraclough, Leanne Gray, Martyn Hobbs, Julia Keddle, Jane Revell and Ken Wilson

Components & Resources: For Students

Student’s Book Audio CD

Richmond Spiral

For Teachers

Teacher’s Book

Teacher’s Resource Book Teacher’s Digital Book Teacher’s Audio Material Pack

Secondary

Workbook

Richmond Spiral

ACHIEVERS offers a choice of entry point (Post-Beginner or Elementary) and covers CEFR levels A1+ to C1

over six levels.

With ACHIEVERS students will: Learn contemporary, colloquial English Improve their vocabulary through lexical sets and vocabulary-building sections Focus on Cambridge and TOEFL exams through an exam training section Partake in an ambitious project-like speaking task to develop their speaking skills ® L Junior Test Unit

Prepare for the TOEF

e Exams Unit 3

Prepare for Cambridg

SPEAKING Describing a photo

g photo A. Which of the Listen to a student describin the student answer? questions below does How are the people feeling? Where are the people? food and other objects What What are they doing? can you see? What are they wearing?

ive (Story)

Academic text: Narrat 1

think about the photo.

the photo. The Say as much as you can about how much vocabulary you examiner wants to know you can see, even if you know. Describe everything think it is obvious.

TIP

NOW YOUR TURN Take turns to describe

photo B to your partner.

read the story quickly. Then Look at the Task and read A, B, C, match answer choices the question below and 1–4. and D to explanations be? story the for What would the best title C Old Friends Meet Again A Jenny’s Life in Boston D Lunchtime Terror B Troy and Isis Meet 1 … is the correct answer. lunch isn’t really scary. 2 … is wrong because the and Isis are already friends. 3 … is wrong because Troy life, not text is about Jenny’s new 4 … is wrong because the

Standard Comprehensive

ABOUT THE TEST

various sion section, you will read In the Reading Comprehe mic texts and answer questions academic and non-acade texts may include a narrative about them. The academic subject. or a text about an academic (story), an opinion essay, D. the best answer A, B, C, or For each question, choose NOW YOUR TURN Task. 2 Read the Tip. Then do the

Read the story and

answer the questions.

TIP

her old life in Boston.

TASK

the four answer choices Read each question and and do not choose an carefully. Take your time, one or more words from answer just because it has the text in it.

answers. Together, In pairs, compare your answer choices are wrong. explain why the other

Taking

t turns and showing interes

TASK people and food. Now Your photographs showed about the food you I’d like you to talk together you eat in restaurants. eat at home and the food

THE EXAM

ABOUT you test, the examiner asks In the ﬁnal part of the speaking the your partner and tells you to have a conversation with . the photos you described topic. It is connected with 5

doing the Task. What Listen to two students other ask at the beginning? What question does the boy questions do you hear? and phrases to show We can use these words ion going. Listen to the interest and keep the conversat hear. you identify the ones conversation again and Really? Do you? I don’t. Me too. g! What about you? So do I. That’s interestin

TIP

you need to take turns to This is a conversation, so questions and respond to speak. Ask your partner what your partner says.

Begin the Do the Task with your partner. 5 of the questions from exercise conversation with one 6. phrases from exercise and use the words and

I hear a “How about sitting here?” The morning at me. 1 Now for the worst part. voice say. I see a boy smiling teachers boy and wasn’t too bad, because He’s at a table with another give them a friendly. help new students and a girl. They seem really to help the boy. “Is it “buddy” – another student 30 “Hi! I’m Troy,” says buddy my and recess 5 them. Now it’s your first day?” to lunch from the isn’t here. I decide to go “Yes. We just moved here alone. East Coast.” it feels as if from?” asks As I enter the cafeteria, “Really? Where are you the line and all eyes are on me. I join 35 the girl. and rice on Troy says 10 put a bowl of chicken Boston,” “She’s from my tray. pointing at the girl. “Would you like some bread?” “Really? Me too,” I reply. lady. “Or asks a friendly-looking “I’m Isis,” she says. She quickly. something to drink?” ask I 40 “Isis Moore?” please.” 15 “Just an apple juice, looks familiar. for a place to I pay and look around “Do you know me?” with one Johnson. sit. There are lots of tables “Why, of course. I’m Jenny there aren’t first and in other or two vacant seats, but each We sat next to ones. I make any completely empty 45 second grade. table, it! I missed 20 my way towards a nearby “Jenny! I can’t believe came here. I feeling very shy. you so much when we again.” friends “Sorry, this seat is for someone hope we can be my face my face. It’s else,” the boy says. I feel A big smile appears on quickly to after all. getting red, so look round 50 going to be OK here 25 find another table.

to the 1 Who does Jenny go cafeteria with? C no one A her “buddy” D a friend B a lady seat is 2 In line 22, the word ______ . closest in meaning to C chair A food D table B friend

Every unit has Cambridge and TOEFL® exam preparation lessons based on the language learnt in the unit.

the 3 According to the story, to following people spoke . Jenny EXCEPT _____ A the lady in the cafeteria B the boy at the first table with Troy C the boy at the table and Isis before D the girl she knew from which is 4 Based on the story, school? probably true at the . A Most students are unfriendly B New students are not

welcome. expensive. C School lunches are D Teachers help new students feel happy in class.

127

11/18/14 12:49 PM

126

657594_P122_139.indd

657594_P122_139.indd 11/18/14 12:49 PM

127

126

Joy of Teaching R

READIN

g the photo for one minute. Now practise describin Take turns with your partner. you the questions in 1 to help Now look at photo B. Use

THE EXAM

ABOUT and examiner shows you a photo In this part of the test, the one talk by yourself for about asks you to describe it. You partner to the examiner asks your minute. When you ﬁnish, describe a different photo.

G COMPREHENSION

Attitude R

Young adults usually have specific objectives related to higher study and career choices. They recognize that in today’s global landscape, English language skills are increasingly necessary to open doors to better opportunities.

Teaching R

www.richmond.pe • richmondperu@richmondelt.com

Awareness R

Objectives

A positive attitude is everything! Attitude determines how we behave and what we believe we can achieve. If we believe we can, we will. But if we don’t… Some young adults will still need guidance in wielding the power of positive psychology to shape their own attitude.

Most students have probably been “programmed” with certain social, cultural and behavioral norms from earlier schooling, peers, family or the (social) media. Because of often conflicting messages, we should be guiding them to form their own criteria and develop awareness about global (and more personal) issues.

Potential R

We’re never too old to learn that negative experiences can be transformed from weaknesses into positive learning opportunities. All our life experiences are opportunities to help us learn valuable lessons and change course. It’s our choice how we perceive and respond to these messages experience sends us.

Many people start to channel their potential at this stage in life. We choose a degree course, set off on a career path, or even embark on travel and adventure, that we feel is suited to, or will reveal, our true abilities and interests.

Young adults should by now have the awareness and character strengths, such as judgement, creativity, perseverance, hope (often known as qualities), if not the attitude or experience, to be responsible for their actions and the paths they take in life. Because our choices are our own responsibility, no-one else’s. We must accept the consequences.

Performance R

Responsibility

Experience

As adults, we tend to measure performance in terms of fulfilling our potential, and our tangible and material successes: academic recognition, a job offer or promotion, possessions; even marriage. These are all worthy, but we should not underestimate the role of happiness and positive well-being as performance indicators, too.

“Find joy in everything you choose to do. Every job, relationship, home… it’s your responsibility to love it, or change it.” - Chuck Palahniuk (Author: Fight Club)

Starter Level Verb: to be Contractions: I’m, you’re, he’s, she’s, it’s, isn’t, what’s Personal Pronouns Word order: adjective + noun a/an + jobs and occupations Singular & plural nouns

Present simple Demonstrative pronouns: this, that, these, those There is.../There are... Irregular plurals Prepositions: in, on on for digital media How many...? Possessive -’s Object pronouns

Level 1 Subject pronouns a/an Word order: adjective + noun Possessive adjectives/ pronouns Prepositions of time: at/on Present simple Frequency adverbs It’s raining vs. It’s rainy Present continuous Present simple vs. present continuous Present continuous for future obligation Punctuation There is.../There are... I love.../I like.../I don’t mind.../I hate + –ing too/either vs. also Imperatives

Level 2 There was.../There were... Verb: to be, past simple Prepositions of place Subject vs. object questions can/could Countable and uncountable nouns Quantifiers: some/any/a lot of/a few/a little How much...?/How many...? make vs. do I like... vs. I’d like... How do/did you get to…? Suffixes for jobs Wh- questions about jobs be going to going to vs. present continuous for plans Comparative and superlative adjectives Irregular plurals What does she look like?

Language Overview

A1 Beginner

--------------------------------

The

BIG Picture

--------------------------------

------------------------------

--------------------------------

-------------------------------

Verb + infinitive/-ing have to/need to/want to will for predictions/ unplanned decisions should Past continuous Stative and dynamic verbs Past continuous vs. past simple Present perfect for experiences in unfinished time periods + ever/never Present perfect for completed actions + already/just/yet Present perfect for unfinished states + how long/for/since Past simple vs. used to as… as so/but Prepositions + -ing

Modals of obligation and prohibition too.../not... enough too much.../too many... Conditionals: zero, first, second go + -ing Prepositions and adverbs Compound nouns would rather/prefer Indefinite pronouns so/such Passive voice: present, past Present participle Adjectives Pronouns in phrasal verbs be vs. get -ed/-ing adjectives Probability: may, might, could, must, can’t + be Relative pronouns What/Which...? How + adjective/adverb

A2 Elementary

Verb: to be singular and plural nouns Demonstrative pronouns: this, that, these, those Possessive adjectives/-’s Present simple Adverbs of frequency can/can’t Object pronouns

There is.../There are... Prepositions of place Past simple There was.../There were... Present continuous How often + frequency expressions Present continuous for future plans

Present simple Adverbs and expressions of frequency I love.../I like.../I don’t mind.../I hate.../I enjoy... + noun/-ing Prepositions of time Present simple vs. present continuous can/can’t There is.../There are... + some/any Prepositions of place Modifiers Countable and uncountable nouns + some/any

Quantifiers: how much/how many/a lot of/a few/a little There was.../There were... Past simple Past simple + to + infinitive Comparative and superlative adjectives have to/don’t have to be going to for future time expressions Present perfect + ever/never Present perfect vs. past simple

Present simple Demonstrative pronouns: this, that, these, those Word order: adjective + noun Possessive adjectives/ -’s Wh- questions Adverbs of frequency I love.../I like.../I hate + –ing There is.../There are... + a/an, some, any Prepositions of place can/can’t for ability, permission and possibility Imperatives -ly adverbs Present continuous Present continuous vs. present simple

Past simple Verb + to + infinitive Sequencers Countable and uncountable nouns Quantifiers: too much/too many, a lot of, a few, a little Comparative and superlative adjectives going to Personal pronouns will/won’t Present perfect: Have you ever…? Present perfect vs. past simple

Present simple vs. present continuous Questions Past simple Past continuous Past simple vs. past continuous Relative clauses Articles: a/an/the/zero article Present perfect + for/since Present continuous vs. going to must/mustn’t/have to/don’t have to for obligation

Modal can/can’t/should/ shouldn’t will/may/might for predictions Verb + infinitive/-ing Countable and uncountable nouns + some/any Quantifiers First and second conditional Modal must/can’t/may/might so/such Indefinite pronouns Passive voice: present, past Reported speech + say/tell used to

Greetings Telephone calls Ordering food and drink Booking a hotel, traveling by plane and train Polite requests, opinions, suggestions, offers Agreeing/disagreeing Shopping

Formal and informal emails Possessive adjectives Present simple Present continuous Past simple I love.../I like.../I hate.../I enjoy... + -ing There is.../There are... can/can’t/have to/don’t have to Comparative and superlative adjectives

Beginning and ending conversations Offering and accepting food and drink Likes and dislikes Presentations and meetings Asking for help, polite requests and reminders should/shouldn’t for advice Job interviews Making arrangements Obligation and permission

Agreeing/disagreeing Negotiating Present simple vs. present continuous Past simple Adverbs of frequency Present perfect + ever/yet/ already/for/since Passive voice: present, past First conditional Second conditional

www.richmond.pe

Level 3

Level 4 (iDentities 1) Causative form Tag questions Passive voice Future perfect / continuous Binomials Gerunds Verb + infinitive/-ing Separable and inseparable phrasal verbs Nouns + infinitive/-ing/ base form

B1 Pre-intermediate

Subjects/verbs/expressions + -ing Adjectives + infinitive Active and passive sentences Noun/verb/sentence complements Degrees of certainty: may/might/must/ can/could Narrative style Past narration: simple, continuous, and perfect tenses Simple past/used to/would for past habits and states Conjunctions to compare and contrast ideas: although, (even) though, despite, in spite of, unlike, while, whereas Reflexive pronouns + -self/-selves; reciprocal actions + each other/one another I wish.../if only... Mixed conditionals Passive: be, modal verbs, have Wh- question words + -ever (in order) to, so (that), as, since, because (of), due to for purpose and reason

Modifying nouns: another, some other, others, the others could, was/were able to for past ability must/have (got) to/had better/be allowed to/be supposed to/should/ought to for obligation, permission, advice Word order for objects/phrasal verbs which in nonrestrictive clauses Reduced relative clauses: active, passive be used to/get used to for acquired habits Reported statements and questions Reporting patterns with infinitive and base form going to/will/future perfect/future continuous for predictions Time clauses for plans, intentions, decisions, scheduled events

Level 5 (iDentities 2) Subject-verb agreement: Portions and indefinite pronouns; units of measurement, collective nouns, asides, verbs as subjects Perfect tenses: simple past vs. present perfect, present perfect vs. present perfect continuous, past perfect vs. past perfect continuous so/so much/so little/so many/so few/such/such a(n) Subject and object clauses Using participle clauses for result, time, and reason Inverted subject and verb Formal relative clauses + which/ whom Formal conjunctions and prepositions for reason and purpose Emphasis with auxiliaries Future perfect vs. future continuous

Cleft sentences: subject and object Subjunctive: verbs and expressions Adverb clauses to emphasize conditions or contrasts Passive expressions + active/passive infinitives Verb patterns + base form/ infinitive/gerund Degrees of comparison: the... the..., more/...er, (not) as... as Inverted conditional sentences for present, past or future Special uses of modals Definite/indefinite articles: general and specific use Passive forms with gerunds and infinitives The passive + get/be and the causative + get/have

--------------------------------

B1+ Intermediate

Present simple + adverbs/expressions of frequency Present continuous vs. present simple Past simple + time expressions Question forms (not) as... as Past continuous vs. past simple will/may/might for predictions be going to/present continuous for plans and arrangements should/shouldn’t for advice and suggestions First and second conditional Present perfect + ever/never/just/ yet/already/for/since

too.../too many/too much/ (not)... enough must/mustn’t/have to/ don’t have to used to Passive voice: present, past Past perfect Reported speech Verb patterns + infinitive/ing Articles: a/an/the/zero article Defining relative clauses

Present simple vs. present continuous Stative and dynamic verbs Question forms Narrative tenses used to and usually Comparatives, superlatives, (not) as... as Zero and first conditional: future time clauses will/be going to/may/might for predictions Present perfect vs. past simple Present perfect continuous The passive Modals of ability and possibility Question tags Modals of obligation and advice

Uses of like Gerunds vs. infinitives Reported speech Second and third conditional so/neither do I Modals of deduction

Tense review Question forms Stative and dynamic verbs Past simple vs. past continuous Past perfect vs. past simple used to/would Gradable and ungradable adjectives/ modifiers Adjectives/adverbs of manner (not) as... as Present perfect simple Present perfect continuous Future for plans, intentions, hopes and fears Future for predictions Modals: making deductions Future time clauses

Quantifiers one/ones Articles: a/an/the/zero article Reported speech Reporting requests and instructions Permission, prohibition & obligation: past, present Ability: past, present Passives Relative clauses Second and third conditional I wish.../if only...

Auxiliaries Past participles Reflexive pronouns Present simple, present continuous and present perfect used to do/used to doing Narrative tenses + past perfect continuous Adverbs Present perfect vs. past simple Present perfect simple vs. present perfect continuous Future perfect Future continuous

get as passive auxiliary Passive reporting structures Causative have should have/could have Modals in past for speculation & deduction Cleft sentences with is for emphasis Comparatives with and, the... the... and superlatives + past perfect Modifying comparatives either... or/neither... nor Articles: a/an/the/zero article Relative clauses so/such Reporting verbs

Telephone phrases Giving opinions, agreeing/disagreeing Meeting and greeting, making small talk must/mustn’t, have to/don’t have to, should/shouldn’t for advice, obligation and necessity Making suggestions Making and dealing with complaints Presentations Opening and closing emails Negotiating Explaining and apologizing

Asking for and reporting information Future: present simple, present continuous, be going to Past simple, past continuous and past perfect Passives Conditionals: zero, first, second

Starting and maintaining conversations Giving effective feedback Making predictions Improving interview technique, dealing with difficult questions Presentations: key phrases and planning, rhetorical techniques Making your point assertively Apologizing Suggesting and agreeing to solutions Expressing rules and expectations

Articles: a/an/the/zero article be going to/present continuous for future arrangements Question forms Passive and related verb forms Reported speech and reporting verbs Conditionals: second and third Comparative, superlative and extreme adjectives Modals: past forms

Joy of Teaching

Adults/ Young Adults

Questions with prepositions Suffixes: adjective/noun formation Present perfect continuous Present perfect vs. present perfect continuous Past simple vs. present perfect Past perfect Past perfect continuous too.../(not)... enough should have + participle Third conditional to + verb/for + noun Modals of possibility and probability Adjective order Relative clauses as/like on/in Reported speech Indirect questions Reflexive pronouns Modal perfects: must have/can’t have/may have/might have

English ID

A1 A2 B1 B2 C1 C2

Levels

Paul Seligson, Luiz Otávio Barros, Carol Lethaby and Cris Gontow

SPLIT EDITION AVAILABLE

Components & Resources: For Students

Student’s Book (with portal access code) eWorkbook or Workbook English ID Split editions Learning Platform Student’s Book + Workbook (with portal access code

For Teachers

Teacher’s Book Class CD

Second Edition

DVD (ID Café)

January 2020

Learning Platform with a full range of digital resources

Available in

www.richmondenglishid.com

Digital Book

With English ID students will: Learn more quickly through a pedagogy which respects the needs and strengths of Spanish Speakers Develop accuracy by avoiding typical errors highlighted in Common Mistakes Improve their speaking and pronunciation through a syllabus and activities focused on their needs Enjoy language in context with the entertaining videos of the ID Café sitcom Benefit from varied vocabulary input which builds on their existing knowledge Learn a motivating songline in every lesson which reinforces the language area learned Personalize their learning with a wealth of opportunities to talk about their own experience and opinions

Teacher’s Area & Students Area with hundreds of activities VLE Test Studio Podcasts

Original Sitcom

Forum ID Café Video

www.richmond.pe

iDentities

A1 A2 B1 B2 C1 C2

Levels

Paul Seligson and Luiz Otávio Barros

Components & Resources: For Students

Student’s Book (with portal access code) Workbook

For Teachers

Interleaved Teacher’s Book Class Cds Teacher’s iBook

Adults/ Young Adults

Richmond Learning Platform with Integrated authentic video lessons and access to the Test Studio

Identities level 2 and VLE available in November 2016

iDentities is a brand-new two-level course for adults and young adults which gives upper

intermediate and advanced students the tools they need to speak, listen, read and write with greater fluency and accuracy.

Student's Book Are you into social media?

6.4

Clear grammar presentation and practice

I’m free to do whatever I, Whatever I choose, And I’ll sing the blues if I want

7 Listening A

6.4

9 Grammar: Question words with -ever A

In pairs, answer 1–3. Any surprises?

1 Guess what the people in the photo are doing. 2 Why do some people feel the need to keep tabs

5.11 Match the phrases. Then listen to check. Check (✔) the correct rules in the grammar box.

1 2 3 4 5 6

on their friends?

3 Do you know any apps that make it easy for friends to spy on each other?

All of my friends spy on me on Foursquare®, and I hate that!

He comments on whatever … The answer is always the same whoever … They stop and take a photo whenever … However you look at this Instagram craze, … Wherever you are, … Whichever app I use, …

a b c d e f

I always end up doing something wrong. you just access the app and check in. you talk to. he sees on my newsfeed. they see something “interesting.” it’s just pointless.

Question words with -ever: who, what, which, when, where Common mistake

1 Ever means "no matter who, what, or which" in all some of the examples. 2 Question words with -ever always sometimes go at the beginning of the sentence. 3 Use Don’t use a comma at the end of the clause when an -ever word begins the sentence.

Facebook lets your friends to see all the stuff you like.

Common mistake feature

5.9 Listen to James, Audra, and Tom, and match the three columns. There’s one extra threat. Do you identify with any of the speakers?

Speaker

App

Privacy threats

1 James 2 Audra 3 Tom

Instagram Foursquare Facebook

teachers friends boss family

Reporter: And what’s your favorite social app? James: I love Vine. Whenever (1) I see something funny, I just video it. I mean, how cool is that? Wechat® is another favorite. (2) I am. I can stay in touch with my friends Reporter: And are there any apps you like?

5.9 Listen again. T (true) or F (false)?

1 James's parents respect his privacy on Facebook. 2 His friends like Facebook better than he does. 3 Audra posts photos of where's she's been.

4 She has changed her privacy settings. 5 Tom uses Foursquare. 6 He knows how to use apps correctly.

Audra: Flickr® is OK for isn‘t bad, either. I just use

(3) likes photographs. Tumblr® (4) I click on first.

Reporter: OK. What about your favorite app?

(5) people may say about Facebook,

Tom:

it’s still my number one app. I love it.

8 Pronunciation: Blended consonants A

Grammar expansion p. 147

5.12 James, Audra, and Tom continue the interview. Complete 1–5 with a question word with -ever. Listen to check. How would you answer the reporter’s questions?

C Make it personal

5.10 Listen to the rule and examples. Then complete 1–2 with the words you hear.

Make 1–4 true for you. In pairs, compare. Any similar answers? Whenever I hear the

song [Yesterday], I think of 1

Two similar consonant sounds are usually pronounced as one. Do you have a minute to spare?

My parents seem totally obsessed with Facebook. 1 2

Focus on pronunciation in every unit

It's

ask before you take a photo. app take a picture of you?

B Make it personal

Draw lines connecting the similar consonant sounds in these questions 1–4. Then ask and answer them.

1 Do your (grand)parents seem to value the Internet? 2 Do you see any future reasons to maintain libraries? My grandparents are amazing. They're really into technology.

Joy of Teaching

3 How do you think communication will change over the next 100 years?

Whenever I hear the song (Yesterday), I think of (my grandpa).

Wherever I go, I need to tell [my girlfriend] where I am.

Whatever happens this year, I will try to [exercise more].

I totally [agree/disagree] with whoever said that [money doesn’t buy happiness].

4 How could the World Wide Web bring more peace to the world?

Whenever I hear the song Summer, I think of my ex. He used to love Calvin Harris.

Yeah, that’s a great song. It reminds me of my trip to New York in 2015.

Personal Best

A1 A2 B1 B2 C1 C2

Levels

Jim Scrivener

Components & Resources: For Students

Student’s Book (with portal access code)

Workbook with Audio Language App Downloadable audio online Richmond Learning Platform

For Teachers

Teacher’s Book (with portal access code) Digital Book

Teacher’s Resource Book Richmond Testing Class Audio and Video Pack Richmond Learning Platform

With Personal Best students will: Reach their full potential, as the course focuses on the vital role of practice. Develop a variety of sub-skills, presented in the Listening Builder, Conversation Builder, Text Builder and Skill boxes. Be challenged to make use of selected functional language to improve specific speaking or writing skills. Be encouraged to play around with new language and experiment with forms and meanings. Have access to real on-the-go learning with the Language App. Be exposed to authentic language in everyday use with the Learning Curve video progam.

Practice, Vocabulary Practice and Communication Practice sections, plus an access code for Richmond Learning Platform. Teacher’s Book: With fully interleaved Student’s Book, guidance notes, answer keys, audio and video scripts, plus an access code for Richmond Learning Platform. Teacher’s Resource Book: Over 60 supplementary photocopiable resources, grammar, vocabulary and skills activities with Teacher’s notes and Copy-and-go grammar and vocabulary progress tests. Richmond Learning Platform: Extended practice activities for grammar, vocabulary and skills, class audio MP3 and video MP4. Teachers can assign, track and mark activities and tests.

Student’s Book: 12 units of class material, Review and Practice sections every 2 units, Grammar

www.richmond.pe

Lessons A and C focus on Language. They cover grammar, vocabulary and pronunciation and use graded texts or audio to contextualize language.

Each unit is constructed around a useful and stimulating topic.

Every grammar point is practised on the Personal Best Language App.

UNIT

All about me All about me

present simple and adverbs and expressions of frequency

LANGUAGE

■

5 A

personality adjectives

0% 1

always

honest funny patient kind polite generous

present simple and adverbs and expressions of frequency

Things that are always true: Does Ahmet live in Ankara? No, he lives in Istanbul. Do you speak Spanish? Yes, I speak a little.

Routines and habits: How often do you see him? I usually see him at the weekend. How often are you late? I’m never late!

Look! We also use expressions of frequency for regular routines e.g. once a week, every month

Match the types of friend in the box with descriptions 1–4. Listen and check.

Go to Grammar practice: present simple and adverbs and expressions of frequency, page 112

the super planner the party animal the good listener the straight talker

6 A

1.5 Pronunciation: final -s/-es sound Listen and repeat the sentences. Then match the verb endings in bold with the sounds: /s /, /z / or /ɪz /.

Do you have any friends like these? What type of friend are you?

1 She likes Italian food.

THE FOUR FRIENDS YOU NEED

Clear grammar boxes give a summary of the structures being taught.

Adverbs of frequency go before / after most verbs, but they go before / after the verb be.

Read the introduction to the text. Are the sentences true (T) or false (F)? 1 You need lots of friends to be happy. 3 It is important to have different types of friends in your life. 2 There are four different types of friends. 1.3

Underline the adverbs of frequency in the text and complete the rule. Then read the Grammar box.

Grammar

sometimes

Go to Vocabulary practice: personality adjectives, page 136

LANGUAGE

100%

Here are some words to describe a good friend. Order the words from 1 (very important) to 6 (less important).

personality adjectives

hardly ever never often usually

1A The only friends you need 1

■

Complete the diagram with the adverbs of frequency in the box.

We all know that friends are important … but do we have the ‘right’ friends? Dr Adam Greenberg, a psychologist, doesn’t think we need lots of friends to be happy. Instead, he says the types of friends we have is more important. He believes that there are four types of friends and they all help us in different ways. So, what are these four friends like?

1.6

2 He teaches at the university.

My brother knows him.

How do you say the verbs? Listen, check and repeat.

7 A

Add adverbs and expressions of frequency to make sentences about your partner. She usually catches the bus to work. He catches the bus to university every day. 4 He/She drinks coffee in the morning. 5 He/She watches films in English. 6 He/She is late for class.

Read your sentences to your partner. He/She will tell you if you are correct.

The language presentation texts are short and carefully graded.

Go to Communication practice: Student A page 158, Student B page 166

Read the text about two friends. Complete the text with the correct form of the verbs in the box. get have not have invite like think

2 These friends know you very well and they‘re honest … really honest. They always tell you the truth, even when you don’t want to hear it, but this is because they care about you and they don’t want you to make a mistake and get hurt.

3 These friends are very sociable and you usually have a good time when you are with them. They’re very funny and they make you laugh when you’re sad. All your friends and family love them, too. With friends like these, life is never boring!

4 These friends are very organized, but they‘re sometimes a bit serious. They hardly ever forget important dates … like your birthday! They’re very busy and have lots of things to do every day, but they always find time to have a coffee with you.

MY BEST FRIEND IS THE EXACT OPPOSITE OF ME Lots of people 1 I’m really serious and I never go out, but that’s not true! I’m very hard-working and my job in the bank is difficult, so I 2 much free time. I play the guitar in a jazz group and we usually practise two or three times a week. I3 cooking, so I often 4 people to my house for dinner. My best friend is Luca. He’s the singer in the group and he’s completely different from me. He’s a student at university and, to be honest, he’s a bit lazy and he hardly ever 5 to lessons on time. But he’s funny and generous and we always 6 a great time when we go out.

Choose the correct words to complete the sentences. Check your answers in the text. 1 Do / Does we have the ‘right’ friends? 4 They don’t / doesn’t want you to make a mistake and get hurt. 2 Dr Greenberg don’t / doesn’t think we need lots of friends to be happy. 5 You usually have a good time when you is / are with them. 3 He say / says the types of friends we have is more important. 6 They hardly ever forget / forgets important dates.

9 A B

Choose a friend and tell your partner his/her name. In pairs, use the prompts to ask and answer questions about your friends.

1 What / be / he/she / like? 2 Where / he/she / live? 3 What / he/she / do? 4 Where / he/she / work/study?

Personal Best

5 How often / you / talk to / him/her? 6 What / you / usually / talk about? 7 How often / you / see / him/her? 8 Where / you / meet / him/her? 5

Write a description of yourself and of someone you know who is the opposite of you.

Lessons B and D focus on development of one of the four skills. B lessons focus on listening or reading, while D lessons focus on speaking or writing. The listening and speaking lessons feature a Learning Curve video.

SKILLS

Learning Curve

SPEAKING

telling a personal story

■

Each lesson has clear aims for the Conversation Builder and Speaking Skill features.

showing interest

2D That reminds me of ... 1

the Web show for Personal Best

believes says changes thinks uses wants goes watches hopes

1 He/She catches the bus to work/university. 2 He/She goes to bed at 11.00 at night. 3 He/She is patient.

1 You share everything with these friends and you often tell them all your secrets. They’re patient when you ring them late at night with a problem and they don’t complain when you tell them the same stories again … and again!

Learning Curve:

2.13 Look at the pictures. In pairs, predict what happened on Taylor’s first day at work. Watch or listen to the first part of Learning Curve and check.

telling a personal story

■

showing interest SPEAKING

SKILLS

5 A

What is Learning Curve? Learning Curve is an exciting Web show where hosts present documentaries, interview people on the street, and also talk about their personal lives through video diaries.

Personal Best Language App The Personal Best Language App, for each level of the course, is closely linked to the grammar and vocabulary in the Student’s Book.

Adults/ Young Adults

2.15 In pairs, order phrases a–h from Penny’s story. Watch or listen to the second part of the show, and check. I sent the message to him by mistake! My boss had the same name as my friend – Steve Jones. He thought it was funny, but can you imagine how I felt? Everyone in the office could hear him! It was quite embarrassing. Something similar happened to me at my last job. You’ll never guess what he said. ‘I’m glad you think I’m handsome and amazing, but it isn’t my birthday!’ I worked at a radio station in London before I moved to New York. I sent my good friend Steve an email message for his birthday. It said, ‘Happy birthday to my handsome, amazing friend!’

a b c d e f g h

2.15

Watch or listen again. How are Taylor and Penny's stories similar?

Each Speaking lesson focuses on and practices a particular function. The Conversation Builder highlights the functional language from the video and gives students.

2.16 Listen and repeat the phrases when you hear the beeps. How do Taylor and Penny show they are interested in each other’s stories?

Skill

showing interest

Good listeners show that they are interested in what someone else is saying. • Use short response expressions such as Oh, no! Really? etc. • Ask questions about what happened. • Use the correct intonation to show you are interested.

7 2.13

Read the Skill box. Put the phrases in the correct columns.

Are the sentences true (T) or false (F)? Watch or listen again and check. 4 A big car hit her car. 5 The man in the car shouted at her. 6 She was embarrassed.

What happened? That’s amazing! Really? What did he do then? Oh no! You’re kidding! That’s awful! Lucky you! Poor you! Great!

1 Taylor’s new job is in a fitness centre. 2 She was worried about being late. 3 She arrived at work fifteen minutes early.

Conversation builder

Responding to something negative

Showing interest or asking for more information

telling a personal story

Starting the story: Something similar happened to me. That reminds me of … Let me tell you about …

Responding to something positive

Involving the listener: You’ll never guess … (who it was / what happened next / what she said) Can you imagine? But that's not all.

Saying how you felt: It was so … I felt really … At first, I felt ...

8 A

2.17

Listen to phrases 1–6. Which speaker sounds more interested: A or B? 1 What happened? 3 Really? 5 You’re kidding! 2 That’s amazing! 4 Oh no, that’s awful! 6 Lucky you!

2.18

In pairs, say phrases 1–6 to show you are interested. Listen, check and repeat.

Go to Communication practice: Student A page 158, Student B page 166

2.14 Read the Conversation builder. Match the sentence halves from the conversation. Listen, check and repeat. 1 Let me tell you about a embarrassing. 2 At first, I felt b not all. 3 I felt c my first day. 4 But that’s d great. 5 You’ll never guess e really angry. 6 It was so f who took my parking spot.

9 A

PREPARE

Choose one of the ideas. Make notes on what happened and how you felt.

your first day at work/ school/university

In pairs, write three phrases that Taylor’s new boss could use to tell the story of what happened.

a birthday or celebration

a time when you lost something important

a difficult day

Further optional self-study practice of grammar and vocabulary allows students to practice what they want, when they want. The wide range of interactive games brings choice, variety and challenge to language learning.

PRACTISE In pairs, take turns to tell your stories. Listen to your partner and show you are interested by responding to what he/she says or by asking questions.

C Personal Best

PERSONAL BEST

Find another partner and tell your story again. How is your storytelling better this time?

How well did you listen to your partner’s story? Write about what happened and how he/she felt.

Richmond Learning Platform The Richmond Learning Platform complements the practice offered in the workbook and on the Personal Best Language App with extra practice activities, a forum,messaging and storage areas, and a powerful test management system.

Joy of Teaching

The Big Picture

A1 A2 B1 B2 C1 C2

Levels

Ben Goldstein, Ceri Jones, Bess Bradfield, Carol Lethaby, Alastair Lane, Simon Brewster and Mark Lloyd DISCOVER IT!

Components & Resources: For Students

Studentâ&#x20AC;&#x2122;s Book with platform access code Workbook Audio CD Split Edition Richmond Learning Platform

For Teachers

Teacherâ&#x20AC;&#x2122;s Book

Class Audio CD Digital Book Richmond Learning Platform - Richmond Test Manager

The Big Picture is a beautifully designed six-level general English course for adult and young adult learners.

It uses striking imagery to present core vocabulary and encourage critical discussion. The content is genuinely international and the course takes a refreshingly new look at many familiar topics. With The Big Picture students will: Develop their language skills through an integrated core vocabulary syllabus, functional language pages focusing on practical, everyday English, and extra skills development sections in the workbook Perform Bring It Together skills-based tasks Experience blogs, vodcasts and other fun widgets on the Richmond Learning Platform

www.richmond.pe

American Big Picture

A1 A2 B1 B2 C1 C2

Levels

Ben Goldstein, Ceri Jones, Bess Bradfield, Carol Lethaby, Alastair Lane, Simon Brewster and Mark Lloyd DISCOVER IT!

Components & Resources: For Students

Studentâ&#x20AC;&#x2122;s Book with platform access code Workbook Audio CD

Split Edition with Audio CD Richmond Learning Platform

For Teachers

Teacherâ&#x20AC;&#x2122;s Book Digital Book

Richmond Learning Platform - Richmond Test Manager

American Big Picture is a highly visual six-level course for adult and young adult learners. Real-life,

relevant, international contexts combine with striking images to engage the learner in this beautifully designed series providing 90-120 hours of core classroom material. It also offers both students and teachers access to the Richmond Learning Platform, a comprehensive online resource which includes interactive activities and a user-friendly test generator.

Adults/ Young Adults

Class Audio CD

With American Big Picture students will: Develop their visual literacy through activities based on meaningful, thought-provoking images Appreciate the diversity of spoken English today with a large variety of native and non-native voices Explore cultural contexts through different global perspectives Improve their vocabulary and everyday conversation skills through a fully integrated core vocabulary syllabus with functional language

Joy of Teaching

Going Pro

A1 A2 B1 B2 C1 C2

Levels

Simon Brewster and Alastair Lane

Components & Resources: For Students

Student’s Book

Student’s Audio CD

For Teachers

Teacher’s Guide

Teacher’s Resource CD DVD Digital Book

Going Pro is the course for aspiring young professionals. With strong visuals, accessible content, a thorough syllabus and material on a range of professional fields, students will gain the confidence they need to move forward with English and their chosen careers.

Going Pro promotes the acquisition of linguistic competencies through a structured, inductive approach to English, connected to learners’ communicative needs. It encourages students’ digital competencies by combining knowledge, skills and values with digital tools, in order to reach task-based goals. The series also develops learners’ interpersonal skills through collaborative work in the classroom. With Going Pro students will: Develop critical thinking skills through case studies by exploring the logical connections between ideas, constructing and evaluating arguments, detecting inconsistencies in reasoning, solving problems systematically, and reflecting on the justification of beliefs and values Focus on the development of reading strategies and written production in Level 5 and listening strategies and spoken production in Level 6 Learn about different professional fields with the videos from the DVD

www.richmond.pe

@Work

A1 A2 B1 B2 C1 C2

Levels

Louis Rogers, Anna Cowper, James Greenan, Marion Grussendorf and Pete Sharma

DISCOVER IT!

Components & Resources: For Students

Student’s Book with platform access code Workbook Audio CD eWorkbook Richmond Learning Platform

For Teachers

Class Audio CD Digital Book Richmond Learning Platform

ALSO AVAILABLE eWorkbook

@Work is the perfect course for anyone who needs to communicate in English at work, regardless of their profession or job title. @Work brings a light-hearted, non-executive approach to English learning and is also

suitable for pre-work tertiary students. Available at four levels, the material offers a minimum of 60 hours of study, but can be extended with additional digital components to meet the varying needs of different students. These include the interactive digital workbook, and the online Business Theories and Business Skills series. Whatever the industry, whatever the job, @Work will suit any employee, preparing them to conduct business outside the classroom.

Adults/ Young Adults

Teacher’s Book

With @Work students will: Learn get-the-job done language while avoiding business English clichés Practice writing emails with a 12-page email writing section including tips covering style, tone, grammar, punctuation and spelling Follow video modules comprising presentations, negotiations, communications and meetings

Joy of Teaching

The Richmond Learning Platform complements the practice offered in the course with extra practice activities, a forum, and messaging and storage areas. www.richmondlp.com

www.richmond.pe

Richmond Test Manager The Richmond Test Manager allows teachers to ceate interactive tests and offers a variety or ready-made testing options.

For Students

Teachers can create their own personalized digital tests and assign them to their students to deliver online. Or they can dowload the Print-and-Go tests or editable exams to administer in class.

Students can take online interactive exams created and assigned by their teacher. Results are recorded in the RLP Markbook, so students can follow their own progress.

Adults/ Young Adults

For Teachers

Joy of Teaching

Business R

Resources cover anything from course-specific resource packs and websites to generic materials such as age-appropriate posters, puppets or playmats. In this section of our catalog, you can find generic resources for specific purposes: to study and practice business English, vocabulary and grammar, as well as methodology books for teachers.

www.richmond.pe

Grammar R

Resources

With English as the lingua franca for most international business, more business executives seek to improve their language skills in specific business contextsâ&#x20AC;&#x201D;while more people see the advantage in having business skills independently of their profession. Our two digital series allow students to explore business situations and concepts, with interactive practice across different levels of difficulty.

English grammar is complicatedâ&#x20AC;&#x201D; everybody knows it! So help your students fast track with the advantages of technology: digital tools, including apps, can really help visualize how grammar works by presenting animated explanations and videos, and providing interactive practice.

Mul timedia

Vocabulary

Methodology R

All of us could use a helping hand from time to time. From newly qualified teachers to the most experienced, extra input or advice can be a real lifesaver on certain topics: childhood development, technology, mixed ability, special needs, CLIL, classroom management, you name it.

We also offer virtual learning environments and apps: check out Richmond Spiral for primary and secondary students, English Attack! for older children and teens, the Richmond Learning Platform for young adults, our myON reading platform, and the brand new COMPASS Platform. Our generic 3D Pictionary App for preschoolers, and the Pathway to Certification exam practice app for primary children, among others, are available at www.richmond.com.mx

Materials R

To improve vocabulary, there is no better resource than reading! A good novel, non-fiction book, or a welledited newspaper, provides superb practice, offering new vocabulary in correct semantic and grammatical contexts. If you’re not a visual learner, or reading isn’t your thing, try a builder with vocabulary by lexical sets, collocations and grammar patterns—and of course, audio.

“Let your joy be in your journey—not in some distant goal.” - Tim Cook(CEO: Apple)

Lessons Learned First Steps Towards Refâ&#x20AC;&#x160;lective Teaching in ELT Gabriel DĂaz Maggioli and Lesley Painter-Farrell

Lessons Learned: introduces aspiring teachers to the main principles

and practices associated with reflective teaching in the field of foreign and second language instruction. It can also be used as a reference and resource in professional development programs for more experienced language teachers wishing to update their professional knowledge base.

Key Features: Accessible language, clearly introduced content, mind maps, pictures and diagrams facilitate understanding Reflective Journal Tasks, Observation Tasks and Portfolio Tasks at the end of each chapter help to consolidate and keep record of the information learned throughout the chapter Written by experienced authors, well-known world wide from the world of ELT

Primary Methodology Handbook Practical Ideas for ELT Patricia Grounds, Suzanne Guerrero, Carol Lethaby, Caroline Moore and Joep van der Werff

The Primary Methodology Handbook provides clear explanations of key teaching methodology concepts in a way that is accessible to new and experienced teachers alike. Comprehension and reflection activities engage and guide the reader, consolidating new information and facilitating its application in the classroom. The Handbook covers essential areas of study for English instruction in primary schools. A genuinely practical handbook for primary teachers that links ELT theory to real-life classroom situations!

Key Features: Characteristics of primary learners and childhood development Help with teaching mixed-ability groups and support strategies for special needs students Suggestions for improving classroom management and student motivation A guide for lesson planning with textbooks, supplementary, and self-made materials Guidelines for test writing and assessment Tips for integrating technology in the learning process Fun language games and activities for all primary levels Video tutorials demonstrate teaching strategies from the Handbook

www.richmond.pe

Vocabulary Builder

A1 A2 B1 B2 C1 C2

Levels

Elizabeth Walter and Kate Woodford

Vocabulary Builder helps young adults develop their vocabulary in useful lexical sets, as well as collocations and grammar patterns.

Key Features: Typical lexis used in Cambridge English exams Dialog audio with a mix of accents downloadable from the Richmond Learning Platform Vocabulary practice in personalized activities online

Visual Grammar

A1 A2 B1 B2 C1 C2

Levels

Jim Scrivener

Visual Grammar is a two-level series enabling young adult

Suplementary

learners to see how grammar functions through clear visual presentations.

Key Features: Digital Books and appÂ offer animated video explanations, interactive practice and learner autonomy All course audio downloadable online from the Richmond Learning Platform

English Grammar in Steps

A1 A2 B1 B2 C1 C2

Levels

David Bolton and Noel Goodey

English Grammar in Steps is a concise reference and practice

grammar course, ideal for both self-study and classroom use. The Practice Book offers comprehensive practice that can be worked on alongside the Grammar Book, or independently.

Key Features: Grammar in context with clear step-by-step explanations Required grammar for the Cambridge B2 First (FCE) exam, with exam-type activities in the Practice Book

Joy of Teaching

NEW EDITION

Richmond Handbooks for Teachers Paul Seligson, Andy Baxter, Amanda Cant, Emma Dafouz, Michele C. Guerrini, Susan House, Ricky Lowes, Genevieve Roth, Wendy Superfine, Francesca Target and Julie Tice

The Richmond Handbooks for Teachers are highly practical and accessible methodology guides written by teachers for teachers. Ideal for both new and experienced teachers, they contain a mixture of analysis, development work, ideas and photocopiable resources for the classroom and can be used in training courses or for personal development. Each title offers practical solutions to the everyday problems faced by English teachers in the primary or secondary classroom but will also be of use to any language teacher, teacher of young adults or trainee teacher. The classroom activities are designed for lower level classes but most can be easily adapted to higher levels. The series also includes a handbook for CLIL practitioners which features a collection of CLIL case studies and experiences from the primary, secondary and tertiary sectors.

Key Features: Practical, realistic suggestions for the language classroom and teacher development tasks Clear, jargon-free explanations of theory and methodology Solutions for everyday problems faced by teachers in the foreign language classroom A range of photocopiable activity worksheets Classroom diversity in teaching situations is addressed Current educational methodologies, reforms and issues are reflected

www.richmond.pe

Richmond Dictionaries Contain up-to-date vocabulary, including Internet, computing and entertainment terms. Covering Spanish from Spain and Latin America, as well as British and American English pronunciation and spelling differences, these dictionaries are handy both in the classroom and at home.

Richmond Mini Dictionary Key Features: 33,000 words, sentences and examples

Richmond Pocket Dictionary Key Features: 60,000 words, phrases and examples ALSO AVAILABLE

70,000 translations Latin American and Castilian Spanish Colored headwords for easy identification of the right word

Richmond Dictionaries App

Suplementary

Mini travel guide with useful phrases

Full-page color pictures and maps FREE acces code for digital version: www.richmond-dictionaries.com

Richmond Compact Dictionary Key Features: 110,000 words, sentences and examples 170,000 translations Latin American and Castilian Spanish FREE acces code for digital version: www.richmond-dictionaries.com

Joy of Teaching

Qualification R

Taking an exam depends largely on the student’s purpose. Is it to study? Or apply for jobs? Many US or UK universities demand a B1+ or B2 level (intermediate or Cambridge First), or an 80 TOEFL® score, as a minimum entry requirement to certain degree courses. Job ads sometimes ask for a percentage, but more commonly now, for “advanced”, “basic”, etc. English.

www.richmond.pe

Proficiency R

Purpose

Cambridge English provides the most widely standardized qualifications, which vary by age and ability, covering Pre A1 Starters and A1 Movers (for young learners from 6 years) and all CEFR levels up to C2 Proficiency. KET, PET and First are available “for schools”, as well as general English. Their IELTS exam is designed for people who want to study or work where English is the medium of communication. The ETS TOEFL® exam measures ability to use and understand English at university level.

The exams are designed to test a student’s proficiency in the English language in various areas, usually Listening, Reading and Writing, Speaking, and Use of English. They test students for a certain level—noone is going to take the C1 Advanced when they are clearly a beginner, and vice versa.

Practice As the saying goes, practice makes perfect! Exam preparation courses offer plenty of practice both in the type of language, and exercises, that candidates will be required to perform in their exam. Practice and preparation, aside from their obvious linguistic and skills benefits, will make students feel more confident on the day.

Progress R

Nowadays, there are many different reasonably-priced and commercially available preparation courses for all the major exams, written by examination experts. If your students are not studying a specifically exam-based practice course with you, help them choose one for self-study that explains the format of the exam and includes tips and strategies, so they know what to expect. The official website of the examining body is also a useful source of information.

Preparation

Students should ideally take at least one complete practice test beforehand. Almost all preparation courses include practice exams, and they are also available directly on examining bodies’ websites; so students can take one during their preparation and one at the end, for a true sense of exam-tailored progress.

Preparation R

“Joy lies in the fight, in the attempt, in the suffering involved, not in the victory itself.” —Mahatma Gandhi(Indian activist, lawyer and politician)

Levels

Richmond Practice Tests Pre A1 Starter, A1 Movers and A2 Flyers

The Richmond Practice Tests are a complete series of tests written by Cambridge exam writers for the Cambridge English Qualifications. The brand new Richmond Practice Tests for Pre A1 Starters, A1 Movers and A2 Flyers offer a friendly and accessible way to familiarize children with the style and format of Cambridge English Qualifications for young learners. Each book is beautifully illustrated in full color and includes three complete practice tests. The series is also accompanied by downloadable Teacherâ&#x20AC;&#x2122;s Resources, including audio files and transcripts, answer keys, mark schemes and useful information about the tests. The Richmond Practice Tests for Pre A1 Starters, A1 Movers and A2 Flyers offer:

Three complete sets of tests for the updated Cambridge exam (from 2018): Listening, Reading and Writing, and Speaking tests

Free downloadable audio and Teacherâ&#x20AC;&#x2122;s Resources from the Richmond Learning Platform

Easy-to-understand information about the test

Simple, colorful design and engaging material

www.richmond.pe

Listening test There are five parts with 25 questions in total. You will have 25 minutes.

You will hear each conversation twice. You will need a pen or pencil and some colored pencils or pens: red, blue, green, yellow, orange, pink, purple, black, brown and gray.

Reading and Writing test There are six parts with 35 questions in total. You will have 30 minutes. You will hear each conversation twice. You will need a pen or pencil.

Exams

Speaking test There are four parts. Part 1 Say hello to the examiner. Tell them your name and age. The examiner will ask you to look at two pictures and describe four differences.

Part 2 The examiner will ask you to look at four pictures which tell a story. They will tell you about the first picture. You have to continue the story and describe the other three pictures.

Part 3 The examiner will show you four sets of four pictures. You say which picture is different and why.

Samples taken from A1 Movers

Joy of Teaching

Part 4 The examiner will ask you some questions about yourself. For example: â&#x20AC;&#x153;Have you got any hobbies?â&#x20AC;?

A1 A2 B1 B2 C1 C2

& FOR SCHOOLS Sue Ireland, Joanna Kosta and Susan White

Components & Resources: Target A2 Key for Schools and Target B1 Preliminary for Schools prepare students for the “For Schools” Cambridge English Qualifications A2 Key and B1 Preliminary. Essential exam practice, tips and strategies are combined with fun, communicative activities, ensuring lessons are varied and engaging—and that students are ready for their exam.

For Students

Student’s Book with platform access code Workbook with complete practice test Richmond Learning Platform

For Teachers

Teacher’s Book

The Richmond Learning Platform offers extra practice activities, information and tips for students; while teachers can find downloadable audio and scripts, photocopiable activities and worksheets, and at-a-glance reports on student activity and progress. These new editions have been fully updated for the revised A2 Key and B1 Preliminary exams (from January 2020).

Richmond Learning Platform - Richmond Test Manager

Target A2 Key and B1 Preliminary for Schools offer: Easy-to-teach topic-based lessons with focused vocabulary and grammar practice

Essential exam-taking tips and strategies, including a comprehensive exam guide

Authentic exam practice and preparation written by experienced exam item writers

www.richmond.pe

A1 A2 B1 B2 C1 C2

Components & Resources: For Students

Studentâ&#x20AC;&#x2122;s Book with platform access code Workbook with complete practice test Richmond Learning Platform

For Teachers

Exams

These new editions of the popular Richmond Practice Tests at A2 Key and B1 Preliminary levels offer updated practice and information for the form and layout of these revised Cambridge English Qualifications (from 2020). Students will become familiar with and gain essential practice in the language, skills and strategies they need for exam success.

Teacherâ&#x20AC;&#x2122;s Book

Both levels are written by experienced examiners to accurately reflect the type of language and questions students will face in their exam. They include complete practice tests and also provide access to the Richmond Learning Platform, where students can download audio and find extra practice activities, information and exam-taking tips and strategies.

Richmond Learning Platform - Richmond Test Manager

As well as offering thorough exam preparation, they can support any A2 KET or B1 PET level general English course.

Joy of Teaching

Target Cambridge English First

A1 A2 B1 B2 C1 C2

Bess Bradfield and Caroline Krantz

Target Cambridge English First is the updated edition of Target FCE, Richmond’s popular exam preparation course for teenagers and young adult students. The digital components offer more support for students, including two complete online practice tests with a step-by-step guide to the exam in Trainer mode, and extra practice activities. Teachers can access a range of unit tests in the Richmond Test Manager.

Online Practice Tests Included

The print material has been fully updated by experienced exam item writers, but maintains its user-friendly format and focus on personalization. A word-building focus in every unit trains students for the Reading and Use of English papers, and there are extensive writing sections and additional material in the Workbook and Teacher’s Book, including progress tests, photocopiable activities and common errors worksheets.

Components: For Students

For Teachers

Student’s Book Workbook with Audio CD Richmond Learning Platform Teacher’s Book Class Audio CDs Richmond Learning Platform

Richmond Practice Tests First Cambridge English

A1 A2 B1 B2 C1 C2

Diana L. Fried-Booth

Richmond Practice Tests for Cambridge English First has

been written by experienced examiners and offers comprehensive exam preparation and practice, in print and online. The Student’s Book provides five complete practice tests, mirroring the format in the real Cambridge English First exam, with realistic visual material for the speaking papers.

Online Practice Tests Included

Interactive versions of the tests are also provided on the Richmond Learning Platform, along with two additional practice tests, a step-by-step guide to the exam, helpful information about each paper and tips to help with exam technique.

Components: For Students

For Teachers

Student’s Book with answers Student’s Book no answers Richmond Learning Platform Teacher’s Book Class Audio CDs Richmond Learning Platform

www.richmond.pe

Richmond Practice Tests Advanced Cambridge English

A1 A2 B1 B2 C1 C2

Richmond Practice Tests for Cambridge English Advanced has been written by experienced examiners and offers comprehensive exam preparation and practice in print and online. It provides five complete practice tests for the Cambridge English Advanced exam (CAE). Interactive versions of the tests are also provided on the Richmond Learning Platform, along with two additional online practice tests.

Online Practice Tests Included

Components: For Students

Studentâ&#x20AC;&#x2122;s Book Richmond Learning Platform

Richmond Practice Tests IELTS Exams

Richmond Practice Tests for IELTS helps students prepare for the International English Language Testing System (IELTS). The tests have been written by experienced exam item writers and offer comprehensive support and practice in print and online.

With four complete practice tests for the Academic module and two Reading and Writing components for the General Training module, it is perfect for anyone who is preparing to take IELTS. Interactive versions of these tests, plus two further Academic tests are also provided on the Richmond Learning Platform, along with the audio material for all the tests.

Online Practice Tests Included

Components: Studentâ&#x20AC;&#x2122;s Book Richmond Learning Platform

Joy of Teaching R

For Students

Character R

Genre

Plot What is the storyline? Is it plausible and do events follow on from each other in a logical, believable sequence? Are your students surprised by the climax, or do they find it predictable? What about the conclusion? Can anyone think of a different or a better ending?

Who is the heroine or hero? Can readers identify with them? Why (or why not)? What are their qualities, strengths and weaknesses? How do they talk and voice their opinions? And what about the other characters: the villains, the heroâ&#x20AC;&#x2122;s What category or style of friends, innocent by-standers? reading material do your Which character(s) are most students enjoy? Fiction or non- believable? fiction? Common genres of fiction include crime, mystery, romantic, horror, science fiction, comics or graphic novels, historical fiction, adventure, humor, and short stories. Non-fiction genres include biographies, essays, journalism, and reference material.

Setting Where and when is the story set? How do we know? Does the writer describe the place and time in detail, so readers can imagine they are there? Which features or characteristics are most important in creating a setting?

Enjoy R

www.richmond.pe

Atmosphere R

Does the story have a theme or recurring idea? Is the writer trying to teach us something or make a statement? If so, does everyone reading the book reach the same explanation? Or do some have different interpretations? Can books have different levels of meaning?

Imagination R

Interpretation R

Apart from the setting, does the author describe anything else to create an atmosphere? What feelings does she or he arouse in the reader, and how? What kind of words does he or she use to affect the reader emotionally and/or psychologically?

The power of the imagination and the joy of reading go hand in hand: creating pictures in your head from words on a page! Giving your imagination free reign and being transported to far-off lands! Inventing new ideas and original self-expression! This is the true power of words…

“Many people lose the small joys in the hope for the big happiness.” - Pearl S. Buck (Author, 1938 Nobel Prize for Literature)

Richmond Primary Readers

Levels

Maria Bentley, Jane Cadwallader, Mo Choy, Julie Davies, Brendan Dunne, John Escott, John Foley, Susan House, Aurora Martorell, Robin Newton, Gaynor Ramsey, Colin Stobbart and Wendy Superfine

The Richmond Primary Readers series is an original collection of 18 beautifully illustrated graded readers over six levels. The language has been adapted for each level of primary education and the series is fully mapped to the Cambridge Young Learners’ suite. Each title includes an audio CD and a picture dictionary section and the series is accompanied by extra teachers’ resources, including worksheets and an animated DVD. Key Features:

Teacher Support:

Humorous stories that will appeal to each age group

A worksheet and accompanying teacher’s notes for each title are available on demand from info@ richmondelt.com

Perfect for self-study or the classroom DVD-ROM with one animated story from each level and three accompanying worksheets with teacher’s notes

www.richmond.pe

Somebody special is coming for tea.

Who is it, mum? Wait and see.

Readers

From WHO’S COMING FOR TEA?

Level 1 - Pre-Starters

Level 2 - Starters

Level 3 - Pre-intermediate

Callum the Caterpillar

The Magic Carpet

Who’s Coming for Tea?

Mole at the Seaside

Smellybear

Teamwork Ozzie and the Summer Sun

Level 4 - Movers

Level 5 - Movers

Level 6 - Flyers

The Christmas Mouse

Professor Wong and King Arthur

A Maori Story

Pedro’s Project

Aladdin and Other Stories

Footprints in the Forest

CC Goes to India

Mystery Island

Rubbish Rivals

When the Sea came in

The Rockpool

DVD Set (ALL LEVELS)

Joy of Teaching

Popcorn Readers

Free Audio CD

Popcorn Readers is a series of low-level, graded readers based on popular films, TV series, and classic children’s literature. The Popcorn Readers make reading fun by bringing instantly recognizable films and TV series into the classroom. Students will be motivated to read and most importantly to keep on reading! Illustrated throughout with full-color graphics, the readers are designed to appeal to the new media-conscious generation of young language learners. Images on every page bring each story to life and are a valuable comprehension tool.

Media Readers Media Readers is a series of contemporary RICHMOND READERS

LEVEL 2

StartEr LEVEL

LEVEL 1

Beginners: Pre-A1

Elementary: A1

(300 headwords)

(600 headwords)

LEVEL 2

LEVEL 3

Pre-intermediate – Intermediate: A2 (1000 headwords)

AND

RESO

ROMEO AND JULIET

Richmond Readers are a series of contemporary, teenage-focused titles, simplified for students of English. Each title is especially chosen to motivate and engage teenage classes, and the magazine-style Fact File explores the themes raised in each story, as well as providing contextual background.

With a Fact File on William Shakespeare.

This is the story of Romeo and Juliet: Shakespeare’s most famous lovers.

AUDIO ITH W

RICHMOND READERS

‘The man I love is the son of the man I hate.’

Verona, Italy. 1526. When Romeo Montague meets Juliet Capulet at a party, they fall in love at once. But their families have been enemies for years. Can their love stop the fighting? Or is a happy ending impossible?

film and TV adaptations, original teenage fiction, biographies and classic literature. Specifically targeted at teenagers learning English, all five levels follow a carefully graded syllabus, from beginner to advanced level. Intermediate: B1 (1500 headwords)

LEVEL 4 Upper-intermediate: B2 (2000 headwords)

www.richmond.pe

Matching Readers SERIES /LEVEL

PRIMARY

Abracadabra 2-3, Fun Way 2nd 2-3 Beep 1-2

Popcorn ELT Reader Starter Level

Abracadabra 3, Fun Way 2nd 3 Beep 2-3, Cool Kids 1-2

Popcorn ELT Reader Starter Level Popcorn ELT Reader Level 1

Abracadabra 4-5, Fun Way 2nd 4-5 Beep 3-4, Cool Kids 2-3 Skyrocket 1, Young Achievers 1 Thumbs Up 2nd 1

Popcorn ELT Reader Level 1 Primary Readers Level 1

Abracadabra 5-6, Fun Way 5-6 Beep 4-5, Cool Kids 3-4 Skyrocket 2, Young Achievers 2 Thumbs Up 2nd 2

Primary Readers Level 2 Popcorn ELT Reader Level 2

Beep 5-6, Cool Kids 4-5 Skyrocket 3, Young Achievers 3 Thumbs Up 2nd 3

Primary Readers Level 3 Popcorn ELT Reader Level 3

Cool Kids 5-6, Young Achievers 4, Thumbs Up 2nd 4 Cool Kids 6, Young Achievers 5, Thumbs Up 2nd 5 Skyrocket 6, Young Achievers 6 Thumbs Up 2nd 6 Must 1-2, Stopwatch 1A-1B, English In Motion 1, Achievers A1+ Must 3-4, Stopwatch 2A-2B, English In Motion 2, Achievers A2, Fast Track 1

SECONDARY

READER

Primary Readers Level 4 Primary Readers Level 5 Primary Readers Level 6

Media Readers Starter Level

Media Readers Level 1

Must 5, Stopwatch 3A-3B, English In Motion 3, Achievers B1, Fast Track 2

Media Readers Level 2

English In Motion 4, Target B1+, Target PET, Achievers B1+, Fast Track 3

Media Readers Level 3

English ID Starter Am. Big Picture Starter, Personal Best Starter

Media Readers Starter Level

English ID 1, Am. Big Picture 1, Personal Best Starter A1

Media Readers Level 1

English ID 2, Am. Big Picture 2 @ work A2, Personal Best Starter A2

Media Readers Level 2

English ID 3, Am. Big Picture 3 @ work B1-B1+, Personal Best Starter 1+B1

Media Readers Level 3

Am. Big Picture 4 @ work B2, Target Cambridge English First, Identities 1, Achievers B2, Fast Track 4, Personal Best Starter+B2

Media Readers Level 4

YOUNG ADULTS

Joy of Teaching

Readers

LEVEL

Early Childhood

This series introduces new mathematical concepts to preschool children using the Concrete Pictorial Abstract (C + P + A) approach. Using several lessons to unfold each unit, children are guided through systematic variation that reinforces the mathematical concepts introduced and learnt, helping them acquire a strong Mathematics fundation.

Trace the balls. Then trace the 8’s and write more 8’s in the boxes.

Teacher´s guide

93 ninety-three

PM 14/04/14 5:28

K_TBA_Unit 4_PFP.indd

92 ninety-two

K_TBA_Unit 4_PFP.indd 93 14/04/14 5:29 PM

95 ninety-five

14/04/14 5:29 PM

Textbook and Activity Book

K_TBA_Unit 4_PFP.indd 94

www.richmond.pe

Original

eth

Drawing from extensive research and feedback, this world-class program is widely adopted and highly popular amongst teachers and pupils. To hone pupils´problem-solving and critical thinking skills, concepts are arranged and unfolded systematically using a structured approach that progresses with pupil´s cognitive levels. Abundant resources are provided to support the differentiated pathways and facilitate effective assessments for users of different needs.

This series builds upon student´s understanding of mathematical concepts gained in earlier grades to ensure a smooth progression in their learning journey, Aligned to Common Core State Standards for U.S. classrooms, this series has been designed to strengthen students´ understanding of complex mathematical concepts and enhance their problem-solving and critical thinking skills.

Joy of Teaching

Secondary Readers

Primary

Prove your English. Achieve your goals.

Own your future pre

A1 A1 A2

CEFR Levels

American English Language Exams for ages 6 to 12

A1 A2 B1

CEFR Levels

A secure, multilevel test of American English.

A2 B1 B2 C1

CEFR Levels

A multilevel test of American English.

TOEFL® solution for Richmond

For Schools

For Teachers

• Tools for monitoring performance

• Ongoing professional development

• Ongoing pedagogical guidance

• Int for teachers

• School becomes authorized TOEFL® test center

• Continuous implementation and support services

For Students • with the TOEFL® Junior and TOEFL® Primary tests •

ective English language learning

• Interactive learning and test preparation

For more information, ask your sales consultant

2160 Primavera Avenue Santiago de Surco, Lima Phone: (511) 313 4000 richmondperu@richmondelt.com www.richmond.pe

DOWNLOAD EnglishLanguageTeaching

CATALOG 2020