MM Ukrainian Catalogue 2017 by Linguist

 grammar  skills development

English Language Teaching

 coursebooks

 examinations  video courses & online material  readers

www.mmpublications.com

catalogue 2o17 for Ukraine

 e-learning

for UKRAINE

129 colney Hatch lane Muswell Hill london N10 1HD united Kingdom ISBN:978-618-05-1367-7

ELT CATALOGUE 2o17

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Books recommended by the Ministry of Education and Science of Ukraine

129 Colney Hatch Lane, Muswell Hill, London N10 1HD, United Kingdom info@mmpublications.com | www.mmpublications.com

OFFICES

China

Greece (Marketing Department) Deligiorgi 58, Alimos, 17456, Athens, Greece Tel: +30 210 9953680 Fax: +30 210 9938393 sales@mmpublications.com

Turkey

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Cyprus

Korea

USA

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France sales-france@mmpublications.com

to the

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Poland 05-500 Piaseczno Armii Krajowej 2 lok. 205 Tel: +48 22 206 98 29 sales-poland@mmpublications.com

Linguist LTD Official Representative of MM Publications in Ukraine Skovorody str. 6, office 44 Kyiv, 04070, Ukraine Tel. +38-044-599-32-28 www. linguist.ua

| info@linguist.ua | https://www.facebook.com/Linguist.Ukraine/

Рекомендації щодо використання навчальних посібників видавництва MM Publica�ons у навчальних закладах України* The name of the course

Forms

CEFR level

Hours per week

Hours per level

Smart Junior 2-5

1-4

A1+

3-5

100 - 140

Zoom in Special (Starter – 4)

1-4

1-3

60 -80

Full Blast 1-4

5-8

A1 - B1

3-5

90 -120

To the Top (split Edi�on) 1A – 4A

5 - 11

A1 - B1

1-3

60 -80

The English Hub 1A-3B

6 - 11

A1 - B1

2-3

70 - 80

New Des�na�ons B1 – B2

9 - 11

B1 - B2

3-5

90 -160

* Зазначені в таблиці курси мають грифи Міністерства освіти і науки України для використання в навчальних закладах

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MM Publications Special Programme The company Linguist, the official representative of MM Publications in Ukraine, is offering a special programme for school textbooks, coordinated and approved by the Ministry of Education and Science of Ukraine. Advantages of the programme:

• Brand new, full colour courses; • Culture Time for Ukraine sections inside;

• Special discount prices; • Special offers for teachers (free sets and posters);

Scheme of the textbooks usage at Ukrainian educational institutions School

Form

Specialist School

Smart Junior (2-5)

Non-specialist School

Zoom in special (Starter-4)

Full Blast (1-4)

New Destinations (B1, B1+, B2)

To the Top split edition (1A, 1B, 2A, 2B, 3A, 3B, 4A)

* All titles authorized by the Ministry of Education and Science of Ukraine

MM Publications is happy to hold contests for Ukrainian teachers and students. In 2015/2016 we held the contest “My motherland: the place where I live / the place I love the most” for primary, secondary and high schoolchildren and contest “Ukrainian Culture Time” for teachers. We were happy to receive more than 5500 works from adult and young participants. The winners not only received presents from MM Publications, but also five lucky teachers had a professional development course in Athens, Greece. To find more information about our seminars, webinars, current projects and contests –go to mmpublications.com.ua.

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English Language Teaching in Ukraine 3 3 3 3 3 3 3 3 3 3

Up-to-date materials for Ukrainian Educational Institutions Professional consultations and methodological support Exclusive offers and conditions of cooperation Special programmes, promotions and school competitions Cooperation with the Ministry of Education and Science of Ukraine Participation in events organised by Ukrainian school associations A lot of conferences, seminars and workshops for teachers On-time delivery in Kyiv and other regions Helpful information and resources at www.linguist.ua Opportunity to communicate via social media: https://www.facebook.com/Linguist.Ukraine http://vk.com/linguistua https://twitter.com/LinguistUA

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Examination books for Ukrainian state exams

Go for

Ukrainian State Exam These three books consist of seven or eight tests for the new Ukrainian State Examination. The practice tests have been designed in accordance with the specifications set by the Ministry of Education concerning the examination level and format.

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Detailed introduction in Ukrainian

Guidance and exam tips

Comprehensive appendices

Word lists with Ukrainian equivalents

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pre-primary & primary courses

p. 22

p. 10

Leading to A1

Leading to A1-A1

secondary and adult courses

p. 35

A1 - B1

p. 36

A1 - C1/C1+

Everything you need to know about us!

www.mmpublications.com

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NEW

grammar

Readers Primary Readers p. 72

p. 50

A1 - A2

examinations

p. 61

p. 62

B2+ - C1+

Top Readers p. 74

Computing - ICT Primary schools

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Secondary schools

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contents

pre-primary & primary courses NEW

Hi Kids! (British Edition) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (leading to A1) . . . . . . . . . . . . . . . . . . . . . 10 New Yippee! (British Edition) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (leading to A1) . . . . . . . . . . . . . . . . . . . . . 14 Funny Phonics (British Edition) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (leading to A1) . . . . . . . . . . . . . . . . . . . . . 16

NEW NEW NEW

Smart Junior (British Edition) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (leading to A1 - A1) . . . . . . . . . . . . . . . . . 18 Zoom in (British Edition) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (leading to A1 - A1) . . . . . . . . . . . . . . . . . 20 Young Stars (British Edition) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (leading to A1 - A1) . . . . . . . . . . . . . . . . . 22

secondary & adult courses NEW NEW

Full Blast (British Edition) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (A1 - B2) . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 To the Top (British Edition) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (A1 - A2) . . . . . . . . . . . . . . . . . . . . . . . . . . . 32 Get To the Top (British Edition) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (A1 - B1) . . . . . . . . . . . . . . . . . . . . . . . . . . . 34

NEW NEW

The English Hub (British Edition) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (A1 - B1) . . . . . . . . . . . . . . . . . . . . . . . . . . . 35 Pioneer (British Edition) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (A1 - C1/C1+) . . . . . . . . . . . . . . . . . . . . . . . 36 Traveller (British Edition) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (A1 - C1) . . . . . . . . . . . . . . . . . . . . . . . . . . . 38

NEW

New Destinations (British Edition) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (A1 - B2) . . . . . . . . . . . . . . . . . . . . . . . . . . . 40

grammar

Smart grammar and vocabulary (Primary) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (leading to A1 - A2.1) . . . . . . . . . . . . . . . 44 Junior English Grammar (Primary) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (leading to A1 - A1.1) . . . . . . . . . . . . . . . 45 Live English Grammar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (A1 - B1/B1+) . . . . . . . . . . . . . . . . . . . . . . . 46 Top Grammar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (A1 - B1) . . . . . . . . . . . . . . . . . . . . . . . . . . . 47 Full Blast Grammar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (A1 - B1) . . . . . . . . . . . . . . . . . . . . . . . . . . . 48 Traveller Grammar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (leading to A1 - A2) . . . . . . . . . . . . . . . . 49

NEW

Pioneer Grammar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (A1 - A2) . . . . . . . . . . . . . . . . . . . . . . . . . . . 50 Grammar & Vocabulary Practice Intermediate / Upper-Intermediate . . . . . . . . . (B1 - B1+/B2) . . . . . . . . . . . . . . . . . . . . . . . . 51

skills development

New Plus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (A1 - C2) . . . . . . . . . . . . . . . . . . . . . . . . . . . 54 Double Plus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (B1+ - B2) . . . . . . . . . . . . . . . . . . . . . . . . . . 55

examinations NEW

Go for Ukrainian State Exams . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (A2-B2) . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58 Go Starters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (leading to A1) . . . . . . . . . . . . . . . . . . . . . 61 Go Movers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (A1) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61 Go Flyers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (A2) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61

NEW NEW NEW

Go for Preliminary Practice Tests . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (B1) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61 Practice Tests for the Cambridge English: First (FCE) Examination . . . . . . . . . . . (B2) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62 IELTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (B2+ - C1+) . . . . . . . . . . . . . . . . . . . . . . . . . 62 Use of English B2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (B2) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63

video courses & online material

What’s on? (Primary) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (leading to A1) . . . . . . . . . . . . . . . . . . . . . 66 Network - a video-based course (Secondary & Adult) . . . . . . . . . . . . . . . . . . . . . . . . (A1 - B1) . . . . . . . . . . . . . . . . . . . . . . . . . . . 66 MM online placement test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (testing A1 - C1) . . . . . . . . . . . . . . . . . . . . 67

readers

Little Books . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70

NEW NEW

Primary Readers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72 Top Readers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74

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Classic stories . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77 Original stories . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77

Story time for special editions - Ukraine

mm website - ELT Platform

International business cooperations

ISBN list

contents

Graded Readers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77

key to icons Student’s Book

Test Booklet

Workbook / Activity Book / Fun-Book

Videos

Student’s Book including Workbook

Video Activity Book

Student’s Audio CD/ CD-ROM / DVD-ROM / E-book

Student’s Pack / Teacher’s Resource Pack

Workbook Teacher’s Edition / Workbook Key Booklet

Self-study Pack

Teacher’s Book / Resource Book / Notes

Pioneer Online Pack

Class CDs / Class CDs Tests / CD/CD-ROM

Readers

Teacher’s Resource CD/CD-ROM / CD-ROM / Test CD-ROM / Tests, Guide / DVD Guide

Multilingual Glossary

Interactive Whiteboard Material

Flashcards

Alphabet Book

Posters

Alphabet Book CD / Audio CD/CD-ROM

Puppet

Grammar

Online Multimedia Resources for Students

British Edition

ELT Platform

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pre-primary & primary courses 8

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{ Carefully designed by expert teachers in early language learning, our pre-primary courses offer teachers the right material to introduce learners to the fascinating journey of language learning. With beautiful illustrations, stimulating stories and systematic revision of linguistic items, learners take their first steps into the world of English language learning with confidence and pleasure.

{ Our primary courses have been crafted with tried-and-tested syllabi that set strong foundations for secondary English courses. Designed with a proven pedagogy that appeals to every learning style and developed with captivating and beautifully-illustrated content, our courses make learning fun and teaching a delight.

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pre-primary & primary courses

NEW

Hi Kids!

3 LEVELS

Beginner

British edition

CEFR: Leading

Designed for very young learners, the Hi Kids! course, which consists of three books, is sure to thrill and delight children. Its aim is to make learning and teaching English as fun and as easy as possible. Students acquire the English language naturally the same way that native speakers do - by listening and speaking first, before they learn to read and write.

to A1

course features • • •

• • • • •

Units which include songs, animated stories, games, listening activities as well as a wide range of hands-on activities Alphabet / phonics section Revision units to recycle and consolidate through various activities which promote students’ autonomous learning

Activities promoting critical thinking skills Cross-curricular topics Self-assessment section Interactive games A digital vocabulary list

components Student’s Book

Workbook

Student’s audio CD/CD-ROM

Alphabet Book (1 & 2), 3

Alphabet Book audio CD/CD-ROM (1&2), 3

Teacher’s Book

Class CDs

Interactive Whiteboard Material

Flashcards

Posters

Puppet

Readers p. 70

* Teacher’s Resource Pack:

* Teacher’s Resource Pack

• • •

Alphabet Book (1&2), 3 Alphabet Book audio CD/CD-ROM Teacher’s Book

• • • •

Class CDs Flashcards Posters Puppet

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Unit 13 - Lesson 3

Unit 12 - Lesson 2

c b

1       



1      



pre-primary & primary courses

sample pages from Hi Kids! 1, Student’s Book

humorous episodes with attractive illustrations

clear photos introducing new vocabulary a story revising vocabulary and structures of previous units

STORY 3 (Unit 8 – Unit 11)

Be my friend

h VALUE

1 









7 

Friends can be different.

11 11

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pre-primary & primary courses

Unit 3 2 - Lesson 4

Welcome to school

b 1 







 7 



picture stories with attractive illustrations

VALUE

Share your things with your friends.

the moral of the story

sample pages from Hi Kids! 1, Workbook fun activities practising language items in an enjoyable way

2. My classroom 1

an activity practising the letter of the alphabet

Unit 2 - Lesson 5

Lesson 1

a a

1 

a tracing activity

  

   

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introducing letters and their sounds

draw lines activity

1. Draw lines from left to right.

tracing activity

1. Listen and say the letter, the sound and the words. Then sing. 2. Trace. Then write.

Cc Cc

CC 1

cc c

3. Trace and match to the correct picture.

tracing and matching activity

4. Look and write.

b _ ike

a _ pple

c _ ake

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writing activity

pre-primary & primary courses

sample pages from Hi Kids!, Alphabet Book 1&2

sample pages from Hi Kids! 1, Teacher’s Book UNIT 2 My classroom

Unit 3 2 - Lesson 4

LESSON 4

Unit 2 - Lesson 4

Unit 3 2 - Lesson 4

Welcome to school



aim and active vocabulary introduced in each lesson

Aim

reduced pages from the Student’s Book and the Workbook facilitating the teacher

To consolidate vocabulary and structures taught in this unit.



Revise [AmE Review] the previous lessons. Play a game. • Show Ss the flashcards of the words that they have learnt [AmE learned] in this unit (book, pencil, bag and chair) and get them to name them. • Alternatively, point to actual classroom objects and elicit Ss’ response. Whispers • Tell Ss that they are going to play a game. • Stick the flashcards of the vocabulary Ss have learnt [AmE learned] in this unit (book, pencil, bag and chair) on the board. • Divide Ss into two teams. The teams stand in two lines with their backs turned to you and the board, except for the first player in each team, who should be facing you and the board. • Point to a flashcard. The two players facing you look at the flashcard and whisper the word down the line. The last player in each team has to find the flashcard that depicts the word, point to it and say it. If he/she is correct, then the team gets a point. • Then the last player goes to the front of the line. • The team with the most points wins.





clearly staged stepby-step guidelines for each activity

Talk about the pictures. • Tell Ss to open their books to pp.20-21. • Draw Ss’ attention to the pictures and ask them, in L1, what they can see. (In the first picture, we can see two girls and a teacher in a classroom. The girls are introducing themselves to each other. In the second picture, they sit down and look at their desks. One is green and the other is blue. In the third picture, one of the girls has drawn a pencil and a book using red and blue coloured [AmE colored] markers. The other girl has drawn a bag, but she looks worried because she hasn’t got [AmE doesn’t have] a blue coloured [AmE colored] marker to finish colouring [AmE coloring] the bag. In the fourth picture, one of the girls is giving the other her blue coloured [AmE colored] marker. They look happy.)



Listen, point and repeat. • Draw Ss’ attention to the story. • Play the CD and have Ss listen to the story. • Get Ss to point to the characters and the items while you play the CD for the second time. • Play the CD again, pausing after each sentence for Ss to repeat. rack

Welcome to school

Liz Hello, I’m Liz. Tonia Hello, Liz. I’m Tonia. Liz Look, Tonia!  Liz It’s blue. Tonia It’s green. 

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b 1 









 7 



VALUE

Help your classmates. Hi kids_KG1_Mod2_2015_WB.indd 21

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Hi kids_KG1_Mod2_2015_SB.indd 21

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Liz Look, Tonia! A pencil and a book. Tonia Wow! Look, Liz! A bag. It’s red, green, yellow and bl... Oh, no!  Liz Here, Tonia. Blue. Tonia Thank you, Liz. P O S T- S T O R Y A C T I V I T Y (c r i t i c a l t h i n k i n g s k i l l s)

• Ask Ss who they are sitting next to in the class. • Ask Ss, Have you ever forgotten any of your school items at home, e.g. your book, pencil, etc? How did you feel? What did you do? Have you ever borrowed something or given any of your things away? • Discuss with Ss how important it is to help our classmates.

 Role play.

• Divide Ss into groups of three and assign a role to each (the teacher, Liz and Tonia). • Have Ss act out the scene. • Have groups of Ss change roles so that everyone has a chance to act out all parts. • You can play the CD while Ss are acting, for guidance.

 Discuss the value. (c r i t i c a l t h i n k i n g s k i l l s)

• Read the value out loud and explain it in L1. • Discuss the value with Ss in L1. • Ask Ss, in L1, if they believe that it is important to help their classmates and why. • Discuss with Ss instances when they have helped their classmates.

Post-story activity practising Ss’ critical thinking skills



Do the activity on p.21. • Tell Ss to open their Workbooks to p.21. • Instruct Ss to cut out the frames of the story and rearrange them in the correct order. • When Ss have finished, go round [AmE around] the class and make sure Ss have put the story in the correct order.

 Play a game. 

Walk and touch • Tell Ss that they are going to play a game. • Stick the flashcards of Unit 2 around the walls of the classroom. • Explain that you are going to play the song Book and pencil (Track 20) and Ss can walk round [AmE around] the classroom. • At some point, stop the music and call out ‘It’s a pencil’. • Ss must walk to the pencil flashcard, touch it and say ‘It’s a pencil’. • Repeat the procedure several times with all flashcards.

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extra activity to be done in the lesson

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pre-primary & primary courses

New Yippee!

3 LEVELS

Beginner

British edition

CEFR: Leading to A1

Designed for very young learners, the New Yippee! course, which consists of the Red Book, the Green Book and the Blue Book, is sure to thrill and delight children. It is based on the Multiple Intelligences Theory and its aim is to help children learn English the same way that native speakers do - by listening and speaking first, before they learn to read and write.

course features • • • •

8 topic-based units which include songs, stories, listening activities, picture dictionary, stickers, as well as a wide range of hands-on activities 4 revision units to recycle and consolidate through songs and games Cross-curricular activities Extra activities

components Student’s Book

* Fun Book & Student’s Interactive audio CD/CD-ROM

Teacher’s Book

Flashcards

Class CDs

Interactive Whiteboard Material

Readers p. 70

Posters

Puppet

In the Red Book, the Fun Book is included in the Student’s Book.

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humorous episodes

Lesson 1

2. A rainbow Lesson 1

1. Introduce new items. 2. Listen and repeat the words. Stick the stickers. 3. Talk about the picture. 4. Listen and repeat the dialogue. 5. Act out the dialogue. 6. Colour in the spaces, the appropriate colour. 7. Play a game.

stickers

lively illustrations introducing new vocabulary

sample pages from New Yippee! Green, Student’s Book attractive illustrations

pre-primary & primary courses

sample pages from New Yippee! Red, Student’s Book (which includes the Fun Book)

lively illustrations introducing new vocabulary

4. My family

Lesson 1

1. Introduce new items. 2. Draw family members. 3. Listen and repeat the words. Stick the stickers. 4. Talk about the picture. 5. Listen and repeat the dialogue. 6. Act out the dialogue. 7. Play a game. 8. Make a family poster. 9. Do the Fun Book (p.27). 22

stickers

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pre-primary & primary courses

Funny Phonics British edition

5 LEVELS

Beginner CEFR: Leading to A1

Funny Phonics familiarises young learners with the sounds of the English language. It enables them to link the sounds to alphabetical symbols and then blend them to form words. In this way, children are helped to develop not only reading, writing and spelling skills but also listening and speaking skills at the same time.

course features • • • • • • •

Funny stories Chants and songs Colour-in activities Projects Student’s flashcards Revision section Board games

components Student’s Book

Activity Book

Teacher’s Book

Student’s audio CD/CD-ROM

Class CD/CD-ROMs

Interactive Whiteboard Material

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pre-primary & primary courses

sample pages from Funny Phonics 1, Student’s Book eye-catching full-colour illustrations introducing new vocabulary and simple phrases

warm-up activities

Unit 2 

1    

 



Look a bird!

 

Shh my baby. baby

balloon

bird 

 “b” 



 

b, b, b for baby

FF_U2_.indd 8-9

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vocabulary presented with clear illustrations

song

activities for practice and consolidation

Unit 2

 

baby



B B b b B

b b b B b

balloon 1

 “Bb”

bird A baby with a balloon. 

7  

FF_U2_.indd 10-11

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pre-primary & primary courses

NEW

Smart Junior

6 LEVELS

Beginner to Elementary

British edition

CEFR: Leading to

Smart Junior is a primary course that follows the modular approach and the requirements of the Common European Framework of Reference.

A1 - A1

course features • • • • • •

Well-balanced modules Units with songs, stories, factual texts A variety of activities (listening, speaking, games, short writing activities with grammar practice and hands-on activities) Revision units Comic-strip stories

• • • • • •

Smart time (fun activities) Board games A play Portfolio (with projects) Phonics Activities A digital vocabulary list

Smart world (with cross-cultural, cross-curricular information)

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pre-primary & primary courses

components Student’s Book

Workbook with Student’s audio CD/CD-ROM

Alphabet Book

Alphabet Book CD

Teacher’s Book

Grammar p. 44

Videos p. 64

Flashcards

Posters

Readers p. 70-79

Class CDs

Interactive Whiteboard Material

* Teacher’s Resource CD/CD-ROM:

• • • • •

* Teacher’s Resource CD/CD-ROM

Tests Self-evaluation Celebrations Phonics Projects

sample pages from Smart Junior 3, Student’s Book vocabulary presented with clear illustrations

1a 1

listening exercise practising vocabulary and pronunciation

activity based on the presentation

Hello Hello

Goodbye

Look and listen. Hello. What’s your name?

Hello. I’m John.

Hi, John.

Read activity 1 and match.

John

Lisa

Listen, point and repeat.

Hi. I’m Lisa.

5 What’s your name?

I’m Mary.

Mary

Make and play. Turn to page 107, cut out and play. Hello. What’s your name? Goodbye.

Hi. I’m John.

Goodbye. Goodbye.

Listen and repeat. 5

4 Smart club A_U1.indd 4-5

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story including lively dialogues craft and fun activities practising the new language in an enjoyable way

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pre-primary & primary courses

NEW

Zoom in Special British edition

5 LEVELS Starter

CEFR: Leading

Zoom in is an exciting five-level primary English course especially designed for children who are complete beginners. It is the split edition of Zoom and it consists of five books.

to A1

course features •

Stimulating material including stories, songs, games, factual texts and cross-curricular activities

•

Three four-page revision units

• •

Grammar and pronunciation review every four units Special sections on cross-cultural information leading to projects

components

Student’s Book including Workbook & Alphabet Book

Student’s audio CD/CD-ROM

Teacher’s Book including tests

Class CD

Readers p. 70-79

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1 3. Read and complete with the school subjects.

School subjects and days of the week

Monday

Tuesday

Wednesday

Thursday

Friday

Anton Maryna

4. Play. 1. Look, point and say.

art

I have maths on Monday and Wednesday. I like maths.

maths

English

music

P.E.

2. Look and match.

Hello! My name’s Anton and I’m from Kyiv in Ukraine. I’m 8 years old. My favourite subject is maths. I have maths on Monday and Thursday. I like art, too. I have art on Tuesday and Friday. On Wednesday, I have music. I can play the guitar very well!

Yana Klochkova

Hi! My name’s Maryna and I’m from Donetsk in Ukraine. I’m 9 years old. My favourite subject is English. I have English on Tuesday and Thursday. I like art, too. I have art on Monday. On Wednesday and Friday, I have P.E. I can run very fast!

1. Look, point and say.

swimmer

athlete

gold medal

122

silver medal 123

pre-primary & primary courses

sample pages from Zoom In Special 2, Student’s Book, Culture Time

sample pages from Zoom In Special 3, Student’s Book Zoom magazine 1.qxd

3/1/2017

12:04 ��

Page 14

Welcome to our magazine! Fo me to an exciting llow world.

5 ANIMAL QUIZ 1. This animal can swim. It’s got stripes. a. crocodile b. cow c. tiger 2. This bird has got very long legs. a. canary b. parrot c. flamingo

4. This animal can jump high. a. horse b. elephant c. giraffe

Lucy

Laura

Molly

Ma ry

Peter

Su san

Alan

Pam

ANIMAL facts!

Be tty

Ted

Diana

Look at the mirrors.Can you tell what the numbers are?

nd y a Pa

nthia Cy

5. This animal has got five arms. a. dolphin b. starfish c. octopus

Who is she? She has three children. Amy is her grandmother. Claire is her cousin. Susan is her aunt.

Answers: 1c, 2c, 3b, 4a, 5b

3. This animal has got long ears. a. hamster b. rabbit c. monkey

Can you name these objects?u Where can yo find them?

Barry

David

Claire

Fay

Kate

Camels can drink 113 litres of water in half an hour! Thirsty, huh? Aldabra giant tortoises can live for 50 years! Some fish haven’t got eyes!

4 Can you say this?

Four fat farmers and five flying frogs.

Send us a letter, too!

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pre-primary & primary courses

NEW

Young Stars British edition This six-level Primary course allows learners to acquire the English language naturally. It gives them the chance to learn vocabulary in context, practise necessary skills, comprehend, explore curriculum topics but most importantly learn! Give your students that extra boost to become…Young Stars!

course features •

Well-balanced modules with songs, stories and factual texts that encourage skills development

• • • •

Comic-strip stories with animations Adaptation of well-known tales with animations Cross-curricular learning and cross-cultural topics A variety of activities (listening, speaking, short writing activities with grammar practice, hands-on activities and projects)

• • • • • • •

6 LEVELS

Beginner to Elementary CEFR: Leading to A1 - A1

Revision units Star skills sections Self-evaluation sections Interactive and board games Phonics Videos A digital vocabulary list

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pre-primary & primary courses

components Student’s Book

Workbook with Student’s audio CD/CD-ROM

Teacher’s Book

Alphabet Book

Alphabet Book CD/CD-Rom

Class CDs

Flashcards

* Teacher’s Resource CD/CD-ROM:

Interactive Whiteboard Material

Posters

Readers p. 70-79

* Teacher’s Resource CD/CD-ROM

• •

Tests

• • •

Self-evaluation sheets

World Watch Video worksheets and Teacher’s guide Special Days Flashcards

sample pages from Young Stars 3, Student’s Book vocabulary presented with clear illustrations

activity based on the presentation

grammar

Young Stars

Module 1 | Young Stars

1 Is it a desk? tablet

rubber

desk

chair

pencil case

Yes, it is. No, it isn’t.

notebook

2 Look and listen. 3 Look and circle.

Yes, it is. Ha, ha!

1. Is it a rubber? Yes

4 Look and write. Yes, it is. No, it isn,t. 1. Is it a desk?

Yes, it is.

2. Is it a notebook? Yes

2. Is it a notebook?

3. Is it a chair? Yes

What’s this? Is it a rubber?

Nice!

1 What’s that?

3. Is it a computer?

Hello, kids! My name is Tab.

Is it a computer?

4. Is it a tablet?

Yes

4. Is it a chair?

Wow!

5 Play a game. Is it a tablet? No, it isn’t. Is it a notebook? Yes, it is.

Hello, Tab! No, it isn’t. It’s a tablet. My tablet! Look!

story including lively dialogues

fun activities practising the new language in an enjoyable way

activity practising structures

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pre-primary & primary courses

game-like activities focusing on communication in real-life situations

cross-curricular information

Let’s play

Module 5 |

Home Science

Cross-curricular

1 1 banana

eleven twelve thirteen

11 12 13

lemon

fourteen fifteen sixteen seventeen

orange

14 15 16 17

carrot

tomato

bread

potato

cheese

meat

drinks

crisps

2 Listen and read.

eighteen 18 nineteen 19 twenty 20

tomato

The healthy plate

tomatoes

Do you like fruit and vegetables? Or do you like cakes and chocolate? What’s good for you? What’s bad for you?

2 Act out the dialogue. Hello. Hi!

Fruit and vegetables

Bread, rice, cereal, potatoes, spaghetti

Carrots, please. How many? Ten, please. One, two... ten. Here you are.

Thank you. Oh, and lemons, please.

How many lemons? Fourteen. One, two... fourteen. Here you are. Thank you. Anything else? No, thank you. Milk, cheese

Meat, ﬁsh, eggs, beans

Crisps, cakes, drinks, chocolate

3 Listen and repeat. 3 Now draw your plate.

Nine big spiders in the kitchen. 12

pronunciation activity

sample pages from Young Stars 3, Workbook Our world 1 Look and write.

Module 5 | Our world

cereal

vegetables

fruit

3 Listen and circle.

2 Look and circle. I like cereal for breakfast lunch / breakfast. 1

4 Look and write. Then say.

vegetables

chocolate

fruit

chips

fish

good for you I like fish and salad for dinner / lunch.

I like soup with vegetables for dinner / breakfast.

bad for you

vegetables

Do you like vegetables?

Yes, I do. They're good for you. 50

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pre-primary & primary courses

sample pages from Young Stars 3, Teacher’s Book list of objectives, vocabulary and structures introduced in each lesson

Our world

Note •

Bring magazine pages with photos of food/drinks, big pieces of white cardboard (one for every 3-4 Ss), scissors (enough for each group of Ss) and glue sticks (enough for each group of Ss) to the next lesson.

•

Language focus Objectives

• • •

•

to identify food to talk about what someone has for breakfast/lunch/dinner to tell between healthy and unhealthy food

Vocabulary Meals: breakfast, lunch, dinner Food: soup, fish, cereal, fruit, vegetables

•

Structures I like (fish). It's good for you. I don't like (chips). They're bad for you.

•

Materials • •

materials needed for each lesson

• • • • •

•

flashcards for breakfast, lunch, dinner, soup, fish, cereal, fruit, vegetables flashcards from the previous lesson: spaghetti, salad, chips, orange juice, chocolate, milk, hungry, thirsty magazine pages with photos of food/drinks big pieces of white cardboard (one for every 3-4 Ss) scissors (enough for each group of Ss) glue sticks (enough for each group of Ss) ‘mystery’ bag

• • •

Revision • • •

Stick the flashcards for spaghetti, salad, chips, orange juice, chocolate, milk, hungry and thirsty on the board. Point to a flashcard, e.g. milk. Choose a S to name the food/drink and then say if he/she likes it or not, e.g. I don’t like milk. Repeat the same procedure with the rest of the flashcards.

Lesson plan

•

Warm up

• • •

clearly staged step-by-step guidelines for each activity

1 Vocabulary

• • •

• •

Track 8

Have Ss open their books to pages 56-57. Point out the words in the vocabulary section. Play the CD a few times and have Ss point to the corresponding pictures and repeat. Say the words again in random order and have Ss point and repeat.

Activity 2

•

Put the flashcards for the lesson (breakfast, lunch, dinner, soup, fish, cereal, fruit, vegetables) in the ‘mystery’ bag. Make sure you put the flashcards in the order the new vocabulary appears in the SB. Play the CD (Track 8) and slowly take out the flashcards as each word is heard. Hold up each flashcard, say the word and ask Ss to repeat.

•

Track 9

•

Direct Ss’ attention to the photos and ask them to tell you what they see. (Photos of three children, each of whom comes from a different country. Next to their photos, there are pictures of food that they like to have for breakfast.)

Draw Ss’ attention to the three photos and ask them to name as many food items as they know or remember from the vocabulary presentation. Ask Ss if they recognise the flags. Then ask, Where is the first girl from? (She’s from Japan.) Where is the boy from? (He’s from Australia.) Where is the second girl from? (She’s from the Philippines.) Ask Ss to tell you what they think the Japanese girl eats for breakfast. (She likes to have fish or soup with vegetables.) Ask Ss to tell you what they think the other two teenagers like to have for breakfast. (The boy likes to have cereal and the girl likes to have fruit.) Ask Ss to point to the appropriate photo as you play the CD. Play the CD again and encourage Ss to shadow read (read along with the CD). Play the CD again and pause after each sentence for Ss to repeat. Ask Ss some questions (using L1 when necessary) about the text. Ss can use L1, when necessary, for their answers. What’s the Japanese girl’s name? (It’s Hibiki.) What’s the boy’s name? (It’s Ron.) Does Ron like cereal for breakfast? (Yes, he does.) Is chocolate cereal good for you? (No, it isn’t. It’s bad for you.) Does Karen like fruit for dinner? (No, she doesn’t. She likes fruit for breakfast.) Is fruit good or bad for you? (It’s good for you.) Choose three Ss to read the texts aloud for the class. Have a few other Ss read the texts aloud. Stick the flashcards for salad and chocolate on the board. Point to the flashcard for salad and say, I like salad. It’s good for you. Then point to the flashcard for chocolate and say, I don’t like chocolate. It’s bad for you. Explain to Ss that we use It's good for you to refer to healthy food whereas we use It's bad for you to refer to unhealthy food. Direct Ss’ attention to the Look! box at the top of page 57. Read the sentences aloud and have Ss repeat.

key to Workbook activities

Our world

Module 5 | Our world

1 I like fish. It’s good for you.

breakfast

Activity 3

• •

• • •

Ask Ss to look at activity 2 again and read each text carefully. Direct Ss’ attention to activity 3 and ask them to identify the people in the three pictures (Hibiki, Ron and Karen) and name the food they see in the pictures on the right (fish, soup with vegetables, fruit, cereal). Explain to Ss that they have to match each person with what he/ she likes for breakfast. Go round the classroom and make sure Ss have matched the pictures correctly. Have Ss check their answers in pairs first, then as a class.

lunch

dinner

soup

fish

cereal

fruit

Workbook

I don’t like chips. They’re bad for you.

vegetables

Activity 1

2 Listen and read.

? Br ea kfas t an yo ne

1. vegetables 2. fruit 3. cereal

4 Listen and tick (4) what the

3 Read activity 2 again and match

people have for breakfast, lunch or dinner.

what they have for breakfast. A 1

My name is Hibiki. I’m from Japan. I like fish or soup with vegetables for breakfast. Yummy!

Activity 2

1. breakfast 2. lunch 3. dinner

B 2

Activity 3

1. Boy 1: Do you like eggs for breakfast? Boy 2: No, I don’t. I like cereal. 2. Girl 1: Do you like chicken? Girl 2: No, I don’t. I like fish. It’s tasty. 3. Boy 1: Do you like chocolate? Boy 2: No, I don’t. It’s bad for you. I like fruit. 4. Girl 1: Do you like milk? Girl 2: Yes, I do. It’s good for you.

1. A, B 2. D 3. C

5 Put a 4 if the food item is good for you or an 8 if the food item is bad for you. Then discuss with your partner.

Activity 4

•

Track 10

Direct Ss’ attention to the pictures of food in activity 4 and ask them to name the food (cereal, eggs, fruit, soup, chicken, fish, chips, soup, spaghetti). Tell Ss that they are going to listen to the CD and that, for each exchange, they will have to decide which of the three food items people have for breakfast, lunch and dinner and tick the correct answer. Go round the classroom and make sure Ss have ticked the correct food items.

Hi! I’m Ron. I’m from Australia. I like cereal for breakfast. I don’t like chocolate cereal. It’s bad for you!

Activity 5 Direct Ss’ attention to the pictures and ask them to name the food/

4 3

Orange juice. It’s good for you. 6 5

• •

1. A 2. A 3. B 4. B

8 7

Activity 4

Yes, it is.

good for you

YoungStars_3_SB_mod-5.indd 56

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drinks they see (orange juice, chips, fruit, fish, cereal, milk, vegetables, chocolate). Instruct Ss to put a 4 or an 8 in the boxes next to each picture, depending on whether the food/drink is good or bad (healthy or unhealthy) for them. Encourage Ss to discuss their answers in pairs, e.g. SA says (Orange juice). It's good for you and SB says Yes, it is. / No, it isn’t or SA says (Chips). They're bad for you and SB says Yes, they are. / No, they aren’t. Explain to them why some types of food are good for their health and why others are not.

answers others open are not.

YoungStars_3_SB_mod-5.indd 57

• • • • • •

7/18/2014 12:14:51 PM

Give each group a big piece of cardboard. Instruct Ss to divide the cardboard into two equal parts and write Good For You as a title on the first half and Bad For You as a title on the other half. Then have Ss glue the food/drinks in the corresponding half and write the name of the food/drink. Ss can also draw the food/drinks. When all groups have finished, they take turns presenting their poster to the rest of the class. Display Ss’ posters around the classroom.

• •

Make a food poster

•

Ask Ss to tell the class what they have for breakfast/lunch/dinner before they leave, e.g. I have salad for dinner.

Divide Ss into small groups. Give Ss magazine pages with photos of different food/drinks (of the ones they have been introduced to in previous lessons) and ask them to cut them out.

audioscripts and key to activities

bad for you

vegetables

chocolate

fruit

chips

fish

•

Before leaving Optional

1. cereal 4 2. fish 4 3. soup 4

•

4 2

Hello. I’m Karen from the Philippines. I like fruit for breakfast. It’s good for you!

Listening transcript

1. Man 1: I don’t like fruit or eggs for breakfast. I like cereal for breakfast. 2. Woman 1: I like fish for lunch. I don’t like soup or chicken for lunch. 3. Man 2: I don’t like spaghetti or chips for dinner. I like soup for dinner.

Track 11

Listening transcript

Have pairs of Ss ask and answer about the food in the activity. SA asks, Do you like (vegetables)? and SB answers, Yes, I do. It’s/They’re good for you or No, I don’t. It’s/ They’re bad for you. Ss swap roles.

Note •

Bring a basket with fruit and vegetables (bananas, lemons, oranges, carrots and tomatoes) to the next lesson.

optional activities making the lesson more enjoyable and giving further practice

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{ Our secondary and adult courses equip the teacher with enhanced support both in print and digital form and motivate learners with engaging topics that sharpen their critical skills and deepen their insight of the world. |

get to the

Traveller to the

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secondary & adult courses

NEW

Full Blast!

6 LEVELS

Beginner to B2

British edition

CEFR: A1 - B2

Full Blast! is a six-level course with exciting, contemporary topics and unique features. It takes learners from Beginner to B2 level, while demonstrating how English is used in real-life situations and enabling students to communicate fluently, accurately and confidently.

A1.1

A1.2

B1+

course features • • • • •

Well-balanced modules Six lessons and a revision section in each module Lively dialogues Motivating and contemporary topics providing students with multicultural and cross-curricular information Clear grammar presentations and practice

• • • • • • •

A step-by-step guide to writing Culture and cross-curricular pages Lively, topic-based songs Useful tips Videos A digital vocabulary list Interactive games

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secondary & adult courses

components Student’s Book

Teacher’s Book

Workbook with Student’s audio CD/CD-ROM

Workbook Teacher’s Edition

Class CDs

Interactive Whiteboard Material

* Teacher’s Resource CD/CD-ROM: Grammar p. 48

• • • •

* Teacher’s Resource CD/CD-ROM

Readers p. 74-79

Tests for the coursebook Portfolio with projects Grammar Tests Key to Grammar Book activities

Online multimedia resources for students

sample pages from Full Blast! 2, Student’s Book sample text to be used for writing

B. Read again and complete the table below about Rob’s best friend.

Meet my friend

Name Age



ocabulary

A. Read and write the correct name under each picture. Then listen and check your answers.

peak &

rite

A. A teenage magazine invites its readers to write about their friends. Read what Rob Fabregas wrote. In which paragraph can you find information about the following?

Appearance: Height: tall

Build: chubby

short

slim

Hair Eyes Personality

Marco’s personality what Rob and Marco do together Marco’s appearance

Interests/Hobbies

who Marco is

My best friend

Things we do together D. Read and make sentences by putting the words in the correct order.

by Rob Fabregas My best friend’s name is Marco. He’s 13 years old and he’s short and slim. Marco has got curly brown hair and brown eyes. 1

Fiona is short and chubby. She’s got medium-length straight fair hair. Emma is really good-looking. She’s got short curly hair. Amanda is tall and slim. She’s got long wavy dark hair.

Word order subject + verb + object We read magazines. adjective + noun She’s a beautiful girl. She’s got beautiful eyes.

Marco is shy but when we hang out together, we always have a lot of fun. Marco is also very clever and helpful, so I like studying with him. We both like sports, and we’re in the same ice-hockey team. Marco is a great player! In the winter, we spend all our free time at the ice rink. We want to play for our local team one day.

verb be + adjective Tina is beautiful. 1. has got / Betty / hair / straight 2. is / outgoing / brother / my 3. every day / Neil / the washing-up / does

B. Look at the pictures and match the opposite adjectives. Then listen and check your answers.

4. a / girl / Kate / lovely / is polite

friendly

5. the Net / Andrew / in the evenings / surfs active

outgoing

unfriendly shy rude

lazy

peak CLASS GAME Say three sentences describing one of your classmates (appearance and personality) to the class, including one sentence which is not true. Your classmates must find what is not true about this person.

When you learn new words, it’s a good idea to learn any synonyms and/or opposites.

Lee has got blue eyes and... He’s active and...

C. Copy and complete the table above with information about your best friend. Then talk in pairs.

Who’s your best friend? ... How old is he/she? ... What does he/she look like? ... What is he/she like? Is he/she shy, friendly, etc.? ... What does he/she do in his/her free time? ... What do you do together? ...

E. Write two paragraphs about your best friend. Use the information from activity C and follow the plan below.

Paragraph 1: Say who your best friend is and how old he/she is. Write about his/her appearance (hair, eyes, etc.). Paragraph 2: Write about his/her personality. Write what you do together.

Group relevant information together and put it in the same paragraph. 17

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variety of activities practising speaking and writing skills

tips providing useful advice for the completion of the writing task

writing activity for further practice

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secondary & adult courses

sample pages from Full Blast! 3, Student’s Book 2d warm-up activities introducing the topic

Famous faces

ocabulary Use the verbs given to form nouns and complete the sentences.

NOTE: We form some nouns by adding a suffix (e.g. -ion, -ation, -ment) to a verb. create > creation invite > invitation improve > improvement

arm-up Discuss.

• What do you know about these famous people? • What are they famous for?

1. Are all the Venus Williams

Albert Einstein Natalie Portman

Lionel Messi

Pablo Picasso

PREPARE

party finished? 2. My uncle has a huge rock CD



A. How much do you know about Beyoncé Knowles? Try to answer the questions below. Then listen to the first half of a radio programme and check your answers.

1. Which city is Beyoncé from? 2. What year was she born in? 3. What band did Beyoncé use to be in? 4. What was the name of her first solo album?

COLLECT



ead

for the

isten

3. The teacher asked us to find some INFORM

about Bill Gates.

A. Listen, read and choose the best title for the text.

4. Brian put an

a. Jamie Oliver’s best recipes

in ADVERTISE

the newspaper to sell his motorbike.

b. Jamie Oliver makes a difference

B. Now listen to the rest of the radio programme and write T for True or F for False.

5. What time does the

c. Jamie Oliver: How to become a famous chef

CELEBRATE

begin? 6. I give a lot of money to environmental

ORGANISE

JAMIE OLIVER

various types of texts: a magazine article

T V

7. Writing a best-seller at the age of seventeen,

While he was growing up, Jamie Oliver’s parents ran a pub in Essex, England and he used to practise cooking in the kitchen there. He enjoyed cooking so much that after he finished school, he went to Westminster Catering College, where he studied to become a chef.

C H E F

In 1999, he started working in The River Café, in Fulham, London, where he was noticed by the BBC. He went on to make a TV show called The Naked Chef Chef. It was such a success that he made a cookbook of the same name which became a bestseller. In the same year, he received an invitation to prepare lunch for the Prime Minister at 10 Downing Street. Oliver became famous for his simple, healthy but delicious creations. His recipes were fresh, and the style of his cooking programme was relaxed, friendly and cool. He turned food preparation and cooking into a fun activity, instead of a boring chore. In 2005, Oliver introduced a campaign to improve school dinners in the UK. He wanted to get rid of the junk food that they served to kids and make kids eat fresh, healthy food. It wasn’t an easy task, but eventually the campaign was a success and students’ eating habits showed great improvement. Oliver’s next campaign was to get the people of the USA to start eating healthily, and he started off with West Virginia. He wants to inform communities about how important it is to eat home-made healthy food. Hopefully, his message will spread across the world.

was a great

ACHIEVE

8. I got into an

with ARGUE

my parents and now I feel terrible.

1. Beyoncé was quite shy when she was a young girl. 2. In the beginning, Destiny’s Child had three members. 3. The manager of Destiny’s Child was Beyoncé’s father. 4. Beyoncé started acting in 2001.

4 B. Look at the highlighted words/phrases in the text and choose the correct meaning a or b.

1. improve a. think something is good b. make something better 3. task a. job b. recipe

2. get rid of a. make something go away b. take something to another place 4. spread a. be written b. become known

5. Beyoncé was married when she sang Crazy in Love.

rammar Clauses of result

6. Beyoncé’s mother is a fashion designer.

so + adjective/adverb + (that) • The film was so boring that I didn’t watch the ending. such + (a/an) + (adjective) + noun + (that) • It was such a boring film that I didn’t watch the ending.

7. Beyoncé’s mother’s name is Deréon.

peak Talk in pairs. Think of a famous person and reasons why this person is famous. Then try to convince the class why this person is the most famous in the world.

Complete with so or such.

1. The meal they served us was delicious that we ate it immediately. 2. We had

C. Read again and answer the questions.

a good time in Paris

Angelina Jolie is so successful that people all over the world know her. Rafael Nadal is such a good tennis player that he wins almost every tournament.

that we want to go again.

1. Where did Oliver first start making food?

3. It was

2. Which TV station did he appear on first?

it all.

3. What was The Naked Chef?

a big cake that we couldn’t eat

4. Dennis has improved

4. What did he do at 10 Downing Street?

much at Maths

that he’s become one of the top students.

5. How did he improve TV cooking programmes? 6. Who did he help in 2005 and how?

5. You’ve got

nice boots that you don’t

need to buy new ones.

7. What did he try to do in West Virginia?

6. My best friend can cook

well that I’m

sure he’ll become a chef.

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grammar focusing on key grammatical structures

sample pages from Full Blast! 4, Student’s Book 1b ead

rammar Past Simple A: Where did you go yesterday? B: I went to the shopping centre. I wanted to buy a new mobile phone but I didn’t find a good one.



A. Discuss.

• Do you think the mobile phone is a useful invention? Why? • How much have mobile phones changed in the last five years?

from BRICK to SMARTPHONE

up-to-date texts and topics

The evolution of the mobile phone

B. Read the text quickly. Which sentence best summarises the text? Choose a, b, c or d.

a. There are a lot more mobile phones in the world today than in the past. b. The mobile phone is one of the most important inventions. c. Mobile phones have changed a lot since the first one was invented. d. People are finding new ways to use mobile phones.

Used to When mobile phones were invented, they didn’t use to be small. They used to be big and heavy.

be/get used to I know you aren’t used to using the menu on your new phone yet, but you’ll soon get used to using it. It’s very easy.

Choose a, b or c.

1. Eddie and Mike C. Look at the highlighted words/phrases in the text and try to guess what they mean. Then match them with the meanings 1-7 below.

be good friends, but they don’t

talk to each other any more. b. used to

a. use to

c. were used to

1. think of, suggest: 2. not strong: 3. easy to bend:

The NEW Mot

DynaTAC The ultimate

orola

8000x

gadget for the modern pers on!

• Talk up to

60 minutes! • Only 10 hou rs to charge! • Store up to 30 phone num bers!

Yours for ON LY

$3995!

In 1973, Martin Coope r invented a portab le mobile phone. It DynaTAC and in 1983, was the it was available in shops. large and weighed DynaTAC phones were about a kilo. They were also very expensive, people used to buy but them like crazy. Howev er, people complained you could only talk for an hour before that needing to charge so soon heavy should them again, er packs with batterie s in them were introdu These gadgets becam ced. e very trendy in the 80s and actors appear many films of the time, ed in chatting to friends on their new, hi-tech device. Because of their size and shape, these early mobiles became known ‘bricks’. They seem like dinosaurs compa as red to the devices we to seeing today. The are used first generation (1G) of mobile phone system weak signals and many s had problems. As techno logy improved, mobile became smaller and offered more feature s s. In the 90s, the introdu ction of 2G mobile systems meant improv reception over wider ed areas. They also include d the ability to send amounts of data such small as SMS messages. The first SMS was sent UK on 3 December in the 1992. Today, over 2 trillion text messag every year. Mobiles es are sent continued to improv e, with a wide variety of rington coloured screens and es. Another import ant development was introduction of camera the s on mobile phones . Camera phones becam hugely popular and changed the world e of journalism. In 2004, Indian Ocean earthq the uake was the first event in videos on the news were provided by camera which most of the professional camera phones, instead of crews. The next development was fast access to the Interne 3G in the early 2000s. This introduced t and made it possibl of ‘smartphones’. These e for a new genera tion devices have large touchscreens and act Internet browsers, media as players and game consol have also made video es all in one. They calling and mobile TV a reality. Compa are always coming nies up with new ideas and exciting ‘concep Some of these ideas t’ mobiles. include solar panels on the back of the charging, a flexible phone for phone that can bend around your wrist, a phone that uses cola and even to charge its battery . Everyone is trying the next big step in to find the evolution of mobile phones. But what will Only time will tell. it be?

4. information:

2. A: Why

hang up on me last night?

B: Because I couldn’t hear you. The signal was very weak. b. did you

a. you

c. did you use to

5. groups of people with special skills working together:

3. A: How can you study while listening to such loud music?

6. keep information: 7. gadget:

B: I

it. b. be used to

a. used to D. Read the text again and write T for True, F for False or NM for Not Mentioned.

1. DynaTAC phones weren’t very popular when they first appeared in shops. 2. People complained about the heavy shoulder packs.

c. ’m used to

4. A: I almost crashed my new car again today. I can’t get used

it!

B: Don’t worry. It takes time. b. to driving

a. driving

c. to drive

5. A: Did you remember to call Grandma yesterday? 3. The first mobile was nicknamed ‘dinosaur’. 4. You couldn’t send SMS messages before the 1990s. 5. Videos from mobile phones of the Indian Ocean earthquake weren’t allowed to be used on news programmes. 6. Smartphones became possible because of 3G network technology. 7. Solar-powered mobile phones will be available in the next ten years.

B: No, I

A: But it was her birthday! a. didn’t have

• What would life be like without mobile phones? • What would you like mobile phones to be able to do in the future?

b. wasn’t have

6. A few years ago, Larry

c. didn’t use to have work for a computer

company. Now he works in a bank. a. used to 7. I

b. didn’t

c. was used to

my grandparents twice a week when I was

young. a. visit

E. Discuss.

time to speak to anyone yesterday.

b. use to visit

8. Nowadays, teenagers

c. visited used to sending text

messages to their friends instead of calling them. a. get

b. usually

c. are

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activities encouraging critical thinking and personal response

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secondary & adult courses

sample pages from Full Blast! 1, Student’s Book, Culture Time 1 B. Use have to or has to and the words/phrases in the box to complete the sentences.

hurry take a taxi study be quiet

The verb have to I have to study You

go to the supermarket do a lot of housework

He She has to study It

1. The teacher is giving the students a test tomorrow.

in Ukraine

We You have to study They

The students 2. Conner doesn’t have a car and there are no buses or

We use the verb have to to express obligation.

trains today.

He 3. Neil and Margaret are hungry, but there isn’t any food in

C. Write:

two things you have to do at school.

the fridge.

They 4. We are a big family and we live in a very big house.

Warm-up

Our mum

Discuss the following questions:

What’s your favourite subject? What grade are you in?

two things you have to do at home.

5. It’s 8.00 a.m. and school starts at 8.10.

Hi! My name's Liuda and I'm from Ukraine. I live in Kyiv and I go to middle secondary school. School starts every morning at 8.00 a.m. Luckily, my school is very close to my house. My favourite teacher is Mr Pavlychko, he's great.

chools in Ukraine usually teach in Ukrainian, but some schools also teach in Russian, English or French. There are five or six school days every week and school starts at 8 or 9 in the morning. Each lesson is 45 minutes. Children have to go to school for 11 years. The first 9 years are primary and middle secondary school. The last two years are called senior secondary school and they prepare students for university.

We 6. The children are talking in the library.

They

All about Kyiv

Warm-up

U K R A I N E

Discuss the following questions:

Look at the map of Ukraine and the headings. What do you know about each heading?

A. Read the text and write T for True or F for False.

1. You can speak different languages in some Ukrainian schools.

4. Children have to go to school for 9 years. 5. Senior secondary school is for one year.

2. Children go to school every day.

6. Liuda starts school at 9.00 a.m.

3. Each lesson is half an hour.

7. Liuda’s school is near her house.

• The capital city

• Ukrainian products

• Climate

• Geography

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sample pages from Full Blast! 4, Student’s Book, Culture Time 1

C. Complete the sentences with the words in the box.

entirely

The UK and Ukraine: Warm-up

Bas ic Facts

Discuss the following:

What do you know about the United Kingdom? What information would you mention if you wanted to briefly present Ukraine to a foreigner?

fertile

peak

urban

global

flowing

respectively

1. The world’s highest is Mount Everest. It is situated in the south of the Tibetan plateau, also called ‘The Roof of the World’. 2.

warming is caused by human emissions of greenhouse gases and is greatly affecting our daily life.

3. The country’s land was the main reason for the development of agriculture throughout the centuries. 4. The company building runs almost and has received awards for that.

on green energy

5. In the 400 metres race, Emily and Rachel came second and fifth . 6. Coming from the countryside, Tom had great difficulty in getting used to the environment.

A. Read the texts and compare the information in them to your answers in the warm-up activity.

Ukraine

Ukraine is the second largest country in Europe and the biggest one that lies entirely on the continent. It is located in Eastern Europe and its population is over 45 million. Kyiv, an important industrial, scientific, educational, and cultural centre of Eastern Europe, is the capital of Ukraine. It is home to many high-tech industries, higher education institutions and world-famous historical landmarks. The landscape of the country is mostly made up of fertile plains, called steppes, as well as plateaus, rivers and lakes. The Carpathian Mountains form the largest mountain range and its highest peak is Mount Hoverla. The capital is situated on the Dnipro River, which is the longest river in the country and fourth longest in Europe. The climate is warm and dry in the summer, with temperatures rising up to 35 °C, whereas in winter they can drop below zero, making the winters cold and snowy.

The United Kingdom

Lying off the north-western coast of the European mainland, the UK consists of four different countries: England, Wales, Scotland and Northern Ireland.

7. Lying under a tree by the river, they fell asleep to the relaxing sound of water.

D. Discuss the following:

Which fact did you find the most interesting in the two texts? What similarities and differences have you noticed in the two countries?

It is the eleventh largest country in Europe and has a population of 64.5 million. The capital is London, a large urban centre of over ten million citizens and the city with the largest population in the European Union. It’s a financial and cultural centre, attracting thousands of tourists every year.

The UK consists of mainly lowland terrain in the south and mountainous areas in the western and northern regions. Its highest peak is Ben Nevis in Scotland. The famous river that has featured heavily in literature and goes through London is called the Thames. The longest river is the River Severn, which flows through both Wales and England. The weather in the United Kingdom is constantly changing, even throughout the same day. In the summer, the average high and low temperatures are 26 °C and 12 °C respectively.

Warm-up Discuss the following:

Would you consider studying abroad? If yes, which factors would help you make that choice? If not, why?

B. Read the texts again. Write U if the sentence is about Ukraine, UK if it’s about the United Kingdom, and N if the sentence refers to neither country.

1. It is the largest country in Europe.

4. The deepest lake in Europe can be found there.

2. The river that flows through the capital is the longest in the country.

5. Its capital has more citizens than any other city in the EU.

3. This country has a variable climate. 2

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secondary & adult courses

NEW

To The Top

4 LEVELS

Beginner to Intermediate

British edition To the Top is a course designed for young teenagers, taking learners from Beginner to Intermediate level. It follows the modular approach which enables students to deal with topics in depth. Its multi-dimensional syllabus combines lexis, grammar structures, language functions, skills work and pronunciation.

A1.1

A1.2

CEFR: A1 - B1

A1.2

course features • • • • • •

Eight modules

• •

Culture pages introducing students to the English-speaking world

Five lessons and a revision section after each module Lively dialogues highlighting the adventures of a group of young students Motivating and contemporary topics providing students with multicultural and cross-curricular information Clear grammar presentations and practice A step-by-step guide to writing, beginning from sentence level to different types of writing, providing students with plenty of practice Lively, topic-based songs

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Student’s Book

Teacher’s Book

Workbook with Student’s audio CD/CD-ROM

Class CDs

Workbook Teacher’s Edition

Interactive Whiteboard Material

* Teacher’s Resource CD/CD-ROM: Grammar p. 47

• • • •

* Teacher’s Resource CD/CD-ROM

Readers p. 74-79

Tests Portfolio with projects Top Grammar tests Key to Top Grammar activities

sample pages

from To The Top 2a, Student’s Book, Culture Time

from To The Top 3b, Student’s Book, Culture Time

to the

SIGHTS in

WATER IN UKRAINE

Kyiv & London Warm-up Which are the most famous sights in Kyiv? Which sights of London do you know?

Sights in Kyiv

Sights in London

You can’t miss Maidan Nezalezhnosti (Independence Square) because it’s right on Khreshchatyk Street, the main street of Kyiv. You should also visit the Motherland Monument. This 62-metre-tall statue is part of the Museum of History of Ukraine in World War II. Andriyivsky Uzviz is a historic road that connects the upper town of Kyiv to the busy neighbourhood of Podil. Along this road you will find St Andrew’s Church, the Castle of Richard the Lionheart and many other special monuments. If you don’t have time to see everything, don’t worry. You can go to Kyiv in Miniature. This is a park of forty-eight miniatures of Kyiv’s monuments on Hydropark Island.

Big Ben is really the name of the bell of the clock at the north end of the Houses of Parliament. Next to that is Westminster Abbey, which is a very big and beautiful church where there have been many royal weddings. The Tower of London is a historic castle on the north bank of the River Thames. The White Tower is the oldest part of the Tower of London. Tower Bridge is right next to the Tower of London and got its name from the White Tower. Buckingham Palace has been the home of the royal family for centuries and many kings and queens have lived there. These are just a few of the sights that have been attracting tourists to London for ages.

Motherland Monument

Warm-up Discuss the following:

Which one do you think is worth visiting? Would you recommend it to someone who visits Ukraine for the first time?

THE BLACK SEA The Black Sea is a natural border of six different countries. It is connected to the Sea of Marmara through the Bosphorus, and then to the Aegean Sea through the Dardanelles. Scientists have found evidence which proves that the Black Sea used to be a fresh water lake, but it was filled with salt water from the Mediterranean after a huge flood. Most of the rivers in the surrounding countries run into the Sea, making the water unique; there isn’t much oxygen in it, which means that marine life is limited and in the deeper levels, there is no life at all.

Big Ben

The Dnipro is the longest river in Ukraine and the fourth longest in Europe. It has played a major role in trade routes during ancient and byzantine times, because it connected its shores to the Black Sea and then to the rest of the world. Nowadays, its port in Kyiv is the most important and there is also touristic activity such as river cruises. The Dnipro also provides lots of Ukrainian areas with water as well as fish.

THE DNIPRO RIVER

B. Match the words 1-6 highlighted in the text to their synonyms or definitions.

Castle of Richard the Lionheart

St Andrew’s Church

Tower Bridge

Westminster Abbey

B. Read the texts again and write T for True or F for False.

1. You can’t find any museums near the Motherland Monument. 2. Andriyivsky Urviz is a river. 3. The Castle of Richard the Lionheart and St Andrew’s Church are on the same road. 4. Kyiv in Miniature is near Hydropark Island.

A. Read the texts and compare what you know about these places with the information provided.

Look at the headings and the photos. Have you ever been to any of these places?

A. Read the texts and compare the information in them with your answers in the warm-up section.

Discuss the following:

secondary & adult courses

components

5. Big Ben is really the name of a clock. 6. Westminster Abbey is the name of a church. 7. The Tower of London is part of the White Tower. 8. Many kings and queens have lived in Buckingham Palace.

1. surrounding

a. keeper of sheep

2. limited

b. a story people share and believe is true

3. picturesque

c. pretty, similar to a painting

4. folk

d. all around

5. legend

e. traditional

6. shepherd

f. not much

LAKE SYNEVYR Synevyr is the largest lake in the Carpathian Mountains in Ukraine. It’s considered one of the Seven Natural Wonders in the country, with unforgettable picturesque scenery. There are lots of Ukrainian folk songs about the lake and a story that explains its name. The legend is about the love between Syn, the daughter of a count and Vir, a common shepherd. Syn’s father ordered someone to kill Vir, because he didn’t want them to be together. The legend says that the lake was created by Syn’s tears for Vir’s death.

C. Read the sentences and write T for True and F for False.

1. In the past, the Black Sea was different. 2. There is no life at all in the Black Sea. 3. The Dnipro River was very important in ancient times.

4. The Dnipro is the longest river in Europe.

5. There are many stories that explain the name of Lake Synevyr.

6. Lake Synevyr was probably named D. Discuss the following:

after the couple.

In your opinion, in what ways are these three places useful to the country? Do you know if there are any environmental problems in these places? 5

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secondary & adult courses

Get To the Top

4 LEVELS

Beginner to Pre-Intermediate

British edition

CEFR: A1 - A2

Get to the Top is an exciting English course for students at Beginner level. It follows the requirements of the Common European Framework of Reference. A1.1

A1.2

A2.1

components

course features • •

Six modules

• •

Lively dialogues

• • • • • •

Systematic development of all four skills

Five lessons and a revision section in each module

Student’s Book

Workbook including Grammar practice & Student’s audio CD/ CD-ROM

Teacher’s Book

Class CDs

Interactive Whiteboard Material

Readers p. 74-79

Motivating and contemporary topics with multicultural and cross-curricular information A step-by-step guide to writing A variety of communicative tasks Clear grammar presentations and practice

* Teacher’s Resource CD/CD-ROM:

Culture pages Songs

• • •

* Teacher’s Resource CD/CD-ROM

Tests Grammar tests Portfolio

sample pages from Get To The Top 1, Student’s Book 3b

vocabulary presented through visual prompts

Project Asia

grammar box focusing on key grammatical structures

Grammar the verb must

Vocabulary

AFFIRMATIVE

theI/You/He/She/It/We/You/They verb must must go

Listen and repeat.

NEGATIVE I/You/He/She/It/We/You/They mustn’t go (=must not)

North West

ASIA

QUESTIONS Must I/you/he/she/it/we/you/they go?

East

SHORT ANSWERS Yes, I/you/he/she/it/we/you/they must. No, I/you/he/she/it/we/you/they mustn’t.

South

You must do the project today. You mustn’t eat in the classroom.

N. Delhi INDIA Mumbai

Complete with must or mustn’t. 1. We

leave! The film starts at

8:00.

continent capital city

various types of texts presenting new vocabulary items and grammatical structures

2. You

country

4. You

eat this fish. It isn’t fresh.

5. Children, you

Read

swim in this

lake. Get out!

A. Look at the picture. What do you think Liz, Rob and Jim are doing in the library? Listen to the dialogue and find out. Then, read it out in groups.

I do the washing-

up? I’m tired.

city

Jim So, what’s this Geography project all about? Rob Well, we must choose a country in Asia and do a project on it. Liz Asia is a big continent, you know. There are a lot of countries. Jim You’re right. What about China? I know a lot about China. Rob Do you? Like what? Jim Well, the population of China is about a billion. Liz Really? Jim Yep. And I know that the Chinese invented paper. Rob Really? Jim ... or was it pasta? Rob Huh! You don’t know much, then. Liz Listen, we can find a lot of information about China on the Internet.

shout. You’re in a library.

3. Oh, Mum,

Jim Good idea. I can search the Net. Rob There’s also a book about the capital here. Jim Shanghai? Rob Shanghai? Beijing is the capital of China. Jim No, it isn’t. Rob Yes, it is! Teacher Boys! This is a library. You mustn’t shout in here! Rob Sorry, Miss. Jim Sorry. Rob You’re wrong, Jim. Liz Stop it, you two. Rob is right. Beijing is the capital of China.

speaking activity

Speak

Francis must do a project and give it to her teacher tomorrow. Talk in pairs and say what she must or mustn’t do. She must visit the library.

B. Read again and complete the sentences. 1. Jim, Rob and Liz want to do a project

2. About

people live in China.

3. The

is a good place to find

• watch TV all afternoon • go out with friends tonight • visit library • play computer games • search the Net • find pictures

information about China. thinks the capital of China is

Shanghai. 5.

and

are

shouting in the library. 6. The capital of China is

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NEW

3 LEVELS

Beginner to Intermediate

British edition The English Hub is an exciting course for teenage and young adult learners, that takes them from Beginner to Intermediate level. It follows the requirements of the Common European Framework of Reference. A1

CEFR: A1 - B1

secondary & adult courses

The English Hub

course features •

Motivating and contemporary topics with multicultural and cross-curricular information

•

Activities encouraging critical thinking and personal response

• •

Lively dialogues presenting real spoken English

•

An integrated approach to the development of the four skills

Practical tips helping students to become autonomous learners

•

• • •

Special emphasis on vocabulary building

A round-up section in each unit providing regular revision and consolidation A grammar reference section

• •

A variety of communicative tasks

• • • •

Grammar presented and practised in context Systematic development of reading and listening skills and subskills

Culture pages Videos A digital vocabulary list

Step-by-step approach to writing

components Student’s Book

Workbook

Teacher’s Book including Workbook Key

* Teacher’s Resource CD/CD-ROM: * Teacher’s Resource CD/CD-ROM

• •

Tests

Class CDs

Interactive Whiteboard Material

Readers p. 74-79

Online multimedia resources for students

Extra material

A split edition is also available.

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secondary & adult courses

NEW

Pioneer

7 LEVELS

Beginner to Advanced

British edition Pioneer is an innovative course for young adults which takes learners from Beginner to Advanced level. The course follows the requirements of the Common European Framework of Reference and focuses on the systematic development of key competences. The course is organised into twelve topic-based modules, which allows learners to deal with a variety of topics in depth. In this way, learners are enabled to communicate successfully in English in a wide range of social situations and environments.

A1.1

A1.2

B1+

CEFR: A1 C1/C1+

C1/C1+

Pioneer C1/C1+ is also available in a split edition.

course features •

Motivating and contemporary topics with multicultural and cross-curricular information

Step-by-step approach to writing

•

• •

Lively dialogues presenting functional language in real-life situations

• •

•

Reading material from authentic sources

Task-based activities preparing learners for the real world

An integrated approach to the development of the four skills

•

Practical tips helping students to become autonomous learners

• • •

Special emphasis on vocabulary building

•

A round-up section in each module providing regular revision and consolidation A grammar reference section

•

A variety of communicative tasks

• • •

Grammar presented and practised in context Systematic development of reading and listening skills and subskills

Activities encouraging critical thinking and personal response

A digital vocabulary list Videos

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* Pioneer Online Pack:

Student’s Book

Grammar p. 50

Workbook (also available with key booklet)

Class CDs

Workbook key Booklet

Interactive Whiteboard Material

•

e-Workbook (online version of the Workbook with interactive activities, a digital vocabulary list, extra interactive activities, videos & video activities)

•

Workbook print edition

* Pioneer Online Pack

Teacher’s Book

** Teacher’s Resource CD/CD-ROM

Readers p. 74-79

Online multimedia resources for students

** Teacher’s Resource CD/ CD-ROM:

• • • •

Tests Extra material Video worksheets and key Key to Grammar Book activities

sample pages from Pioneer Intermediate B1, Student’s Book

warm-up activity encouraging personal response

Reading

A. Discuss. • Do you download apps for your mobile phone or tablet?

useful tips enabling students to develop skills and strategies

MyJournal

B. Read the information about the five people below. Match each person with one of the apps on the right that you think would suit him/her the most. Write a-h. There are three extra apps which you do not need to use.

• What sort of apps do you use?

First read the descriptions of the people carefully. Then scan each text and look for the specific information mentioned in each of the descriptions.

• What is the most useful app you know of?

secondary & adult courses

components

Made by Vicky Released 25/01/2013

This is a handy app for keeping a journal while travelling. Through GPS you can record your location when a picture is taken. You can easily take notes, record voice messages and even videos and store them on a daily schedule. Then, you can upload your journal to social media sites to show to your friends. It’s an app you simply can’t do without!

£0.79

C. Find words/phrases in the texts that mean the same as the following: 1. sth that annoys you or causes problems for you (John) 2. relating to a particular country; not foreign (text c) 3. not allowed by the law (text c) 4. necessary and important (text c) 5. useful (text d)

Local M8

1 Wendy is studying to be a reporter and travels abroad frequently to find topics to write about. She enjoys keeping a digital record of her experiences.

appmarket app

appmarket

2 Roger takes a lot of domestic flights because of his job. His company pays for all his travel expenses but he prefers to use public transport to get around and rarely takes a taxi or rents a car. It’s important for him to arrive on time for meetings.

Made by JordanB Released 14/05/2013

Made by Black Cat Released 07/02/2013

Convenient, practical, useful! All the taxi drivers who work with TaxiCall appear on a map. With the press of a button you can book the taxi closest to you and save money on calls. What’s more, you can even pick which driver you’d like! Look at the drivers’ profiles and the reviews TaxiCall customers have given and choose.

£1.99

£2.99

Made by Mickey Released 29/09/2013

You will be impressed by this app. You can find information about bus routes, underground services, trams, etc. for all major cities in the world. There are also live updates about changes in timetables or delays. It works with GPS, so it can find the nearest bus stops and stations from your location. It works both on smartphones and tablets. FREE

Made by Norman Colt Released 12/12/2012

Rights For Flyers!

Made by Charlie Nock Released 05/04/2013

Have you ever been stuck on the tarmac for more than three hours on a domestic flight? Did you know this was illegal? Well, the new RFF app lets you know all your legal rights as a passenger. It also has a section showing arrivals and departures at most international airports. Plus, it searches for the next available flight, if yours is cancelled or you missed it. An essential app for frequent flyers. FREE

Are you fed up with forgetting things when going on a trip? Well, this app helps you get organised, makes sure you pack everything, and creates useful ‘to do’ lists. It also remembers previous trips and uses them as templates. Or you can choose from business, leisure, family holiday, etc. It will also remind you when to do things. If you have a trip coming up, it’s an essential app to download B4 U go.

£1.99

g Landmarx

Made by AppTribe Released 28/06/2013

7. annoyed or bored with sth that you have experienced for too long (text g) 8. to be happening soon (text g)

D. Discuss. • Would you like to have any of these apps?

Listening

A. Listen to a conversation between two people. Which three apps did the woman download for her trip? appmarket app

B4 U go Public Trans-buddy

5 Natasha used to be a tour guide. She loves going abroad with her family, but it can be a struggle as she has four children. Just trying to remember everything each of them needs and packing it all makes her exhausted! As a result, she often has a lot of anxiety before a trip but once she’s away, she has a great time.

You can always count on SkyFinder to find the right flight for you. Compare flight prices and then book directly with the airline through the app. Flexible when you fly? This app has unique search tools to find the best prices over a month. It is available in 128 languages and 61 currencies, and also has a section where you can search for car rentals.

6. not able to manage without having sth (text d)

• When would you use them?

TaxiCall

SkyFinder

4 John has been reading about other cultures for years, but finds travelling a hassle. The only times he has travelled abroad was to stay with friends. He really enjoyed this because he felt safe and relaxed. He would like to start seeing the world on his own, but feels anxious about it.

£0.99

3 Jessica loves travelling and whenever she can afford to, she books a trip. She has travelled to lots of cities and is now looking for more unusual places to visit. Since she’s unemployed at the moment, she has no time restrictions. Anytime she comes across a bargain, she can take it.

Made by OfficeBox Released 16/11/2012

Have you ever wanted to create your own personalised travel guide? Just enter your destination and how long you plan to stay and Local M8 recommends places, things to do and how to get around. It’s just like staying with a local. What’s more, you can share info and photos directly with social media sites. You can even access this app offline if you’re somewhere without a signal.

With a complete list of 900 famous landmarks, this app is ideal for globetrotters. It includes information and over 650 photographs. There’s an interactive world map and you also have the ability to check the landmarks you have visited. Have pictures of your own? Save them in the photo gallery. This app works with GPS so it can inform you about landmarks that are nearby. Perfect for those who want to explore the world.

£4.99

SkyFinder

Landmarx

Local M8

B4 U go

Rights For Flyers!

B. Listen again and write T for True or F for False. 1. The woman is meeting some friends in Beijing. 2. The woman travelled to Moscow last year. 3. The man is worried about using an app on the plane. 4. The woman’s app finds a restaurant that the man has been to. 5. The woman was an organised person even before she downloaded the apps. 6. The man already has one of the woman’s apps.

various types of authentic-like texts

various types of listening activities

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secondary & adult courses

Traveller

7 LEVELS

Beginner to Advanced

British edition Traveller is an exciting seven-level course for teenage and young adult learners, that takes them from Beginner to Advanced level. It follows the requirements of the Common European Framework of Reference, the modular approach and is organised into 8 topic-based modules. A1.1

CEFR: A1 - C1

A1.2

course features

B1+

•

Motivating and contemporary topics with multicultural and cross-curricular information

•

Lively dialogues presenting real spoken English

•

An integrated approach to the development of the four skills

•

Special emphasis on vocabulary building

•

Grammar presented and practised in context

•

Systematic development of reading and listening skills and subskills

• • •

A variety of communicative tasks

•

Practical tips helping students to become autonomous learners

•

A round-up section in each module providing regular revision and consolidation

• •

A grammar reference section

• •

Songs

Step-by-step approach to writing Activities encouraging critical thinking and personal response

Culture/Cross-curricular pages with web links A digital vocabulary list

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Student’s Book

Teacher’s Book

Workbook with extra vocabulary and grammar section and Student’s audio CD/ CD-ROM

Workbook Teacher’s Edition

Class CDs

Interactive Whiteboard Material

Grammar p. 49

* Teacher’s Resource CD/CD-ROM: * Teacher’s Resource CD/CD-ROM

Readers p. 74-79

Videos p. 66

• • •

Tests Portfolio with projects Extra practice (Grammar & Vocabulary, Reading and Speaking)

sample pages from Traveller Beginners, Student’s Book vocabulary presented through visual prompts

a variety of communicative tasks

1c Who’s that?

3. GRAMMAR THE VERB be (he, she, they) POSSESSIVE ADJECTIVES (his, her, their)

1. VOCABULARY Listen and repeat.

teacher

He’s Spanish. He isn’t Mexican. His name is Juan.

friends

She’s Mexican. She isn’t Peruvian. Her name is Dora.

They’re married. They aren’t single. Their surname is Torres. classmates

flatmate flatmates

Yes, they are. Are they classmates? No, they aren’t.

Read the examples and write the short forms in the table.

neighbours

colleagues

2.. READ

secondary & adult courses

components

Short forms

She is They are is not are not

Yes, he/she is.

boss

Who is...?

Is he/she single?

What is...?

No, he/she isn’t.

A.. Listen and read. Who’s the star of the TV show?

Full forms He is

Grammar Reference p.125

This is Maria and Craig. They’re married.

4. PRACTICE Circle the correct words. 1. Susan

This is Norman. Norman and Barry aren’t colleagues. They’re flatmates.

This is Fay. She isn’t married. She’s single. Maria is her best friend.

This is Barry. He’s single, too. Fay and Barry are colleagues.

channel 3 Mondays 9.00

4. What’s his name? 5. Is he single?

3. Who’s her colleague?

6. Who’s his flatmate?

Carol

He is / Is he Italian?

Susan

No, he isn’t / aren’t. His / He’s Spanish.

David

Susan and Tina is / are best friends.

Gary

They are / Are they classmates, too?

David

Yes, they are / are they.

Gary

Who’s they’re / their favourite teacher?

David

Mrs Garcia.

Gary

Oh, yes, she is / isn’t nice.

Kevin Ellie David Deborah Alexander Mary Steven

Listen to three short dialogues and choose a or b.

7. What are their names? 8. Are they single?

1. Kevin and Gordon are a. flatmates b. neighbours

2. Mark and Ellie are a. friends

. b. colleagues

3. Linda and Emma are a. teachers b. classmates

• Look at the example. • Speak only in English.

. 13

1.indd 12-13

motivating topics related to the interests of teenage and young adult learners

Who’s Kevin? Is he your neighbour? Yes, he is. / No, he isn’t. He’s my...

TIP

1. What’s her name?

What’s her / his name? Antonio Panini.

Write the names of people you know on a piece of paper. Then swap papers with your partner. Talk in pairs and try to find out who the people are.

5. LISTEN

B. Read again and answer the questions about the people in the pictures.

2. Is she married?

Carol Susan

Their favourite place is a café called...

gettogether

6. SPEAK

There’s Beata and her / their boss.

15/4/2008 9:41:44 ðì

various types of texts (an advertisement for a TV show)

practical tips helping students to develop skills and become autonomous learners

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secondary & adult courses

NEW

New Destinations

6 LEVELS

Beginner to B2 Level

British edition New Destinations is a new secondary course for teenage and young adult learners, taking them from Beginner to B2 level. It follows the requirements of the Common European Framework of Reference.

A1.1

B1+

A1.2

Online multimedia resources for students

CEFR: A1 - B2

course features •

Motivating and contemporary topics with multicultural and cross-curricular information

• •

Lively dialogues presenting real spoken English

• • •

Special emphasis on vocabulary building

• • •

A variety of communicative tasks

•

Practical tips helping students to become autonomous learners

•

A round-up section in each module providing regular revision and consolidation

• • • • • •

A grammar reference section

An integrated approach to the development of the four skills Grammar presented and practised in context Systematic development of reading and listening skills and subskills Step-by-step approach to writing Activities encouraging critical thinking and personal response

Culture/Cross-curricular pages with web links Songs Extra Grammar Practice Competence-based Tasks A digital vocabulary list

components Student’s Book

Workbook

Teacher’s Book

Workbook Teacher’s Edition

Class CDs

Interactive Whiteboard Material

Videos p. 66

Readers p. 74-79

* Teacher’s Resource CD/CD-ROM: * Teacher’s Resource CD/CD-ROM

• • •

Tests Portfolio with projects Extra practice (Grammar & Vocabulary, Reading and Speaking)

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secondary & adult courses

sample pages from New Destinations Intermediate B1, Student’s Book activities encouraging critical thinking and personal response

3a reading

warm-up activities introducing the topic

emphasis on vocabulary building

vocabulary & grammar 3a

A. Discuss.

D. Match the highlighted words/phrases in the text with their meanings.

• How much free time do you have?

1. bookworm

• What do you like doing in your free time?

5. willing

James (17 years old) My idea of fun is anything that’s related to sports. I’ve always been sporty and athletic and I’m willing to try whatever will get my adrenalin going. Unlike many people my age, I don’t enjoy going out to cafés. I love doing things that keep me outdoors in the natural environment. I became a member of a rock climbing club about three years ago, and I must admit that I’ve had a lot of fun. I’ve met lots of interesting people and I’ve also been to a lot of interesting places. Besides this, I also find water sports great. I’ve been windsurfing for ages and I’ve also recently started taking scuba diving lessons.

a while

boots, gloves, shorts

pool

If you could get to know one of these teenagers, who would it be and why?

ball, goggles, swimwear

slope

doing an activity their parents helped them begin?

5 6

doing an activity that made it possible for them to go to 7

different places? starting an activity at a very young age that they still do?

sea/lake pitch

I (1) (always / want) to do something interesting in my free time, but I work quite long hours and I’m often very tired when I get home from work. Some time ago, a friend of mine (2) (give) me the idea of joining the Thespians, a drama club which meets just once a week. I (3) (be) a member for the last six months and I (4) (enjoy) every moment of it. The people in the club are very friendly, and the atmosphere is fun and relaxed. For the past few weeks, we (5) (rehearse) for a play that we’re going to put on for the local community centre. I am really looking forward to it. The daughter of one of the members (6) (study) fashion design at university for the last two years and (7) (design) our costumes. Yesterday, I (8) (go) to the club for our last rehearsal before the play. The first performance will be on Friday night and I hope everything will go well.

C. Complete the rules about the uses of the Present Perfect Simple and Present Perfect Progressive by circling the correct words.

• Use the Present Perfect Simple / Past Simple for an action which happened in the past, but the exact time is not mentioned. • Use the Present Perfect Simple / Present Perfect Progressive for an action or state which started in the past and continues up to the present (emphasis on the action). • Use the Present Perfect Simple / Present Perfect Progressive for an action or state which started in the past and continues up to the present (emphasis on the duration). • Use for / since + a period of time and for / since + a specific point in time.

• Find the part of the text which correctly answers the question. • Be careful! Don’t choose a text just because the vocabulary or phrasing in the text is similar to that of the question.

ball, boots, shorts, shin pads

THE THESPIANS

B. Look at the extracts 2 and 3 again. Which of the two tenses emphasises the result of the action and which emphasises the duration?

When matching questions with short texts:

swimwear, board, sail

Read the text below and complete the blanks with the Present Perfect Simple, the Present Perfect Progressive or the Past Simple of the verbs in brackets.

3. I’ve been windsurfing for ages... (Text B) • Has James stopped windsur�ing? • Which tense is used?

• scan each text and look for the specific information mentioned in each question.

boots, board, goggles, gloves ball, net, shorts, trainers, vest

Practice

2. Since I joined the group, I’ve taken part in three different plays. (Text D) • Is Jenny still taking part in plays? • Which tense is used?

NOTE

doing only activities that keep them indoors?

doing an activity their parents are not happy about?

court

1. I’ve met lots of interesting people... (Text B) • Does James say exactly when he met those people? • Which tense is used?

TIP

1 2

equipment ball, racket, net, shorts, trainers, T-shirt

E. Discuss.

C. Read the texts A-D again and answer the questions 1-9 below. Write A, B, C or D in the boxes.

being interested only in outdoor activities?

windsurfing tennis football

ring

A. Look at the extracts from the texts and answer the questions that follow.

not being interested in activities done by people their age?

court

g. all the time

PRESENT PERFECT SIMPLE – PRESENT PERFECT PROGRESSIVE

I’m very sociable and hang out at all the ‘in’ places. I have lots of friends and love meeting people. At the weekends, I usually go somewhere to dance. When I was five, my mother took me to the Contemporary School of Dance and, since then, I have never stopped dancing. I also love music and go to concerts very often. On top of that, I’m a member of a local theatre group, and we put on performances every once in a while. We have a lot of fun choosing the plays and rehearsing. Since I joined the group, I’ve taken part in three different plays. It’s not only fun but also very rewarding.

Which teenager/s mention/s

place

Grammar

Bruce (20 years old)

Jenny (19 years old)

sport

f. someone who likes reading

7. every once in

I’m really into surfing the Νet and playing strategy games on my computer. I’ve been playing computer games ever since my father got me my first computer when I was six. When I’m not playing computer games, I tend to be out and about. My friends and I spend a lot of time at the local football pitch so, although I’m not so athletic, I do get some exercise. I’m also into hanging out at the local shopping centre where my friends and I either go to the cinema or to a café.

basketball water polo snowboarding boxing

d. do something usually or often e. sometimes but not very often

6. tend to

I’m what you call a bookworm. I find nothing more entertaining than staying at home and reading a good book. I read anything from adventure to science fiction. If I start reading a book, I don’t put it down until I finish it. My parents are constantly complaining that I don’t get out much, but I’ve no intention of changing. I’ve recently started writing and I hope to write a best seller in the future. I also spend a lot of time surfing the Net. Last week, I came across a site for people interested in writing and I became a member. Since then I’ve had the opportunity to talk to people with similar interests, and it’s nice to know that I’m not so out of the ordinary.

Complete the table below with the correct name of the sport. Choose from the sports in the box.

c. ready

4. came across

Elizabeth (18 years old) B

LEXICAL SET

b. a plan about what you will do

3. intention

B. Read the texts A-D quickly. What topic do the four passages have in common?

Vocabulary

a. found by chance

2. constantly

We use the Past Simple for actions that happened in the past and the exact time is mentioned. Go to Grammar Reference

gradual familiarization of students with exam type tasks

English-speaking countries

INTERMEDIATE B1

B. Read the text again and answer the following questions:

1. What’s the official language of Canada? 2. What did the Fortress of Louisbourg use to be? 3. Which places in Australia are popular with tourists?

Warm-up

4. Why was Georges Head Battery built?

Discuss the following:

5. How can you get to White Island?

Which English-speaking countries would you like to visit? Why?

6. What can you explore if you visit Mount Arthur?

What do you know about Canada, Australia and New Zealand? A. Read the text below and compare the information in it with what you already knew about the three countries.

C. Join the halves of the sentences.

a. is a building surrounded by a wall, used as a form of defence.

1. A bilingual person

Canada Canada is a country, which is made up of ten province s and is situated in the northern part of Northern America. The country is officially bilingual, English and French. Ottawa is the capital city of Canada and other main cities are Montreal, Quebec and Toronto. Almost half the Englishspeaking population lives in the most populous province , Ontario. Niagara Falls is the most famous sight in Canada. They are known to be a favourite destination for visitors to Canada and people on honeymoon. The best tourist attraction of the falls is the Maid of the Mist boat cruise. You can also visit Queen Victoria Park to admire its impressi ve gardens with spectacular views. The Fortress of Louisbourg is a National Historic Site. It was once a fishing port which has grown to become a major commercial port.

Australia

t and yet one of the Australia is the smallest continen there is no largest countrie s in the world. Although been used as always has English , language official are Australia in cities a national language . The main which is the Canberra , which is the capital, Sydney, . Brisbane and ne Melbour city, biggest of the most famous The Sydney Opera House is one widely known as one 20th century buildings . It is also world. Another tourist of the leading arts venues in the which attracts up attraction is the Great Barrier Reef, Tourists also have a year. to two million visitors every Bay because it is the chance to watch whales at Hervey to rest and play. area where humpback whales come museum in The Australian Museum is the oldest n in the fields reputatio onal internati an Australia with of Natural History and Anthropology. Another historic place is Georges Head Battery, which is one of the forts that were built to defend the harbour.

2. A populous place

b. is used by most people or in great numbers.

3. A venue

c. is a large mass of ice moving slowly.

4. A fort

d. is a place where some events are held.

5. Something predominant

e. can speak two languages very well.

6. A glacier

f. has many people living there.

D. Write a short text of about 120 words about your country. Write about the geographical features, main cities, sights and historical places.

2 Warm-up Discuss the following:

Have you ever joined a youth organisation? If yes, what did you like about it? If not, would you like to join one?

YOUTH

What do you know about scouting? What, in your opinion, are the benefits of scouting?

ORGANISATIONS

New Zealand

It consists of two islands: the North Island, New Zealand is an island country in the south-western Pacific Ocean. language, spoken by 98 percent of the the South Island and several smaller islands. English is the predominant and most cosmopolitan city. population. Wellington is the capital but Auckland is the most populated Island, which is the country’s most active One of the most famous tourist attractions in New Zealand is White Franz Josef cone volcano. It can be reached only by boat or helicopter. The by visited are they and glaciers spectacular most Zealand’s New and Fox are Mount Arthur thousands of tourists every year. Nettlebed Cave is situated on one of and is considered to be the deepest cave in New Zealand. It is also a hole called the longest caves and it takes two days to be explored. There is Salvation Hall, which can be used as a sleepover place down there.

A. Read the text on the following page and match the headings a-e with the paragraphs of the text.

a. Scouting activities b. Examples of sharing and caring c. Good for children and adults d. What’s scouting? e. What children gain from scouting 3

41 41

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aspects of structural knowledge and vocabulary development, ranging from a gentle introduction to basic language structures to the advanced forms of language use and vocabulary. |

grammar

{ Our grammar and vocabulary titles cover all

grammar and vocabulary

Grammar & Vocabulary Practice

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English a a

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grammar

Smart Grammar and Vocabulary

6 LEVELS

Beginner to Pre-Intermediate CEFR: Leading to

Smart Grammar and Vocabulary is a carefully graded grammar and vocabulary series consisting of six books. It deals with traditional grammar and vocabulary through entertaining tasks. More than just a grammar and vocabulary series, however, it introduces and develops spelling, writing and phonic techniques which promote a broader understanding and development of the English language.

A1 - A2.1

A split edition is also available in which the material has been spread out.

key features

components

• • • • • • •

Student’s Book

Vocabulary practice Grammar boxes Colourful and amusing illustrations Oral activities/songs encouraging communication Revision units consolidating Grammar and Vocabulary Spelling and writing techniques Lively material for learning phonics

Teacher’s Book

Class CD

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Junior English Grammar is a graded grammar series particularly suitable for very young learners. It is the split edition of Enter the World of Grammar a, b and 1. It smoothly introduces young learners to the basic structures of English in a simple and fun-to-learn way.

6 LEVELS

Beginner to Elementary CEFR: Leading to A1 - A1.1

grammar

Junior English Grammar

key features • • • • • •

Interesting characters presenting the grammatical structures through simple yet natural examples Short and clear exercises which help learners practise the language Carefully graded material providing learners with adequate practice without intimidating them Colourful and amusing pictures throughout each book to stimulate learners’ interest Revision units consolidating Grammar Unique Teacher’s Book including lesson plans, activities and games, flashcards, worksheets, key and tests

components Student’s Book

Teacher’s Book

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grammar

Live English Grammar

4 LEVELS

Beginner to Intermediate

Live English Grammar is a graded series of grammar books. This highly exciting series covering four levels, from Beginner to Intermediate, adopts an innovative approach to presenting and practising grammar, which enables learners to acquire it naturally. A1.1

A1.2

• • • • • • •

B1 / B1+

B1/B1+

key features •

CEFR: A1 -

components

Presentation of grammatical structures in meaningful contexts and realistic situations Clear explanations and illustrative examples Colourful photographs and illustrations throughout the book Carefully graded and challenging exercises Communicative activities which give learners the opportunity to practise the structures in a natural way Oral and written practice in every unit One revision exercise in each unit consolidating structures previously taught Regular revision units

Student’s Book

Teacher’s Book

* Teacher’s Resource CD/CD-ROM

* Teacher’s Resource CD-ROM:

• •

Tests Key to tests

sample pages from Live English Grammar Elementary, Student’s Book transformation activity practising grammar structures

unit 16

unit 16 Sally: Mark, can I borrow your bicycle? Mark: OK, you can have it if you (5)

(promise) to bring it back in an hour. Answer the questions below.

Sally: I promise. Mark: And remember. If anything happens to it, you (6)

shop and you (7)

(take) it to the bike

(pay) to fix it, OK?

Sally: OK, OK. Now if you (8)

(not stop) talking to me, I (9)

(not be) back in an hour! Rewrite the sentences below. Use unless.

1 What will you do when you finish your homework today?

When I finish my homework today, I’ll watch TV. What will you do when you get home from school tomorrow afternoon?

What will you do if your parents don’t let you go out next Saturday night?

1 I won’t watch the film tonight if it is not a comedy. What will you do before you go to bed tonight?

I won’t watch the film tonight unless it is a comedy. You might not pass the test if you don’t study harder.

What will you do after you have breakfast on Sunday? We can’t go skiing if there is not enough snow. .

Communication

My father won’t give me any money if I don’t clean the garage.

Game. Work in two groups. Gary Mackinsky wants to go on holiday, but he hasn’t decided where yet, Africa or Antarctica? One group should think about Africa and the other about Antarctica. The students in each group should use the ideas in the vocabulary box and their own to make Conditional Sentences Type 1. The group with the most correct sentences is the winner.

If you don’t explain the problem to me, I can't help you.

If you aren't an electrician, you mustn't try to fix the TV.

fish hunt bite freeze build stay go on a safari

igloo jungle wild animals tiger penguin lion whale ice

Read the sentences and make Conditional Sentences Type 1.

activity checking grammar awareness through the use of illustrations

personalised activity allowing learners to activate prior knowledge and practise new language

1 I must run faster to win the race.

Don’t sit on that chair. It might break.

If I run faster, I will win the

Kelly will try to finish her homework before eight o’clock. Then she may go to the cinema.

If Gary goes to Africa, he will see lots of wild animals. penguins.

Drive carefully and you won’t have an accident. Write a few sentences about what you and a friend will do if the weather is good tomorrow and what you will do if it rains.

Tony wants to visit Egypt. He will see the Pyramids there.

e.g. A :

B : If Gary goes to Antarctica, he will see lots of

race.

Are you very tired? Then, you must go home and relax.

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

personalised writing activity in which students practise taught grammar structures and vocabulary using their own ideas

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4 LEVELS

Beginner to Intermediate

Top Grammar is a four-level grammar series that follows the syllabus of To The Top coursebooks. It can be used with any other coursebook as well. A1.1

A1.2

CEFR: A1 - B1

key features • • • • • • • • •

grammar

Top Grammar

components

21 units that follow the syllabus of the Student’s Book Presentation of structures in meaningful contexts Clear explanations and illustrative examples Colourful photographs and illustrations Carefully graded exercises Communicative activities Oral and written practice in every unit Regular revision units Tests available on CD-ROM

Student’s Book

•

Tests & key to Grammar Book activities included in To the Top Teacher’s Resource CD/CD-ROM

sample pages from To The Top Intermediate, Grammar presentation of structures in context using colourful illustrations

Stanley: Hey Andy! How was Edinburgh? Andy: Wonderful. And the festival was great. If you

1. Dennis didn’t play in the game because he had hurt his knee.

had been there, you would have loved it. Stanley: Really? If only I hadn’t had to work that

weekend. What was on? Oh, lots of events! I saw a play called Novecento. It was fantastic! Stanley: Novecento? I’ve heard it’s really good. Andy: Yes! If you had seen it, you would have loved it, too. Stanley: I’m sure! I wish they had had the festival another weekend. Andy: Don’t worry. There’s always next year.

2. You went out without a coat and you caught a cold.

Andy:

activity checking grammar awareness through the use of illustrations

3. We didn’t have a map with us and we got lost.

4. Craig wasn’t careful. That’s why he made that silly mistake.

5. Margaret didn’t finish her studies because she got married three years ago.

a Conditional Sentences Type 3

grammar explanations, illustrative examples and tables

6. I didn’t know about Mary’s problem, so I couldn’t help her.

Conditional Sentences Type 3 refer to unreal or imaginary situations in the past. They often express criticism or regret about something that happened in the past, but it would have been better if it hadn’t happened. if-clause

main clause

If + Past Perfect

would/could/might + have + past participle

If I had seen him, If we had been more careful, If you had told them the truth,

I would have spoken to him. we could have avoided the accident. you might not have got into trouble.

1. I fell asleep yesterday evening. I didn’t watch the news.

If I hadn’t fallen asleep yesterday evening, I would have watched the news.

2. They didn’t get to the bus stop in time. They missed the bus.

b Wish / If only • wish / if only + Past Simple express a wish about a present situation that we would like to be different. I wish I had more free time. If only I didn’t work so much! • wish / if only + could + bare infinitive express regret about something we cannot do at present. I wish I could help you. If only I could speak French. • wish / if only + would + bare infinitive express annoyance about a present situation. I wish they'd stop making that awful noise. If only you wouldn’t talk so much.

3. Jeff isn’t a member of the club. He can’t play tennis there.

4. Mary didn’t hear the phone ring. She didn’t answer it.

5. Carl likes his job. So, he works very hard.

• wish / if only + Past Perfect Simple express regret about something that happened in the past and we wish it could have been different. I wish you had told us the truth. If only Tony had called earlier. 6. Kelly lives abroad. She doesn’t see her cousins often.

NOTE:

With wish / if only we can use were instead of was. I wish I was/were taller.

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grammar

Full Blast! Grammar

4 LEVELS

Beginner to Intermediate

Full Blast Grammar is a four-level grammar series that follows the syllabus of Full Blast coursebooks. It can be used with any other coursebook as well.

A1.1

A1.2

CEFR: A1 - B1

components

key features • • • • • • • • •

21 units that follow the syllabus of the Student’s Book Structures presented in meaningful contexts Clear explanations and illustrative examples Colourful photographs and illustrations Carefully graded exercises Communicative activities Oral and written practice in every unit Revision units Tests available on CD-ROM

Interactive Whiteboard Material

Student’s Book

•

Tests & key to Grammar Book activities included in Full Blast Teacher’s Resource CD/CD-ROM

sample pages from Full Blast 3, Grammar Book activity practising grammar

F. Complete the dialogue with the correct form of must, can, could or need to.

A: (1)

you please turn off your mobiles? You

(2)

use them in the museum. And please

remember that you (3) B: (4)

communicative pair work activity practising taught grammar structures through the use of given prompts

Unit

(6)

Stan So, Lisa, are you coming to the gym? Lisa

Stan Oh, OK, then. Where’s your brother? Lisa

B: What? (9)

answered. I can’t find him anywhere. Even his

enter with the bottle.

mobile is turned off.

I speak to the director of the

Lisa

It’s not turned off. It’s broken. Ring Tony. My brother might be with him. They usually play computer

museum, please?

games together. Stan Oh, OK.

peaking

Now match.

A. Talk in pairs. Discuss what you should say in the following situations. Think of as many possible ways you can to express yourself. Use can/could/may/would/will/must/need/have to.

• You’re in class and you want to go out. Your partner is the teacher. • You need your parents’ permission to go to a friend’s house. Your partner is your father. • You’re in a hospital and someone is talking on his/her mobile phone. • You’re in a museum and someone is taking photographs.

Lisa

will go to the gym. has got a mobile which isn’t working.

B. Choose a situation and act it out.

• You’re in a small room with closed windows and it’s very hot.

personalised writing activity in which students practise taught grammar structures using the prompts and their own ideas

Alex? He must be at home.

Stan He can’t be at home. I just called and no one

drink water. It’s very hot.

A: I’m sorry, you (8)

Sorry! I won’t be able to. I’ve got too much homework.

, sir. And you madam, you take this bottle of water inside.

B: But I (7)

presentation of structures in context using colourful illustrations

can / could / be able to may / might / could must / can’t

Read the dialogue.

touch anything. I take photos?

A: I’m afraid you (5)

Can/Could/May I go out, please? No, you may not. But I need to, Miss, please! OK, then, if you have to...

Stan

can’t go to the gym. may be with a friend.

Alex

• You have a terrible toothache.

is trying to find someone.

• You’re at a restaurant and want some salt. Your partner is the waiter.

rammar

riting Write one sentence for each of the situations below. Use the words given and can/could/may/will/would/need/have to/ must.

a can/could/be able to We use can: • to express ability in the present. My father can use a computer.

NOTE: try on

Full Blast 3_Mod_15_Grammar_Eng.indd 67

shout

doctor

supermarket

tea

clear grammar explanations, illustrative examples and tables

We use could: •

past. I could ride a bike when I was young.

Be able to expresses ability and forms all tenses. It is mainly used in tenses where we cannot use can (Future, Present Perfect, etc.). He’ll be able to come on Saturday. Have you been able to visit your friends?

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3 LEVELS

Traveller Grammar is a three-level grammar series that follows the syllabus of Traveller coursebooks. It contains a detailed presentation of the grammatical structures with rules, tables and examples and a variety of exercises for practice and consolidation. It can be used with any other coursebook as well.

A1.1

A1.2

Beginner to Pre-Intermediate CEFR: Leading to A1 - A2

grammar

Traveller Grammar A2

components •

Tests & key to Grammar Book activities included in Traveller Teacher’s Resource CD/CD-ROM

Student’s Book

sample pages from Traveller Pre-Intermediate, Grammar Module

presentation of structures in context using colourful illustrations

Unit 13 (4a) Future will / Time Clauses

A. Complete the sentences with the Present Simple or the Future will of the verbs in brackets. 1. A: Mary,

Look at the picture and read the speech bubble.

you

(help) me with the housework?

B: Sure, as soon as I

What time is it? Ah, it’s only eleven o’clock... I’ll sleep a bit longer. And when I wake up, I’ll make a big breakfast and then perhaps I’ll watch TV all day!

2. A: What

(finish) this exercise. you

B: It’s lovely. I

(think) of that dress? (buy) it.

3. A: Mr Wallace, you

(be) late today.

B: Excuse me sir, that 4. A: My friend, Paul

(not happen) again. (not study) at all.

B: Then I’m afraid he

(fail) the test tomorrow.

activities practising grammar structures

B. Circle the correct words. 1. When our exams will be / are over, we go / will go on holiday. 2. Alfred leaves / will leave the house as soon as he gets / will get ready. 3. Don’t worry, I will be / am a more careful driver. 4. The girls make / will make some sandwiches because they’re hungry.

A. FUTURE will

5. I won’t wait / wait until my brother finishes / will finish shopping.

clear grammar explanations, illustrative examples and tables

Affirmative I He/She/It will work We/You/They

Negative I He/She/It will not / won’t work We/You/They

We use Future will for: • offers. I'll help you with your homework. • promises. I won't lie to you again, I promise. • requests. Will you help me with the washing-up? • on-the-spot decisions. I'm hungry. I'll eat a sandwich.

Questions I He/She/It Will We/You/They

6. I’m sorry. I will lie / won’t lie to you again. work? C. Expand the notes into sentences. Use the words given and times clauses. 1. Alice / call / get / home

Time Expressions tomorrow, tonight, soon, next week / month, in an hour / week, etc.

after

3. I / not play / computer games / finish / homework

until

4. He / visit / parents / arrive / Paris

B. TIME CLAUSES

when

2. They / go / home / have / dinner / friends

5. We / be / back / it / get / dark

as soon as

before

• Time clauses begin with when, after, before, as soon as, until, etc. • When the sentence refers to the future, we usually use the Present Simple in the time clause and Future will in the main clause. Time clauses As soon as it gets dark, Before Richard goes to the gym,

trav_pre_inter_gram_U4.indd 34-35

Main clauses we'll go home. he'll wash his car.

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grammar

NEW

Pioneer Grammar

3 LEVELS

Pioneer Grammar is an innovative series with functional language and competence-based tasks.

A1.1

A1.2

CEFR: A1 - A2

components

key features • • • • • • •

Beginner to Pre-Intermediate

30 units that follow the syllabus of the Student’s Book Structures presented in meaningful contexts Clear explanations and illustrative examples Carefully graded exercises Communicative activities Written practice Revision sections

Student’s Book

•

Key to Grammar Book activities included in Pioneer British Teacher’s Resource CD/CD-ROM

sample pages from Pioneer Pre-Intermediate, Grammar Unit 7 (3b)

B. Match the two halves of the sentences. Then join them using who, which, that or where to make sentences. If they can be omitted, put them in brackets.

) Relative pronouns (who, which, that) and adverbs (where)

1. Niagara Falls is a great waterfall...

a. ...stands out in New York City.

Look at the photo and read the dialogue.

2. Jørn Utzon is the architect...

b. ...people see when they are ill.

3. Football is a sport...

c. ...people can go and enjoy nature.

A: Do you remember Mr Brown who taught us Physics two years ago?

4. A national park is an area of land...

d. ...many people in Hungary play.

B: Yes, what about him?

5. The Empire State Building is a famous landmark...

e. ...designed the Sydney Opera House.

A: Well, he was taking part in a Science and Technology

6. A doctor is someone...

f. ...is in North America.

exhibition yesterday. He has made a robot which can do the ironing for you. B: Wow! That’s great!

1. 2. 3. 4. 5.

Relative pronouns/adverb

The relative pronouns who, which, that and the relative adverb where introduce relative clauses, which give information about the subject or object of the main clause. • Who is used for people. Stuart is the person who gave me this comic. Alexander Graham Bell is the scientist who invented the telephone. • Which is used for animals, things and abstract nouns. Have you seen the cake which I prepared for Jane? Lions are animals which live in Africa. • That is used for people, animals, things and abstract nouns. It can replace who and which. Here are the shoes that I bought last week. Fred Mills is the student that won the competition. • Where indicates place. This is the building where I used to live as a child.

NOTE

• The boy who he is riding the red bike is my cousin. The man that you met him at the restaurant is my husband. • The relative pronouns who, which and that can be omitted when they refer to the object of the main clause, but cannot be omitted when they refer to the subject of the main clause. Here’s the mobile. I bought it last week.

C. Write two sentences for each piece of information. Begin with the words given and use who, which, that or where.

Famous football player Wayne Rooney started playing for Manchester United at the age of 19.

1. Wayne Rooney is

Manchester United is

2. ‘Live Aid’ was

The fundraiser ‘Live Aid’ took place at Wembley Stadium on

Wembley Stadium is

13 July 1985.

Here’s the mobile which/that I bought last week. Here’s the mobile I bought last week.

• The relative adverb where can never be omitted or replaced by that.

Activities

The American astronomer Clyde Tombaugh discovered the planet Pluto in 1930.

3. Clyde Tombaugh was

Pluto is

A. Circle the correct relative pronoun. 1. The woman which / who is talking to my mother is from Scotland. 2. Tara Dobbs is the artist who / which won the first prize in the competition.

4. Paul Gauguin was

3. This is the computer who / which has access to the company files. 4. Have you seen the jumper which / who I bought yesterday? I can't find it anywhere! 5. A: Oh, there's Mr Shaw, my English teacher! B: Is he the tall man who / which is wearing the grey suit?

Tahiti is

The French painter Paul Gauguin spent about ten years on the island of Tahiti in the Pacific Ocean.

6. He has just finished writing a book which / who is about the history of the 20th century.

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grammar

Grammar and Vocabulary Practice

2 LEVELS

Intermediate to Upper-Intermediate / B2 CEFR: B1 - B2

Grammar and Vocabulary Practice prepares students for all exams. B1

sample pages from Grammar and Vocabulary Practice unit

12 Determiners A. Some / Any / No / Every / Each

Some, any and no are used with countable (singular and plural) and uncountable nouns. Each and every are used only with singular countable nouns. The compounds of some, any, no and every are pronouns; no noun can be used with them. Use

Examples

• in affirmative sentences • in questions when a positive answer is expected • in polite requests and offers

Someone took my keys by mistake. Are you looking for something?

• in questions • in affirmative sentences, meaning “no matter which” • in negative sentences when not or other negative words (hardly, never, rarely, etc.) are included

Is anyone in the kitchen? You can visit us any day next week.

no no one/nobody nothing nowhere

• in negative sentences instead of not any; no other negative words can be used

He has nowhere to go.

every everyone/everybody everything everywhere

• when we consider people or things as a group • with nearly and not

Every car has a steering wheel. Nearly every house in this area has a garden. Not every room has a nice view. I found every one of these books interesting.

some someone/somebody something somewhere any anyone/anybody anything anywhere

Would you like some cake?

I don’t eat anything spicy. Hardly anyone has arrived yet.

every one of + plural noun/pronoun • when we consider people or things separately each (one) of + plural noun/pronoun

each

note

Each student came up with a different idea. Each one of them received a free copy of the magazine.

grammar explanations

• Some of and any of go with a plural verb. Do any of your friends speak Italian? • The compounds of some, any, no and every go with a singular verb. Else can be used with them (meaning “more” or “different”). Someone else wants to speak to you. • Someone/somebody, anyone/anybody, no one/nobody and everyone/everybody refer to both genders, so we use plural pronouns and possessive adjectives. They didn’t take any photos because no one had brought their camera with them.

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page 60

page 61

C Circle the correct answers.

Grammar Practice A Put the words in brackets in the correct order. 1. My father always uses (a/an, aluminium, big, round, frying) 2. Mr Brown found (old, wooden, three) 3. I got (a/an, Italian, silk, blue, beautiful) 4. We have (a/an, oval, antique, dining, oak) 5. That is (a/an, strange, green, glass, triangular)

1. The Johnsons bought a beautiful house at a much / fairly good price. 2. I was able to finish reading the book much / most sooner than I thought since I had some free time.

pan to fry fish in.

3. The baby’s temperature must have risen. He feels very / even warmer than before. boxes full of old photos.

4. Ray’s get-together is going to be quite / fairly an exciting event. He told me that it’s going to cost him very / far more than last year’s.

scarf for my sister.

5. This is a rather / bit good educational programme for children. 6. I’m leaving for the USA pretty / a lot sooner than I had originally planned.

table.

7. It’s absolutely / very marvellous that you could make it to the reunion. ashtray. Don’t you think?

8. Margaret finds reading books most / much relaxing. 9. I like the car but it’s a rather / bit more expensive than I thought it would be. 10. It must be far / pretty exciting travelling all over the world.

Choose the correct answers.

Pre-school teaching is a lot (1)

than

D Rewrite the sentences using the adverbs in brackets.

1. a. more demanding b. demanding c. most demanding

most other jobs. People think that looking after young children is (2)

1. Keith will go camping. (in the spring/probably/there) 2. a. easiest

b. more easier c. easier

3. a. older

b. elder

c. oldest

4. a. bad

b. badly

c. worse

What makes it difficult is that the (5)

5. a. young

b. younger

c. youngest

they are, the (6)

6. a. most

b. much

c. more

7. a. funniest

b. very funny c. much funny

8. a. little

b. less

c. least

9. a. so

b. like

c. as

10. a. rarer

b. rarely

c. rarest

11. a. shy

b. shyer

c. shyest

after (3)

than looking children, but then again the

job is not as (4)

as some might think. responsibility you

2. Steven knew nothing about the robbery that took place. (absolutely/yesterday/apparently) 3. That restaurant is expensive, so I won’t come with you. (definitely/rather/tonight) 4. Young people find part-time work. (nowadays/in the summer/often)

have. Small children can be (7) (8)

. They are

worried than adults about saying

5. Peter has arrived but I’m sure he has forgotten about our meeting. (completely/just/pretty)

“inappropriate” things. Also, they are three times (9)

energetic as adults. The

(10)

• •

children who are (11) (12)

and

than others by nature.

I arrive at work (13) who work with (14) it’s not the (15) the (16) paid (18)

c. early

b. older

c. oldest

15. a. easier

b. easy

c. easiest

16. a. good

b. better

c. best

17. a. few

b. fewer

c. fewest

18. a. more

b. much

c. most

19. a. much

b. most

c. more

20. a. of

b. than

c. from

hours and get money.

many others I can

think of.

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grammar practice page 62

Vocabulary Practice A

Complete using the correct form of the phrasal verbs given.

hold on: hold on to: hold up: hurry up: keep back:

wait for a short time hold sth (1) delay sb or sth (2) rob make haste, do sth quickly reserve sth, not reveal or give away all of it keep off: stay off sth keep on: continue doing sth keep out (of): stay outside a place, not enter keep up (with): maintain the same level or speed as sb else

components Teacher’s Book

2. Craig

the grass!

working despite being tired.

3. Could you

a minute while I phone Mr Bent?

4. No matter how hard I tried, I couldn’t

with

Sam in the race. 5. Could you 6.

these bags while I buy some bread? ! If we miss the bus, the next one isn’t for an hour.

7. A masked man

the National Bank this morning,

but he was caught later in the day. 8. The police 9. Please,

information about the murders so as the cat

of the kitchen

because I’ve just washed the floor.

Complete using the prepositional phrases given.

Interactive Whiteboard Material

* Teacher’s Resource CD/CD-ROM

sharing certain things or characteristics in comparison with: compared with in conclusion: lastly, finally in control of: having the power to manipulate sth or make decisions about it in danger: in a dangerous situation in detail: analytically, precisely in the end: finally, lastly in fact: actually, in reality in fashion: fashionable in favour of: supporting sth in good/bad condition: in good/bad shape in sb’s free time: when sb is not busy

* Teacher’s Resource CD/CD-ROM:

• •

1. Can’t you read the sign? It says

not to scare people.

in common:

Student’s Book

meaning to the first sentence. Do not change the word given. (Use 2-5 words in total.)

c. more quieter

b. earlier

14. a. old

However, I believe it’s a (19) rewarding job (20)

b. quiet

13. a. earliest

children. Sure paid. In fact, I know I could

work elsewhere for (17)

Clear grammar explanations Grammar section and Vocabulary section practising grammar and vocabulary Revision units Practice Tests

12. a. more quiet

than teachers job in the world nor

Using the words given and other words, complete the second sentence so that it has a similar

1. We can’t afford such an expensive holiday. as We can’t afford that. 2. As we climbed higher, we had more difficulty breathing. harder The it was to breathe. 3. Jane gave us a warm welcome when we arrived. friendly Jane welcomed when we arrived. 4. The weather was getting worse by the minute, so we decided not to go out. and The weather was getting , so we decided not to go out. 5. Carl skates better than his brother Alex. such Alex is not his brother Carl. 6. The journey was less tiring than I thought it would be. as The journey I thought it would be. 7. This is the worst book I have ever read. than I have never read this one. 8. Danny’s briefcase is similar to yours. same Danny’s briefcase is almost yours.

when it’s quiet. Of course, you always get some

key features • •

moments in the classroom are

everything. Nothing can be done without his approval. 2.

, I would like to thank you all for listening to me.

3. What do you do

? Do you read books?

4. I agree with you. I am

renovating the house.

5. The witness was asked to describe

the

events which took place on 26th March. 6.

last year’s records, it seems that our sales have increased.

7. These bright colours are

this summer.

8. Even though we are brother and sister, we have nothing .

vocabulary practice

9. You should buy this second-hand car. It really is . 10. This painting looks like an original Monet, but it is a copy. 11. We couldn’t decide where to go for a holiday, so we consulted our travel agent who suggested New Zealand.

Tests Key to Grammar & Vocabulary Practice activities

1. The president of the company is the man

12. If you continue spending money like this, you are of losing your business.

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skills development

skills development 52

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short units, our skills development courses cover your students’ practice needs and help them achieve their full potential. |

NEW

skills development

{ With a wide range of topics introduced in

DOUBLE

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skills development

New Plus

8 LEVELS

Beginner to Proficiency CEFR: A1–C2

New Plus is a unique series for skills development which consists of ten books and takes learners smoothly from Beginner to Proficiency (C2) level. It is based on a multi-dimensional syllabus and enables students to enhance their listening, speaking, reading and writing skills in an integrated way.

Suitable for Cambridge and other Exams B1.2

Suitable for Michigan Exams

B2.2

NEW

vised 2015 updated for the re : first (FCE) Cambridge english

key features • • • • •

Units based on different topics and divided into three thematically linked sections, each of which corresponds to one of the three skills Topics which both interest learners and are commonly found in examinations A variety of speaking and listening tasks providing extensive practice in the language and functions which learners can use in the writing section Guidance, plans, tips and tasks leading to successful writing of all composition types Teacher’s Books including key, listening transcripts and notes

components Student’s Book

Teacher’s Book

Class CD

* Teacher’s Resource CD/CD-ROM

* Teacher’s Resource CD/CD-ROM:

• •

Tests Key to tests

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2 LEVELS

Upper-Intermediate to Level B2

Double Plus is a skills development series consisting of two books. This series prepares students for the Cambridge English: First (FCE-Br.E), Michigan ECCE-Am.E and other exams at B2 level. It develops students’ listening, speaking and writing skills.

CEFR: B1+, B2

components Student’s Book

Teacher’s Book

skills development

Double Plus

Class CDs including tests

key features •

Units based on different topics and divided into three thematically linked sections, each of which corresponds to one of the three skills

• •

Topics which both interest learners and are commonly found in examinations

• •

Guidance, plans, tips and tasks leading to successful writing of all composition types

A variety of speaking and listening tasks providing extensive practice in the language and functions which are useful for the writing section Teacher’s Books including key, listening transcripts and notes

sample pages from Double Plus B2, Student’s Book a. What do you think the purpose of the first sentence in each paragraph is? b. Which of the following headlines do you think is the most suitable for the article? Why?

an ar i e Discuss the topic

a 3

Sample writing 1. Read the rubric and the article below. The first sentence of each paragraph (topic sentence) in the main part is missing. Read the sentences a-e below and choose three of them to fill in the missing sentences in the article.

Write your article (140-190 words).

ARTICLES WANTED Write about:

An interesting place to visit.

We will publish the best articles next month.

h n e i h u usual h li a s u ic ia alls a i nal a in isi e hing i e en u h ica ill gi e u he change u nee

e s

c s a ea c e ue The a is ense ain es s ua e il e es ina e ical il li e ica s s Ta e a s ll an see s e n e s an c c iles ns inclu ing le a s a us na e a e

sample writing highlighting certain features that are essential to the task

oi a

How do you decide where to go on holiday? Do articles about places help you decide where to go on holiday? Why/Why not?

You see this announcement in your school magazine.

ne he a s a a ac i ns l an ne a e he ic ia alls n he a esi i e a he ea h a ing ie s an he esse ul e le uni l s la ges e eing ne he a ea ening c ash he isse e n sigh a e alls i s a hi e a e a ing ungee u ing an e a aila le can eing a e us s e he e ci ing e e iences he n s a en u us he c uises h ill see ing isi s e ill n he a esi h se sa a is an can e sa a is e uall ul illing

a. E l e ica s ain es s e e ha is n all u can see in he a b. na u al se ing c. agine his a a l ca e in a agni icen a s u can en na u e d. The e a e l s ac i i ies sigh seeing h ugh he e a e an u e. a

fri a i a e for e

i e for an

er one

fri an a

ork o afari

en re

Plan An article is usually written for a newspaper or magazine. There are many different types of articles: news reports (articles giving news or information), articles discussing issues (for-against) or stating opinions, making suggestions, etc. This unit deals with articles describing places. They are written for magazines or travel brochures. The aim of this article is to convince the reader to visit the place. Below is a plan for an article of this type, with questions to help you when planning one. Read the plan and compare it to the sample.

Headline

• write an interesting headline

Introduction

• give general information about the place you are going to describe (name, location, etc.) • give reasons for choosing the place

How can you make the introduction interesting? What place are you going to describe? Where is it located? What makes the place interesting/special?

Main Part (2-3 paragraphs)

• describe the place (size, landscape, buildings, streets, transport, sights, facilities, people, lifestyle, etc.) • discuss what activities people can do there

What is the place like? What are the important features of this place? Are there any sights worth visiting? What sort of facilities (e.g. hotels, shops) can be found there? What are the local people like? What can people do there to entertain themselves? What is the atmosphere of the place?

Conclusion

• make a general statement to sum up your ideas • make recommendations

What is your overall opinion about the place? Would you recommend it?

Guide to writing

u usual h li a s esca e u eel u nee i u a en u e h li a an l nge n u i in e u n e isa ic ia alls a i nal a an



unit

2. Answer these questions.

t Ng

warm-up activities introducing the theme of the section

u can

Write an original headline to attract the reader’s interest. The headline should be short and it can be in the form of an exciting word or phrase (Get ready for fun!), a summary of the article (A trip to Paris), a question (Would you go?) or a surprising fact (Two million holidaymakers a year!). Write about a place you are familiar with. Before you start, try to come up with ideas and plan what you are going to write. Choose a few of the most interesting ideas and expand on them. Don’t include too many details otherwise you will exceed the word limit. Use an appropriate style when writing. Articles can be formal or informal. The aim of this article, however, is to convince the reader to visit the place you are describing. In order to achieve this, it is easier to write in an informal, chatty style. Make your article sound lively and address the reader directly using the personal pronoun ‘you’.

a detailed plan with step-by-step guidelines on how to structure and organise written work

a guide to writing with tips and strategies which facilitate the writing process



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examinations 56

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{ Our examination titles, ranging from A1 to C2, familiarise students with examination formats while providing them with the opportunity to prepare and practise in order to maximise their chances of success in the examinations. |

Go for

Ukrainian State Exam

IELTS

Practice Tests

Go for Preliminary Practice Tests

Use of English B2 for all exams

Practice tests for the

CAMBRIDGE ENGLISH:FIRST (FCE)

Examination 57

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examinations

NEW

Go for Ukrainian State Exam Go For Ukrainian State Exam Practice Tests is a series of three books preparing students for the Ukrainian State Exam.

3 LEVELS

Pre-Intermediate to Upper-Intermediate CEFR: A2 - B2

key features •

An introduction with detailed information about the aspects of the examination such as format, marking and grading

•

A detailed presentation of each section of the examination in the first practice test, with guidance, exam tips, strategies and techniques ensuring success

• • • •

A wide variety of text types and topics reflecting the range used in the examination

•

Answer key available upon request

Ample practice of reading, English in use and writing tasks reflecting the examination format Answer sheet Five comprehensive appendices to be used as a reference section, which include: - Numerals - Prepositional phrases - Verbs, nouns and adjectives with prepositions - Derivatives - Lists of words by topic with their Ukrainian equivalents

components Student’s Book

58 58

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examinations

sample pages from Go for Ukrainian State Exam Level A2 Test 1

Part 1 - Reading and English in Use

Test 1

Part 1 - Reading and English in Use

SECTION 2 Read the text on the next page about the Olympic Games and decide if the statements 7-12 are True or False.

The Olympic Games

On your answer sheet, mark: A if it is true B if it is false.

The first recorded Olympic Games were held in Greece many centuries ago. At that time, only men did sports during the games. But how did the games begin again in modern times? A Frenchman named Pierre de Coubertin brought them back to life, and he hoped that the games would help countries to be closer to each other. He even made an Olympic sign, five rings of different colours — red, blue, black, green and yellow — joined together. The idea was warmly received, and in 1896 the first modern Olympic Games took place in Greece, the country where they had started.

Tips 1. Ува но рочита те інструкції до завдання та назву тексту ам зрозуміти ро о тиметься у тексті 2.

е до омо е

видко рочита те текст в ер е об зрозуміти ого головну ідею в цілому та ро о деться в ко ному з араграфів Зверніть увагу на хронологію одання інформації в тексті зна омтесь із завданнями до тексту

рочита те текст вдруге фокусуючи увагу на тих частинах тексту які без осередньо містять інформацію до завдань

е ука те в тексті ті самі формулювання о в иті у завданні до тексту зазвича ри формулюванні завдань використовують синоніми або ерефразовані вислови

6 . Завдання до тексту розмі ені в тому 7 .

орядку

It was then decided to have the games in a different city every four years. The following Olympics in Paris in 1900 were important because women were included in the games for the first time.

інформація в тексті

Games in 1896 there were only nine sports in the competition, but today there are more than twenty sports. Before the start and after the end of the games, there are amazing shows which are watched on TV or online by millions of people around the world. Some people believe that the Olympic Games can help or change the city that organises them. This is because the city has to prepare well for the games by building sports places and improving the different ways that people travel around the city. This means that the city gives jobs to a lot of people. Also, it gets a lot of tourists who come to watch the games. These tourists spend a lot of money there, which helps the city and the country get back some of the money that has been spent preparing for the games.

At the beginning of the modern Olympic

к о и не зна омі з деякими словами в тексті то с очатку визначіть до якої частини мови вони відносяться та с робу те зрозуміти їх значення з контексту

7. The first Olympic Games were started by a Frenchman. 8. Women competed in the first modern Olympic Games. 9. There were fewer than ten sports in the first modern games. 10. Millions of people travel to the city where the games are to watch the opening show. 11. There are many jobs available when a city is preparing for the Olympic Games. 12. Tourists give a lot of money to help the city get ready for the games.

page 16

page 17

Part Part1 1- Reading - Readingand andEnglish EnglishininUse Use

Test 1

Part 1 - Reading and English in Use

Test Test 1

SECTION 1

Tip икористову те візуальну інформацію це до омо е зрозуміти загальну ідею тексту

Tips 1. Ува но рочита те ко ен текст та с робу те зрозуміти ого загальну ідею 2. Ува но озна омтесь із завданням та варіантами від овіде

What does the sign say?

ам ята те о усі три о ції мо уть бути згадані у тексті але ам необхідно обрати дину яка равильною від овіддю на завдання

A. Customers cannot print in colour.

амага тесь сконцентруватись на змісті рочитаного а не укати в тексті овторення слів о містяться у завданнях

ITE BLACK AND WH LY. FOR PRINTING ON AT COLOUR, PAY DESK.

5. Ува но озна омтесь з ко ною о ці ю еред тим як визначити равильну на а у думку від овідь

C. There is no colour printer.

Tip изначте мету тексту

Read the texts 1-6 and answer the questions. Choose the correct letter A, B or C. Mark your answers on your answer sheet. 1.

B. Only black and white printing is free.

Tip

Where would you find this notice?

If no one is at reception, please wait near entrance.

рочита те текст та о ції Зна діть синоніми слів наведених у тексті е обира те о цію ли е через те о в ні в ито слово фраза з тексту зазвича слова в тексті відрізняються від тих о містяться в о ціях

A. in a shopping centre B. in a hotel C. in a clothes shop

Where would you find this notice?

NO CARS

A. at a traffic light

IN THIS AREA

B. in a car park

Tip

C. in the city centre

Зверніть увагу на будь які наведені в тексті цифри о ції мо уть містити за итання ро них

What does this sign say?

Closing time: 21.30 No new orders after 21.00

A. Customers cannot order during the last half hour. B. Customers can order half an hour after closing time. C. Customers must leave half an hour before closing time.

page 13

page 14

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examinations

sample pages from Go for Ukrainian State Exam Level B1 Part 1 - Reading and English in Use 2.

Test 1

Part 1 - Reading and English in Use 5.

Tip

Test 1

Tip ерекона тесь о ви зрозуміли хто адресантом та адресатом електронного листа листівки овідомлення чи ін ого тексту

икористову те візуальну інформацію це до омо е зрозуміти загальну ідею тексту

Hand or machine wash with care up to 30˚C. Wash similar colours together. Dry ﬂat. Do not dry clean.

Dear Pam, I’m in Blackpool with Tricia for the weekend. We’re having a fantastic time! Can’t believe it! It’s my

This item of clothing

last weekend as a single lady! See you at the wedding!

A. cannot be washed in a washing machine.

Love,

B. must be washed at a temperature no higher than 30°C.

Laurie

C. can be washed with any other colour.

Who is getting married? A. Pam

Tip

B. Laurie

изначте мету тексту

C. Tricia Mum, the lovely dress you got me

Tip

to match my new shoes doesn’t ﬁt.

к о и не зна омі з деякими словами в тексті то с очатку визначіть до якої частини мови відносяться незна омі слова намага тесь зрозуміти їх значення з контексту

I’ll go back to the shop and get it in a larger size. Ann

THE CARRIAGE IS AIR-CONDITIONED. A. Ann will return the dress and get new shoes.

THE WINDOWS ARE FOR EMERGENCY USE ONLY.

B. Ann wants her mum to go to the shop with her.

PASSENGERS ARE KINDLY

C. The dress Ann’s mum bought was too small.

REQUESTED NOT TO OPEN THE WINDOWS.

Tip

Зверніть увагу на будь які наведені в тексті цифри о ції мо уть містити за итання ро них A. Passengers must open the windows if the air conditioning stops working. B. Passengers are allowed to open the windows under certain conditions.

Volunteers needed in our neighbourhood to

C. The windows will lock if there is an emergency.

support the elderly with chores such as shopping, cooking and gardening or just to keep them company. Must be 16 or older. Call Mr Kingston on 020 7946 0021 after 5 p.m. A. Volunteers will be working after 5 p.m. B. Volunteers will be helping old people. C. You can’t volunteer if you are 16 years old. page 14

page 15

sample pages from Go for Ukrainian State Exam Level B2 Part 1 - Reading and English in Use

Test 1

Part 2 - Writing

SECTION 4 Read the text below about e-books and paper books and choose A, B, C or D for each space 21-30. Mark your answers on your answer sheet.

Writing Tips 1.

E-books vs paper books by Emma Bannister

Although paper books have been around for centuries, research (21) that, these days, people buy more e-books than paper books. There are many advantages to (22) . Firstly, on just one device, the e-reader, you can download and store thousands of books. Also, because e-readers are light and easy (23) , it’s like having a portable library with you all the time. Another reason e-books are popular is that they are often (24) compared to paper books. Still, e-books are not for everyone. Many readers still like a good (25) paper book. For one, they enjoy the feeling of holding and smelling paper books and like to admire their collection. Furthermore, when paper books (26) and the pages turn yellow, they look even nicer. On the other hand, reading from a screen puts a strain on your eyes. Also, (27) something happens to your e-reader, you have to pay a lot of money to (28) , or to buy a brand new one. Finally, if you forget to recharge the battery of your e-reader, it (29) run out when you are in the (30) of a story.

о и від овіли на ко ну умову исьмової роботи

еревірте кількість слів виконаної исьмової роботи Згідно з інструкці ю до завдання исьмова робота овинна містити 1 слів

6 .

ля кра ого структурування від овіді створіть коротки лан исьмової роботи Закінчив и на исання електронного листа овідомлення за иски коментаря за ису у блозі еревірте та відредагу те текст

B. believes

C. recommends

D. expresses

B. think

C. suppose

D. regard

B. to carry

C. carried

D. carrying

24. A. quite cheap

B. much cheaper than

C. as expensive

D. expensive than

25. A. historic

B. old-fashioned

C. current

D. modern

7 .

26. A. raise

B. grow old

C. age

D. mature

8 .

27. A. unless

B. as long as

C. if

D. should

28. A. have repaired it

B. repair

C. get it repaired

D. make it repaired

29. A. ought to

B. must

C. might

D. should

30. A. end

B. beginning

C. start

D. middle

и іть оха но та розбірливо е ереклада те речення з а ої рідної мови намага тесь думати англі ською а тако застосовувати фрази та вирази які и вивчили

9 . икористову те від овідні граматичні форми у исьмові роботі

You read the following post on an English-speaking forum:

е до омо е

бираючи равильну від овідь аналізу те граматичні форми та ісля ро уску

о в иті до

3. Зміст деяких о ці мо е бути одібним однак ли е одна о ція містить ри нятне з граматичної точки зору речення брани варіант овинен від овідати не ли е граматичні структурі але змісту речення загалом 4.

ерекона тесь

23. A. for carrying

Tips

page 20

3. Ува но рочита те інструкції до завдання та ідкресліть ва ливі ключові слова риділіть особливу увагу трьом умовам які мають бути розкриті в исьмові роботі і слова використані у завданні до исьмової частини (на риклад ‘talk about, describe, explain’ та ін і) вказують на те о очікують від ас в исьмові роботі Уника те ко іювання інструкці завдання намага тесь ерефразувати їх

22. A. consider

очніть та закінчіть а електронни лист овідомлення за иску від овідно до змісту форми завдання икористову те фрази ‘Dear Katie, Hi Marta, Looking forward to hearing from you’ та ін і

2. икористову те с олучники слова зв язки та вставні слова (такі як ‘and, but, so, because’ ) аби о днати а і ідеї

21. A. suggests

1. Ува но рочита те інструкції до завдання та назву тексту ам зрозуміти ро о тиметься у тексті

Test 1

осить часто в завданні ро ону ться обрати дини равильни із за ро онованих ри менник ам ята те о деякі слова мо уть бути в иті ли е з евними ри менниками на риклад ‘be interested in sth’.

Hi everyone! I broke my leg a few months ago and have put on a lot of weight. Now I feel tired all the time and I also don’t feel good about the way I look. Does anyone have any advice? Write a response of 80-100 words in which you: • express your sympathy • suggest that the writer should take up physical exercise • suggest some healthy eating habits. Write your forum post on your answer sheet.

page 21

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3 LEVELS CEFR: Leading to A1-A2

Go Starters / Go Movers / Go Flyers is a course preparing students for the YLE Tests.

key features •

• • • •

components Student’s Book with Student’s audio CDs

NEW

•

14 topic-based Units practising Grammar and Vocabulary through activities in the format of the YLE Starters / Movers / Flyers Tests Four tests in a reduced format One Final Test in the exact layout of the Test Object Cards cut-outs An alphabetical Word List at the back of the Student’s Book Teacher’s notes (included in the 2nd Class CD/CD-ROM)

examinations

Go Starters / Go Movers / Go Flyers

Class CDs including Teacher’s Notes

Go for Preliminary Practice Tests

1 LEVEL

Intermediate CEFR: B1

Go for Preliminary Practice Tests consists of five complete tests for the Preliminary English Test.

key features • •

an introduction with detailed information about the test a step-by-step training section which focuses on specific features of the test and is divided into four parts: Use of English, Reading & Writing (Paper 1), Listening (Paper 2), Speaking (Paper 3) This section provides preparation material and useful strategies which help candidates tackle each paper successfully.

• • •

tips and test-taking strategies included in the first practice test two comprehensive appendices for reference purposes key, justifications for answers to reading and listening tasks, suggested discussion points and listening transcripts

components Student’s Book & Student’s CD-ROM with vocabulary list

Self-study Pack: Student’s Book & Resource CD-ROM*

Teacher’s Pack including Self-study Pack and Class CDs

* Resource CD-ROM: • Vocabulary list • Key • Justification of answers for Paper 1, Parts 1–4 • Listening transcripts with justification of answers for Paper 2 • Suggested speaking points for Paper 3 • Audio material (in MP3 format) for Papers 2 & 3

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examinations

NEW

Practice tests for the Cambridge English: First (FCE) Examination

1 LEVEL

Upper-Intermediate CEFR: B2

Practice tests for the Cambridge English: First (FCE) Examination, Book 1, consists of six complete tests, which follow the style and format of the Cambridge English: First (FCE) Examination.

key features • • • • • • •

A wide range of authentic material which reflects the variety used in the Cambridge English: First (FCE) examination A table including information on the layout of each paper Vocabulary definitions for Paper 1, Part 1 Visual material for speaking practice Sample answer sheets Full-length exam standard CDs including instructions Tests which have been pre-tested by students

components

Student’s Book

NEW

* Teacher’s Book

* Teacher’s Book:

• • • • •

Class CDs

Key Listening transcripts Justification of answers for Paper 1, Parts 5-7 Suggested speaking points for Paper 4 Instructions for Paper 4

IELTS

1 LEVEL

Advanced

Practice Tests

CEFR: B2+ - C1+

IELTS Practice Tests includes five complete IELTS Academic practice tests (listening, reading, writing and speaking) and one IELTS General Training test (reading and writing), which follow the style and format of the IELTS examination.

additional features •

student resource pages including: speaking practice, vocabulary consolidation and a writing appendix

• •

key and transcripts

•

justifications for answers to all reading and listening tasks

•

learning strategies and useful tips preparing students for the exam

• •

scoring reference

suggested answers to writing and speaking tasks

a resource CD–ROM including a vocabulary list and animated videos

components Student’s Book

Resource CD-ROM

Audio CDs

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1 LEVEL

Upper-Intermediate

Use of English B2 provides students preparing for the Cambridge English: First (FCE), Michigan ECCE and other exams with step-by-step guidance and practice. It systematically teaches grammar and vocabulary and helps students develop all the skills necessary to succeed in the examinations. B2

CEFR: B2

sample pages from Use of English B2 Grammar Review Unit 8 Passive Voice

examinations

Use of English B2

Passive Voice stresses the action itself, not who or what caused it.

FORMATION Active Voice:

The fire

destroyed

the factory

Passive Voice:

The factory

was completely destroyed by

the fire.

completely.

VERB FORMS IN THE PASSIVE VOICE. Verb Forms

Active Voice

Passive Voice

Present Simple

Producers make horror films every year.

Horror films are made every year.

Present Progressive

We are removing the furniture right now.

The furniture is being removed right now.

Past Simple

The technician repaired my TV yesterday.

My TV was repaired yesterday.

Past Progressive

They were pursuing the thief when there The thief was being pursued when there was an was an explosion. explosion.

Present Perfect Simple

We have finished these reports.

Past Perfect Simple

They had made a statement in Parliament A statement had been made in Parliament before before the war broke out. the war broke out.

Future "will"

Someone will make a speech on technology A speech on technology will be made tomorrow. tomorrow.

Going to

They are going to hire a new employee.

A new employee is going to be hired.

Future Perfect Simple

I will have typed my thesis by next month.

My thesis will have been typed by next month.

Present Infinitive

We ought to finish the building before the The building ought to be finished before the end end of the year. of the year.

Perfect Infinitive

We should have finished the building The building should have been finished earlier. earlier.

-ing form

We all appreciate other people helping us.

We all appreciate being helped.

Modal verbs

You must clean your room.

Your room must be cleaned.

Imperative

Please fill in this form.

This form should/must be filled in.

These reports have been finished.

• The Present, Past and Future Perfect Progressive and the Future Progressive are not used in the Passive Voice. • By + agent is used to emphasise who does or what causes the action. The new tax law was announced by the Prime Minister. Note the following changes in:

Active Voice He gave her a painting.

She was given a painting. A painting was given to her.

Who composed this song?

Who was this song composed by? (informal) By whom was this song composed? (formal)

no not…any none of not….any of no one/nobody not….anyone/anybody nothing not…anything

The head teacher didn't expel any of None of the students were expelled. the students. Nothing was found in the excavations. They didn’t find anything in the excavations.

make, hear, help, see, etc.

I heard her scream.

She was heard to scream.

believe, consider, expect, find, hope, know, report, say, think, understand

People say that he is very wealthy.

It is said that he is very wealthy. He is said to be very wealthy. He is said to have been very wealthy.

People say that he was very wealthy. verbs with prepositions

They separated him from his parents He was separated from his parents when when he was young. he was young.

key features •

• •

grammar explanations

Passive Voice

Verbs with two objects Question words (what, who, when, where, why, how)

157

Presentation of lexical items and grammatical structures in context (including collocations, expressions, phrasal verbs, words with prepositions, prepositional phrases, key word transformations, words easily confused and derivatives) Clear explanations and useful exam tips Exercises providing thorough practice in Use of English (including multiple choice, matching, gap filling, open and multiple choice cloze tests, key word transformation, and word formation) Consolidation Units A reference section including an overview of English grammar, vocabulary notes, exam tips and comprehensive appendices

unit

Section 1

Prepositional Phrases

Read the sentences and complete them with the prepositions on, at, by or to.

1 The author is a doctor

profession but she prefers to work on her novels.

2 I always shop 3

impulse. I never make plans. this day, nobody knows what became of the missing aristocrat.

4 Cancelling the meeting

such short notice was an inconvenience for everyone.

5 Some of the artist's best works are

display at the gallery.

6 These elaborate rugs were all woven

hand.

7 My favourite football team is

the top of the league.

8 The school principal is

good terms with all the teaching staff.

Complete the blanks with the prepositions in and out of. In some cases both prepositions can be used. fashion

business

date

reach

action

stock

debt

breath

sight

pain

work

touch

danger control

season

comfort

order

difficulty

the ordinary

practice

place

use

the question

Complete the sentences with the prepositional phrases in the box below. out of season in shape

out of reach

out of control

out of the question

1 The wild animal was 2 We looked

in touch

wearing jeans in such an expensive restaurant.

3 It's difficult to find good oranges in summer, as they're 4 The two friends kept

during the summer break.

5 I stay

prepositional phrases

by following a strict exercise programme.

6 My parents told me that taking the car on Saturday night was 7 The books on the top shelf were 8 The

out of place

out of date

and nearly broke down the cage door.

for most people of average height.

machinery was the main cause of the company's financial collapse.

104

unit

to Points ber remem • He will buy a car if he saves enough money.  He will buy a car if he will save enough money. I'll buy a car provided (that) I save enough money.  I'll buy a car provided (that) I shall save enough money. He would buy a car if he saved enough money.  He would buy a car if he would save enough money. (will, shall and would are not used after linking words/ phrases introducing conditional sentences.)

components

• I won't go to the party if they don't invite me.  I won't go to the party unless they invite me.  I won't go to the party unless they don't invite me. (unless = if not) • I'll buy a bottle of water in case I get thirsty. (=I'll buy it before I get thirsty; I might not use it.) I'll buy a bottle of water if I get thirsty. (=I'll buy it when I get thirsty; I'll definitely use it.) • If he was taller, he could join a basketball team. If he were taller, he could join a basketball team. (were can be used instead of was in all persons in Conditional Sentences Type 2.)

If I had been the Prime Minister, I would have given lots of money to the poor. (We use Conditional Sentences Type 2 for unreal situations in the present or future.)

points to remember

• If I had studied harder last semester, I would have passed my exams.  If I studied harder last semester, I would pass my exams. (We use Conditional Sentences Type 3 for unreal situations in the past.) • If you should need me, don't hesitate to call me.  Should you need me, don't hesitate to call me.  If should you need me, don't hesitate to call me. If she needed your help, she would call you.  Were she to need your help, she would call you.  If were she to need your help, she would call you. If she had needed your help, she would have called you.  Had she needed your help, she would have called you.  If had she needed your help, she would have called you. (if is not used in conditional sentences starting with should/ were/ had + subject.)

• If I were the Prime Minister, I would give lots of money to the poor. 

Student’s Book

* Teacher’s Book

Interactive Whiteboard Material

* Teacher’s Book:

• •

The Student’s Book with the key overprinted Photocopiable revision tests

Key Transformations • If you see Harry, ask him to return the books to the Your application will be considered on condition (that) library. you submit it on time. If you should see Harry, ask him to return the books to the library. • If he hadn't helped me, I wouldn't have finished my essay. Should you see Harry, ask him to return the books to the Had he not helped me, I wouldn't have finished my essay. library. If it hadn't been for his help, I wouldn't have finished my essay. But for his help, I wouldn't have finished my essay. • If he doesn't study hard, he won't pass the exam. I wouldn't have finished my essay without his help. He won't pass the exam unless he studies hard. He has to / must study hard, or else / otherwise he won't • We might go swimming, so bring your swimsuit. pass the exam. Bring your swimsuit because we might go swimming. • Your application will be considered only if you submit it on time. Bring your swimsuit in case we go swimming. Your application will be considered provided / providing • What would you do if the lights went out? (that) you submit it on time. Suppose/ Supposing the lights went out, what would you do? Your application will be considered as long as you submit it on What would you do were the lights to go out? time.

transformations

107

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video courses & online material 64

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{ We offer teachers and learners enhanced digital support, including new interactive whiteboard material, video-based courses designed to consolidate all language skills covered in the related Student’s Books, and extra online material addressing the needs of both teachers and students alike. |



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video courses & online material

What’s on?

4 LEVELS

What’s on? is a four-level video course for young learners of English. Leading to A1 of the Common European Framework, this Video course for young learners can be used to supplement any Primary course.

Each level consists of twelve episodes Each episode includes: 4 the presentation of the key vocabulary 4 the presentation of the language through fun animated characters 4 a special section highlighting the language presented in the episode and providing additional practice

•

CEFR: Leading to A1

components

key features • •

Beginner to Elementary

Activity Book with activities for each episode

Videos

Video Activity Book

Teacher’s Video Guide (for all 4 levels) which includes teacher’s notes and transcripts

Network

4 LEVELS

Beginner to Intermediate

Network is a four-level video course for teenage and young adult learners of English. It can be used to supplement any course at these levels or as an independent video-based course, providing additional practice for all four skills.

CEFR: A1 - B1

components Videos

Video Activity Book

Teacher’s Guide (for all 4 levels) including transcripts and key to the Activity Book exercises

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Beginner to Advanced CEFR: Testing A1 - C1

The MM Online Placement Test is a unique means of determining students’ level of proficiency in the English language, and placing them at the appropriate level, from Beginner (preA1) to Advanced (C1). Apart from being reliable, straightforward, and easy to take, the MM Online Placement Test is a particularly effective tool for placing students, as it tests not only grammar and vocabulary, but also listening, reading, and communication skills. Students can visit our website www.mmpublication.com (Student’s Area), take the test and have their level determined automatically according to their score.

video courses & online material

MM Online Placement Test

Screen grab from Registration page

Screen grab from Reading Comprehension

key features •

The Online MM Placement Test consists of three parts which are available in British and American English.

•

The test places students, depending on their scores, at a level ranging from Elementary (A1) to Advanced (C1).

•

Students receive their placement results by email.

Screen grab from Listening Comprehension 67

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readers 68

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{ Colourful, charming, magical, delightful... whatever you call them, our readers inspire an enthusiasm for reading and complement our courses perfectly. |

PRIMARY READERS 

 

G raded R eaders 69

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readers

Little Books The series is aimed at kindergarten learners of English. The stories are based on topics which children love. The illustrations are colourful and attractive, making children want to listen.

3 LEVELS

Early Beginner CEFR: Leading to A1

LEVEL 1

LEVEL 2

LEVEL 3

Red & Blue

Yellow Ted

My Red Car

Yellow & Green

The Old House

Black Ant

5 Marbles

My Family

Big Shoes

Baby Brother

Toy Party

Jumping Hat

Let’s go home

Snowy

Where’s Lucy?

Where’s Fluffy?

A Funny Story

Revision story that revises vocabulary and structures presented in previous Little Books

key features • • • • • •

Designed for very young learners (3-7 years of age) Three levels available Stories that feature high-frequency words Full-colour illustrations Rhyme/Song at the end of each reader An activity page to practise the main vocabulary

components Student’s Book with E-Book

Teacher’s Notes

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level 2

RED & BLUE

YELLOW & GREEN

YELLOW TED

THE OLD HOUSE

5 MARBLES

BABY BROTHER

MY FAMILY

TOY PARTY

WHERE’S LUCY?

LET’S GO HOME

WHERE’S FLUFFY?

level 3

MY RED CAR

BLACK ANT

BIG SHOES

JUMPING HAT

SNOWY

A FUNNY STORY

readers

level 1

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readers

Primary Readers The series is aimed at young learners of English and consists of six carefully graded levels. These charming short stories will make reading both pleasurable and educational.

6 LEVELS

Early Beginner to Elementary CEFR: Leading to A1-A1-A2

FOR CHRISTMAS

key features • • • •

Use of basic grammatical structures and limited vocabulary

• •

Song

Glossy detailed illustrations on each page Simple activities and a picture glossary every four pages Fully dramatised version of the story and picture glossary on Audio CD/CD-ROM Instructions for staging a performance of the story provided in the Teacher’s Book

components Student’s Book

Teacher’s Book

CD-ROMS in British and American English Audio CD/CD-ROM

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Headwords: 80-85

COOKIE LAND

level 2

level 3

THE UGLY DUCKLING

MOWGLI

THE PRINCESS AND THE FROG

PINOCCHIO

ALADDIN

THE KING’S NEW SUIT

THE SELFISH GIANT

THE TIN SOLDIER

PUSS IN BOOTS

ALI BABA AND THE 40 THIEVES

THE SHORT-NECKED GIRAFFE

| A1.1 (CEFR) / Starters (YLE)

JINGLE’S CHRISTMAS ADVENTURE

Headwords: 225

JASPER’S POT OF GOLD

| Leading to A1 (CEFR) / Starters (YLE)

FELIX AND THE FAIRY

Headwords: 150-160

RUMPELSTILTSKIN

level 4

| Leading to A1 (CEFR*) / Starters (YLE**)

Headwords: 100-120

THE FOX AND THE DOG

readers

level 1

SLEEPING BEAUTY

THE EMPEROR’S NIGHTINGALE

| A1.2 (CEFR) / Movers (YLE)

THE WISHING FISH

PETER PAN

NEW

level 5

Headwords: 350

THESEUS AND THE MINOTAUR

level 6

| A2.1 (CEFR) / Flyers (YLE) / KET***

TOM SAWYER

Headwords: 430

GULLIVER IN LILLIPUT

THE ODYSSEY

| A2.2 (CEFR) / Flyers (YLE) / KET

ROBIN HOOD

NEW

*Common European Framework of Reference

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**Young Learners English Tests (Cambridge)

***Key English Test

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readers

Top Readers

5 LEVELS

Beginner to Upper-Intermediate

A fascinating new series of classic and original stories which are sure to capture the readers’ imagination.

CEFR: A1, A2, B1, B2

key features (Classic & Original Stories) •

Top Readers aspire to involve Ss from Beginner to Upper-Intermediate in the study of literature and the exploitation of language through interesting texts

• •

Full-colour illustrations Two pages of activities for each chapter, including a variety of comprehension, vocabulary, speaking and writing exercises

components * Teacher’s Book:

Student’s Book includes Activity Section

Audio CD/CD-ROM

Separate multilingual glossary

* Teacher’s Book

• • •

Teacher's Notes

• • •

Games

Step-by-step guidance for teachers Factfiles with background information and characters’ descriptions Revision Tests Key to Tests

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Headwords: 400

readers

level 1

| A1.2 (CEFR*)

LISA IN NEW YORK

level 2

Headwords: 900

20,000 LEAGUES UNDER THE SEA

| A2.1 (CEFR) / KET** (Cambridge)

HUCK FINN

A CONNECTICUT YANKEE IN KING ARTHUR’S COURT

THE RAILWAY CHILDREN

LISA IN CHINA

THE SECRET GARDEN

NEW

level 3

Headwords: 1100

OLIVER TWIST

| A2.2 (CEFR) / KET (Cambridge)

TREASURE ISLAND

KIDNAPPED

SWISS FAMILY ROBINSON

SWALLOWS AND AMAZONS

BLACK BEAUTY

NEW

level 4

Headwords: 1200

JEKYLL AND HYDE

| B1 (CEFR) / PET*** (Cambridge)

THE TURN OF THE SCREW

THE AFRICAN QUEEN

THE CORAL ISLAND

DAVID COPPERFIELD

WUTHERING HEIGHTS

THE MAN WHO WOULD BE KING

*Common European Framework of Reference

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**Key English Test

***Preliminary English Test

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readers

level 5

Headwords: 1500 | B2 (CEFR) / *FCE (Cambridge)

THE CREEPING MAN

THE TEMPEST

MOBY DICK

A MIDSUMMER NIGHT’S DREAM

THE GRAPES OF WRATH

*Cambridge English: First

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5 LEVELS

1 Classic stories

Beginner to Upper-Intermediate

Enjoyable reading material providing a rich context for language practice.

readers

Graded Readers CEFR: A1, A2, B1, B2

4 LEVELS

2 Original stories

key features

Beginner to Intermediate CEFR: A1, A2, B1

components

(Classic & Original Stories) •

•

Stories which have been carefully graded for each level according to vocabulary, grammatical structures, sentence length and plot complexity Full-colour illustrations closely integrated with the text which stimulate learners and facilitate understanding The ideal springboard for the development of learners’ reading, writing, listening and speaking skills

Student’s Book

Activity Book with multilingual glossary

* Student’s Pack

Audio CD/CD-ROM

** Teacher’s Book

* Student’s Pack:

** Teacher’s Book:

• • •

• •

Story book

• • •

Teacher’s notes

Student’s book Activity book Audio CD

Activity book with overprinted answers Revision tests Key to tests 77

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readers

Classic stories level 1

Headwords: 400-500

THE HAPPY PRINCE

level 2

Headwords: 900

THE MAGIC RING

level 3

THE WIZARD OF OZ

WHITE FANG

EXCALIBUR

THE MYSTERIOUS ISLAND

| B1 (CEFR) / PET*** (Cambridge)

CAPTAIN GRANT’S CHILDREN

*Common European Framework of Reference

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BEAUTY AND THE BEAST

| A2.2 (CEFR) / KET (Cambridge)

THE LAST OF THE MOHICANS

Headwords: 1200

GREAT EXPECTATIONS

| A2.1 (CEFR) / KET** (Cambridge)

Headwords: 1100 - 1150

THE CANTERVILLE GHOST

level 4

| A1.1 (CEFR*) - A1.2 (CEFR)

THE TABLE, THE ASS AND THE STICK

FRANKENSTEIN

**Key English Test

THE PHANTOM OF THE OPERA

DRACULA

***Preliminary English Test

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Headwords: 1600

THE PICTURE OF DORIAN GRAY

readers

level 5

| B2 (CEFR) / FCE** (Cambridge)

THE MAN IN THE IRON MASK

Original stories level 1

Headwords: 400

PAUL AND PIERRE IN PARIS

level 3

| A1.1 (CEFR)

LISA GOES TO LONDON

Headwords: 1000

IN THE YEAR OF THE DRAGON

*Cambridge English: First

68-79_Readers_UKR_2017.indd 79

| A2.2 (CEFR) / KET (Cambridge)

SAVE THE FOREST

level 2

Headwords: 600 - 800

LISA VISITS LOCH NESS

level 4

| A2.1 (CEFR) / KET (Cambridge)

THE MIX-UP

Headwords: 1200 - 1250

BACK TO THE DREAMTIME

| B1 (CEFR) / PET (Cambridge)

LOST IN THE CAVE

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story time for special editions - Ukraine

Story Time for special editions - Ukraine Recommended Readers for:

Smart Junior 2

Smart Junior 3

Smart Junior 4

Smart Junior 5

Yellow Ted The Old House My Family Toy Party Let’s go home Where’s Fluffy? My Red Car Black Ant Big Shoes Jumping Hat Snowy A Funny Story Cookie Land The Ugly Duckling

Jasper’s Pot of Gold The Princess and the Frog Pinocchio The Fox & the Dog Aladdin Felix and the Fairy The Selfish Giant The King’s New Suit

The Tin Soldier Puss in Boots Rumpelstiltskin Jingle’s Christmas Adventure Sleeping Beauty The Emperor’s Nightingale The Wishing Fish Mowgli Ali Baba & the 40 Thieves Peter Pan The Short-necked giraffe

Tom Sawyer Theseus and the Minotaur The Happy Prince Paul and Pierre in Paris Lisa goes to London

Zoom in Starter

Zoom in 1

Zoom in 3

Zoom in 4

Yellow Ted The Old House My Family Toy Party Let’s Go Home Where’s Fluffy?

Cookie Land The Ugly Duckling

The Selfish Giant The King’s New Suit The Tin Soldier Puss in Boots

Rumpelstiltskin Jingle’s Christmas Adventure Sleeping Beauty The Emperor’s Nightingale

Full Blast 1 (A1.1)

Full Blast 2 (A1.2)

Full Blast 3 (A2)

Full Blast 4 (B1)

Mowgli The Wishing Fish Ali Baba & the 40 Thieves Peter Pan The Short-necked Giraffe Paul and Pierre in Paris Lisa Goes to London The Happy Prince

Theseus and the Minotaur Tom Sawyer The Odyssey The Table, the Ass and the Stick Lisa in New York The Mix-up Lisa Visits Loch Ness

Gulliver in Lilliput Robin Hood The Wizard of Oz Beauty and the Beast The Magic Ring White Fang 20,000 Leagues Under The Sea Huck Finn A Connecticut Yankee in King Arthur’s Court The Railway Children Lisa in China The Secret Garden In the Year of the Dragon Save the Forest The Canterville Ghost The Mysterious Island The Last of the Mohicans Excalibur Oliver Twist Treasure Island Kidnapped Swiss Family Robinson Swallows and Amazons Black Beauty

Back to the Dreamtime Lost in the Cave Great Expectations Captain Grant’s Children Frankenstein The Phantom of the Opera Dracula Jekyll and Hyde The African Queen The Turn of the Screw The Man Who Would Be King Wuthering Heights The Coral Island David Copperfield

Zoom in 2 Pinocchio Jasper’s Pot of Gold The Princess and the Frog The Fox & the Dog Aladdin Felix and the Fairy

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To the Top 2a

To the Top 3a

To the Top 4a

Paul and Pierre in Paris Lisa Goes to London The Ugly Duckling The Princess and the Frog Pinocchio

Lisa visits Loch Ness The Mix-up Mowgli The Wishing Fish Ali Baba and the 40 thieves Peter Pan The Short-necked Giraffe The Odyssey

Oliver Twist Treasure Island Kidnapped Swiss Family Robinson Swallows and Amazons Black Beauty

Back to the Dreamtime Lost in the Cave The Coral Island David Copperfield The Man Who Would Be King Frankenstein The Phantom of the Opera Captain Grant’s Children

To the Top 1b Lisa in New York The Happy Prince Aladdin The Selfish Giant The King’s New Suit Sleeping Beauty The Emperor’s Nightingale Rumpelstiltskin The Tin Soldier Puss in Boots

New Destinations Intermediate B1 The Last of the Mohicans Excalibur Lost in the Cave Frankenstein David Copperfield

To the Top 2b The table, the Ass and the Stick The Magic Ring The Wizard of Oz Beauty and the Beast White Fang 20,000 Leagues Under the Sea Huck Finn A Connecticut Yankee in King Arthur’s Court The Railway Children Lisa in China Theseus and the Minotaur The Secret Garden Tom Sawyer Gulliver in Lilliput Robin Hood

To the Top 3b The Last of the Mohicans Excalibur The Canterville Ghost The Mysterious Island In the Year of the Dragon Save the Forest

New Destinations B1+

New Destinations B2

Captain Grant’s Children The Turn of the Screw The Phantom of the Opera Dracula Great Expectations

The Man Who Would Be King Back to the Dreamtime Jekyll and Hyde The African Queen Wuthering Heights The Coral Island

story time for special editions - Ukraine

To the Top 1a

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MM Website - ELT Platform

NEW

MM Website Everything you need to know about us!

Our new website has an easyto-use layout and rich content so that your user experience is a pleasurable one. You can find everything you need to know about our books and materials, including extra resources, sample pages, etc. www.mmpublications.com

ELT Platform

7 LEVELS

Beginner to Advanced CEFR: A1 - C1/C1+

• • • •

Practice (extra activities) Tests Vocabulary lists Games

82_Site_Platform_UKR_2017.indd 82

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in more than

100 countries MM offices in 8 countries Cooperation with Ministries of Education, universities, educational institutions, schools, educational publishers

Special Editions with more than

500 titles

for specific markets

international business cooperations • co-editions • special editions

DistributorsAgents

83_International-Covers_UKR_2017.indd 83

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ISBN list

IWB = Interactive Whiteboard Material TR CD/CD-ROM = Teacher’s Resource CD/CD-ROM PRE-PRIMARY & PRIMARY COURSES Hi kids! (American/British Edition) Hi kids! 1 Student’s Book Student’s Book (Amer. Edit.) Workbook Workbook (Amer. Edit.) Teacher’s Book Flashcards Class Audio CDs Class Audio CDs (Amer. Edit.) Teacher’s Resource Pack IWB IWB (Amer. Edit.) Hi kids! 2 Student’s Book Student’s Book (Amer. Edit.) Workbook Workbook (Amer. Edit.) Teacher’s Book Flashcards Class Audio CDs Class Audio CDs (Amer. Edit.) Teacher’s Resource Pack IWB IWB (Amer. Edit.) Alphabet Book 1&2 Alphabet Book Audio CD/ CD-ROM 1&2 Alphabet Book Audio CD/ CD-ROM 1&2 (Amer. Edit.) Hi kids! 3 Student’s Book Student’s Book (Amer. Edit.) Workbook Workbook (Amer. Edit.) Teacher’s Book Flashcards Class Audio CDs Class Audio CDs (Amer. Edit.) Teacher’s Resource Pack IWB IWB (Amer. Edit.) Alphabet & Phonics Book 3 Alphabet & Phonics Book Audio CD/CD-ROM 3 Alphabet & Phonics Book Audio CD/CD-ROM 3 (Amer. Edit.)

p. 10 978-960-573-708-5 978-960-573-909-6 978-960-573-709-2 978-960-573-910-2 978-960-573-710-8 978-960-573-711-5 978-960-573-721-4 978-618-05-0027-1 978-618-05-0151-3 978-960-573-723-8 978-618-05-0019-6 978-960-573-713-9 978-960-573-988-1 978-960-573-714-6 978-960-573-989-8 978-960-573-715-3 978-960-573-716-0 978-960-573-724-5 978-618-05-0021-9 978-618-05-0152-0 978-960-573-726-9 978-618-05-0023-3 978-960-573-712-2 978-960-573-898-3 978-960-573-891-4 978-960-573-717-7 978-960-573-990-4 978-960-573-718-4 978-960-573-991-1 978-960-573-719-1 978-960-573-720-7 978-960-573-727-6 978-618-05-0024-0 978-618-05-0153-7 978-960-573-729-0 978-618-05-0026-4 978-960-573-875-4 978-618-05-0080-6 978-618-05-0081-3

New Yippee! (American/British Edition) p. 14 New Yippee! Red Student’s Book 978-960-478-176-8 Fun Book Included In Student’s Book Teacher’s Book 978-960-478-177-5 Flashcards 978-960-478-211-6 Class CDs 978-960-478-271-0 Class CDs American 978-960-478-339-7 IWB 978-960-573-866-2 New Yippee! Green Student’s Book 978-960-478-203-1 Fun Book 978-960-478-206-2 Teacher’s Book 978-960-478-207-9 Flashcards 978-960-478-213-0 Class CDs 978-960-478-275-8 Class CDs American 978-960-478-341-0 IWB 978-960-573-867-9 New Yippee! Blue Student’s Book 978-960-478-161-4 Fun Book 978-960-478-174-4 Teacher’s Book 978-960-478-175-1 Flashcards 978-960-478-212-3 Class CDs 978-960-478-273-4 Class CDs American 978-960-478-343-4 IWB 978-960-573-868-6 Funny Phonics (American/British Edition) Funny Phonics 1 Student’s Book

p. 16 978-960-478-736-4

Activity Book Teacher’s Book Class CD/CD-ROMS American Class CD/CD-ROMS British IWB American IWB British Funny Phonics 2 Student’s Book Activity Book Teacher’s Book Class CD/CD-ROMS American Class CD/CD-ROMS British IWB American IWB British Funny Phonics 3 Student’s Book Activity Book Teacher’s Book Class CD/CD-ROMS American Class CD/CD-ROMS British IWB American IWB British Funny Phonics 4 Student’s Book Activity Book Teacher’s Book Class CD/CD-ROMS American Class CD/CD-ROM British IWB American IWB British Funny Phonics 5 Student’s Book Activity Book Teacher’s Book Class CD/CD-ROMS American Class CD/CD-ROMS British IWB American IWB British

978-960-478-818-7 978-960-478-830-9 978-960-509-149-1 978-960-478-878-1 978-960-509-718-9 978-960-509-309-9 978-960-478-737-1 978-960-478-831-6 978-960-478-832-3 978-960-509-150-7 978-960-478-879-8 978-960-509-719-6 978-960-509-443-0 978-960-478-738-8 978-960-478-833-0 978-960-478-834-7 978-960-509-345-7 978-960-478-880-4 978-960-509-720-2 978-960-509-444-7 978-960-478-739-5 978-960-478-835-4 978-960-478-836-1 978-960-509-452-2 978-960-478-881-1 978-960-509-721-9 978-960-509-445-4 978-960-478-740-1 978-960-478-837-8 978-960-478-838-5 978-960-509-453-9 978-960-478-882-8 978-960-509-722-6 978-960-509-446-1

Smart Junior (British Edition) p. 18 * (Student’s Book includes Culture time for Ukraine) Smart Junior 1 Student’s Book 978-960-443-812-9 Workbook 978-960-443-813-6 Teacher’s Book 978-960-443-814-3 Class CDs 978-960-443-816-7 Flashcards 978-960-443-815-0 IWB 978-960-573-783-2 * Smart Junior 2 Student’s Book 978-618-05-0850-5 Workbook 978-960-443-819-8 Teacher’s Book 978-960-443-820-4 Class CDs 978-960-443-822-8 Flashcards 978-960-443-821-1 IWB 978-960-573-784-9 * Smart Junior 3 Student’s Book 978-618-05-0851-2 Workbook 978-960-443-825-9 Teacher’s Book 978-960-443-826-6 Class CDs 978-960-443-828-0 Flashcards 978-960-443-771-9 IWB 978-960-573-787-0 * Smart Junior 4 Student’s Book 978-618-05-0852-9 Workbook 978-960-443-831-0 Teacher’s Book 978-960-443-832-7 Class CDs 978-960-443-834-1 Flashcards 978-960-443-772-6 IWB 978-960-573-788-7 * Smart Junior 5 Student’s Book 978-618-05-0904-5 Workbook 978-960-478-169-0 Teacher’s Book 978-960-478-170-6 Class CDs 978-960-478-490-5 IWB 978-960-573-789-4 Smart Junior 6 Student’s Book 978-960-478-539-1 Workbook 978-960-478-540-7

Teacher’s Book Class CDs IWB Grammar A Grammar B My Alphabet Book TR CD/CD-ROM 1-4 TR CD/CD-ROM 5-6 Zoom In Special * (Student’s Book & Workbook includes Culture time for Ukraine) * Zoom In Special Starter Student’s Book & Workbook Student’s CD Class CDs * Zoom In Special 1 Student’s Book & Workbook * Zoom In Special 2 Student’s Book & Workbook * Zoom In Special 3 Student’s Book & Workbook * Zoom In Special 4 Student’s Book & Workbook Young Stars (British Edition) Young Stars 1 Student’s Book Workbook Teacher’s Book Class CDs TR CD/CD-ROM IWB Young Stars 2 Student’s Book Workbook Teacher’s Book Class CDs TR CD/CD-ROM IWB Young Stars 3 Student’s Book Workbook Teacher’s Book Class CDs TR CD/CD-ROM IWB Young Stars 4 Student’s Book Workbook Teacher’s Book Class CDs TR CD/CD-ROM IWB Young Stars 5 Student’s Book Workbook Teacher’s Book Class CDs TR CD/CD-ROM IWB Young Stars 6 Student’s Book Workbook Teacher’s Book Class CDs TR CD/CD-ROM IWB My Alphabet Book My Alphabet Book CD/CD-ROM

978-960-478-541-4 978-960-478-543-8 978-960-573-790-0 978-960-478-798-2 978-960-478-799-9 978-960-443-873-0 978-960-478-101-0 978-960-478-820-0 p. 20

978-618-05-0925-0 978-618-05-0173-5 978-960-05-0174-2 978-618-05-0926-7 978-618-05-0927-4 978-618-05-0928-1 978-618-05-0929-8 p. 22 978-960-573-754-2 978-960-573-755-9 978-960-573-756-6 978-618-05-0376-0 978-618-05-0226-8 978-618-05-0377-7 978-960-573-699-6 978-960-573-700-9 978-960-573-701-6 978-960-573-738-2 978-618-05-0368-5 978-960-573-740-5 978-960-573-453-4 978-960-573-454-1 978-960-573-455-8 978-960-573-741-2 978-618-05-0453-8 978-960-573-743-6 978-960-573-731-3 978-960-573-732-0 978-960-573-733-7 978-960-573-744-3 978-618-05-0122-3 978-960-573-746-7 978-960-573-702-3 978-960-573-703-0 978-960-573-704-7 978-960-573-747-4 978-618-05-0399-9 978-960-573-749-8 978-960-573-705-4 978-960-573-706-1 978-960-573-707-8 978-960-573-750-4 978-618-05-0400-2 978-960-573-752-8 978-960-573-915-7 978-960-573-951-5

SECONDARY & ADULT COURSES Full Blast (British Edition) p. 28 * (Student’s Book includes Culture time for Ukraine) * Full Blast 1 Student’s Book 978-618-05-0823-9 Workbook 978-960-443-878-5 Workbook Teacher’s Edit. 978-960-443-879-2 Teacher’s Book 978-960-443-880-8 Class CDs 978-960-478-215-4 IWB 978-960-573-791-7 * Full Blast 2 Student’s Book 978-618-05-0824-6 Workbook 978-960-443-886-0 Workbook Teacher’s Edit. 978-960-443-887-7

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978-960-443-888-4 978-960-478-671-8 978-960-573-792-4 978-618-05-0825-3 978-960-443-894-5 978-960-443-895-2 978-960-443-896-9 978-960-443-900-3 978-960-573-793-1 978-618-05-0905-2 978-960-443-902-7 978-960-443-903-4 978-960-443-904-1 978-960-443-908-9 978-960-573-794-8 978-960-509-520-8 978-960-509-535-2 978-960-509-536-9 978-960-509-522-2 978-960-509-543-7 978-960-509-932-9 978-960-509-538-3 978-960-509-540-6 978-960-509-541-3 978-960-509-539-0 978-960-509-544-4 978-960-573-443-5 978-960-573-394-0 978-960-573-916-4 978-960-509-841-4 978-960-573-439-8

To The Top Split edition (British Edition) p. 32 * (Student’s Book & Workbook includes Culture time for Ukraine) * To The Top 1a Student’s Book & Workbook 978-618-05-0918-2 * To The Top 1b Student’s Book & Workbook 978-618-05-0919-9 * To The Top 2a Student’s Book & Workbook 978-618-05-0920-5 * To The Top 2b Student’s Book & Workbook 978-618-05-0921-2 * To The Top 3a Student’s Book & Workbook 978-618-05-0922-9 * To The Top 3b Student’s Book & Workbook 978-618-05-0923-6 * To The Top 4a Student’s Book & Workbook 978-618-05-0924-3 Get To The Top (British Edition) p. 34 Get To The Top 1 Student’s Book 978-960-478-254-3 Workbook 978-960-478-255-0 Teacher’s Book 978-960-478-283-3 Class CDs 978-960-478-259-8 IWB 978-960-573-818-1 Get To The Top 2 Student’s Book 978-960-478-256-7 Workbook 978-960-478-257-4 Teacher’s Book 978-960-478-284-0 Class CDs 978-960-478-264-2 IWB 978-960-573-819-8 Get To The Top 3 Student’s Book 978-960-478-279-6 Workbook 978-960-478-281-9 Teacher’s Book 978-960-478-285-7 Class CDs 978-960-478-289-5 IWB 978-960-573-820-4 Get To The Top 4 Student’s Book 978-960-478-280-2 Workbook 978-960-478-282-6 Teacher’s Book 978-960-478-286-4 Class CDs 978-960-478-290-1 IWB 978-960-573-821-1 TR CD/CD-ROM 1-4 978-960-478-606-0

The English Hub (British Edition) p. 35 The English Hub 1 Student’s Book 978-960-509-871-1 Workbook 978-960-509-874-2 Teacher’s Book 978-960-509-872-8 Class CDs 978-960-509-861-2 IWB 978-960-573-807-5 The English Hub 2 Student’s Book 978-960-509-875-9 Workbook 978-960-509-878-0 Teacher’s Book 978-960-509-876-6 Class CDs 978-960-509-862-9 IWB 978-960-573-808-2 The English Hub 3 Student’s Book 978-960-509-879-7 Workbook 978-960-509-882-7 Teacher’s Book 978-960-509-880-3 Class CDs 978-960-509-863-6 IWB 978-960-573-809-9 TR CD/CD-ROM 978-960-573-089-5 Pioneer (British Edition) Pioneer Beginners Student’s Book Workbook Teacher’s Book Class CDs IWB Videos TR CD/CD-ROM Pioneer Elementary Student’s Book Workbook Teacher’s Book Class CDs IWB Videos TR CD/CD-ROM Pioneer Pre-Intermediate Student’s Book Workbook Teacher’s Book Class CDs IWB Videos TR CD/CD-ROM Pioneer Intermediate B1 Student’s Book Workbook Teacher’s Book Class CDs IWB Videos TR CD/CD-ROM Pioneer B1+ Student’s Book Workbook Teacher’s Book Class CDs IWB Videos TR CD/CD-ROM Pioneer B2 Student’s Book Workbook Teacher’s Book Class CDs IWB Videos TR CD/CD-ROM Pioneer C1/C1+ Student’s Book Workbook Teacher’s Book Class CDs IWB TR CD/CD-ROM

p. 36 978-960-509-883-4 978-960-509-886-5 978-960-509-884-1 978-960-509-919-0 978-960-573-212-7 978-960-573-224-0 978-960-573-206-6 978-960-509-887-2 978-960-509-890-2 978-960-509-888-9 978-960-509-920-6 978-960-573-213-4 978-960-573-225-7 978-960-573-207-3 978-960-509-891-9 978-960-509-894-0 978-960-509-892-6 978-960-509-921-3 978-960-573-214-1 978-960-573-226-4 978-960-573-208-0 978-960-509-895-7 978-960-509-898-8 978-960-509-896-4 978-960-509-922-0 978-960-573-215-8 978-960-573-199-1 978-960-509-927-5 978-960-509-899-5 978-960-509-902-2 978-960-509-900-8 978-960-509-923-7 978-960-573-216-5 978-960-573-894-5 978-960-573-209-7 978-960-509-903-9 978-960-509-906-0 978-960-509-904-6 978-960-509-924-4 978-960-573-217-2 978-960-573-895-2 978-960-573-194-6 978-960-509-907-7 978-960-509-910-7 978-960-509-908-4 978-960-509-925-1 978-960-573-218-9 978-960-573-211-0

Traveller (British Edition) p. 38 Traveller Beginners Student’s Book 978-960-443-565-4 Workbook 978-960-443-566-1 Workbook Teacher’s Edit. 978-960-443-567-8 Teacher’s Book 978-960-443-568-5 Class CDs 978-960-478-576-6 IWB 978-960-573-822-8 Traveller Elementary Student’s Book 978-960-443-573-9 Workbook 978-960-443-574-6 Workbook Teacher’s Edit. 978-960-443-575-3 Teacher’s Book 978-960-443-576-0 Class CDs 978-960-478-577-3 IWB 978-960-573-823-5 Traveller Pre-Intermediate Student’s Book 978-960-443-581-4 Workbook 978-960-443-582-1 Workbook Teacher’s Edit. 978-960-443-583-8 Teacher’s Book 978-960-443-584-5 Class CDs 978-960-443-586-9 IWB 978-960-573-824-2 Traveller Intermediate B1 Student’s Book 978-960-443-589-0 Workbook 978-960-443-590-6 Workbook Teacher’s Edit. 978-960-443-591-3 Teacher’s Book 978-960-443-592-0 Class CDs 978-960-443-594-4 IWB 978-960-573-825-9 Traveller B1+ Student’s Book 978-960-443-607-1 Workbook 978-960-443-608-8 Workbook Teacher’s Edit. 978-960-443-609-5 Teacher’s Book 978-960-443-610-1 Class CDs 978-960-443-611-8 IWB 978-618-05-1069-0 Traveller B2 Student’s Book 978-960-443-614-9 Workbook 978-960-443-615-6 Workbook Teacher’s Edit. 978-960-443-616-3 Teacher’s Book 978-960-443-618-7 Class CDs 978-960-478-107-2 IWB 978-618-05-0891-8 Traveller Advanced C1 Student’s Book 978-960-443-623-1 Workbook 978-960-443-624-8 Workbook Teacher’s Edit. 978-960-443-625-5 Teacher’s Book 978-960-443-626-2 Class CDs 978-960-443-628-6 IWB 978-960-573-828-0 TR CD/CD-ROM (Beginners - Pre-Intermediate) 978-960-509-144-6 TR CD/CD-ROM (Intermediate B1) 978-960-509-178-1 TR CD/CD-ROM B1+ 978-960-509-179-8 TR CD/CD-ROM (B2 - Advanced C1) 978-960-478-265-9 New Destinations (British Edition) p. 40 * (Student’s Book includes Culture time for Ukraine) New Destinations Beginners Student’s Book 978-960-509-959-6 Workbook 978-960-509-961-9 Workbook Teacher’s Edit. 978-960-509-962-6 Teacher’s Book 978-960-509-960-2 Class CDs 978-960-509-967-1 IWB 978-618-05-0462-0 New Destinations Elementary Student’s Book 978-960-509-963-3 Workbook 978-960-509-965-7 Workbook Teacher’s Edit. 978-960-509-966-4 Teacher’s Book 978-960-509-964-0 Class CDs 978-960-509-145-3 IWB 978-618-05-0463-7 New Destinations Pre-Intermediate Student’s Book 978-960-509-118-7 Workbook 978-960-509-120-0 Workbook Teacher’s Edit. 978-960-509-121-7 Teacher’s Book 978-960-509-119-4

Class CDs 978-960-509-146-0 IWB 978-618-05-0464-4 * New Destinations Intermediate B1 Student’s Book 978-618-05-0697-6 Workbook 978-960-509-157-6 Workbook Teacher’s Edit. 978-960-509-158-3 Teacher’s Book 978-960-509-156-9 Class CDs 978-960-509-177-4 IWB 978-960-573-765-8 * New Destinations Level B1+ Student’s Book 978-618-05-0814-7 Workbook 978-960-509-987-9 Workbook Teacher’s Edit. 978-960-509-988-6 Teacher’s Book 978-960-509-986-2 Class CDs 978-960-509-982-4 IWB 978-960-573-842-6 * New Destinations Level B2 Student’s Book 978-618-05-0815-4 Workbook 978-960-509-077-7 Workbook Teacher’s Edit. 978-960-509-078-4 Teacher’s Book 978-960-509-076-0 Class CDs 978-960-509-147-7 IWB 978-960-573-843-3 TR CD/CD-ROM Beginners Pre-Intermediate 978-960-509-971-8 TRCD/CD-ROM Intermediate B1 978-960-509972-5 TR CD/CD-ROM Level B1+ 978-960-509-974-9 TR CD/CD-ROM Level B2 978-960-509-976-3

ISBN list

Teacher’s Book Class CDs IWB * Full Blast 3 Student’s Book Workbook Workbook Teacher’s Edit. Teacher’s Book Class CDs IWB * Full Blast 4 Student’s Book Workbook Workbook Teacher’s Edit. Teacher’s Book Class CDs IWB Full Blast B1+ Student’s Book Workbook Workbook Teacher’s Edit. Teacher’s Book Class CDs IWB Full Blast B2 Student’s Book Workbook Workbook Teacher’s Edit. Teacher’s Book Class CDs IWB TR CD/CD-ROM 1-3 TR CD/CD-ROM 3-4 TR CD/CD-ROM B1+ TR CD/CD-ROM B2

GRAMMAR Smart Grammar And Vocabulary (Primary) p. 44 Smart Grammar And Vocabulary 1 Student’s Book 978-960-443-244-8 Teacher’s Book 978-960-443-245-5 Class CD 978-960-443-252-3 Smart Grammar And Vocabulary 2 Student’s Book 978-960-443-246-2 Teacher’s Book 978-960-443-247-9 Class CD 978-960-443-253-0 Smart Grammar And Vocabulary 3 Student’s Book 978-960-443-248-6 Teacher’s Book 978-960-443-249-3 Class CD 978-960-443-254-7 Smart Grammar And Vocabulary 4 Student’s Book 978-960-443-250-9 Teacher’s Book 978-960-443-251-6 Class CD 978-960-443-255-4 Smart Grammar And Vocabulary 5 Student’s Book 978-960-443-494-7 Teacher’s Book 978-960-443-495-4 Class CD 978-960-443-496-1 Smart Grammar And Vocabulary 6 Student’s Book 978-960-443-497-8 Teacher’s Book 978-960-443-498-5 Class CD 978-960-443-499-2 Smart Grammar And Vocabulary Split Edition p. 44 Smart Grammar And Vocabulary 1a & 1b Student’s Book A 978-960-443-446-6 Student’s Book B 978-960-443-447-3 Smart Grammar And Vocabulary 2a & 2b Student’s Book A 978-960-443-448-0 Student’s Book B 978-960-443-449-7 Smart Grammar And Vocabulary 3a & 3b Student’s Book A 978-960-443-450-3 Student’s Book B 978-960-443-451-0 Smart Grammar And Vocabulary 4a & 4b Student’s Book A 978-960-443-488-6 Student’s Book B 978-960-443-489-3 Smart Grammar And Vocabulary 5a & 5b Student’s Book A 978-960-443-490-9 Student’s Book B 978-960-443-491-6 Smart Grammar And Vocabulary 6a & 6b Student’s Book A 978-960-443-492-3 Student’s Book B 978-960-443-493-0

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ISBN list

Junior English Grammar p. 45 Junior English Grammar Book 1 Student’s Book 978-960-379-317-5 Teacher’s Book 978-960-379-353-3 Junior English Grammar Book 2 Student’s Book 978-960-379-318-2 Teacher’s Book 978-960-379-354-0 Junior English Grammar Book 3 Student’s Book 978-960-379-319-9 Teacher’s Book 978-960-379-355-7 Junior English Grammar Book 4 Student’s Book 978-960-379-320-5 Teacher’s Book 978-960-379-356-4 Junior English Grammar Book 5 Student’s Book 978-960-379-344-1 Teacher’s Book 978-960-379-357-1 Junior English Grammar Book 6 Student’s Book 978-960-379-345-8 Teacher’s Book 978-960-379-358-8 Live English Grammar p. 46 Live English Grammar Beginners Student’s Book 978-960-379-423-3 Teacher’s Book 978-960-379-424-0 Live English Grammar Elementary Student’s Book 978-960-379-425-7 Teacher’s Book 978-960-379-426-4 Live English Grammar Pre-Intermediate Student’s Book 978-960-379-427-1 Teacher’s Book 978-960-379-428-8 Live English Grammar Intermediate Student’s Book 978-960-379-429-5 Teacher’s Book 978-960-379-430-1 TR CD/CD-ROM Beginners - Intermediate 978-960-478-060-0 Top Grammar Beginners 1 Elementary 2 Pre-Intermediate 3 Intermediate 4

p. 47 978-960-443-180-9 978-960-443-181-6 978-960-443-182-3 978-960-443-407-7

Full Blast Grammar Beginners Elementary Pre-Intermediate Intermediate

p. 48 978-960-478-166-9 978-960-478-167-6 978-960-478-180-5 978-960-478-434-9

Traveller Grammar Book Beginners Elementary Pre-Intermediate

p. 49 978-960-478-421-9 978-960-478-422-6 978-960-478-423-3

Pioneer Grammar Beginners Elementary Pre-Intermediate

p.50 978-618-05-0866-6 978-618-05-0867-3 978-618-05-0868-0

Grammar & Vocabulary Practice p. 51 Grammar & Vocabulary Practice Intermediate B1 Student’s Book 978-960-478-592-6 Teacher’s Book 978-960-478-593-3 IWB 978-960-478-976-4 Grammar & Vocabulary Practice Upper-Intermediate B2 2nd Edition Student’s Book 978-960-509-197-2 Teacher’s Book 978-960-509-198-9 IWB 978-960-509-466-9 SKILLS DEVELOPMENT New Plus p. 54 New Plus Beginners Student’s Book 978-960-379-965-8 Teacher’s Book 978-960-379-966-5 Class CDs 978-960-379-986-3 New Plus Elementary Student’s Book 978-960-379-967-2 Teacher’s Book 978-960-379-968-9 Class CDs 978-960-379-985-6 New Plus Pre-Intermediate Student’s Book 978-960-379-884-2 Teacher’s Book 978-960-379-885-9

Class CDs 978-960-379-984-9 New Plus Intermediate Student’s Book 978-960-379-823-1 Teacher’s Book 978-960-379-824-8 Class CDs 978-960-379-983-2 New Plus Upper-Intermediate Student’s Book 978-960-573-164-9 Teacher’s Book 978-960-573-165-6 Class CDs 978-960-573-166-3 New Plus Cambridge FCE Student’s Book 978-960-573-167-0 Teacher’s Book 978-960-573-168-7 Class CDs 978-960-573-169-4 TR CD/CD-ROM (Beginners Intermediate) 978-960-573-192-2 Double Plus p. 55 Double Plus Upper-Intermediate Student’s Book 978-960-573-170-0 Teacher’s Book 978-960-573-171-7 Class CDs 978-960-573-172-4 Double Plus B2 Student’s Book 978-960-573-173-1 Teacher’s Book 978-960-573-174-8 Class CDs 978-960-573-175-5 EXAMINATIONS Go for Ukrainian State Exam p. 58 Level A2 978-618-05-1287-8 Level B1 978-618-05-0456-9 Level B2 978-618-05-0457-6 Go Starters Student’s Book Class CDs

p. 61 978-960-509-435-5 978-960-509-447-8

Go Movers Student’s Book Class CDs

p. 61 978-960-509-449-2 978-960-509-454-6

Go Flyers Student’s Book Class CDs

p. 61 978-960-509-448-5 978-960-509-455-3

Go for Preliminary Practice Tests p. 61 Student’s Book 978-618-05-0902-1 Self-study Pack 978-618-05-0945-8 Teacher’s Pack 978-618-05-0903-8 Practice Tests for the Cambridge English: First (FCE) Examination p. 62 Student’s Book 978-960-573-441-1 Teacher’s Book 978-960-573-442-8 Class CDs 978-960-573-438-1 IELTS Practice Tests Student’s Book Audio CDs Resource CD-ROM

p. 62 978-618-05-0865-9 978-618-05-0940-3 978-618-05-0885-7

Use Of English B2 Student’s Book Teacher’s Book IWB

p. 63 978-960-443-928-7 978-960-443-929-4 978-960-478-688-6

VIDEO COURSES What’s On (Primary) What’s On? 1 Activity Book Videos (NTSC) Videos (PAL) What’s On? 2 Activity Book Videos (NTSC) Videos (PAL) What’s On? 3 Activity Book Videos (NTSC) Videos (PAL) What’s On? 4 Activity Book Videos (NTSC) Videos (PAL) Key To Activity Book &

p. 66 978-960-443-167-0 978-960-443-142-7 978-960-443-139-7 978-960-443-145-8 978-960-443-143-4 978-960-443-140-3 978-960-443-168-7 978-960-443-144-1 978-960-443-141-0 978-960-443-188-5 978-960-443-189-2 978-960-443-190-8

Transcripts

978-960-443-169-4

Network - a video-based course (Secondary & Adult) p. 66 Network - A Video-based Course Beginners Activity Book 978-960-478-425-7 Videos 978-960-478-429-5 Network - A Video-based Course Elementary Activity Book 978-960-478-426-4 Videos 978-960-478-430-1 Network - A Video-based Course Pre-Intermediate Activity Book 978-960-478-427-1 Videos 978-960-478-431-8 Network - A Video-based Course Intermediate Activity Book 978-960-478-428-8 Videos 978-960-478-432-5 Key To Activity Book & Transcripts 978-960-478-435-6 READERS Little Books p. 70 Level 1 (with Audio CD/CD-ROM) Red & Blue 978-960-478-311-3 Yellow & Green 978-960-478-312-0 5 Marbles 978-960-478-346-5 Baby Brother 978-960-478-347-2 Cookies 978-960-478-345-8 Where’s Lucy? 978-960-478-382-3 Level 2 (with Audio CD/CD-ROM) Yellow Ted 978-960-478-387-8 The Old House 978-960-478-388-5 My Family 978-960-478-379-3 Toy Party 978-960-478-381-6 Let’s Go Home 978-960-478-380-9 Where’s Fluffy? 978-960-478-383-0 Level 3 (with Audio CD/CD-ROM) My Red Car 978-960-478-389-2 Black Ant 978-960-478-390-8 Big Shoes 978-960-478-392-2 Jumping Hat 978-960-478-393-9 Snowy 978-960-478-391-5 A Funny Story 978-960-478-436-3 Little Books Teacher’s Notes 978-960-478-600-8 Primary Readers Level 1 Cookie Land With Audio CD/CD-ROM Cookie Land (Amer. Edit.) With Audio CD/CD-ROM Teacher’s Book Jasper’s Pot Of Gold With Audio CD/CD-ROM Jasper’s Pot Of Gold (Amer. Edit.) With Audio CD/CD-ROM Teacher’s Book The Ugly Duckling With Audio CD/CD-ROM Teacher’s Book The Princess & The Frog With Audio CD/CD-ROM Teacher’s Book Pinocchio With Audio CD/CD-ROM Teacher’s Book

978-960-379-674-9 978-960-379-673-2 978-960-379-675-6 978-960-443-287-5 978-960-443-286-8 978-960-443-288-2 978-960-443-466-4 978-960-443-467-1 978-960-443-468-8 978-960-478-303-8 978-960-478-302-1 978-960-478-304-5

Level 2 Aladdin With Audio CD/CD-ROM Aladdin (Amer. Edit.) With Audio CD/CD-ROM Teacher’s Book The King’s New Suit With Audio CD/CD-ROM Teacher’s Book The Selfish Giant With Audio CD/CD-ROM Teacher’s Book

978-960-443-007-9 978-960-443-006-2 978-960-379-498-1 978-960-379-466-0 978-960-379-467-7 978-960-478-306-9 978-960-478-305-2 978-960-478-307-6 978-960-443-649-1 978-960-443-650-7 978-960-443-651-4

p. 72 978-960-443-011-6 978-960-443-010-9 978-960-379-495-0 978-960-379-436-3 978-960-379-459-2 978-960-443-013-0 978-960-443-012-3

The Fox And The Dog With Audio CD/CD-ROM The Fox And The Dog (Amer. Edit.) With Audio CD/CD-ROM Teacher’s Book Felix And The Fairy With Audio CD/CD-ROM Teacher’s Book

978-960-443-009-3 978-960-443-008-6 978-960-379-494-3 978-960-379-434-9 978-960-379-457-8 978-960-443-300-1 978-960-443-299-8 978-960-443-301-8

Level 3 Rumpelstiltskin 978-960-443-005-5 With Audio CD/CD-ROM 978-960-443-004-8 Rumpelstiltskin (Amer. Edit.) 978-960-379-499-8 With Audio CD/CD-ROM 978-960-379-469-1 Teacher’s Book 978-960-379-470-7 Sleeping Beauty 978-960-443-653-8 With Audio CD/CD-ROM 978-960-443-654-5 Teacher’s Book 978-960-443-655-2 Sleeping Beauty CD-ROM 978-960-509-004-3 The Tin Soldier 978-960-379-998-6 With Audio CD/CD-ROM 978-960-379-997-9 The Tin Soldier (Amer. Edit.) 978-960-379-497-4 With Audio CD/CD-ROM 978-960-379-463-9 Teacher’s Book 978-960-379-464-6 Puss In Boots 978-960-443-283-7 With Audio CD/CD-ROM 978-960-443-282-0 Teacher’s Book 978-960-443-281-3 The Emperor’s Nightingale 978-960-478-309-0 With Audio CD/CD-ROM 978-960-478-308-3 Teacher’s Book 978-960-478-310-6 Jingle’s Christmas Adventure With Audio CD/CD-ROM 978-960-443-036-9 Teacher’s Book 978-960-443-052-9 Level 4 Mowgli 978-960-443-003-1 With Audio CD/CD-ROM 978-960-443-002-4 Mowgli (Amer. Edit.) 978-960-379-496-7 With Audio CD/CD-ROM 978-960-379-435-6 Teacher’s Book 978-960-379-461-5 The Wishing Fish 978-960-379-832-3 With Audio CD/CD-ROM 978-960-379-831-6 The Wishing Fish (Amer. Edit.) 978-960-379678-7 With Audio CD/CD-ROM 978-960-379-677-0 Teacher’s Book 978-960-379-679-4 Ali Baba & The 40 Thieves 978-960-443-292-9 With Audio CD/CD-ROM 978-960-443-291-2 Ali Baba & The 40 Thieves (Amer. Edit.) 978-960-443-290-5 With Audio CD/CD-ROM 978-960-443-289-9 Teacher’s Book 978-960-443-293-6 Peter Pan 978-960-443-434-3 With Audio CD/CD-ROM 978-960-443-435-0 Teacher’s Book 978-960-443-438-1 The Short-necked Giraffe 978-960-573-697-2 With Audio CD/CD-ROM 978-960-573-696-5 Teacher’s Book 978-960-573-698-9 Level 5 Theseus & The Minotaur With Audio CD/CD-ROM Theseus &The Minotaur (Amer. Edit.) With Audio CD/CD-ROM Teacher’s Book Tom Sawyer With Audio CD/CD-ROM Tom Sawyer (Amer. Edit.) With Audio CD/CD-ROM Teacher’s Book The Odyssey With Audio CD/CD-ROM Teacher’s Book

978-960-443-015-4 978-960-443-014-7 978-960-379-682-4 978-960-379-681-7 978-960-379-683-1 978-960-379-834-7 978-960-379-833-0 978-960-379-686-2 978-960-379-685-5 978-960-379-687-9 978-618-05-0895-6 978-618-05-0896-3 978-618-05-0897-0

Level 6 Gulliver In Lilliput 978-960-379-830-9 With Audio CD/CD-ROM 978-960-379-829-3 Gulliver In Lilliput (Amer. Edit.) 978-960-379690-9 With Audio CD/CD-ROM 978-960-379-689-3 Teacher’s Book 978-960-379-691-6

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Top Readers Level 1 Lisa In New York Student’s Book Teacher’s Book Student’s Book + CD

978-960-379-815-6 978-960-379-814-9 978-960-379-694-7 978-960-379-693-0 978-960-379-695-4 p. 74

978-960-443-657-6 978-960-443-658-3 978-960-443-661-3

Level 2 20.000 Leagues Under The Sea Student’s Book 978-960-443-330-8 Teacher’s Book 978-960-443-331-5 Student’s Book + CD 978-960-443-427-5 Huck Finn Student’s Book 978-960-443-470-1 Teacher’s Book 978-960-443-471-8 Student’s Book + CD 978-960-443-663-7 A Connecticut Yankee In King Arthur’s Court Student’s Book 978-960-478-009-9 Teacher’s Book 978-960-478-010-5 Student’s Book + CD 978-960-478-028-0 Railway Children Student’s Book 978-960-478-297-0 Teacher’s Book 978-960-478-298-7 Student’s Book + CD 978-960-478-301-4 Lisa In China Student’s Book 978-960-478-823-1 Teacher’s Book 978-960-478-824-8 Student’s Book + CD 978-960-478-826-2 The Secret Garden Student’s Book 978-618-05-0245-9 Teacher’s Book 978-618-05-0246-6 Student’s Book + CD 978-618-05-0247-3 Level 3 Oliver Twist Student’s Book Teacher’s Book Student’s Book + CD Treasure Island Student’s Book Teacher’s Book Student’s Book + CD Kidnapped Student’s Book Teacher’s Book Student’s Book + CD Swiss Family Robinson Student’s Book Teacher’s Book Student’s Book + CD Swallows and Amazons Student’s Book Teacher’s Book Student’s Book + CD Black beauty Student’s Book Teacher’s Book Student’s Book + CD

978-960-443-324-7 978-960-443-325-4 978-960-443-430-5 978-960-443-474-9 978-960-443-475-6 978-960-443-722-1 978-960-478-022-8 978-960-478-023-5 978-960-478-029-7 978-960-509-100-2 978-960-509-101-9 978-960-509-163-7 978-960-573-176-2 978-960-573-177-9 978-960-573-179-3 978-618-05-0892-5 978-618-05-0893-2 978-618-05-0894-9

Level 4 Jekyll And Hyde Student’s Book 978-960-443-333-9 Teacher’s Book 978-960-443-334-6 Student’s Book + CD 978-960-443-428-2 The Turn Of The Screw Student’s Book 978-960-478-012-9 Teacher’s Book 978-960-478-013-6 Student’s Book + CD 978-960-478-019-8 The African Queen Student’s Book 978-960-443-478-7 Teacher’s Book 978-960-443-479-4 Student’s Book + CD 978-960-443-662-0 The Man Who Would Be King Student’s Book 978-960-478-136-2 Teacher’s Book 978-960-478-137-9 Student’s Book + CD 978-960-478-140-9

Wuthering Heights Student’s Book Teacher’s Book Student’s Book + CD The Coral Island Student’s Book Teacher’s Book Student’s Book + CD David Copperfield Student’s Book Teacher’s Book Student’s Book + CD

978-960-478-623-7 978-960-478-624-4 978-960-478-627-5 978-960-509-096-8 978-960-509-097-5 978-960-509-160-6 978-960-573-130-4 978-960-573-131-1 978-960-573-145-8

Level 5 The Creeping Man Student’s Book 978-960-443-327-8 Teacher’s Book 978-960-443-328-5 Student’s Book + CD 978-960-443-429-9 The Tempest Student’s Book 978-960-443-482-4 Teacher’s Book 978-960-443-483-1 Student’s Book + CD 978-960-443-723-8 Moby Dick Student’s Book 978-960-478-004-4 Teacher’s Book 978-960-478-005-1 Student’s Book + CD 978-960-478-018-1 A Midsummer Night’s Dream Student’s Book 978-960-478-113-3 Teacher’s Book 978-960-478-132-4 Student’s Book + CD 978-960-478-135-5 The Grapes of Wrath Student’s Book 978-960-573-449-7 Teacher’s Book 978-960-573-450-3 Student’s Book + CD 978-960-573-568-5 Graded Readers - Classic stories p. 77 Level 1 The Table, The Ass And The Stick Student’s Book 978-960-379-714-2 Activity Book 978-960-478-278-9 Teacher’s Book 978-960-478-629-9 Audio CD 978-960-379-745-6 Pack 978-960-379-474-5 The Happy Prince Student’s Book 978-960-379-723-4 Activity Book 978-960-478-157-7 Teacher’s Book 978-960-443-971-3 Audio CD 978-960-379-749-4 Pack 978-960-379-482-0 Level 2 The Magic Ring Student’s Book Activity Book Teacher’s Book Audio CD Pack The Wizard Of Oz Student’s Book Activity Book Teacher’s Book Audio CD Pack Beauty And The Beast Student’s Book Activity Book Teacher’s Book Audio CD Pack White Fang Student’s Book Activity Book Teacher’s Book Audio CD Pack Level 3 The Canterville Ghost Student’s Book Activity Book Teacher’s Book Audio CD

978-960-379-717-3 978-960-478-591-9 978-960-478-200-0 978-960-379-742-5 978-960-379-475-2 978-960-379-729-6 978-960-478-209-3 978-960-478-163-8 978-960-379-743-2 978-960-379-483-7 978-960-443-081-9 978-960-509-471-3 978-960-478-165-2 978-960-443-046-8 978-960-443-056-7 978-960-443-162-5 978-960-478-149-2 978-960-478-040-2 978-960-443-165-6 978-960-443-166-3

978-960-379-720-3 978-960-478-035-8 978-960-478-036-5 978-960-379-746-3

Pack 978-960-379-476-9 The Last Of The Mohicans Student’s Book 978-960-379-735-7 Activity Book 978-960-443-961-4 Teacher’s Book 978-960-509-095-1 Audio CD 978-960-379-744-9 Pack 978-960-379-472-1 Excalibur Student’s Book 978-960-443-038-3 Activity Book 978-960-478-037-2 Teacher’s Book 978-960-478-038-9 Audio CD 978-960-443-045-1 Pack 978-960-443-054-3 The Mysterious Island Student’s Book 978-960-443-152-6 Activity Book 978-960-478-158-4 Teacher’s Book 978-960-478-172-0 Audio CD 978-960-443-155-7 Pack 978-960-443-156-4 Level 4 Great Expectations Student’s Book 978-960-379-726-5 Activity Book 978-960-478-204-8 Teacher’s Book 978-960-509-367-9 Audio CD 978-960-379-748-7 Pack 978-960-379-481-3 Captain Grant’s Children Student’s Book 978-960-379-732-6 Activity Book 978-960-478-632-9 Teacher’s Book 978-960-379-734-0 Audio CD 978-960-379-747-0 Pack 978-960-379-473-8 Frankenstein Student’s Book 978-960-379-804-0 Activity Book 978-960-478-578-0 Teacher’s Book 978-960-478-055-6 Audio CD 978-960-379-809-5 Pack 978-960-379-811-8 The Phantom Of The Opera Student’s Book 978-960-443-029-1 Activity Book 978-960-478-020-4 Teacher’s Book 978-960-478-021-1 Audio CD 978-960-443-044-4 Pack 978-960-443-055-0 Dracula Student’s Book 978-960-443-147-2 Activity Book 978-960-478-057-0 Teacher’s Book 978-960-478-054-9 Audio CD 978-960-443-150-2 Pack 978-960-443-151-9

Level 2 Lisa Visits Loch Ness Student’s Book Activity Book Teacher’s Book Audio CD Pack The Mix-up Student’s Book Activity Book Teacher’s Book Audio CD Pack

978-960-379-083-9 978-960-509-834-6 978-960-509-835-3 978-960-379-332-8 978-960-379-485-1 978-960-7955-59-3 978-960-509-472-0 978-960-7955-63-0 978-960-379-325-0 978-960-379-478-3

ISBN list

Robin Hood With Audio CD/CD-ROM Robin Hood (Amer. Edit.) With Audio CD/CD-ROM Teacher’s Book

Level 3 In The Year Of The Dragon Student’s Book 978-960-7955-72-2 Activity Book 978-960-509-858-2 Teacher’s Book 978-960-7955-74-6 Audio CD 978-960-379-327-4 Pack 978-960-379-480-6 Save The Forest Student’s Book 978-960-379-087-7 Activity Book 978-960-379-088-4 Teacher’s Book 978-960-509-211-5 Audio CD 978-960-379-333-5 Pack 978-960-379-486-8 Level 4 Back To The Dreamtime Student’s Book Activity Book Teacher’s Book Audio CD Pack Lost In The Cave Student’s Book Activity Book Teacher’s Book Audio CD Pack

978-960-7955-76-0 978-960-478-171-3 978-960-478-162-1 978-960-379-326-7 978-960-379-479-0 978-960-379-091-4 978-960-478-630-5 978-960-478-631-2 978-960-379-334-2 978-960-379-487-5

Level 5 The Picture Of Dorian Gray Student’s Book 978-960-443-028-4 Activity Book 978-960-478-208-6 Teacher’s Book 978-960-478-164-5 Audio CD 978-960-443-043-7 Pack 978-960-443-053-6 The Man In The Iron Mask Student’s Book 978-960-443-157-1 Activity Book 978-960-478-385-4 Teacher’s Book 978-960-478-041-9 Audio CD 978-960-443-160-1 Pack 978-960-443-161-8 Graded Readers - Original stories p. 77 Level 1 Paul And Pierre In Paris Student’s Book 978-960-379-079-2 Activity Book 978-960-478-148-5 Teacher’s Book 978-960-379-081-5 Audio CD 978-960-379-331-1 Pack 978-960-379-484-4 Lisa Goes To London Student’s Book 978-960-7955-58-6 Activity Book 978-960-478-156-0 Teacher’s Book 978-960-478-216-1 Audio CD 978-960-379-324-3 Pack 978-960-379-477-6

The product information, as well as any other information included in this catalogue, are based on conditions existing at the time of print and are subject to change without prior notice.

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Forms

CEFR level

Hours per week

Hours per level

Smart Junior 2-5

1-4

A1+

3-5

100 - 140

Zoom in Special (Starter – 4)

1-4

1-3

60 -80

Full Blast 1-4

5-8

A1 - B1

3-5

90 -120

To the Top (split Edi�on) 1A – 4A

5 - 11

A1 - B1

1-3

60 -80

The English Hub 1A-3B

6 - 11

A1 - B1

2-3

70 - 80

New Des�na�ons B1 – B2

9 - 11

B1 - B2

3-5

90 -160

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 grammar  skills development

English Language Teaching

 coursebooks

 examinations  video courses & online material  readers

www.mmpublications.com

catalogue 2o17 for Ukraine

 e-learning

for UKRAINE

129 colney Hatch lane Muswell Hill london N10 1HD united Kingdom ISBN:978-618-05-1367-7

ELT CATALOGUE 2o17

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