We have designed a comprehensive all-in-one solution to help schools to achieve high levels of English language proficiency meeting national and international standards.
Why implement the Richmond Solution in your school? Aim to achieve high academic standardsand be internationally recognized. Prepare students for a competitive and globalized world. Allow students to skip university English language requirements by demonstrating their proficiency with their language certificates. Give teachers the opportunity to be better qualified. Guarantee parents that the school aims for international standards. Use Richmond and Richmond’s partners’ logos and certifications for marketing purposes.
Richmond Solution Components Richmond provides schools with a comprehensive range of tools designed to accomplish the highest English Language teaching and learning goals.
Certificaciones Internacionales Recursos Digitales y Plataformas
Consultoría Académica
Programa de Desarrollo Profesional para Profesores
Recursos Impresos (exclusivos para la solución)
THE LITERACY ENVIRONMENT THAT HELPS TRANSFORM LEARNING IMAGINE THE IMPACT! Now add a state-of-the art digital platform with a suite of literacy tools to help students forge strong connections to the text, embedded assessments to monitor their growth and real-time reporting. Launched in 2011 with only 800 books, myON has grown to provide over 7.5 million students, from over 9,100 schools all over the world, a personalized literacy program with over 5,000 enhanced digital books! myON expands the classroom for teachers and students by providing unlimited access to award-winning digital books with multimedia supports, real time assessments, close reading tools and opportunities to work through projects. It is the first personalized literacy ecosystem to offer a wide range of both fiction and nonfiction digital books to maximize student engagement in reading. With myON, every student experiences the benefits of personalized literacy instruction, empowering them to take responsibility for their own learning.
for more information contact us: richmondperu@richmondelt.com
More than
5,000
digital books available
70%
NON-FICTION
30% FICTION
is... The Virtual Learning Environment designed for young learners. Easy to register and use for teachers and students, where they can find a wealth of interactive content and other resources related to the course they are studying in class. Currently, you can find content related to Cool Kids Second Edition, Skyrocket, Thumbs Up! Second Edition, Stopwatch, Young Archievers and Achievers.
Study: Students have access to interactive excercises that are related to their Richmond course book.
Play: Students can have fun with 300 games to improve their vocabulary. There are 4 levels of difficulty and 15 vocabulary topics per level. They can win treasure and compete against their classmates!
www.richmondspiral.com
Activities Gradebook Resources Tests Cartoons
Study and
Play
Gradebook: Teachers can track their students’ progress. They can monitor scores for the whole class or individual students.
Resources: All the support material for teachers is in one tab. They can upload their own resources and share them with the class.
The new way to
www.englishEnrich your vocabulary. Visual dictionaries on a wide range of topics.
A revolutionary concept in dynamic language games.
Improve your English with the best video clips. More than 5000 movies, music videos, TV series and news.
My School Platform for teachers Assign homework, follow-up and be in contact with your students.
for more information contact us:
learn English.
-attack.com Placement Test to evaluate initial level of English
NEW FEATURES: 路 Exercises aligned to CEFR 路 Daily goal setting and average learning 路 Search by grammar rules 路 Assessment Tests over time allow you to measure student progress
richmondperu@richmondelt.com
Origin al
et
hod
Early Childhood
M
This series introduces new mathematical concepts to preschool children using Concrete Pictorial Abstract (C + P + A) approach. Using several lessons to unfold each unit, children are guided through systematic variation that reinforces the mathematical concepts introduced and learnt, helping them acquire a strong Mathematics fundation.
Trace the balls. Then trace the 8’s and write more 8’s in the boxes.
Teacher´s guide
93 ninety-three
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92 ninety-two
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Textbook and Activity Book K_TBA_Unit
4_PFP.indd
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www.richmond.pe
Origin al
et
hod
Primary
M
Drawing from extensive research and feedback, this world-class program is widely adopted and highly popular amongst teachers and pupils.
This series builds upon student´s understanding of mathematical concepts gained in earlier grades to ensure a smooth progression in their learning journey, Aligned to Common Core State Standards for U.S. classrooms, this series has been designed to strengthen students´ understanding of complex mathematical concepts and enhance their problem-solving and critical thinking skills.
Secondary
To hone pupils´problem-solving and critical thinking skills, concepts are arranged and unfolded systematically using a structured approach that progresses with pupil´s cognitive levels. Abundant resources are provided to support the differentiated pathways and facilitate effective assessments for users of different needs.
It's new, It's now, It's yours
2019
Multi-device: tablets, smartphones and desktop
Easy access and user friendly interface
Search by title, author and key word
Distributor location markers on Google MapsÂŽ
Symbol key
A1 A2
New Title
CLIL
Microsite
British English
Richmond Spiral Platform
App
American English
Richmond Learning Platform
Digital Book
CEFR (Common European Framework of Reference)
Audio CD
iBook
Digital Resources
Video
Exam-friendly Series
DVD
Contents
Preschool Primary Secondary Young Adults Supplementary
Exams Readers
16 18 20 21 22 24 25 Picture dictionary Language Overview 28 30 CEFR 31 Abracadabra 32 Fun Way Second Edition 34 Beep 36 Cool Kids Second Edition 38 Skyrocket 39 Young Achievers 40 Thumbs Up! Second Edition 42 Compass Language Overview 46 48 CEFR 49 Must 51 Stopwatch 52 Englisg in motion 53 Fast track 54 Achievers Language Overview 58 Language Overview Cubby house Pebbles Gumdrops Crickets Jellybeans
CEFR English id Identities Personal best American big picture At work
60 62 63 64 66 67
Business Skills/Business Theories 70 Visual Grammar/Vocabulary Builder/English 71 Primary Methodology Handbook 72 Lessons Learned 73 Richmond Handbooks for Teachers 74 Dictionaries 75
Richmond Practice Tests: First/Richmond Practice Tests IELTS
78 79 80 81
Matching readers Popcorn Readers Richmond primary readers Media readers
83 84 85 86
Richmond Practice Tests: YLE/Target KET for Schools Richmond Practice Tests KET and PET/Target PET Target Cambridge English: First/Richmond Practice Tests:
...education In the preschool years, children attempt to explain how things work and why things occur. While their explanations can often seem far-fetched to adults, their stream of how and why questions display a real desire to reason and solve problems about the causes of events.
...development
...concepts
Before children can read and write, they need to learn about sounds, words, language, books and stories. Preschool has a vital role to play in helping a child with early literacy development.
Concepts of print start to develop early in a child. Affective instruction in the preschool years is extremely important. Many times, children will create their own theories on how concepts of print work.
Let's talk
Preschool...
...connection
...play
Effective early literacy instruction provides preschool children with developmentally appropriate settings, materials, experiences, and social support that encourage early forms of reading and writing to flourish and develop into conventional literacy.
Make-believe play should be encouraged by teachers in the preschool years. Since children often identify with characters in books, reading stories that show children or other characters engaging in symbolic play is a good method to inspire children to participate in pretend play in new or unique ways.
www.richmond.pe
Preschool
Level N Level 3
Level 2
Level 1
Language Overview 16
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Greetings Personal pronouns Present simple Imperatives I like…/I don't like… How many…? Verb: to have Opposites: happy/sad Numbers 1-5 Shapes: circle, triangle, square Colors: red, blue, yellow, purple, green, orange, brown, pink, gray
Personal pronouns Present simple Imperatives Where's the…? Who is he? How many…? Prepositions: in, on Opposites: tall/short, fat/thin, big/small, young/old Numbers 1-10 Colors review: black, white
Personal pronouns Present simple Present continuous Imperatives Demonstrative pronouns: this/these Where's the…? I like…/I don't like… Adjectives: happy, sad, angry, surprised, hungry, thirsty Prepositions: in, on, under Numbers: 1-20 Shapes: diamond, heart, oval, star
--------------------------------
My name is/I'm Linda. I'm a boy/girl. He's a boy./She's a girl. What's this/that? It's a table. This is the classroom. What color is it? It's blue./The ball is blue. How many...? What are these? They are my shoes. Imperatives Face: ears, eyes, mouth, nose I'm happy/sad. It's cold/rainy. Clothes: coat, shoes Who is/Who's this? This is/It's mom.
She's young/old. This is my family. Prepositions: in, on, under Toys: ball, teddy bear, box Where is the...? Pets and actions: cat, dog, rabbit, hop Is it a...? Yes, it is./No, it isn't. What do you have? I have a.../an... What can you see? What number is it? I have juice in my lunch box. This is a big/small sandwich. I eat…/I drink… Numbers 1-10
Greetings Numbers 1-5 School objects: book, chair, crayon, table Face: ears, eyes, mouth, nose Toys: ball, car, doll, teddy bear
Family: brother, daddy, mommy, sister Pets: bird, cat, dog, fish Food: apple, banana, cookie, milk, orange Nature: bee, butterfly, flower, tree Colors: blue, green, orange, red, yellow
Greetings School objects: backpack, glue stick, scissors Actions: color, cut, draw, glue, paint, play, sing Colors: black, brown, pink, purple, white Family: baby, grandma, grandpa Numbers 1-10 happy/sad Shapes: circle, heart, square, star, triangle Lunch: carrot, juice, lunch box, pear, sandwich, water Clothes: blouse, dress, jeans, pants, shoes, shorts, socks, sweater, T-shirt
Toys: dinosaur, robot, toy box, toy shelf Prepositions: in, on, under Pets and actions: rabbit, turtle, crawl, fly, hop, run, sleep, swim
What's your name? My name's Rose. What's this? This is my backpack. They're scissors. There is.../There are... Where is dad? He's in the kitchen. I'm four. Food: juice, lunch box, sandwich, chicken, breakfast, pancakes I like.../I don't like… Farm animals: cow, horse
I can see a plane. Let's go to the park. There are flowers. Prepositions: next to Downtown: park, toy store, cars, watch a movie at the cinema/see a painting at the museum/ride a ferris wheel at the fair Professions: doctor, nurse, vet Numbers 10-20
Greetings My name's… boy/girl School objects: marker, paintbrush, pencil, pencil case Actions: clap, climb, dance, jump, slide, swing, touch Colors review Body: arm, foot, hair, hand, head, knees, legs, toes Farm animals: chick, cow, duck, egg, goat, hen, horse, rooster, sheep, turkey same/different Numbers 1-20 Rooms and furniture: armchair, bed, bedroom, closet, kitchen, lamp, living room, night table, playroom, refrigerator, shelf, sink, sofa, stove, toilet, bathtub, TV
big, chubby, medium, old, tall, thin, small, short, young, old Daily actions and routines: have breakfast, brush teeth, read a story, I wake up in the morning, I take a bath/shower, I go to bed at night. In the park: bench, bird, butterfly, climbing frame, flower, grass, rabbit, squirrel, swings, tree Prepositions: behind, in front of Food: breakfast, chicken, chocolate, dinner, eggs, fish, fruits, meat, pizza, rice, salad, spaghetti, sugar, vegetables, yogurt I'm hungry/thirsty. I want…, please. I like…/I don't like… Do you like...?
I can/can't paint. There are five books. This is a crayon. I take a shower. I brush my teeth. It's summer. It's hot/sunny. I see five flowers. I like/don't like peas. What fruit do you like? I like apples. I want a hamburger. Dad is in the kitchen. What's he doing? He's making breakfast.
Present continuous: I'm playing soccer. She's jumping rope. He's riding a bike. Prepositions: next to, in front of, between At the zoo: hippo, lion, tiger, elephant, zebra Where does the doctor/police officer work? In a hospital/police station. Numbers 20-30
I'm five./I'm six. I can.../I can't… Prepositions: next to long/short Numbers 1-100 Shapes: circle, rectangle, square, triangle Rooms and furniture Present continuous Actions and chores: comb hair, cook, feed the dog, make the bed, play, put the toys away, read a book, set the table, sweep the floor, water the plants, wash the dishes
the shortest/the tallest Body: elbow, shoulder At the zoo: crocodile, giraffe, gorilla, hippo, lion, monkey, panda, rhino, snake, tiger, zebra Professions: dentist, doctor, firefighter, mail carrier, nurse, police officer, teacher, vet Family members Transportation: boat, car, plane, train
www.richmond.pe
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Family: baby, brother, sister, dad, mom, grandma, grandpa Toys: ball, car, robot, teddy bear, doll, Shapes: circle, square, rectangle, triangle Pets: bird, cat, dog, fish, rabbit, turtle Clothes: shoes, shorts, skirt, sweater, T-shirt, blouse, pants, socks Weather: rainy, sunny, windy, hot, cloud, sun, leaves, umbrella Numbers 1-5
Hello. Goodbye. My name is ____. This is a chair. What color is it? Blue. What is this? A square. How many__? Two. What are these? Eyes. Touch your head. Open your eyes. Is the clown happy or sad? Happy. Who is she? Sister. Is she young or old? Young. Is daddy sleeping? Yes / No. What is this? A flower. Point to the big butterfly. Is it small or big? Big. Let’s walk. Do you like cats? Yes / No.
Can you run like a dog? Yes / No. This is a ball. Where is the doll? It’s on the table. Put the ball in the box. This is a banana. What fruit can you see? An apple. I have a sandwich.. I like oranges. Do you like milk? Yes / No.
Hello/Goodbye. What's your name? My name is… Following instructions: Come in. Sit down. Open your book. What's this? This is my face. What are these? These are my eyes. What color is it? It's green. I'm happy/sad. Who's this? This is my... Do you have a brother? Yes, I do./No, I don't. I have a sister. I don't have any brothers. How many...? I like.../I don't like... I'm hungry/thirsty.
Can you jump? Yes, I can./No, I can't. He can... What are you doing? I am... What's this? It's a ball. Is it a ball? Yes, it is./No, it isn't. I like/love my teddy bear. I want a robot. Put the boat under the table. Where's the doll? It's… It's a big/small butterfly./This is a short worm. What shape is this? It's a star/heart. What's the bird doing? It is... Colors: brown, black, purple, white Numbers 1-10 Prepositions: in, on, under
What is your name? My name is ____. What is this? It’s a ______. What are you doing? I am drawing. What color is it? Black. How many___? Two. Who is this? It’s mother. Where is father? He is in the kitchen. What does a pig say? Oink.
Raise your right hand. What are these? They are socks. What is the weather like? It’s sunny. What is she wearing? A dress. I’m thirsty. I want water. What meal is it? It’s lunch. I eat breakfast in the morning.
What's his name? His name is… I have a red.../I don't have a blue… What's he/she doing? He/She is... I like to sing. I don't like to paint. What does he need? He needs… What can you see? I can see… Can you see a…? Yes, I can./No, I can't. Present continuous Farm animals: duck, cow, eggs How many... do you see? I see 12.../I don't see any... Clothes review What's the weather like? It's sunny. What are you wearing? I'm… Put on your... Take off your...
Where is…? Is he in the bathroom? No, he isn't. He is in the... What is Daddy doing? He's eating. Rooms and furniture: bathroom, living room, sofa The sofa goes in the living room. She is jumping on the sofa. Don't jump on the furniture! Food: pineapple, onion, cereal, fruit, soda, breakfast, healthy, unhealthy Do you need cereal? Yes, we do./No, we don't. Routines: I eat breakfast in the morning. I brush my teeth every day. Put the seed/stem in the pot. Plants need water to grow. Comparatives: The yellow flower is taller than the purple flower. Sequencing events: first, then, next, finally Colors review Numbers 1-20 Prepositions: in, on, under, next to, in front of, behind
I draw with a crayon. Do you like to paint? Yes I do. No I don’t. Can you ride a bike? Yes / No. There is / are... I see a small green bug. Where is the red bug? It is on the log. What is he doing? He is flying. What are these? They are flowers. Is that healthy or unhealthy? Healthy. He is drinking water. Mother is in the living room. Is it day or night? Day.
What is this? It’s a lake. The police officer is wearing a hat. Who works at the bakery? A baker. Where can I buy toys? At the toy store. What are these? They are wings. Which animal has big ears? Elephant. How many___? She is going to the beach.
What do you do at school? We sing songs every day. We have… class on Monday. Telling time What color are your eyes? They're brown. I have brown eyes and black hair. Who's she? She's my aunt. She's tall and thin. She has short hair. What's that? It's a... It lives in the... Giraffes are tall. They have long necks. Do hippos have big ears? No, they don't. Hippos have small ears. What do you do to stay healthy? What's wrong? I feel sick. I live in an apartment building. There's a park near my house. There are many cars in the city. She is a doctor. She works in a clinic. What do you want to be?
Nature and the environment: Is this natural or manmade? It's natural. There are fish in the lake. There is litter on the ground. There is plastic in the sea. Don't throw trash on the ground. Turn off the water. What season is it? It's winter. What's the weather like? It's cold. going to, future: What are you going to do in the summer? I am going to… Past simple: Where did you go last summer? I went to the beach. What did you do yesterday? I went on a trip. Dinosaurs lived a long time ago. I can use a computer. The robot can talk. Days of the week, months, seasons Numbers 1-100
Preschool
Greetings What's this? It's a... School: teacher, school, classroom, crayon, table, chair, book Body: ears, eyes, face, mouth, nose, hair, arms, feet, hands, head, legs Food: apple, banana, orange, milk, sandwich, lunch box Colors: blue, red, yellow, orange, green, pink
17
Cubby House
LEVELS
3
Fanny Riva Palacio & Stefania Villarreal
GUÍA DEL MAESTRO (IN SPANISH)
CUBBY HOUSE is a new three-level preschool series that incorporates multiple teaching methodologies to provide children with the best learning experience.
With
CUBBY HOUSE
COMPONENTS & RESOURCES:
students will:
acquire the English language while developing their cognitive skills develop their fine and gross motor skills. learn values for building a sense of community and well-being.
motor skills. be involved in age-appropriate activities to develop mathematical thinking.
develop their reading skills through original and fun stories.
For Students •
Student’s Book with student’s CD
For Teachers •
Guía del Maestro (In Spanish) with class & resource CD
•
Story Cards
•
Flashcards
complete a project per unit that will allow them to be creative. and
18
www.richmond.pe
Teacher´s Book
Preschool
Guia del Maestro in Spanish with detailed notes to develop the lesssons. Storycards
Class & Reasource CD
It also includes assessments and worksheets. The assessments can be used as evaluation tools. The worksheets can be used as extension activities or homework.
The Class & Resource CD includes appealing songs, rhymes and chants to sing along and outloud in class or at home.
The Class & Resource CD includes projectable posters with cut-outs, as well as projectable flashcards to be used in class to present, practice and extend vocabulary or for playing fun games.
ALSO INCLUDES: Unit Zero
Assessments & Worksheets
Flashcards
Holidays
Proyectable
Classroom Language Printable Cards
Audio
Posters with cut-outs.
Story Cards.
19
Pebbles
LEVELS
3
Marlina Bahena
GUÍA DEL MAESTRO (IN SPANISH)
With Pebbles students will: •
practice vocabulary in interactive ways with Pictionary Puzzles
•
develop prewriting skills by working with tracing materials
•
have core material as well as optional integrated learning activities
Pictionary Puzzle
COMPONENTS & RESOURCES: For Students •
Student’s Book with hands-on Activity Pad
•
Resource Booklet
•
Student’s CD
For Teachers
Cutouts and Picture Dictionary Puzzles to acquire, practice and reinforce lexical items
•
Guía del Maestro (In Spanish) with Class CD
•
Flashcards
Cutouts
20
www.richmond.pe
DIGITAL
BOOK
LEVELS
Rebecca Lee Wiliams
4
Preschool
Gumdrops
INCLUDES VALUES SERIES VIDEOS
With Gumdrops students will:
COMPONENTS & RESOURCES:
•
For Students
acquire English, following the natural stages of language learning: Preproduction, Early Production and Speech Emergence
•
develop six crucial areas of learning—Personal, Social and Emotional; Communication, Language and Literacy, Problem Solving, Reasoning and Numeracy, Knowledge of the World, Artistic, and Physical Development
•
use vocabulary in meaningful and focused activities
• • • • •
Student’s Book with CD Student’s audio (Levels N & 1) Activity Pad Audio CD-ROM (Levels 2 & 3) Student’s (Resource Pack) - Finger Puppets - Stickers - Mini Flashcards
For Teachers • • • • • • • • •
Every unit specifies the AREA OF LEARNING it develops
Teacher’s Guide
Unit Opener to activate prior knowledge
Teacher’s Guide Digital Book Big Book Posters & Cutouts Teacher’s Resource CD-ROM Class Audio CD Classroom Language Cards Teacher’s Bag Gumdrops levels 1, 2 & 3 Values Series videos
Values Series videos to present a situation that exemplain files a value.
21
Crickets
CLIL
DIGITAL
BOOK
LEVELS
Annette Flavel, Francisco Loyda, Patricia Martínez, Isabel Moreno and Fanny Riva Palacio
4
TEACHER´S CRICKETS PACK
With Crickets students will: •
build on previous knowledge through a constructivist approach
•
develop cognitive and early literacy skills
•
work with age-appropriate CLIL lessons
•
use ICT through interactive activities and videos
•
begin exploring stories through a complete cycle of reading activities
Components & Resources:
COMPONENTS & RESOURCES: For Students
For Students Integrates the topic and key Language in a beautifully illustrated story
•
Student’s Book with Student’s Audio CD and Cricket Tales
•
Practice Book
•
Mini-Flashcards
For Teachers •
Teacher’s Guide
•
Teacher’s Resource CD
•
Class Audio CD
•
Story Cards
•
Flashcards
•
Classroom Language Cards
•
Cricket Tales
•
Digital Book
•
Values Videos Series
Student’s Book - Story Pages
22
www.richmond.pe
The Student’s Book includes the Mini-flashcards section, a mini reproduction of the flashcards that students can also use as a picture dictionary.
Preschool
• Mini-Flashcards
For Students & Teachers • Cricket Tales Cricket Tales is a series of three books, for both the student and the teacher, with fun reading activities related to each of the stories from Crickets. The activities have been carefully designed to foster children’s reading comprehension skills and to help them link the characters and events to their own experiences. There are two illustrated activities per story aimed at developing pre-reading and post-reading strategies. A while reading activity per story is also included so that the reading cycle is complete.
For Teachers • Values Series
Crickets Levels 1, 2 and 3 include the Values Series videos to present a situation that exemplifies a value.
•Classroom Language Cards
This set of flashcards is an effective visual tool to present and show the most frequent classroom commands.
23
Jellybeans
LEVELS
3
Rebecca Williams, Adela Trabolsi and Katy Smith
THE JELLY BEANS PUPPET INCLUDES VALUES SERIES VIDEOS
With Jellybeans students will: •
be exposed to natural language through varied activities
•
work with lessons that revolve around games, hands-on projects, literature, rhymes and songs
•
bring vocabulary alive through the use of interactive posters, poster cutouts and a picture dictionary
COMPONENTS & RESOURCES For Students • •
Student’s Book -Student’s CD -Stickers
•
Activity Book
For Teachers Projects to foster communication
Teacher’s Guide
Projects to practice & review vocabulary
24
Activity Book
• • • • • •
Teacher’s Guide Big Book Posters & Cutouts Resource CD-ROM Class Audio CD Jellybeans Puppet
•
Values Series videos
Values Series videos to present a situation that exemplifies a value.
www.richmond.pe
Richmond 3D Pictionary is a fun App for preschoolers. It presents vocabulary and spelling in context, with 3D animation. The App features 10 different worlds: school objects food (2) transportation parts of the body
pets clothes (2) toys numbers
Preschool
Richmond 3D Pictionary
Choose one of the worlds available and select an object.
Spelling Bee The word is spelled.
3D Pictionary Listen to the word. See the word in a sentence.
Go back to choose another object Go to the 3D Pictionary. Listen to it again if you want.
Listen to the sentence. Go back to choose another object.
Now available
Go to the Spelling Bee section.
25
...education Educating children is about so much more than ‘just’ school. Let’s talk about their personal development, their way of perceiving the world, their worries and fears, their families, environment and friends, their self-esteem and motivation, and their likes, joys and dreams…
...concern
...senses
Always remember that children can feel worried or anxious about things that might seem trivial to us as adults. Likewise, what they tell us they are worried about,-may only be a symptom of something else. Treat children’s worries seriously. Don’t just dismiss them.
We perceive the world around us through our senses. This is particularly important for children, who still have limited experience and knowledge.
Let's talk
Primary... ...connection As much as we want children to understand their special importance and their unique place in the world, none of us should ever forget our inter-connectedness. We are all part of a whole.
...responsibility Motivated, confident children are positive, inquiring and set goals. So teaching children the power of motivation is the best gift we can give them. We can facilitate this by giving them an appropriate degree of responsibility from an early age.
...colors Colors can influence the way we feel. They can cheer us up, or make us feel cold or sad! Colors can be symbolic, too. Red can represent danger, or heat… or anger! Yellow can mean sunshine, or warmth. Green can symbolize nature, or youth.
www.richmond.pe
Primary
Language Overview
Level 1
a/an Questions about classroom objects Questions about actions: present continuous Questions about personal preferences Is it a duck? Yes, it is./ No, it isn’t. This is/isn’t a...
What color is the...? It’s red. Where’s the... ? It’s on the... Prepositions: in, on, under What’s the... doing? The... is walking. Verbs: present continuous Vocabulary: animals, colors, family, house, activities Numbers 1-20
Hello! What’s your name? My name’s… What’s this? It’s a… I’ve got a pink pencil. Phonics Tongue Twister: P This is my mum. How old are you? I’m seven. Phonics Tongue Twister: M Is it black? Is it a cat? Yes, it is. / No, it isn’t. Imperatives: jump, run, catch, stand up sit down, go to sleep Phonics Tongue Twister: R Have you got a teddy? Yes, I have. / No, I haven’t. Colour adjective + noun: a red kite,a pink doll Phonics Tongue Twister: C
Level 2
Present continuous Is this...?/Are these...? Is the bird singing? Yes, she is./No, he isn’t. Prepositions: in front of, next to, between Excuse me, where’s the...?
A chicken can walk. How many... are there? There are... Is/Are there...? Yes, there is./ No, there aren’t. Vocabulary: food, transportation, activities, family members, animals, colors, toys Numbers 1-30
Where’s my book? It’s in the kitchen. Where’s the spider? It’s in/on the table Phonics Tongue Twister: B Imperatives: stamp your feet, clap your hands, turn around, touch your toes, wave your arms, shake your hands, nod your head My hair is blue. I’ve got a green mouth. Phonics Tongue Twister: T I like apples. / I don’t like cake. Do you like cheese? Phonics Tongue Twister: Ch What can you see? I’m hungry Phonics Tongue Twister: S
How are you? I’m fine, thanks. What’s your favorite…? Where’s the hamster? It’s under the plant. How do you spell…? Phonics Tongue Twister: D What are you wearing? I’m wearing… Color adjective + noun: green shoes Phonics Tongue Twister: J What’s the weather like? Is it cold? It’s cold. Put your hat on. I’m on holiday. Phonics Tongue Twister: H It can fly. It can’t jump. Can it swim? Phonics Tongue Twister: L
Verb to be: wh- questions, yes/no questions, short answers Commands Introducing people this/that There is.../There are...
Likes and dislikes Verb to have Prepositions: in, on, under Possessives
Greetings Asking about and identifying objects Questions Prepositions of place Verb to have Present continuous
Level 3
What’s your name? My name’s... How old are you? I’m eight years old. I like.../I don’t like.../I want... Present continuous Imperative
Are you wearing... ? Yes, I am./No, I’m not. I wear... on my hands. What are you buying? I’m buying... They are playing... The team is winning/losing. Vocabulary: school objects, food, leisure activities, body, clothing, neighborhood, sports, weather Numbers 1-60
He’s a… She’s a… He has got a… She has got a… Phonics Tongue Twister: F What are you doing? I’m reading. Are you drawing? Yes, I am./No, I’m not. Phonics Tongue Twister: W How many... can you see? They’re small and purple. Phonics Tongue Twister: G Can you ride a bike? Yes, I can. / No, I can’t I can play the guitar.. I can’t walk on my hands. Phonics Tongue Twister: Z
What’s your name? Mark. How old are you? I’m eight. I’ve got (two pencils). Have you got a (sharpener)? Yes, I have. / No, I haven’t. It’s in, under, on, behind… Phonics Tongue Twister: B, P What time is it? It’s seven o’clock/half past seven. I get up at half past seven. Phonics Tongue Twister: ee, e He’s/She’s tall, short, etc. His/Her (hair is pink). Phonics Tongue Twister: I He/She likes/doesn’t like tennis. He/She can (ride a bike). Phonics Tongue Twister: J Has it got (a tail)?
Yes, it has. / No, it hasn’t. It’s got/hasn’t got (wings). Can it fly? Yes, it can. / No, it can’t. Phonics Tongue Twister: B Yes, it can. / No, it can’t. Phonics Tongue Twister: B What’s he/she doing? He’s/She’s playing the guitar. Where’s (Karim)? He’s in the (kitchen). Phonics Tongue Twister: G It’s fast, new... Is it slow? Yes, it is. / No, it isn’t. Phonics Tongue Twister: TR Do you like sailing? Yes, I do. / No, I don’t. I like/don’t like playing frisbee. Phonics Tongue Twister: S
Thanking Demonstrative adjectives Present simple Possessive adjectives Present continuous How many… are there?
Telling time Prepositions of place Expressing opinion Expressing likes and dislikes
Expressing preference Present simple Giving opinions Imperatives for giving directions
Prepositions Offering and asking for help I can.../I can’t... Comparative adjectives: Possessive adjectives Review: this/that, these/ those
Commands and instructions There is.../There are... Vocabulary: classroom objects, alphabet, colors, family, toys, house, body, animals, clothes, games, actions, food
I can.../I can’t... I like.../I don’t like... Present continuous Present simple Demonstrative adjectives Whose and possessive -’s There is.../There are... + some/any
Question words Let’s play soccer. I’d love to./ No, thanks. Would you like an orange? Vocabulary: food, colors, places, professions, time, family, everyday activities, clothes, seasons, weather, vacation, leisure activities
a lot/a little/a few Present simple Prepositions of place Giving directions Adverbs of frequency: always, often, sometimes, never Present continuous Likes and dislikes
Accepting and declining invitations Past simple: wh- questions, yes/no questions Verb + infinitive Verb + gerund Vocabulary: city, country, food, farm, days of the week, ordinal numbers, party, musical instruments
Greetings and introductions
Describe animals
and quantities
doing
Greetings and introductions Describing people’s physical appearance Describing where people are and what they are doing Ask what someone is doing Ask where somebody is: Describing school activities during the week Asking about likes and dislikes Describing houses Locating people, animals and objects Describing routines and time Asking about likes and dislike Describing food Reading and writing a recipe Asking about animals’ abilities and body parts
Talking about animals’ habitat and diet Talking about the weather Describing what someone is wearing Talking about seasonal activities Talking about wants Identifying possessions Describing vehicles Describing professions Giving directions Asking about past activities Comparing the past and the present Describing positions in the past Asking about birthdays Saying where people are from Asking about quantity Describing appearance Asking about celebrations Giving directions
Describing people Describing animals Locating people and objects Following instructions Asking and giving permission Asking about and expressing possession Asking about what someone is doing Asking about and stating quantities Asking about likes and dislikes Asking how often something is done Talking about abilitie Asking about illnesses Giving advice Asking how often something is done
Describing places in the past Describing situations in the past Asking about places in the past Describing situations in the past Describing prehistoric animals Asking about prehistoric animals Describing personality traits Asking about past inventions Asking about the past Talking about past abilities Talking about future plans Asking and answering questions about future plan Talking about countries, nationalities and languages
Identify classroom objects Express quantities
Ask where people are
Ask what animals are Tell the time
Ask what people are
Count insects.
doing
Ask what someone is
Talk about likes and
Give instructions wearing
Ask how people feel Ask about possession Talk about favourite
sports, colours, food Talk about abilities
w
28
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Level 5
How much is it? It’s... Where do you buy a... ? Are you tall/short/thin? Yes, I am./No, I’m not. Vocabulary: occupations, places, school subjects, days of the week, times of the day, activities, weather, clothing, sports, family members, animals, food Numbers 1-100
Review of Beep! 3 structure On Monday, I´ve got/haven’t got Maths. What have you got on Friday? Phonics Tongue Twister: i, y Where are you from? I’m from France. He’s/She’s from Italy. I speak Chinese. He/She likes cycling. Phonics Tongue Twister: a What do you wear? I wear/don’t wear a jumper. In (January, winter)… Phonics Tongue Twister: e Is there a cinema? There’s a/There isn’t a park. What shall we do? Let’s go to the cinema! Phonics Tongue Twister: u, ue, oo, ou
How much is the soup? It’s four euros, fifty cents. I have cereal for breakfast. Can I have a sandwich, please? Phonics Tongue Twister: a They’ve got/They haven’t got wings. How many legs have they got? Phonics Tongue Twister: o Does he/she work on a space station? He listens/doesn’t listen to music. Phonics Tongue Twister: n Do you want to go trekking? I want/don’t want to play games. Phonics Tongue Twister: ing
Review of Beep! 4 structures Times: What time is it? Present Simple: What time do you have lunch? At half past one. I do my homework at seven o’clock. Adverbs of frequency: always/ never/sometimes/usually Phonics Tongue Twister: t, d Have got + some/any Have we got any sugar? Yes, we have. / No, we haven’t. We’ve got some oranges. We haven’t got any cheese. Recipe instructions: wash, cut, mix, etc. Phonics Tongue Twister: b, p Adverbs of frequency: always/ never/sometimes/usually I sometimes ride my bike at the weekend. Phonics Tongue Twister: l, r
Apologizing Accepting apologies can Wh- questions Offering help Possessive pronouns: mine, yours, his, hers Giving advice There was.../There were...
Offering Accepting and declining offers some/any How much...?/How many...? Superlative adjectives Asking for prices Whose Possessives Modal should/shouldn’t Expressing doubt
Present simple vs. present continuous like + -ing Past simple Sequencers Telling time Future: going to Asking about the weather Giving directions
Invitations and responses I don’t really like…/I disagree./I don’t think so. I love…, too! I prefer…/I think… Imperatives Modal verbs Questions with from Where’s your... from?
Giving and asking for help How often...? Adverbs of frequency Suggestions every-/some-/no-/any- body, thing, where Expressing opinions Agreeing and disagreeing good/bad at
Modal should/shouldn’t Past simple Last night.../Two weeks ago... Past continuous could/couldn’t for past ability Comparative adverbs and adjectives Superlatives
used to for past habits Future: going to for statements and questions Vocabulary: health, places, weather, sports, countries and nationalities, arts and artists, clothes, activities, camping
Interrupted past Comparatives and superlatives Present perfect + ever Future: will for predictions, promises and offering help Future: could, may, might for possibilities Adverbs of movement
Zero conditional First conditional Similarities (looks like / feels like / smells like) Vocabulary: animals and insects, environment, clothing, technology, science, health, food, countries, musical instruments
Present perfect with just, for and since Past simple Adjectives Reported commands Reported speech I want to... / I prefer... / I would like.... Object pronouns
Making predictions about the future Comparing what you would do in certain situations Talking about and comparing experiences Giving details about experiences Talking about what you could and couldn’t do when you were younger Describing what something is made of Giving survival advice Making suggestions and agreeing or disagreeing
Asking and answering about the holidays Describing what people were doing in the past Asking and answering about experiences Making comparisons Making predictions and agreeing or disagreeing with them Telling stories Writing a tourist pamphlet for your town or city Writing a report about a special trip, excursion, visit or weekend Talking about safety measures
Talking about experiences Expressing the duration of experiences Making comparisons and agreeing or disagreeing with them Describing problems about a place and suggesting solutions Asking about the characteristics of an object Describing passive events and processes in the present and the past Talking about general truths or facts Making predictions about specific possible situations Making a tourist brochure Inventing a mythological god or
Asking and answering questions about past summer holidays Discussing friendships Comparing what you usually do with what you’re doing now Describing how something is done Interviewing a historical character Cross-checking information Asking and answering questions using What and When Comparing physical characteristics Comparing statistics Talking about work obligations Asking and answering questions about your weekend Making polite requests
Where’s your classroom? It’s Telling time can/can’t Present continuous Prepositions: near, next to, behind, in front of Adjectives Question words Possession some/any
Talking about future plans Making predictions Making plans Making arrangements Writing a postcard
How much does a... cost? It costs... dollars and ... cents. We need some... We don’t need any... What’s the matter? He / She has (a headache). He’s / She’s sad / excited / angry, etc. Vocabulary: places at school, colors, clothing, days of the week, sports, food, birthday celebrations, health problems, body, camping Numbers 1 to 100
Level 6
The... is wearing... What does she do? She’s a doctor. Are there/Is there a... in your neighborhood? Yes, there is./No, there aren’t. Present simple: routines + days of the week Does he go to school on Monday? Yes, he does./No, he doesn’t. Telling time What’s the weather like? It’s...
Where is the museum? It’s opposite/next to/between… Let’s go to the park. Why don’t we go swimming? Phonics Tongue Twister: gr Present Simple with they: They lay eggs. They don’t eat plants. Phonics Tongue Twister: sh Comparatives: Everest is higher than Mont Blanc. Phonics Tongue Twister: th, f How old were you? I/He/She/It was... What was your favourite toy? Who was your favourite teacher? Where were you at ($ ve past six)? I was at the (bowling alley). Phonics Tongue Twister: ere, a, aire, air Go through the town and over the bridge. Phonics Tongue Twister: i
goddess Giving and reporting commands Identifying the characters, plot and climax of a story Writing a fairy tale Inventing a modern myth
Where do you live? I live in a house / an apartment... Where are you going on Monday / Tuesday / Wednesday? To the (post office). The (necklace) is (cheap). The (ring) is (expensive). Opposite adjectives What do you like doing in (summer)? I like (swimming). What country are you from? I’m from (Bolivia). I speak (Spanish).
after/before Adverbs of frequency: always, usually, never Your mother’s grandmother is your... Asking for and giving directions Vocabulary: places in a city, activities, months, seasons, weather, countries, languages, arts and sports, occupations, family members, vacation
Review of Beep 5 structures What are you doing? I’m chatting with you. He/she isn’t chatting online. Our/Their school’s got a Karate club. Phonics Tongue Twister: ch I like/don’t like documentaries. He/she likes/doesn’t like adventure films. Do you like films? Yes, I do. / No, I don’t. Does he like quiz shows? Yes, he/she does. / No, he/she doesn’t. Phonics Tongue Twister: pl, pr Are you going to…? Yes, I am. / No, I’m not. He’s/She’s going to recycle newspapers. What’s it made of? It’s made of… Phonics Tongue Twister: bl, pl, b, p
Do you work at night? Yes, I do. / No, I don’t. I’m/I’m not playing the saxophone. He/she is/isn’t working today. What do you want to be? I want to be a (vet). Phonics Tongue Twister: er, or, o, a We took lots of photos. I did my homework. Did you have a good weekend? Phonics Tongue Twister: v, b Superlative adjectives How big/fast/tall/long..? questions Phonics Tongue Twister: y, io There is/isn’t a… There are some/There aren’t any… Is there a…? Are there any…? to be good/bad at (archery, Maths, etc.) Phonics Tongue Twister: br, bl
Talking about experiences Making plans Making predictions Making comparisons Describing passive events and processes in the present and the past Talking about experiences Describing a trip Describing past habits Talking about wishes Talking about specific possible situations Talking about possibilities Asking for and giving advice Talking about one’s abilities, interests
and fears Writing the end of a play and reporting speech Writing a film review Reporting commands
Primary
Level 4
Past continuous Accepting and refusing suggestions Future: will/going to might First conditional why/because
Passive voice in present and past Second conditional Relative pronouns Vocabulary: movies, stories, professions, countries, languages, animals, hobbies, discoveries, ecology, geography
Reporting questions and requests Writing an interview report Writing a short newspaper article (headline, lead paragraph, main events, conclusion) Determining quantity Deducting and speculating Defining people and objects Describing passive events in the present and the pas Describing one’s neighbourhood Reasoning: introduction, pros, cons, conclusion” Talking about possibilities (second conditional) Writing a postcard Making predictions Writing a biography
29
Level 2
Level 3
Level 4
Level 5
Level 6
Greetings • Numbers 1–10 • Verb to be, present simple, all forms • Articles a / an • Personal pronouns: I, it, they • Possessive adjectives: my, your • How many...? • Prepositions: in, on, under • Imperatives
• Review of Level 1 • Personal pronouns • Possessive adjectives: my, your, his, her • The alphabet • Verb to be: review • Adjectives • Abilities: can, can’t • Present simple: like, love, hate • Have, has • Prepositions: in, on, under, between, behind • Demonstrative pronouns: this, these • Imperatives: affirmative and negative
• Review of Level 2 • Demonstrative pronouns: this, that, these, those • Possessive adjectives • Present continuous, all forms • Prepositions: between, in front of, next to, behind • Telling the time: o’clock • Wh- questions: what, when, how many • Present simple: like, don’t like • Numbers 1–100 • Ordinal numbers
• • • • •
• • Review of Level 4 • Present simple review • Telling the time: a quarter to, a quarter past • Time expressions: in the morning, in the afternoon, in the evening • Comparatives • Verb to be, past simple, all forms • Superlatives • Adjective order: age-color-material • Asking for prices • Future going to, all forms • Wh- questions: what, where, when, who • Abilities in the past: could, couldn’t • Adverbs
• Review of Level 5 • Past simple: regular and irregular verbs, all forms • Yes / no and wh- questions • Countable and uncountable nouns: there is, there are • Some, any • Present continuous and present simple • Object pronouns • Accepting and refusing invitations • Telling the time
Greetings and good-byes Possessive adjectives Imperatives Verb: to be/to have How many...? There is.../There are... How old...? Singular and plural nouns Suggestions: let’s Demonstrative adjectives: this, that, these, those Where is...? a/an/the Prepositions of place: in, on, under next to, between, in front of, behind Present simple Adjective order Present continuous Telling time I like.../I don’t like.../I want... I can.../I can’t.../He/She can...
Exchanging personal information Present continuous Present simple: routines + days of the week Imperatives There is.../There are... Wh- and How questions Subject questions Eating language I love.../I like.../I don’t like... and, but, or Demonstrative adjectives/pronouns Sensory verbs I can.../I can’t.../He/She can... Preposition like Adjective formation Possessive -’s Present simple for routines Present continuous: why/because Where + prepositions of place Possessive adjectives/pronouns Adverbs of frequency: always, sometimes, never some/any
Language Overview
Level 1
How + adjective How much...? Present simple: wh- questions Modal can for permission, prohibition Whose + possessive pronouns some/any/a lot/a little/a few/none How many.../How much... + are/is there? Adverbs of frequency I love.../I like.../I don’t like.../I hate + –ing want + infinitive make + object pronoun + verb good at Indefinite pronouns How often + adverbs of time Present simple: feel Modal should, need to Imperatives Zero conditional Past simple could/couldn’t for past ability Future: going to for plans Exchanging personal information
Review of Level 3 Abilities: can, can’t Present simple, all forms Telling the time: o’clock, thirty Wh- questions: what, how much, how many, how long, where, whose • Should, shouldn’t • Countable nouns: there is, there are • Possessive ’s
Object pronouns Wh- and How questions Present continuous Present simple: expressions of time Present simple vs. present continuous Adverbs of manner Past simple so, because Past continuous Past simple, past continuous + when Comparatives and superlatives (not) as… as ... too/not enough + adjective Relative pronouns: who, where, that Modal have to/don’t have to, do you have to? could/would for requests and offers think/don’t think + will/won’t for predictions Zero conditional + when/if Present perfect for actions in unfinished time periods and for unfinished states + for/since/ how long Present perfect vs. past simple Prepositions of movement Present passive could/couldn’t + when used to vs. present simple Modal must/mustn’t, should/ shouldn’t Future: will/won’t/might for predictions Suggestions: let’s, should, why don’t we Agreeing and disagreeing
Past simple + after/before Past simple vs. past continuous + while/when Past perfect Defining relative clauses and pronouns Future: could, may, might for possibilities must/mustn’t/don’t have to for obligation Future: going to for plans Question tags: verb to be, can, present simple Past subject and object questions + who Reflexive pronouns Past simple vs. present perfect + ever/never Present perfect + already/yet/just Present perfect continuous for/since Present continuous for arrangements many/much/a lot of/a little/a few/ enough Comparatives and superlatives + less/the least (not) as… as... Past and present passive How + adjective Zero conditional First conditional Second conditional wish Reported speech + tell/say, suggest/ decide used to/would for past habits
Phrasal verbs Adjective phrases: good at/interested in/ scared of/bad at Reported imperatives and requests Reported speech: present to past, past simple to past perfect Reported speech: questions, will, can Indefinite pronouns Suggestions First conditional Second conditional Third conditional wish must/mustn’t/ought to/should Past perfect Past and present passive too much/too many/not enough Causative must/might/can’t for speculation and deduction Defining/non-defining relative clauses and pronouns both/neither/all/none Question tags Reporting verbs: order, decide, advise, warn, promise have to/be allowed to/be able to Passive voice Reflexive pronouns I wish + would/could
CEFR REFERENCE CHART PRIMARY
CEFR
PRE A1
ETS TOEFL
Cambridge Assessment
A1
A2
B1
PRIMARY 1
PRIMARY 1 & 2
JUNIOR
Movers
Flyers/KEY
8+
Starters
11+
PET
Abracadabra Fun Way Second Edition Beep Cool Kids Second Edition Skyrocket Young Achievers Thumbs Up Second Edition Compass
30
www.richmond.pe
Abracadabra
DIGITAL
BOOK
Lenore Cohen and Sarah Fash
LEVELS
6
COMPONENTS & RESOURCES: For Students •
Student’s Book with student’s CD, student interactive CD-ROM and activity Booklet
Primary
A1 A2 B1 B2 C1 C2
For Teachers • • • • •
Guia del Maestro Activity Booklet Flashcards Teacher’s Resource CD with Audio Digital Book
•
Interactive CD-ROM
With Abracadabra students will: • use their critical thinking skills when working with appealing optical illusions • acquire vocabulary and language structures gradually and successfully • practice pronunciation using the recorded Pictionary words as a model • learn everyday expressions through the Functional Language section • read and listen to comic strips
STUDENT’S BOOK
ted to the Optical illusions rela to foster both it un h eac of t conten nication. mu visual skills and com
Every level features a story presented as a comic strip to develop students’ reading skills
31
Fun way
DIGITAL
BOOK
LEVELS
Second Edition
6
Andrew Starling, Claudia Bonilla, Ana Foncerrada and Roxanne Scott A1 A2 B1 B2 C1 C2
With
Fun Way Second Edition students will:
•
Have a unique and unforgettable English learning experience.
•
Sing, play games and act dialogues to practice the language in a natural context
•
Use the language in significant contexts
•
Participate in multiple intelligence activities
•
Practice and reinforce their pronunciation
•
Read original stories and varied texts.
COMPONENTS & RESOURCES For Students •
Student’s Book,Home Practice, Cutouts, Picture, Audio CD and Student’s Interactive CD-ROM
FUN WAY CD-ROM
For Teachers •
The listening texts with a variety of activities
• • • •
Teacher’s Guide with integrated Home Practice Digital Book Class Audio CD Flashcards Teacher’s Resource CD
give students the opportunity to review the
•
Teacher’s Interactive CD-ROM
vocabulary and language learnt in class in an engaging and motivating manner.
The vocabulary /grammar games encourage students to play again and therefore enhance student’s abilities to memorize words,let students absorb grammar subconsciously and increase students’ motivation to learn English.
32
www.richmond.pe
What’s new? Lo
ok Bac k
Complete the crossword with the nationalities.
Updated news and contents
2
3
Primary
1
5
4 6
1. Japan 2. Brazil 3. Germany
4. Mexico 5. France 6. Canada
Read and change. My name’s Paolo Guerrero. I’m Peruvian. I’m 35 years old. I’m a soccer player. I love soccer, but I also like tennis. I like music, but I can’t dance very well. I like cars and horses, but I don’t like planes. I like fish and chicken, but I don’t like junk food.
5 1
Our Planet Earth
Read and choose a title. Celebration at School
U
His name is Paolo Guerrero. He’s
Our Planet Is Special
Earth Day at the Cedar School
nit 2
by Elizabeth Smith Class 3B Today is an important day at the Cedar School. The students are celebrating Earth Day. All the children and teachers are wearing blue shorts and green T-shirts. Class 1A is planting trees in the yard. Class 1B is observing an anthill. The kindergarten students are watering the plants. Class 3A is separating trash.
19
Mr. Spring, our principal, is replacing lightbulbs all around the school. Classes 2A and 2B, are painting scenery for the festival. Mr. Jackson, the English teacher, is collecting paper to recycle. Many students are picking up trash. And a student is taking photographs of all the activities. Everybody is having a lot of fun!
U2 FW4 012_019_STN.indd 19
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Real photos to ensure meaningful learning
Verbs
Fill in the blanks and number the pictures. 1. Class 1A is
trees. the plants.
2. The kindergarten students are trash.
3. Class 3A is 4. Many students are
Read and choose a title.
trash.
5. The English teacher is
paper.
Facts about the Universe
an anthill.
6. Class 1B is
The Solar System
The Planet Song
Do you know the names of the planets? Yes, I do. They’re Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus and Neptune. Do all planets have rings? Yes, some do. Jupiter, Saturn, Uranus and Neptune do. And the rest don’t have rings.
36
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Do all planets have moons? Yes, many do. There are one hundred and forty moons In our solar system alone. Do all planets have water? No, they don’t. Jupiter, yes; Mars, Uranus and Neptune maybe. But Earth is the only water planet. Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus and Neptune. Now I know a lot about the planets.
Promoting a holistic education
Add a rhythm to the text.
through the connection with
Write the questions. Then interview a partner.
other areas
1. the Sun / shine? Does the Sun shine? 2. the Moon / go around / the Sun? 3. Earth / have / rings? 4. Jupiter / have / moons? 5. Martians / exist?
48
U
n it 6
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33
Beep
CLIL
LEVELS
DIGITAL
6
BOOK
Brendan Dunne; Robin Newton A1 A2 B1 B2 C1 C2
COMPONENTS & RESOURCES: THE TALKING PUPPET
For Students •
Student’s Book with Audio CD and CD-ROM
•
Activity Book & Stickers with Reader & Reader CD, Pop-outs (Levels 1 & 2), Cutouts (Levels 3 & 4) and Grammar Booklet (Levels 3 - 6)
(LEVELS 1 & 2)
For Teachers
With Beep students will:
•
Teacher’s Book
•
Class CD
•
DVD
•
Teacher’s Resource Book
•
Teacher’s Resource CD (Levels 1 & 2)
•
Flashcards
•
Story Cards
•
Posters (Levels 1 & 2)
•
explore a curriculum area through CLIL lessons
•
Posters & Stickers (Levels 3 – 6)
•
learn phonics through comic strips and tongue twisters
•
I-Solutions Pack
•
develop reading and writing skills through the Literacy lessons
- Teacher’s I-Book
•
make crafts to consolidate the concepts taught
- CD-ROM
- Activity Generator (Levels 3 – 6)
•
STUDENT’S BOOK The Rescue! 7
Read and listen to the story.
LESSON 4
Beep – The Talking Puppet (Levels 1 & 2)
Find and say!
8.5
The children are putting things in their backpacks.
Woof! Woof!
What do you want to do today? y I want to go hiking in the woods!
Help I can’t Help! climb uup the cliff!
I have the compass and the map. ap. p
Me too! The children are at summer camp. They are going hiking today. The monitor is going with them.
L Look! There’s a m down there. man
1
And I have the water bottless and snacks.
What do you want, boy?
I have a phone for emergencies.
2
Now, they are lost.
Where are we?
He wants us to follow him.
OK, let’s follow the dog!
Let’s call for help.
5
The children are helping to rescue the man.
6
A pre-reading activity at the top of the spread provides an opportunity for students to practice the vocabulary using the comic strip illustrations.
Everyone is sitting around the campfire singing songs and cooking hot dogs.
Her take Here, my hand!
Let’s go this way.
Good dog!
Where are we? No, it’s this way.
Oh no! The map!
3
Thank you for helping me!
Woo Woof! It’s this way.
What do you want, boy?
What a smart dog!
4
7
72
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8 73
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BeepSB4 U8.indd 73
9/4/13 5:01 PM
Every unit features a double-page spread with a colorful story.
34
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Cool Kids
LEVELS
6
Second Edition
Gabriela Zapiain, Silvia Zapiain, Joep van der Werff, Andrew Starling, Jeanette Greenwell and Ana Fooncerrada A1 A2 B1 B2 C1 C2
Sec o Edit nd ion
COMPONENTS & RESOURCES: COOL KIDS SECOND EDITION is a six level series for primary school children. It caters to different learning styles and encourages students’ participation, giving them opportunities to use the language in meaningful ways. It also fosters learner autonomy.
For Students Student’s Book Workbook Student’s CD Cool Reading Richmond Spiral
With COOL
KIDS SECOND EDITION students will:
learn and reinforce vocabulary using the Cool Pictionary. use everyday expressions included in the Cool Language section.
develop creative skills and consolidate learning through Cool Crafts. develop reading skills through comics and non-fiction texts included in Cool Reading.
For Teachers Teacher’s Guide (printed and digital) Guía del Maestro (printed and digital) Teacher’s Resource CD (with audio, crafts instructions, extra activities, tests and word lists) Flashcards Cool Reading Richmond Spiral
A new program with Cool Kids 2ed. & Stopwatch full edition that includes Toefl Primary 1 & Toefl Junior Tests. *For more information ask your sales representative or contact: richmondperu@richmondelt.com
36
www.richmond.pe
STUDENT’S BOOK
More about...
1 Write as many parts of the body as you can and check with a friend.
COOL KIDS
6
Y
our body is more amazing than any machine or computer. It is made up of many parts that work together every minute of every day and night. All systems work together to help your body work efficiently and stay healthy and strong.
In the circulatory system, the heart pumps blood to the body. The blood carries the oxygen and nutrients that the body needs to stay alive. Arteries take the blood from the heart, and veins carry it back. Your heart beats more than 100,000 times a day.
SECOND EDITION
The digestive system moves We can think, feel, move, hear, food through the esophagus, and see thanks to the nervous stomach, and intestines. They what system. It includes brain, Activity Kit with a friend. 1 Discuss to include in the a Teens’ break food down into tiny spinal cord, and nerves. The particles called nutrients. brain has three major parts that emergency, your vision, daily Nutrients use blood to travelIn ancontrol thinking, speech, to all parts of the body. and physical coordination, anda routine can change. It’s The digestive system the respiratory, circulatory, and good digestive idea to have changes the food systems. Thea Teens’ into waste and brain sends signals Activity Kit: a to backpack eliminates it. rest of the body withthe things to do and using the spinal cord.
COOL READING
share with others.
This system allows us to breathe. Air comes into the body through the nose and mouth. It travels through the trachea to the bronchi, and finally arrives in the lungs. Then blood carries oxygen to the body.
The skeletal system is made up of 206 bones. Some bones protect organs; for example, the ribs cover the lungs and the skull protects the brain.
Muscles are elastic fibers that help your body to move. There are 650 muscles in your body. When we walk, we use about 200 muscles.
COOL KIDS SECOND EDITION
1. We can’t breathe through our mouths. 2. We don’t get nutrients from food.
incorporates
3. The veins keep blood in the heart. 4. Some bones hurt organs. 5. We use 650 muscles to walk.
new colorful
6. The brain has four major parts.
photographs and illustrations
3 Tell your friend three things that you have learned. 2 Make an Informative Poster with some friends. 10
that appeal to
Unit 1
You need • books about natural disasters • construction paper • glitter Instructions 1. Choose a natural disaster with your friends.
students’ visual
2. Research and write about it. Mention its characteristics and effects. Suggest how to be prepared for an emergency. 3. Illustrate and decorate your work. 4. Display and present your project.
intelligence and make their learning experience more
48 Unit 4
memorable.
If I sell everything, we’ll buy rice for today Next day... and tomorrow.
It can’t be!
One year later, there’s a drought in his village...
COOL KIDS SECOND EDITION
Wow, a pearl! Mom will be very happy.
Oh no!
Throughout their school life, students need to develop good reading habits and reading comprehension skills to approach both informational and narrative texts.
Cool Reading places emphasis on both comics and non-fiction texts, and, by doing so, fosters primary school children’s creativity and research skills across content areas. This will help them become better readers of the literary and expository materials they will find in higher educational levels.
COOL READING
There is a boy in Sih Chuan who sells fresh grass.
Primary
2 Read and correct the statements.
THE COOL KIDS SECOND EDITION
features Cool
So he has to look for the grass somewhere else.
Reading, an enjoyable reading tool comprised by comics and non-
Look what I found, Mom!
fiction texts that will help students consolidate their
My son, we can get in trouble.
Mom, I found it when I was looking for grass…
2
knowledge and expand their
Let’s keep it here. There’s little rice to keep it intact.
vocabulary.
The Magic Pearl
The stories are
NOW INCLUDES SPIRAL with fun games to review grammar and vocabulary.
accompanied by activities that build students’ The Magic Pearl
3
critical thinking skills.
37
Skyrocket
LEVELS
DIGITAL
BOOK
6
Sarah Fash, Andrew Starling, Lindsay Ruggles and Sarah Conway A1 A2 B1 B2 C1 C2
COMPONENTS & RESOURCES: For Students •
Student’s Book
•
Practice Book
•
Student’s CD
••
Richmond Spiral
Optional •
Skyrocket Your Grammar Student’s Book
For Teachers
With
Skyrocket students will:
•
Teacher’s Guide
•
Class Audio CD
•
Teacher’s Resource CD
•
Digital Book
•
become autonomous learners
•
Posters and Word Cards
•
develop receptive and productive skills
••
Richmond Spiral
•
advance critical thinking and life skills
Optional
•
enjoy reading stories included in the Skyrocket through Literature section
•
Skyrocket Your Grammar Teacher’s Guide + Class Audio
Student’s Book Skyrocket Your Grammar Student’s Book (Optional)
Unit Verbs Followed by Infinitives, Past Simple
Re a d i n g Fa ble s
An infinitive is to plus the base form of a verb. Some verbs in English are followed by an infinitive. Some of these verbs are want, need, deserve, stop, agree, hope, plan, offer and would like. In the past simple, we use the past simple form of these verbs and the infinitive of the verb that follows.
Present Continuous
Verb + Infinitive
We use the present continuous to talk about actions happening at the time of speaking. We use a form of bee and the base verb + –ing. Is the woodcutter sitting in the woods? No, he isn’t sitting in the woods. He’s sitting in a field.
Example
wanted + to sing
The bird wanted to sing.
past simple negative
didn’t want + to play
He didn’t want to play soccer.
past simple interrogative
Did… want + to swim
Did she want to swim?
past simple affirmative
1 Read and fill in the blanks.
1 Write the verbs in the present continuous. 1. The crow He He 3. The crow They
carry
come
fly
ride
think
travel
walk
(fly) to that pitcher of water. (say), “I
he
2.
very thirsty!” (feel)
(drink) the water in the pitcher? No, he
The Tortoise and the Bird Once upon a time, a small tortoise wanted
!
over a big mountain. He
(put) his beak in the pitcher, but the pitcher is too tall!
.
didn’t want
(drop) stones into the pitcher. (grow) higher. The water level
“Oh, I would like
(get) higher, too!
!” he said.
A bird heard the tortoise. She was a big,
Look and number the pictures.
strong eagle. “Would you like
with me, Mr. Tortoise?” she asked. “I’m flying the tortoise
over this mountain to get my dinner.” She offered with her strong feet.
Skyrocket to Literature allows students to experience reading for pleasure
Did the tortoise stop
? No, he didn’t! He agreed
up into the sky with the eagle.
Write a caption for the end of the story. Use the present continuous.
Read and circle what you think happened next. a) The eagle planned to drop the tortoise. But the tortoise didn’t fall!
4
4. Now,
b) The tortoise hoped to grow wings and fly. And he did! c) The eagle needed to eat. And the tortoise was her dinner!
.
Listen and check.
56
grammar U9 SR3.indd 56
12
Unit 9 Reading Fables
8/5/13 3:39 PM
grammar U9 SR3.indd 57
57
8/5/13 3:39 PM
Colorful, concise grammar explanations & practice
38
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Young Achievers
DIGITAL
BOOK
LEVELS
6
Sarah Fash, Martyn Hobbs, Julia Starr Keddle, Suzanne Harris
COMPONENTS & RESOURCES: For Students •
•
Student’s Book + Stickers + Pop-outs (Levels 1 & 2) Activity Book with Picture Dictionary (Levels 1 - 4) Activity Book with Language Reference (Levels 5 & 6) CD-ROM
•
Richmond Spiral
• •
Primary
A1 A2 B1 B2 C1 C2
For Teachers • • • • • • •
With
Teacher’s Book Teacher’s Resource Book & Audio CD Teacher’s Audio Flashcards Posters Digital Book + Activity generator Richmond Spiral
Young Achievers, students will:
•
learn and practise phonics as a strong foundation for good vocabulary and pronunciation
•
investigate and find out about other cultures and areas of study in the strong CLIL contents of the book
•
have the chance to communicate and express ideas in controlled and open activites
•
discuss about good behavior and values with lovely and fun stories
•
write and read a diverse range of texts that are commonly found in International Exams
•
enjoy learning with all the digital components the series brings
STUDENT’S BOOK Original stories to practice the unit language and extend it in a natural familiar context
The stories develop understanding of the language and literacy skills
39
Thumbs Up!
Second Edition Sarah Fash, Suzanne Harris, Martyn Hobbs and Julia Keddle A1 A2 B1 B2 C1 C2
Thumbs up! Second Edition is a six-level primary series that motivates children to learn English while developing other areas of knowledge. It fosters students’ critical thinking skills, creativity and natural curiosity through comics, videos, crosscurricular themes, games, poems and songs.
Components & Resources: For Students Student’s Book Practice Book Student’s Resource Book
With Thumbs up! Second Edition students will:
Practice Tests Booklet Student’s CD Richmond Spiral Platform
discover grammar rules at their own pace focus on meaning rather than on form, as in first language acquisition follow a structured reading skills program with original stories, a comprehensive phonics, pronunciation and spelling program, and a sixlevel writing program
reinforce values with comic strips accompanied by fun activities develop their listening skills and broaden their knowledge of the world through videos and accompanying activities
For Teachers Teacher’s Guide (Units 1-4) Teacher’s Guide (Units 5-8) Posters and Cutouts Practice Tests Booklet Teacher’s Resource CD - Class CD - Videos - Resources: flashcards, word cards, templates, grammar worksheets, assessments, practice tests audio, audioscript and answer key Richmond Spiral Platform
40
www.richmond.pe
Student’s Book
More about...
Eight topic-based units offer a balance of work in the four skill areas: reading, listening, speaking and writing.
1
Listen and label the pictures.
H ig h venture d A
grassland herd
lighthouse backyard
1
driveway TV crew hyena dawn
is now on
1 Reading
2 3
4
nit
1
Primary
New pages introduce the vocabulary of each unit.
Vocabulary
Episode 1
5
It was a long hot summer. Nobody knew if it was the effect of global warming or just a heat wave. But the heat was like a heavy blanket. The air was as thick as soup. It had been hot for so long that people were talking about it. It was too hot inside the house; it was too hot outside. It was too hot to work by day; it was too hot to sleep at night. It was even too hot to play.
7
Isabella looked at her mom (who looked at her cereal bowl), looked at younger brother Tyler (who gave her a horrible smile), and then looked again at her dad.
For Isabella it was different. Every day she took her things and walked down the garden to the old tree—her tree. She climbed up the rope ladder, up through the leaves and the tangled branches, to her tree house. She loved it there. It was like floating on a boat in the sky. Her floating world.
6
Think of answers to the following questions.
“That tree is old, Bella. It’s dead on the inside...”
1. What animals are you likely to see in each of the two places? 2. What activities can you do there? 3. Which of the activities do you consider “high adventure”? “I’m sorry, Bella, but I have some bad news,” her dad said one morning. 4. Which place is more fun to go to? Why? “What is it?” asked Isabella.
3 Share your answers with other students.
4
1
“It’s the oldest tree in the neighborhood. It’s so beautiful.” “I know it is, but it’s getting dangerous. I’m sorry, but it has to come down.” Isabella’s face turned as red as a chili pepper. It was like an oven in the kitchen. Isabella could get angry very quickly—but this time she got angry as fast as lightning! She didn’t say a word. She just picked up Pizza, walked to the end of the garden, climbed up the ladder and pulled it up behind her.
Read and complete. Then find two more similes.
PLAY
41
1. The heat was like
. as
2. The air was as
. as
3. Isabella’s face turned as
STUDY
ACTIVITIES CARTOONS GRADEBOOK RESOURCES TESTS
“My tree is at the end of the garden,” said Isabella.
All day long Isabella stayed there alone or with her cat, Pizza. She read books or sent texts to her friends or just watched the world below. Sometimes her best friend, Scarlett, and Scarlett’s twin brother, Noah, came, and they played and invented stories and listened to music. It seemed that nothing was ever going to change, until...
8
2
“You know there’s nowhere to park around here. And I have to park my taxi somewhere...” He paused, then continued, “We need a garage at the end of the garden.”
.
in the kitchen.
4. It was like
• Invent more similes for the story. 1. The tree was as
Complete the mind maps with words from the box. puppy
gosling
feathers
fly
beak
paw
ComiC
hair
58
Go to PB p. 55
Activities help students develop listening and speaking skills
4
bark
nest
. .
.
3. Isabella was as
Listening and Speaking
1
as as
2. The tree house was like
Engaging texts help students develop their reading skills
teeth
Dogs
Geese
Writing
1
Read the text. Then choose and write the headline.
Yesterday New York City police arrested their main suspect in a $10 million bank robbery. His name is Harry, and he’s a nine-year-old parrot!
2
Listen to the conversation and choose the best title for each picture. a) A Lucky Escape b) An Intrepid Mum
43
3 Listen again and find the following A information. A highway number: _______
B
C
E
F
The name of baby geese: _________ A geographical area with water: ___________________ D The name of a disaster: ________________
4 Make up a story using the pictures. •
Choose another headline and write a lead paragraph. A lead paragraph should get your readers’ attention and make them want to read more. It should only include basic information about your story.
•
Make notes to write a short article.
Remember! Almost all interesting news stories answer these six questions. So think about them before you write your story: Who was involved? What happened? When did it happen? Where did it happen? Why did it happen? How did the story end?
60
Go to PB pp. 57 & 58
Structured writing activities lead students step by step to create different pieces of writing.
•
1. Who: 2. What: 3. When: 4. Where: 5. Why: 6. How:
Write a short article in your notebook. Write three paragraphs. Paragraph 1: your lead paragraph that gets your readers’ attention Paragraph 2: the main events in your story Paragraph 3: the conclusion of your story—what happens in the end Use the following expressions to organize your story: First... To begin with... Next... Another... Finally... In the end... Go to PB p. 59
61
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41
COMPASS A1 A2 B1+ B2 C1 C2
Compass is a brand new 6-level elementary school Language Arts Program specially written to be used in countries where English is not the official language. Its modular and flexible organization of components offers teachers and students a distinct language learning experience that will increase students’ cultural awareness and foster their development of thinking skills. With Compass students will: •
thoroughly develop communicative skills.
•
reinforce learning with manipulatives for open-ended activities like retelling stories and posing questions.
•
become highly strategic learners.
•
increase their world cultural awareness.
•
enhance their critical thinking.
LEVELS 1 AND 2 In Captain of the Compass, twins Max and Maddie find an old compass when they are playing in their attic. The compass dial turns to north and the Captain magically appears. Together, they explore new and familiar worlds as they explore the big question.
LEVELS 3 TO 6 Max and Maddie, along with their best friends Lee and Natalia, create a popular web show called Follow the Compass. In these levels, older students are exposed to authentic language and will relate to Max and Maddie’s dilemmas and experiences.
42
www.richmond.pe
Compass: English as a Foreign Language (Modules: Language Log, Vocabulary and Grammar Log) • Development of all four skills • Clear alignment to CEFR descriptors
Primary
• Focus on communication • Explicit vocabulary and grammar development
Language Log Level 3
Compass: English Language Art (Modules: Reading Log, Phonics and Spelling Log, Writing Log) •
• Comprehensive reading strategy development in the Reading Log • Early literacy support through the Phonics
• Scaffolded writing program in the Writing Log
• All modules aligned to the US CCSS
and Spelling Log
Reading Log Level 3
Listening and speaking skills are the focus of two lessons per topic.
Vocabulary and grammar input and practice help students answer the big question.
Language Log Level 3
43
...education Teenagers look for someone to listen to them. They are going through years of major changes. Remember to generate listening opportunities in your classes. Teenagers will appreciate a time to express how they feel.
...communication
...meaningfulness
Despite popular beliefs, teenagers like communicating the same way children do. The main difference, however, is that teenagers need to identify with the topic of discussion. Make sure to provide relevant topics that trigger students’ desire to speak.
Most topics in the ELT classroom might seem like cliché to today teenagers. It’s our job, as teachers, to find the right spin on every topic so that students get really hooked and feel the need to talk. Remember to always personalize instruction for it to be memorable and meaningful.
Let's talk
Secondary... ...collaboration Teenagers move in groups. They like hanging out together and even doing as much as possible with class peers. Promote cooperative and collaborative learning, maximize pair and group work opportunities and even generate some if the book does not suggest them. Your students will be very grateful and you will be promoting opportunities for them to use their oral skills.
...variety Our 21st-century teens were mostly brought up in front of a screen with moving images. This has shaped their neurological connections and consequently they expect our lessons to “resemble” a screen. Be sure to plan varied activities, different interaction patterns and multiple resources.
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Secondary
Language Overview
Level 1
46
Parts of speech: verbs and nouns Subject pronouns Can Demonstratives Possessive adjectives Possessive’s Verb be Indefinite articles Verb have Prepositions of place: under, in, next to, on Verb be Can
There is / are Where Prepositions of place: between, in front of, on, in, next to Adverbs of frequency Present simple Frequency expressions Question words Present continuous Likes and dislikes Let’s
Level 2
Level 3
Verb be There is / are Present continuous Present simple Prepositions of place: at, behind, in, in front of, on, under Comparative and superlative adjectives Imperatives Irregular comparative and superlative adjectives Present simple; Present continuous Countable and uncountable nouns
Quantifiers: some, any Verb be: was, were Past simple Have to Future: going to
Review: to be There is / are Simple Present Question words: How many…? Modal: can (ability) Telling the time Preposition: at Question word: What time…? Position of adjectives Simple Present (3rd persons of singular; affirmative) The definite article Present Continuous (affirmative) Present Continuous (negative and interrogative) Countable and uncountable nouns Indefinite pronouns: some,any Question words: How many… / How much…? Simple Present x Present Continuous
Review of: Simple Present Vocabulary Occupations Present Continuous Family members Modal Can Sports Countable and uncountable Talents nouns: Abilities some and any Daily activities Question words: How many... / Sports How much...? Parts of the body: eyes, hair Present Continuous for Adjectives (describing people) Parts of the body: arms, legs, head future arrangements Ordinal numbers Illness Musical instruments Going to (affirmative) Adjectives related to weather Going to (negative and Clothes interrogative) Numbers: 100 - 1000 There was/were Adjectives: dark, light, cheap, Superlatives: -est; the most expensive, a fair price Simple Past (regular verbs; Places to go on holidays affirmative) Actions
Simple Past (regular verbs; negative and interrogative) Vocabulary “Physical appearance Actions” “Places to go on field trips” Actions School objects Adjectives Places Past events and actions
Wh- questions There is / there are Present simple Adverbs of frequency Present simple: questions Like + -ing form Present continuous Object pronouns Present simple vs. present continuous Time expressions Comparatives Superlatives Was / were Could Past simple: affirmative Past simple: negative and questions There was / there were Past continuous: questions Past simple vs. past continuous
Countable and uncountable nouns A lot of, some, not any How much? How many? A lot, not much, not many, none Should Should: questions Must Must vs. should Will: facts Will: questions Future time expressions Going to Will: predictions First conditional First conditional: questions Some / any / no + body / thing /where Every + body / thing / where
Present simple Past simple Like + -ing form Present simple vs. present continuous Present continuous for future plans Comparatives and superlatives What … like? Have to / not have to Have to: questions Can, can’t / mustn’t, not have to Past simple There was / there were Adverbs Past continuous Past simple vs. past continuous with when / while
Too much, too many, not enough Quantifiers Present perfect Been vs. gone Present perfect: questions Just First conditional Future time clauses Going to, will, might Present perfect with for / since Present perfect vs. past simple Present and past passive: affirmative Present and past passive: negative Active vs. passive Can, could, will be able to Sense verbs
• A lot of, some, not any • How much? How many? • A lot, not much, not many, none • Not much / not many with verbs • Should • Should: questions • Must • Must vs. should • Will: facts • Will: questions • Future time expressions • Going to • Will: predictions • First conditional • First conditional: questions • Some / any / no + body / thing / where • Every + body / thing / where
• Present simple • Past simple • Like + -ing form • Present simple vs. present continuous • Present continuous for future plans • Comparatives and superlatives • What … like? • Have to / not have to • Have to: questions • Can, can’t / mustn’t, not have to • Past simple • There was / there were • Adverbs • Past continuous • Past simple vs. past continuous with when / while • Too much, too many, not enough
• Quantifiers • Present perfect • Been vs. gone • Present perfect: questions • Just • First conditional • Future time clauses • Going to, will, might • Present perfect with for / since • How long? • Present perfect vs. past simple • Present and past passive: affirmative • Present and past passive: negative • Active vs. passive • Can, could, will be able to • Sense verbs
not as … as | less Superlatives | the least Past continuous Past continuous & past simple when & while Present perfect: ever & never Present perfect: How long, for & since Been & gone Modals: rules & obligation Modals: permission, advice & suggestions Future plans & intentions Will for predictions First conditional
Past simple & past continuous When & while Used to Present perfect with ever, never, yet, already & just Present perfect with for, since & how long Present perfect & past simple Comparatives & superlatives (not) as … as | Modifiers Indefinite pronouns Will / won’t | may / might First conditional Future plans & intentions | would like to
“Modals: may, could, can Question words: What…/ How…?” “To be – present tense Subject pronouns Possessives Imperatives Demonstratives: singular Indefinite articles” “To be – present tense Question words: Where…/ How old… / How…? /” “Genitive case Demonstratives: plural Question words: How many… /How about…?” Consolidation of language and skills Prepositions of time: in, on, at Time expressions: in the morning, in the afternoon, in the evening, at night Prepositions: from… to…
There is/are (affirmative, negative and interrogative; plural and singular) Plural of nouns: regular and irregular. There is/are x To have Prepositions of place: in, on, at, under, next to, between Question word: Who…? Frequency adverbs: always, usually, rarely, never, sometimes Simple present (affirmative and negative) Question words: When/How often…? Simple present (interrogative; full and short forms) Object pronouns
A / an Plural nouns Can: ability Imperatives Subject pronouns Be: present simple Question words This, that, these, those Possessive adjectives Possessive ’s Present simple Adverbs of frequency Present simple: questions Love, like, not like, hate + -ing form Project: Find a pen-friend Countable and uncountable nouns A lot of, some, any Frequency expressions How often?
Present continuous Present continuous for future plans Present continuous vs. present simple There is / there are Object pronouns Have got How many? Project: Plan a party Was / were Past simple: regular verbs Past simple: irregular verbs There was / there were Past time expressions Past simple: questions Going to Must Can: permission Project: Keep a travel diary
• A / an • Plural nouns • Can: ability • Imperatives • Subject pronouns • Be: present simple • Question words • This, that, these, those • Possessive adjectives • Possessive ’s • Present simple • Adverbs of frequency • Present simple: questions • Love, like, not like, hate + -ing form • Project: Find a pen-friend • Countable and uncountable nouns • A lot of, some, any • Frequency expressions • How often? • Present continuous
• Present continuous for future plans • Present continuous vs. present simple • There is / there are • Object pronouns • Have got • How many? • Project: Plan a party • Was / were • Past simple: regular verbs • Past simple: irregular verbs • There was / there were • Past time expressions • Past simple: questions • Going to • Must • Can: permission • Project: Keep a travel diary
• Wh- questions • There is / there are • Present simple • Adverbs of frequency • Present simple: questions • Like + -ing form • Present continuous • Object pronouns • Present simple vs. present continuous • Time expressions • Comparatives • Superlatives • Was / were • Could • Past simple: affirmative • Past simple: negative and questions • There was / there were • Past continuous: questions • Past simple vs. past continuous • Countable and uncountable nouns
Present simple affi rmative, negative and questions Can / can’t Adverbs of frequency Present continuous Present continuous & present simple Comparatives Superlatives Past simple of be Past simple affirmative
Past simple negative & questions Countable & uncountable nouns Some / any Quantifiers Present continuous for future Be going to Will & won’t Modals: rules & obligation Auxiliary verbs
Present simple Adverbs of frequency Can / can’t Present continuous Present continuous & present simple State verbs Countable & uncountable nouns Some / any / no Quantifiers Past simple affirmative Was / were Past simple negative & questions Comparatives
Verb be; There is / are; Can Imperatives Present simple Adverbs of frequency: always, never, often, sometimes, usually Prepositions of time: in, on, at Present continuous Prepositions of place: on, at, in Comparative and superlative adjectives
Countable and uncountable nouns Quantifiers: a lot of, some, a little, a few, any How much, How many Verb be: was, were There was / were Past simple Future simple: will Future: going to Questions
Should
Modals: rules, obligation & advice Second conditional Present simple passive Past simple passive Relative clauses: defining & nondefining Past perfect Reported speech Say & tell | reported yes / no questions Be able to, can & could Question tags Personal & possessive pronouns & adjectives | reflexive pronouns
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Present simple Going to Will Time expressions (present and future) Information questions with wh- words Present continuous (future meaning) Should Short answers Zero conditional First conditional Intensifiers Already, Yet Past continuous Short answers
Past continuous and past simple: When Past continuous: While Present perfect Short answers Present perfect: Ever Present perfect: Already, Yet Been, Gone Might Would Present perfect: Never Too, Either So, Neither Me too, Me neither
Review of: Simple Present Present Continuous Going to Simple Past (regular verbs) Comparatives and superlatives Simple Past (irregular verbs) Past Continuous + while Past Continuous x Past Simple Past Continuous + when Review: verb tenses Adverbs of manner Modal: should / shouldn´t
Genitive case Possessive pronouns Which / What Review: Past Continuous Simple Past Review of Simple Past and Past Continuous When / while Used to Would like to / want to / have to Relative pronouns: who/ which / where / whose/ that Time clauses: before /while / when / after
Present simple and past simple: questions Adverbs of frequency How much / how many Present simple vs. present continuous Like + -ing form Prepositions + -ing form Have to: past Past simple vs. past continuous Used to Used to: questions Present perfect with just Already and yet Present perfect with for / since Comparatives and superlatives (Not) as… as…
Too and not enough with adjectives Sense verbs Verbs of probability Relative pronouns Omitting who, which and that Subject and object questions Future forms Will and might First conditional Second conditional Should / shouldn’t Second conditional for advice First vs. second conditional Passive: present and past Passive: questions Past perfect Past perfect: questions Reported speech
• Past simple, past continuos, past perfect • Used to • Time expressions • Present perfect with just, alredy, yet • Present perfect continuous with for and since • Hong long? • Future forms • Future Continuous perfect • Gerunds and infinitives • Be and get used to • Modals of ability and permission • Modals of obligation • Defining and non - defining relative clauses • The passive • Have something done • Zero, first and second conditionals • unless • Third conditional • Reported speech • Say and tell Present tense review Present perfect simple review Future review Future continuous First conditional with different conjunctions & modals Second conditional Wish about the present Third conditional Wish about the past Past simple & continuous Used to & would
Level 5
Present continuous; (future meaning) First conditional Past simple and past continuous Might, would Should Comparatives Gerunds Present perfect For, how long, since Past perfect Second conditional
General review of verb tenses: simple present / present continuous / simple past / past continuous / going to - Used to Relatives pronouns Modals: should (advice), must, have to (obligation) May / might Some / any / no Going to Simple Future: will Indefinites: some, any, no Indefinites compounds If clauses: zero and 1st conditional Reflexive pronouns Present Perfect – affirmative
Preferences Intensifiers; Too, Enough Could May Might The passive Present and past Relative clauses Defining, non-defining That, which, who
Level 6
Present perfect Phrasal verbs Second conditional Passive voice; Defining and nondefining relative clauses Tag questions Passive voice (present simple, present continuous, past simple, future, present perfect, modals) Present perfect vs. present perfect continuous First conditional vs. second conditional
Perfect modals Third conditional Mixed conditional Reported statements Future continuous
Present Perfect – negative / interrogative Questions with everNever ever /already / yet Present Perfect Questions with how long Statements with since / for Present Perfect vs.Simple Past Participles Question tags Past participles
--------------------------------
--------------------------------
--------------------------------
--------------------------------
--------------------------------
--------------------------------
--------------------------------
--------------------------------
--------------------------------
--------------------------------
Modal verb review Gerunds & infinitives Past simple, continuous & perfect Contrasting structures Past perfect continuous Narrative tenses Present perfect simple & continuous Relative clauses Uses of will Conjunctions in the future Future continuous & future perfect Second & third conditionals Expressing regret
Third conditional inversion Uses of could Uses of be able to Modal perfects present, past, future & modal passives Advanced passive structures Reported speech: time & location expressions Alternative reporting structures Review: - Narrative tenses - Present perfect - Conditionals Review: - Reported speech - Passives | Modal perfects
Secondary
Level 4
• Reported questions • Modals of deduction in the present • Modals of deduction in the past
Past perfect Reported speech Reporting orders, requests & advice Reported questions Present perfect continuous Gerunds & infinitives The passive Active & passive Have / get something done Modals of speculation Modal perfects of speculation Multi-part verbs Adverbs
Reporting verbs Expressing purpose, reason & result Distancing Cleft sentences Get someone to do something Conditionals Have / get something done Adding emphasis with inversion
Passives Adjectives & adverbs: advanced points Multi-part verbs Modal perfects Predictions: expressing certainty & uncertainty Reported speech: advanced points Gerunds & infinitives
47
CEFR REFERENCE CHART SECONDARY CEFR
A1
ETS TOEFL
Cambridge Assessment
A2
B1
B2
TOEFL JR
TOEFL JR
TOEFL JR
KEY
PET/IELTS
FCE / IELTS
C1
C2
CAE / IELTS
CPE / IELTS
Must Stopwatch English In Motion Fast Track Achievers
Standard test
A paper-delivered test that measures Reading Comprehension, Listening Comprehension, and Language Form and Meaning. The TOEFL Junior Standard test is currently available in over 65 countries around the world.
The
TOEFL Junior tests are designed to:
•
Assess the general English-language proficiency of young students ages 11+
•
Monitor progress over time to gauge learning and proficiency
•
Focus your work with both individual students and groups
•
Support teaching and learning by giving information about students’ abilities in relation to a widely accepted international standard
•
It evaluates reading comprehension, language form and meaning, and listening
Sections
Number of Items
Scale Scores
Testing Time
Listening Comprehension
42
200-300
40 min
Language Form and Meaning
42
200-300
25 min
Reading Comprehension
42
200-300
50 min
126
600-900
1hr 55 min
Total
48
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MUST
DIGITAL
BOOK
Collective Work Richmond
LEVELS
5
A1 A2 B1 B2 C1 C2
COMPONENTS & RESOURCES For Students •
Student’s Book
•
Workbook
•
Student’s Audio CD
•
Interactive CD-ROM
For Teachers
From Must Level 2 Digital Book
With
• • • • • •
50
•
Teacher´s Book
•
Digital Book
•
Class Audio CD
•
Interactive CD-ROM
•
Posters
Every unit is presented in a teen-oriented context to capture students’ attention.
Must students will:
learn in an appropriate pace, ideal for basic students use practical language in real-life situations Get to Know Peru with the interesting readings about our country develope all four skills throughout the units review their knowledge and refresh their skills enjoy learning English with interesting, age-appealing activities
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Stopwatch
APP
DIGITAL
BOOK
LEVELS
Simon Brewster, Viviane Kirmeliene and Alastair Lane A1 A2 B1 B2 C1 C2
5
Levels 1-3 Avalilable in Split Edition
Secondary
APP
Components & Resources
With Stopwatch students will: • • • • • • • •
reinforce visual literacy skills through icons and impactful photos use critical thinking skills to answer relevant, thought-provoking questions (The Big Question) become aware of the wide range of cultural differences in our global community be motivated by timed activities and challenges learn vocabulary and grammar in realistic, meaningful contexts engage with authentic, down-to-earth topics access practice opportunities in a variety of formats enjoy hands-on projects in print and/or digital form
Student’s Book Unit Opener
For Students •
Student’s Book with integrated Workbook and Audio CD
App with voice recognition activities
For Teachers • •
•
Teacher’s Guide Teacher’s Toolkit (CD): - Class audio - Exams and exam audio - Additional readings with activities - Grammar worksheets - Vocabulary worksheets Digital Book
•
App with voice recognition activities
The Stopwatch App has a stopwatch for timed activities in class!
... and IT’S FREE!
Visual prompts to establish context and allow for discussion
A new program with Cool Kids 2ed. & Stopwatch Full edition that includes Toefl Primary 1 & Junior Toefl Tests.
*For more information ask your sales representative or contact: richmondperu@richmondelt.com
51
English In Motion
DIGITAL
BOOK
Michael Downie, David Gray, Juan Manuel Jimenez
LEVELS
4
A1 A2 B1 B2 C1 C2
LEVELS
1
+ Michael Downie, David Gray, Juan Manuel Jimenez
COMPONENTS & RESOURCES: With
English In Motion students will:
•
develop their reading, listening, speaking and writing skills
•
work on vocabulary, grammar and pronunciation
•
learn English through relevant up-to-date cultural topics
•
listen to song related to course themes
•
participate in presonalized activities to talk about their lives
English in Motion
B1+
For Students
For Students
• • •
Student’s Book Workbook Student’s Multi-ROM
•
My Portfolio (downloadable)
For Teachers
Suggestions included for further research or extension activities.
1
Answer the questions. 1
Who are these people and what do they do?
Kevin Bacon is an actor. He was in ‘Apollo 13’. Kevin Bacon Hillary Clinton Hilary Duff Angelina Jolie Nicole Kidman Madonna Camilla Parker Bowles Will Smith 2
Can you find any connections between them?
2
3
Read the magazine article. How are these people connected?
Will Smith starred in a film that inspired a game about Kevin Bacon. 2 Kevin Bacon and Nicole Kidman. 3 Hillary Clinton and Madonna. 4 Angelina Jolie and Alanis Morissette.
Six Degrees of Separation How many people do you know? Maybe you’re connected to more people than you realize. ‘Six degrees of separation’ is a theory that suggests that anyone on the planet can be connected to any other person through five other people. The theory first appeared in 1929 in a short story called Chains but it didn’t become popular until the 1990s when the film Six Degrees of Separation, starring Will Smith, was released. The film inspired a game called ‘Six Degrees of Kevin Bacon’. The aim of the game was to link any actor to Kevin Bacon through no more than six film connections. The game then inspired Kevin Bacon to start a website called SixDegrees.org, a charitable social network. Bacon invited celebrities to promote their favourite charities on the site. They include Nicole Kidman (UNIFEM), Ashley Judd (YouthAIDS), Hilary Duff (Kids with a Cause) and Jessica Simpson (Operation Smile). But the people we are most closely connected to are our family members, and finding family connections can reveal some surprising facts. According to a Washington genealogist, Hillary Clinton and Madonna are tenth cousins. They share the same
Culture and CLIL integrated into each unit.
52
- Dictionaries CD-ROM
Listen to Miranda, Jennifer and Billie making presentations. Put the themes in order.
Multi-ROM
For Teachers • • •
Teacher’s Book Digital Book Class Audio CD
uest •
Imagine you are a celebrity. What charity would you like to support? Find out about the work they do.
Make a presentation
1
3
Practice starts with controlled exercises & develops into freer, personalised activities.
Complete the phrases. Listen and check. Then listen and repeat. look told want talk mean have like start give know
a Finding out about my family b A person I admire c Mobiles and our health
Today I’d like to (1) talk to you about a person I admire. I’m going to (2) … by telling you about her character. So, I’ve (3) … you about why I became interested. Now let’s (4) … at how I found information. What does this (5) …? Well, to (6) … you an example … To conclude, I’d (7) … to summarize the key points. Firstly, scientists still don’t (8) … the risks. Secondly, phone companies (9) … us to spend money. (10) … you … any questions?
great-great-great-great-great-great-greatgreat-great-grandparents. Clinton is also distantly related to Angelina Jolie. When she heard the news, Clinton said, ‘I am thrilled to be related to Madonna and Angelina Jolie. They’re both strong independent women.’ Hillary Clinton is also related to Camilla Parker Bowles, Celine Dion and Alanis Morissette! Who would you like to be related to and why?
2
4 Listen again and answer the questions. 1 What is Maite’s job? She’s a teacher. 2 What does Miranda say about Maite’s character? 3 What did Jennifer have to become to find information? 4 Where did she look for clues? 5 What do the phone companies want us to do? 6 How do we cause environmental problems?
Make a presentation about one of the options below. Make notes. Then give your presentation. Include phrases from exercise 3. 1 A person – someone famous or a person you admire. 2 A hobby – something you enjoy doing or know a lot about. 3 An issue – something you feel strongly about.
Today I’d like to talk about … I like this person because … I first met him/her … 57
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Teacher’s Book Class Audio CD Teacher’s all-in-one-book Tests & Tests CD DVD E-Solutions Pack - Digital Book - Student’s Multi-ROM
Student’s Book Workbook Student’s
5 SixDegrees.org is a website where famous people support charities. 6 Hillary Clinton’s disappointed that she’s related to Madonna.
Are the sentences true or false? Correct the false sentences. 1 The Six Degrees theory first appeared in the 1990s. False – It first appeared in 1929. 2 The theory claims we’re all connected through six other people. 3 Kevin Bacon starred in the film Six Degrees of Separation. 4 The film title is also the name of a game.
1 Will Smith and Kevin Bacon.
• • • • • •
• • •
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Special English You Need sections present language for everyday situations.
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Fast Track
DIGITAL
BOOK
LEVELS
Robert Campbell, Gill Holley, Rob Metcalf, Gerard McLoughlin
4
A1 A2 B1 B2 C1 C2
COMPONENTS & RESOURCES:
•
Student’s Book
•
Workbook & mp3
For Teachers • • • • •
Teacher’s Book Audio CD Teacher’s Resource Book Teacher’s i book with additional resources DVD
•
Portafolio (downloadable)
Secondary
For Students
RICHMOND FAST TRACK is a dynamic four-level Secondary course which provides a wealth of both print and digital material to cater to all teaching and learning needs. Fast Track thoroughly integrates practice of the four skills with work on vocabulary, grammar and pronunciation. Language is presented through interesting topics for teenagers. This is followed by practice which begins with meaningful controlled exercises and gradually develops into freer personalized activities.
With FAST TRACK students will: acquire language input through interesting reading texts and listening activities.
Unit Objectives: so students know exactly what they are expected to learn.
produce their own work using clear speaking and writing models. have a downloadable Portfolio to record their progress and compile examples of their work according to the CEFR guidelines My Portfolio: enables students to personalize activities and exercises
It includes presentation and practice of new words and expressions; including listening and repeating to help these new lexical ítems become part of students’ active vocabulary.
53
Achievers
LEVELS
6
Carolyn Barraclough, Leanne Gray, Martyn Hobbs, Julia Keddle, Jane Revell and Ken Wilson A1 A2 B1 B2 C1 C2
Student’s Book For the Student • Integrated exam training to prepare students for Cambridge and TOEFL® tests • Focus on natural spoken language and contemporary and idiomatic expressions
For the Student
course at students • Fastlevel Finisher activitiesaimed to keep challenging the strongest students
• Integrated exam training to prepare students for Cambridge and TOEFL® tests
Student’s Book
B2
A2
• Focus on natural spoken language and contemporary and idiomatic expressions
challenged in every area of language learning.
Workbook
• Unique Challenge lessons with an ambitious extended speaking task
For the Student
Achievers is an engaging six-
• Fast Finisher activities to keep challenging level course the strongest studentsaimed at students
• Communication skills reinforcement with develops the language and listening and speaking activities
Student’s Book
• Audiovisual material to open the door to for who have high ambitions English-speaking culture worldwide
• Integrated exam training to prepare students for Cambridge and TOEFL® tests
their English and enjoy being Workbook challenged in every area of • A page of practice for each Student’s Book page language learning.
• Key language extended in new vocabulary the language and develops sections in each unit
Teacher’s Book
• Vocabulary and Grammar worksheets at two levels
• Includes all Student’s Book pages
• Speaking worksheets for fun communicative activities
• Complete teaching notes, transcripts and answer keys
Teacher’s i-book for smartboards
Teacher’s Resource Book
• A complete digital version of the course with instant access to audio, tapescripts and answer keys
C2
• Tests at two levels for every unit, plus end-ofterm and end-of-year tests • Vocabulary and Grammar worksheets at two levels • Speaking worksheets for fun communicative activities • Festivals worksheets
Teacher’s i-book for smartboards
www.richmondelt.com/achievers
A1
A2
B1
B2
C1
• Additional Audiovisual material sections • Downloadable Workbook audio
• A page of practice for each Student’s Book page • Key language extended in new vocabulary sections in each unit • Communication skills reinforcement with listening and speaking activities • Additional Audiovisual material sections • Downloadable Workbook audio
For the Teacher Teacher’s Book • Includes all Student’s Book pages
• Communication skills reinforcement with listening and speaking activities
For the Teacher Teacher’s Book • Includes all Student’s Book pages • Complete teaching notes, transcripts and answer keys
Teacher’s Resource Book • Tests at two levels for every unit, plus end-ofterm and end-of-year tests • Vocabulary and Grammar worksheets at two levels • Speaking worksheets for fun communicative activities • Festivals worksheets
• Includes all Student’s Book pages • Complete teaching notes, transcripts
• Tests at two levels for every unit, plus end-ofterm and end-of-year tests
• Unit overview for quick lesson plans
B1
A2
Martyn Hobbs Julia Starr Keddle
Martyn Hobbs Julia Starr Keddle
• Complete teaching notes, transcripts and answer keys
Teacher’s Resource Book • Tests at two levels for every unit, plus end-ofterm and end-of-year tests • Vocabulary and Grammar worksheets at two levels • Speaking worksheets for fun communicative activities
A1+ Teacher’s Audio Material • Festivals worksheets
Teacher’s i-book for smartboards
• A complete digital version of the course with instant Carolyn Barraclough access to audio, tapescripts and answer keys Martyn Hobbs Julia Starr Keddle
• Vocabulary and Grammar worksheets at two levels
• Speaking worksheets for fun communicative activities • Festivals worksheets
Teacher’s Audio Material
Teacher’s i-book for smartboards • A complete digital version of the course with instant access to audio, tapescripts and answer keys
www.richmondelt.com
CEF
www.richmondelt.com
Teacher’s Audio Material
Teacher’s Book • Unit overview for quick lesson plans
• Unit overview for quick lesson plans
8/24/15 5:11 PM
For the Teacher
Martyn Hobbs Julia Starr Keddle and answer keys Claire ThackerTeacher’s Resource Book
• Additional Audiovisual material sections • Downloadable Workbook audio
• A complete digital version of the course with instant access to audio, tapescripts and answer keys
C2
• Communication skills reinforcement with listening and speaking activities
B1+
• A page of practice for each Student’s Book page • Key language extended in new vocabulary sections in each unit
Starr Keddle
Teacher’s Audio Material
• Key language extended in new vocabulary sections in each unit
Hobbs
C1
Teacher’s Audio Material
Languages, and to succeed in • Audiovisual material to open the door to Cambridge English-speaking culture worldwide English Language Assessment exams and the Workbook TOEFL Junior® Tests. • A page of practice for each Student’s Book page
Barraclough
• Unit overview for quick lesson plans
• Festivals worksheets
Workbook
Framework of Reference for • Fast Finisher activities to keep challenging the strongest students
Martyn Hobbs Julia Starr Keddle
For the Teacher
• Tests at two levels for every unit, plus end-ofterm and end-of-year tests
• A complete digital version of the course with instant access to audio, tapescripts and answer keys
• Unique Challenge lessons with an ambitious the Common European extended speakingthrough task
Achievers thoroughly develops the language and skills required for students to progress through the Common European Framework of Reference for Languages, and to succeed in Cambridge English Language Assessment exams and the TOEFL Junior® Tests.
Workbook
of Reference for Languages, and to succeed in Cambridge English Language Assessment exams and the TOEFL Junior® Tests. Martyn Hobbs Julia Starr Keddle Claire Thacker
Teacher’s Resource Book
Teacher’s i-book for smartboards
• Audiovisual material to open the door to English-speaking culture worldwide
Student’s Book
for students to progress
Student’s Book
• Downloadable Workbook audio
• Fast Finisher activities to keep challenging the strongest students
the language • Focus on natural spoken language andand skills required contemporary and idiomatic expressions
to open the door to Jane• Audiovisual Revell material Ken Wilson English-speaking culture worldwide
• Additional Audiovisual material sections European Framework Common
• Complete teaching notes, transcripts and answer keys
Teacher’s Audio Material
skills required for students
• Communication skills reinforcement with to progress through the listening and speaking activities
• Fast Finisher activities to keep challenging the strongest students
• Unique Challenge lessons with an ambitious extended speaking task
Martyn Hobbs Julia Starr Keddle
Achievers • A page of practice for each Student’s Book pagethoroughly
Student’s Book
• Speaking worksheets for fun communicative activities
B2
• Unique Challenge lessons with an ambitious extended speaking task
Workbook
• Unit overview for quick lesson plans
• Festivals worksheets
• Focus on natural spoken language and contemporary and idiomatic expressions
language learning.
Jane Revell Ken Wilson
• Vocabulary and Grammar worksheets at two levels
• Integrated exam training to prepare students for Cambridge and TOEFL® tests
Ken Wilson
• Focus on natural spoken language and contemporary and idiomatic expressions
Student’s Book
Student’s Book
Leanne Gray Ken Wilson
through the Common European Framework of Reference for Languages, and to succeed in ForCambridge the TeacherEnglish Language Assessment exams and the Teacher’s Book ® TOEFL Junior • Includes all Student’s BookTests. pages
• Tests at two levels for every unit, plus end-ofterm and end-of-year tests
Leanne Gray
• Audiovisual material to open the door to challenged in every area of English-speaking culture worldwide
• Additional Audiovisual material sections for students to progress
Teacher’s Resource Book
Student’s Book
who have high ambitions for
• Fast Finisher activities to keep challenging their English and enjoy being the strongest students
• Downloadable Workbook audio
• Complete teaching notes, transcripts and answer keys
For the Student
• Unique Challenge lessons with an ambitious level course aimed at students extended speaking task
Achievers thoroughly develops
• Communication skills reinforcement with theand language and skills required listening speaking activities
• Unit overview for quick lesson plans
C1
• Focus on natural spoken language and Achievers is an engaging sixcontemporary and idiomatic expressions
• Key language extended in new vocabulary sections in each unit
• Integrated exam training to prepare students for Cambridge and TOEFL® tests
• Integrated exam training to prepare students Achievers thoroughly develops ® tests for Cambridge and TOEFL
A1+
skills required for students • Additional Audiovisual material sections to progress through the • Downloadable Workbook audio Common European Framework of Reference for Languages, and to succeed in Cambridge For English the Teacher Language Assessment exams and the Teacher’s Book ® pages • Includes all Student’s Book Tests. TOEFL Junior
Student’s Book
Student’s Book
Student’s Book
Student’s Book
Student’s Book
• A page of practice for each Student’s Book page • Key language extended in new vocabulary Achievers sections in each unit thoroughly
B2
Achievers is an engaging sixlevel course aimed at students who have high ambitions for their English and enjoy being challenged in every area of language learning.
Student’s Book
who have high ambitions for
• Audiovisual material to open the door to their English enjoy being English-speaking cultureand worldwide
For the Student
Achievers is an engaging sixlevel course aimed at students who have high ambitions for their English and enjoy being challenged in every area of For the Student language learning.
A2
• Unique Challenge lessons with an ambitious Achievers is an engaging sixextended speaking task
Student’s Book
A2
Student’s Book
Student’s Book
A1
CEF A1
A2
B1
B2
C1
C2
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B1
B2
C1
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C2
Teacher’s i-book for smartboards • A complete digital version of the course with instant 6/3/15 3:22 PM access to audio, tapescripts and answer keys
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CEF www.richmondelt.com
A1
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B1
B2
C1
3/6/15 11:50 AM
C2
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A1
A2
B1
B2
C1
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Achievers
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offers a choice of entry point (Post-Beginner or Elementary)
and covers CEFR levels A1+ to C1 over six levels. With Achievers students will: • learn contemporary, colloquial English • improve their vocabulary through lexical sets and vocabulary-building sections • focus on Cambridge and TOEFL exams through an exam training section • partake in an ambitious project-like speaking task to develop their speaking skills
Prepare for Cambridge Exams Unit SPEAKING
2
Describing a photo
3 Now look at photo B. Use the questions in 1 to help you think about the photo.
ABOUT THE EXAM In this part of the test, the examiner shows you a photo and asks you to describe it. You talk by yourself for about one minute. When you finish, the examiner asks your partner to describe a different photo.
1
How are the people feeling? What food and other objects can you see?
READING COMPREHENSION
the question below and match answer choices A, B, C, and D to explanations 1–4. What would the best title for the story be? A B 1 2 3 4
4
Take turns to describe photo B to your partner. B
Jenny’s Life in Boston C Old Friends Meet Again Troy and Isis Meet D Lunchtime Terror … is the correct answer. … is wrong because the lunch isn’t really scary. … is wrong because Troy and Isis are already friends. … is wrong because the text is about Jenny’s new life, not her old life in Boston.
Taking turns and showing interest
TASK
ABOUT THE EXAM In the final part of the speaking test, the examiner asks you to have a conversation with your partner and tells you the topic. It is connected with the photos you described.
5
Listen to two students doing the Task. What question does the boy ask at the beginning? What other questions do you hear?
6
We can use these words and phrases to show interest and keep the conversation going. Listen to the conversation again and identify the ones you hear.
5
Your photographs showed people and food. Now I’d like you to talk together about the food you eat at home and the food you eat in restaurants. 10
15
Do you? I don’t. Me too. Really? So do I. That’s interesting! What about you?
TIP
This is a conversation, so you need to take turns to speak. Ask your partner questions and respond to what your partner says.
20
7
Do the Task with your partner. Begin the conversation with one of the questions from exercise 5 and use the words and phrases from exercise 6.
25
Now for the worst part. The morning wasn’t too bad, because teachers help new students and give them a “buddy” – another student to help them. Now it’s recess and my buddy isn’t here. I decide to go to lunch alone. As I enter the cafeteria, it feels as if all eyes are on me. I join the line and put a bowl of chicken and rice on my tray. “Would you like some bread?” asks a friendly-looking lady. “Or something to drink?” “Just an apple juice, please.” I pay and look around for a place to sit. There are lots of tables with one or two vacant seats, but there aren’t any completely empty ones. I make my way towards a nearby table, feeling very shy. “Sorry, this seat is for someone else,” the boy says. I feel my face getting red, so look round quickly to find another table.
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30
35
40
45
50
••
Richmond Spiral
For Teachers • • • • ••
Teacher’s Book Teacher’s Resource Book Teacher’s Digital Book Teacher’s Audio Material Pack Richmond Spiral
NOW YOUR TURN
answer the questions.
TIP
3
1
Student’s Book Workbook Audio CD
2 Read the Tip. Then do the Task. Read the story and
TASK
A
Standard Comprehensive
• • •
In the Reading Comprehesion section, you will read various academic and non-academic texts and answer questions about them. The academic texts may include a narrative (story), an opinion essay, or a text about an academic subject. For each question, choose the best answer A, B, C, or D.
Academic text: Narrative (Story)
NOW YOUR TURN
33
For Students
ABOUT THE TEST
1 Look at the Task and read the story quickly. Then read
Say as much as you can about the photo. The examiner wants to know how much vocabulary you know. Describe everything you can see, even if you think it is obvious.
TIP
Listen to a student describing photo A. Which of the questions below does the student answer? Where are the people? What are they doing? What are they wearing?
Prepare for the TOEFL Junior® Test Unit
3
Now practise describing the photo for one minute. Take turns with your partner.
COMPONENTS & RESOURCES:
Read each question and the four answer choices carefully. Take your time, and do not choose an answer just because it has one or more words from the text in it.
In pairs, compare your answers. Together, explain why the other answer choices are wrong.
“How about sitting here?” I hear a voice say. I see a boy smiling at me. He’s at a table with another boy and a girl. They seem really friendly. “Hi! I’m Troy,” says the boy. “Is it your first day?” “Yes. We just moved here from the East Coast.” “Really? Where are you from?” asks the girl. “She’s from Boston,” says Troy pointing at the girl. “Really? Me too,” I reply. “I’m Isis,” she says. “Isis Moore?” I ask quickly. She looks familiar. “Do you know me?” “Why, of course. I’m Jenny Johnson. We sat next to each other in first and second grade. “Jenny! I can’t believe it! I missed you so much when we came here. I hope we can be friends again.” A big smile appears on my face. It’s going to be OK here after all.
1 Who does Jenny go to the cafeteria with? A her “buddy” C no one B a lady D a friend 2 In line 22, the word seat is closest in meaning to ______ . A food C chair B friend D table 3 According to the story, the following people spoke to Jenny EXCEPT _____ . A the lady in the cafeteria B the boy at the first table C the boy at the table with Troy and Isis D the girl she knew from before
Every unit has Cambridge and TOEFL® exam preparation lessons based on the language learnt in the unit.
4 Based on the story, which is probably true at the school? A Most students are unfriendly. B New students are not welcome. C School lunches are expensive. D Teachers help new students feel happy in class.
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STUDENT’S BOOK
Each Achievers unit has a number of key features which make the course unique:
Every Achievers unit contains four varied Fast Finishers to keep stronger students busy.
Each Reading text features Word Zone, which focuses on a useful vocabulary building area seen in a natural context.
Secondary
The Vocabulary lessons contain large numbers of items, both revised and new, higher level items, which consolidate and extend students’ personal vocabulary.
The unique Challenge lesson gives students the chance to prepare and carry out a variety of enjoyable and ambitious speaking tasks.
All lessons include speaking activities to allow students to share their prior knowledge of topics, to reflect on them afterwards, and to practise new language.
A whole page of Listening helps develop this crucial skill, with challenging, substantial listening situations.
55
...education Students in the young adult classroom today have characteristics unique to the digital age. They expect to be engaged in their learning and do not do well as passive learners. They can be more engaged and motivated to learn by authentic learning experiences rather than factual lectures. For these learners, doing is more important than knowing and multitasking is a way of life. Teachers must offer meaningful learning experiences in which students can see the connection between teaching material and its application to the real world.
...culture
...clarity
Technology, information and telecommunications have brought the world closer to young adults. Promoting cultural awareness in class helps students develop an understanding of social variables and values that can be conveyed through language, making them reflect on their own culture and increasing their curiosity about learning.
Young adults look for clarity in what they do. Make sure you visibly state the purpose of the activities you ask them to do. Giving young adults multiple opportunities for practice helps them feel confident about learning.
Let's talk Young Adults...
...frame of mind
...learning environment
When working with young adults, teachers need to see themselves as agents of change. Some of the positive practices that need to be fostered in class include:
The young adult classroom has to be a flexible learning environment that supports students’ need for structure while simultaneously enabling them to take ownership of their learning. Learning experiences in the classroom must encourage independent, critical thinking. Young adults can be given some freedom in choosing topics and objectives.
• challenging students • teaching learning strategies • promoting high expectations for all students • developing assessment-capable students • promoting the understanding that criticism and errors are powerful learning opportunities
www.richmond.pe
Young Adult
Language Overview
Starter Level Verb: to be Contractions: I’m, you’re, he’s, she’s, it’s, isn’t, what’s Personal Pronouns Word order: adjective + noun a/an + jobs and occupations Singular & plural nouns
Present simple Demonstrative pronouns: this, that, these, those There is.../There are... Irregular plurals Prepositions: in, on on for digital media How many...? Possessive -’s Object pronouns
Level 1 Subject pronouns a/an Word order: adjective + noun Possessive adjectives/ pronouns Prepositions of time: at/on Present simple Frequency adverbs It’s raining vs. It’s rainy Present continuous Present simple vs. present continuous Present continuous for future obligation Punctuation There is.../There are... I love.../I like.../I don’t mind.../I hate + –ing too/either vs. also Imperatives
Level 2 There was.../There were... Verb: to be, past simple Prepositions of place Subject vs. object questions can/could Countable and uncountable nouns Quantifiers: some/any/a lot of/a few/a little How much...?/How many...? make vs. do I like... vs. I’d like... How do/did you get to…? Suffixes for jobs Wh- questions about jobs be going to going to vs. present continuous for plans Comparative and superlative adjectives Irregular plurals What does she look like?
A1 Beginner
--------------------------------
--------------------------------
The
BIG Picture
--------------------------------
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58
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-------------------------------
Verb + infinitive/-ing have to/need to/want to will for predictions/ unplanned decisions should Past continuous Stative and dynamic verbs Past continuous vs. past simple Present perfect for experiences in unfinished time periods + ever/never Present perfect for completed actions + already/just/yet Present perfect for unfinished states + how long/for/since Past simple vs. used to as… as so/but Prepositions + -ing Modals of obligation and prohibition too.../not... enough
too much.../too many... Conditionals: zero, first, second go + -ing Prepositions and adverbs Compound nouns would rather/prefer Indefinite pronouns so/such Passive voice: present, past Present participle Adjectives Pronouns in phrasal verbs be vs. get -ed/-ing adjectives Probability: may, might, could, must, can’t + be Relative pronouns What/Which...? How + adjective/adverb
A2 Elementary
Verb: to be singular and plural nouns Demonstrative pronouns: this, that, these, those Possessive adjectives/-’s Present simple Adverbs of frequency can/can’t Object pronouns
There is.../There are... Prepositions of place Past simple There was.../There were... Present continuous How often + frequency expressions Present continuous for future plans
Present simple Adverbs and expressions of frequency I love.../I like.../I don’t mind.../I hate.../I enjoy... + noun/-ing Prepositions of time Present simple vs. present continuous can/can’t There is.../There are... + some/any Prepositions of place Modifiers
Countable and uncountable nouns + some/any Quantifiers: how much/how many/a lot of/a few/a little There was.../There were... Past simple Past simple + to + infinitive Comparative and superlative adjectives have to/don’t have to be going to for future time expressions Present perfect + ever/never Present perfect vs. past simple
Present simple Demonstrative pronouns: this, that, these, those Word order: adjective + noun Possessive adjectives/ -’s Wh- questions Adverbs of frequency I love.../I like.../I hate + –ing There is.../There are... + a/an, some, any Prepositions of place can/can’t for ability, permission and possibility Imperatives -ly adverbs Present continuous Present continuous vs. present simple
Past simple Verb + to + infinitive Sequencers Countable and uncountable nouns Quantifiers: too much/ too many, a lot of, a few, a little Comparative and superlative adjectives going to Personal pronouns will/won’t Present perfect: Have you ever…? Present perfect vs. past simple
Present simple vs. present continuous Questions Past simple Past continuous Past simple vs. past continuous Relative clauses Articles: a/an/the/zero article Present perfect + for/since Present continuous vs. going to must/mustn’t/have to/don’t have to for obligation
Modal can/can’t/should/ shouldn’t will/may/might for predictions Verb + infinitive/-ing Countable and uncountable nouns + some/any Quantifiers First and second conditional Modal must/can’t/may/ might so/such Indefinite pronouns Passive voice: present, past Reported speech + say/tell used to
Greetings Telephone calls Ordering food and drink Booking a hotel, traveling by plane and train Polite requests, opinions, suggestions, offers Agreeing/disagreeing Shopping
Formal and informal emails Possessive adjectives Present simple Present continuous Past simple I love.../I like.../I hate.../I enjoy... + -ing There is.../There are... can/can’t/have to/don’t have to Comparative and superlative adjectives
Beginning and ending conversations Offering and accepting food and drink Likes and dislikes Presentations and meetings Asking for help, polite requests and reminders should/shouldn’t for advice Job interviews Making arrangements Obligation and permission
Agreeing/disagreeing Negotiating Present simple vs. present continuous Past simple Adverbs of frequency Present perfect + ever/yet/ already/for/since Passive voice: present, past First conditional Second conditional
www.richmond.pe
Level 3
Level 4 (iDentities 1) Causative form Tag questions Passive voice Future perfect / continuous Binomials Gerunds Verb + infinitive/-ing Separable and inseparable phrasal verbs Nouns + infinitive/-ing/ base form
B1 Pre-intermediate
Subjects/verbs/expressions + -ing Adjectives + infinitive Active and passive sentences Noun/verb/sentence complements Degrees of certainty: may/might/ must/can/could Narrative style Past narration: simple, continuous, and perfect tenses Simple past/used to/would for past habits and states Conjunctions to compare and contrast ideas: although, (even) though, despite, in spite of, unlike, while, whereas Reflexive pronouns + -self/-selves; reciprocal actions + each other/one another I wish.../if only... Mixed conditionals Passive: be, modal verbs, have Wh- question words + -ever (in order) to, so (that), as, since, because (of), due to for purpose and reason
Modifying nouns: another, some other, others, the others could, was/were able to for past ability must/have (got) to/had better/be allowed to/be supposed to/should/ ought to for obligation, permission, advice Word order for objects/phrasal verbs which in nonrestrictive clauses Reduced relative clauses: active, passive be used to/get used to for acquired habits Reported statements and questions Reporting patterns with infinitive and base form going to/will/future perfect/future continuous for predictions Time clauses for plans, intentions, decisions, scheduled events
Level 5 (iDentities 2) Subject-verb agreement: Portions and indefinite pronouns; units of measurement, collective nouns, asides, verbs as subjects Perfect tenses: simple past vs. present perfect, present perfect vs. present perfect continuous, past perfect vs. past perfect continuous so/so much/so little/so many/ so few/such/such a(n) Subject and object clauses Using participle clauses for result, time, and reason Inverted subject and verb Formal relative clauses + which/ whom Formal conjunctions and prepositions for reason and purpose Emphasis with auxiliaries Future perfect vs. future continuous
Cleft sentences: subject and object Subjunctive: verbs and expressions Adverb clauses to emphasize conditions or contrasts Passive expressions + active/ passive infinitives Verb patterns + base form/ infinitive/gerund Degrees of comparison: the... the..., more/...er, (not) as... as Inverted conditional sentences for present, past or future Special uses of modals Definite/indefinite articles: general and specific use Passive forms with gerunds and infinitives The passive + get/be and the causative + get/have
--------------------------------
--------------------------------
--------------------------------
--------------------------------
--------------------------------
--------------------------------
B1+ Intermediate
Present simple + adverbs/ expressions of frequency Present continuous vs. present simple Past simple + time expressions Question forms (not) as... as Past continuous vs. past simple will/may/might for predictions be going to/present continuous for plans and arrangements should/shouldn’t for advice and suggestions First and second conditional Present perfect + ever/never/just/ yet/already/for/since
too.../too many/too much/(not)... enough must/mustn’t/have to/ don’t have to used to Passive voice: present, past Past perfect Reported speech Verb patterns + infinitive/-ing Articles: a/an/the/zero article Defining relative clauses
Present simple vs. present continuous Stative and dynamic verbs Question forms Narrative tenses used to and usually Comparatives, superlatives, (not) as... as Zero and first conditional: future time clauses will/be going to/may/might for predictions Present perfect vs. past simple Present perfect continuous The passive Modals of ability and possibility Question tags Modals of obligation and advice
Uses of like Gerunds vs. infinitives Reported speech Second and third conditional so/neither do I Modals of deduction
Tense review Question forms Stative and dynamic verbs Past simple vs. past continuous Past perfect vs. past simple used to/would Gradable and ungradable adjectives/modifiers Adjectives/adverbs of manner (not) as... as Present perfect simple Present perfect continuous Future for plans, intentions, hopes and fears Future for predictions Modals: making deductions Future time clauses
Quantifiers one/ones Articles: a/an/the/zero article Reported speech Reporting requests and instructions Permission, prohibition & obligation: past, present Ability: past, present Passives Relative clauses Second and third conditional I wish.../if only...
Auxiliaries Past participles Reflexive pronouns Present simple, present continuous and present perfect used to do/used to doing Narrative tenses + past perfect continuous Adverbs Present perfect vs. past simple Present perfect simple vs. present perfect continuous Future perfect Future continuous
get as passive auxiliary Passive reporting structures Causative have should have/could have Modals in past for speculation & deduction Cleft sentences with is for emphasis Comparatives with and, the... the... and superlatives + past perfect Modifying comparatives either... or/neither... nor Articles: a/an/the/zero article Relative clauses so/such Reporting verbs
Telephone phrases Giving opinions, agreeing/ disagreeing Meeting and greeting, making small talk must/mustn’t, have to/don’t have to, should/shouldn’t for advice, obligation and necessity Making suggestions Making and dealing with complaints Presentations Opening and closing emails Negotiating Explaining and apologizing
Asking for and reporting information Future: present simple, present continuous, be going to Past simple, past continuous and past perfect Passives Conditionals: zero, first, second
Starting and maintaining conversations Giving effective feedback Making predictions Improving interview technique, dealing with difficult questions Presentations: key phrases and planning, rhetorical techniques Making your point assertively Apologizing Suggesting and agreeing to solutions Expressing rules and expectations
Articles: a/an/the/zero article be going to/present continuous for future arrangements Question forms Passive and related verb forms Reported speech and reporting verbs Conditionals: second and third Comparative, superlative and extreme adjectives Modals: past forms
Young Adult
Questions with prepositions Suffixes: adjective/noun formation Present perfect continuous Present perfect vs. present perfect continuous Past simple vs. present perfect Past perfect Past perfect continuous too.../(not)... enough should have + participle Third conditional to + verb/for + noun Modals of possibility and probability Adjective order Relative clauses as/like on/in Reported speech Indirect questions Reflexive pronouns Modal perfects: must have/can’t have/may have/might have
59
CEFR REFERENCE CHART YOUNG ADULT
CEFR
A1
A2
B1
B2
C1
C2
English ID Identities Personal Best American Big Picture New American Framework Essential American English @ Work
•
Richmond Learning Platform offers students and teachers access to exclusive extra practice content and opportunities for personalized learning
•
Its friendly, intuitive and responsive design provides a real mobile learning experience and a variety of self-study and practice activities
•
Extra practice activities for students, with instant feedback
•
Downloadable class and workbook audio files
•
Forum, messaging and storage areas
•
Richmond Test Bank for ready-made tests
•
Access via codes in Student’s and Teacher’s Book
•
Full range of downloadable and editable resources including worksheets, tests, audio scripts, wordlists and answer keys
60
www.richmond.pe
•
Full range of downloadable and editable resources including worksheets, tests, audio scripts, wordlists and answer keys
•
Extended practice activities for Grammar, Vocabulary and Skills
•
Downloadable Class Audio and Video
•
Additional downloadable resources for students
•
Richmond Test Manager allows you to personalize your tests
•
Young Adult
and teachers
Teachers can track students’ progress and assign activities
Do you have questions? Log on to: https://help.richmondelt.com
61
English ID
DIGITAL
BOOK
LEVELS
4
Paul Seligson, Luiz Otávio Barros, Carol Lethaby and Cris Gontow A1 A2 B1 B2 C1 C2
Components & Resources For Students • • • • •
Student’s Book (with portal access code) eWorkbook or Workbook English ID Split editions Learning Platform Student’s Book + Workbook (with portal access code
For Teachers
SPLIT EDITION AVAILABLE
www.richmondenglishid.com
• • • • •
Teacher’s Book Class CD DVD (ID Café) Digital Book Learning Platform with a full range of digital resources
With English ID students will: •
learn more quickly through a pedagogy which respects the needs and strengths of Spanish Speakers
•
develop accuracy by avoiding typical errors highlighted in Common Mistakes
•
improve their speaking and pronunciation through a syllabus and activities focused on their needs
•
enjoy language in context with the entertaining videos of the ID Café sitcom
•
benefit from varied vocabulary input which builds on their existing knowledge
•
learn a motivating songline in every lesson which reinforces the language area learned
•
personalize their learning with a wealth of opportunities to talk about their own experience and opinions
Original Sitcom
62
•
Teacher’s Area & Students Area with hundreds of activities
•
VLE
•
Test Studio
•
Podcasts
•
Forum
•
ID Café Video
www.richmond.pe
iDentities
LEVELS
2
Paul Seligson and Luiz Otávio Barros A1 A2 B1 B2 C1 C2
Components & Resources For Students •
Student’s Book (with portal access code)
•
Workbook
• • • •
Interleaved Teacher’s Book Class Cds Teacher’s iBook Richmond Learning Platform with Integrated authentic video lessons and access to the Test Studio
Identities level 2 and VLE available in November 2016
Young Adult
For Teachers
iDentities is a brand-new two-level course for adults and young adults which gives upper intermediate and advanced students the tools they need to speak, listen, read and write with greater fluency and accuracy.
Student’s Book Are you into social media?
6.4
Clear grammar presentation and practice
I’m free to do whatever I, Whatever I choose, And I’ll sing the blues if I want
7 Listening A
6.4
9 Grammar: Question words with -ever A
In pairs, answer 1–3. Any surprises?
1 Guess what the people in the photo are doing. 2 Why do some people feel the need to keep tabs
5.11 Match the phrases. Then listen to check. Check (✔) the correct rules in the grammar box.
1 2 3 4 5 6
on their friends?
3 Do you know any apps that make it easy for friends to spy on each other?
All of my friends spy on me on Foursquare®, and I hate that!
He comments on whatever … The answer is always the same whoever … They stop and take a photo whenever … However you look at this Instagram craze, … Wherever you are, … Whichever app I use, …
a b c d e f
I always end up doing something wrong. you just access the app and check in. you talk to. he sees on my newsfeed. they see something “interesting.” it’s just pointless.
Question words with -ever: who, what, which, when, where Common mistake
1 Ever means "no matter who, what, or which" in all some of the examples. 2 Question words with -ever always sometimes go at the beginning of the sentence. 3 Use Don’t use a comma at the end of the clause when an -ever word begins the sentence.
Facebook lets your friends to see all the stuff you like.
B
Common mistake feature
C
5.9 Listen to James, Audra, and Tom, and match the three columns. There’s one extra threat. Do you identify with any of the speakers?
Speaker
App
Privacy threats
1 James 2 Audra 3 Tom
Instagram Foursquare Facebook
teachers friends boss family
B
Reporter: And what’s your favorite social app? James: I love Vine. Whenever (1) I see something funny, I just video it. I mean, how cool is that? Wechat® is another favorite. (2) I am. I can stay in touch with my friends Reporter: And are there any apps you like?
5.9 Listen again. T (true) or F (false)?
1 James's parents respect his privacy on Facebook. 2 His friends like Facebook better than he does. 3 Audra posts photos of where's she's been.
4 She has changed her privacy settings. 5 Tom uses Foursquare. 6 He knows how to use apps correctly.
8 Pronunciation: Blended consonants A
Grammar expansion p. 147
5.12 James, Audra, and Tom continue the interview. Complete 1–5 with a question word with -ever. Listen to check. How would you answer the reporter’s questions?
Audra: Flickr® is OK for isn‘t bad, either. I just use Tom:
(5) people may say about Facebook, it’s still my number one app. I love it.
C Make it personal
5.10 Listen to the rule and examples. Then complete 1–2 with the words you hear.
Make 1–4 true for you. In pairs, compare. Any similar answers? Whenever I hear the
song [Yesterday], I think of 1
Two similar consonant sounds are usually pronounced as one. Do you have a minute to spare?
(3) likes photographs. Tumblr® (4) I click on first.
Reporter: OK. What about your favorite app?
3
2
4
My parents seem totally obsessed with Facebook. 1 2
Focus on pronunciation in every unit
It's
ask before you take a photo. app take a picture of you?
B Make it personal
Draw lines connecting the similar consonant sounds in these questions 1–4. Then ask and answer them.
1 Do your (grand)parents seem to value the Internet? 2 Do you see any future reasons to maintain libraries? My grandparents are amazing. They're really into technology.
64
3 How do you think communication will change over the next 100 years?
Whenever I hear the song (Yesterday), I think of (my grandpa).
Wherever I go, I need to tell [my girlfriend] where I am.
Whatever happens this year, I will try to [exercise more].
I totally [agree/disagree] with whoever said that [money doesn’t buy happiness].
4 How could the World Wide Web bring more peace to the world?
Whenever I hear the song Summer, I think of my ex. He used to love Calvin Harris.
Yeah, that’s a great song. It reminds me of my trip to New York in 2015.
65
63
Personal Best Jim Scrivener A1 A2 B1 B2 C1 C2
With Personal Best students will: reach their full potential, as the course focuses on the vital role of practice. develop a variety of sub-skills, presented in the Listening Builder, Conversation Builder, Text Builder and Skill boxes. be challenged to make use of selected functional language to improve specific speaking or writing skills. be encouraged to play around with new language and experiment with forms and meanings. have access to real on-the-go learning with the Language App. be exposed to authentic language in everyday use with the Learning Curve video progam.
64
Student’s Book: 12 units of class material, Review and Practice sections every 2 units, Grammar Practice, Vocabulary Practice and Communication Practice sections, plus an access code for Richmond Learning Platform. Teacher’s Book: With fully interleaved Student’s Book, guidance notes, answer keys, audio and video scripts, plus an access code for Richmond Learning Platform. Teacher’s Resource Book: Over 60 supplementary photocopiable resources, grammar, vocabulary and skills activities with Teacher’s notes and Copy-and-go grammar and vocabulary progress tests. Richmond Learning Platform: Extended practice activities for grammar, vocabulary and skills, class audio MP3 and video MP4. Teachers can assign, track and mark activities and tests.
Components & Resources: For Students Student’s Book (with portal access code) Workbook with Audio Language App Downloadable audio online Richmond Learning Platform
For Teachers Teacher’s Book (with portal access code) Digital Book Teacher’s Resource Book Richmond Testing Class Audio and Video Pack Richmond Learning Platform
www.richmond.pe
Lessons A and C focus on Language. They cover grammar, vocabulary and pronunciation and use graded texts or audio to contextualize language. Every grammar point is practised on the Personal Best Language App.
Each unit is constructed around a useful and stimulating topic.
UNIT
All about me All about me
present simple and adverbs and expressions of frequency
present simple and adverbs and expressions of frequency
LANGUAGE
■
5 A
personality adjectives
Complete the diagram with the adverbs of frequency in the box.
2
Things that are always true: Does Ahmet live in Ankara? No, he lives in Istanbul. Do you speak Spanish? Yes, I speak a little.
Routines and habits: How often do you see him? I usually see him at the weekend. How often are you late? I’m never late!
Look! We also use expressions of frequency for regular routines e.g. once a week, every month
Match the types of friend in the box with descriptions 1–4. Listen and check.
Go to Grammar practice: present simple and adverbs and expressions of frequency, page 112
the super planner the party animal the good listener the straight talker
6 A
1.5 Pronunciation: final -s/-es sound Listen and repeat the sentences. Then match the verb endings in bold with the sounds: /s /, /z / or /ɪz /.
Do you have any friends like these? What type of friend are you?
1 She likes Italian food.
THE FOUR FRIENDS YOU NEED
Clear grammar boxes give a summary of the structures being taught.
present simple and adverbs and expressions of frequency
Grammar
B
4
Adverbs of frequency go before / after most verbs, but they go before / after the verb be.
Read the introduction to the text. Are the sentences true (T) or false (F)? 1 You need lots of friends to be happy. 3 It is important to have different types of friends in your life. 2 There are four different types of friends. 1.3
3
sometimes
Underline the adverbs of frequency in the text and complete the rule. Then read the Grammar box.
Go to Vocabulary practice: personality adjectives, page 136
A
We all know that friends are important … but do we have the ‘right’ friends? Dr Adam Greenberg, a psychologist, doesn’t think we need lots of friends to be happy. Instead, he says the types of friends we have is more important. He believes that there are four types of friends and they all help us in different ways. So, what are these four friends like?
B
1.6
2 He teaches at the university.
3
My brother knows him.
How do you say the verbs? Listen, check and repeat.
believes says changes thinks uses wants goes watches hopes
7 A
Add adverbs and expressions of frequency to make sentences about your partner. She usually catches the bus to work. He catches the bus to university every day. 4 He/She drinks coffee in the morning. 5 He/She watches films in English. 6 He/She is late for class.
1 He/She catches the bus to work/university. 2 He/She goes to bed at 11.00 at night. 3 He/She is patient.
B
Read your sentences to your partner. He/She will tell you if you are correct.
The language presentation texts are short and carefully graded.
Go to Communication practice: Student A page 158, Student B page 166
8
Read the text about two friends. Complete the text with the correct form of the verbs in the box. get have not have invite like think
1 You share everything with these friends and you often tell them all your secrets. They’re patient when you ring them late at night with a problem and they don’t complain when you tell them the same stories again … and again!
4
2 These friends know you very well and they‘re honest … really honest. They always tell you the truth, even when you don’t want to hear it, but this is because they care about you and they don’t want you to make a mistake and get hurt.
3 These friends are very sociable and you usually have a good time when you are with them. They’re very funny and they make you laugh when you’re sad. All your friends and family love them, too. With friends like these, life is never boring!
4 These friends are very organized, but they‘re sometimes a bit serious. They hardly ever forget important dates … like your birthday! They’re very busy and have lots of things to do every day, but they always find time to have a coffee with you.
MY BEST FRIEND IS THE EXACT OPPOSITE OF ME Lots of people 1 I’m really serious and I never go out, but that’s not true! I’m very hard-working and my job in the bank is difficult, so I 2 much free time. I play the guitar in a jazz group and we usually practise two or three times a week. I3 cooking, so I often 4 people to my house for dinner. My best friend is Luca. He’s the singer in the group and he’s completely different from me. He’s a student at university and, to be honest, he’s a bit lazy and he hardly ever 5 to lessons on time. But he’s funny and generous and we always 6 a great time when we go out.
Choose the correct words to complete the sentences. Check your answers in the text. 4 They don’t / doesn’t want you to make a mistake and get hurt. 5 You usually have a good time when you is / are with them. 6 They hardly ever forget / forgets important dates.
9 A
1 Do / Does we have the ‘right’ friends? 2 Dr Greenberg don’t / doesn’t think we need lots of friends to be happy. 3 He say / says the types of friends we have is more important.
B
Choose a friend and tell your partner his/her name.
Personal Best
5 How often / you / talk to / him/her? 6 What / you / usually / talk about? 7 How often / you / see / him/her? 8 Where / you / meet / him/her? 5
Write a description of yourself and of someone you know who is the opposite of you.
Language App
Lessons B and D focus on development of one of the four skills. B lessons focus on listening or reading, while D lessons focus on speaking or writing. The listening and speaking lessons feature a Learning Curve video.
SKILLS
Learning Curve
SPEAKING
telling a personal story
■
showing interest
2D That reminds me of ... 1
2.13 Look at the pictures. In pairs, predict what happened on Taylor’s first day at work. Watch or listen to the first part of Learning Curve and check.
telling a personal story
■
showing interest SPEAKING
SKILLS
2D
Each lesson has clear aims for the Conversation Builder and Speaking Skill features.
5 A
2.15 In pairs, order phrases a–h from Penny’s story. Watch or listen to the second part of the show, and check. I sent the message to him by mistake! My boss had the same name as my friend – Steve Jones. He thought it was funny, but can you imagine how I felt? Everyone in the office could hear him! It was quite embarrassing. Something similar happened to me at my last job. You’ll never guess what he said. ‘I’m glad you think I’m handsome and amazing, but it isn’t my birthday!’ I worked at a radio station in London before I moved to New York. I sent my good friend Steve an email message for his birthday. It said, ‘Happy birthday to my handsome, amazing friend!’
a b c d e f g h
B
6
2.15
Each Speaking lesson focuses on and practices a particular function. The Conversation Builder highlights the functional language from the video and gives students.
Watch or listen again. How are Taylor and Penny's stories similar?
2.16 Listen and repeat the phrases when you hear the beeps. How do Taylor and Penny show they are interested in each other’s stories?
Skill
showing interest
Good listeners show that they are interested in what someone else is saying. • Use short response expressions such as Oh, no! Really? etc. • Ask questions about what happened. • Use the correct intonation to show you are interested.
2
7 2.13
Read the Skill box. Put the phrases in the correct columns.
Are the sentences true (T) or false (F)? Watch or listen again and check. 4 A big car hit her car. 5 The man in the car shouted at her. 6 She was embarrassed.
What happened? That’s amazing! Really? What did he do then? Oh no! You’re kidding! That’s awful! Lucky you! Poor you! Great!
1 Taylor’s new job is in a fitness centre. 2 She was worried about being late. 3 She arrived at work fifteen minutes early.
Conversation builder
4
Responding to something negative
Showing interest or asking for more information
telling a personal story
Starting the story: Something similar happened to me. That reminds me of … Let me tell you about …
3
Responding to something positive
Involving the listener: You’ll never guess … (who it was / what happened next / what she said) Can you imagine? But that's not all.
Saying how you felt: It was so … I felt really … At first, I felt ...
8 A
2.17
Listen to phrases 1–6. Which speaker sounds more interested: A or B? 3 Really? 5 You’re kidding! 4 Oh no, that’s awful! 6 Lucky you!
1 What happened? 2 That’s amazing!
B
2.18
In pairs, say phrases 1–6 to show you are interested. Listen, check and repeat.
Go to Communication practice: Student A page 158, Student B page 166
2.14 Read the Conversation builder. Match the sentence halves from the conversation. Listen, check and repeat. 1 Let me tell you about a embarrassing. 2 At first, I felt b not all. 3 I felt c my first day. 4 But that’s d great. 5 You’ll never guess e really angry. 6 It was so f who took my parking spot.
9 A
PREPARE
Choose one of the ideas. Make notes on what happened and how you felt.
your first day at work/ school/university
In pairs, write three phrases that Taylor’s new boss could use to tell the story of what happened.
a birthday or celebration
a time when you lost something important
Learning Curve is an exciting Web show where hosts present documentaries, interview people on the street, and also talk about their personal lives through video diaries.
Personal Best
In pairs, use the prompts to ask and answer questions about your friends.
1 What / be / he/she / like? 2 Where / he/she / live? 3 What / he/she / do? 4 Where / he/she / work/study?
4
2
the Web show for Personal Best
What is Learning Curve?
0% 1
always
B
honest funny patient kind polite generous
3
1A
LANGUAGE
100%
Here are some words to describe a good friend. Order the words from 1 (very important) to 6 (less important).
2
personality adjectives
hardly ever never often usually
1A The only friends you need 1
■
Learning Curve:
The Personal Best Language App, for each level of the course, is closely linked to the grammar and vocabulary in the Student’s Book.
Young Adult
1
More about...
Further optional self-study practice of grammar and vocabulary allows students to practice what they want, when they want. The wide range of interactive games brings choice, variety and challenge to language learning.
a difficult day
B
PRACTISE In pairs, take turns to tell your stories. Listen to your partner and show you are interested by responding to what he/she says or by asking questions.
18
C Personal Best
PERSONAL BEST
Find another partner and tell your story again. How is your storytelling better this time?
How well did you listen to your partner’s story? Write about what happened and how he/she felt.
19
Richmond Learning Platform The Richmond Learning Platform complements the practice offered in the workbook and on the Personal Best Language App with extra practice activities, a forum,messaging and storage areas, and a powerful test management system.
65
American Big Picture
LEVELS
DIGITAL
BOOK
6
B. Goldstein, C. Jones, B. Bradfield, C. Lethaby, A. Lane, S. Brewster, M. Lloyd, R. Metcalf and L. Norris
A1 A2 B1 B2 C1 C2
ALSO AVAILABLE...
SPLIT EDITION AVAILABLE
The Big Picture App
www.americanbigpicture.net
With American Big Picture students will:
Components & Resources
•
develop their visual literacy through a wealth of activities based on rich images
•
explore cultural contexts through different global perspectives
For Students
•
develop their reading, writing, listening and speaking skills in natural contexts
•
•
personalize new language through fresh, real-life and relevant contexts
Student’s Book (with portal access code)
•
build their vocabulary through a wide range of input and activities
•
Workbook with audio cd
•
Downloadable audio online
•
Split Edition
Student’s Book
Units open with one or more highimpact images which engage learners from the outset.
Student´s Book & Workbook (with portal access code)
•
Learning platform
For Teachers 3.0
3 Work Trends
Key Vocabulary Work A Trends ●
Divide the expressions into two groups: a) describing success b) describing failure Use a dictionary to help you. be back in business be on the rise be on the way out catch on decline sharply enjoy a boom gain in popularity lose favor lose out make a comeback sink without trace win over converts
B Discussing jobs & work ●
Fill in the blanks using words from 5a. 1 new jobs 2 in the place a job 3 hold 4 be able to work
•
Teacher’s Book
•
Class Audio CD
•
Digital Book
•
Test Studio
•
Online videos and author interviews
•
Learning Platform
C Old & new ●
1
Learners are encouraged to think critically, not only describing, but also interpreting the images.
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Work in pairs. Look at the images of the workers and answer the questions. 1 Do these jobs still exist where you live? 2 If so, what is the difference between these workers and those you see today? 3 What do you think is the connection with the title of the unit?
2 a
3.1 Listen to a short report about jobs
disappearing and answer the questions. 1 Which jobs have already disappeared? 2 What have these jobs been replaced by? Why? b Listen again. Who of listeners 1–3… a is against the change because they miss the human touch? b complains that machines are taking over from humans? c likes the change because there is less waiting around?
3 a
3.2 Listen to the follow-up report. What is the surprising information?
4
●
6 Look again at the sentences in 5a and underline any
other expressions related to jobs. Complete B in the Key Vocabulary panel .
Work in pairs. Complete A in the Key Vocabulary panel .
7 Complete C in the Key Vocabulary panel
5 a Fill in the blanks with five of the expressions from A.
More than one answer is possible. 1 Nonvocational degrees like art are —most people now have a specific job in mind when they go to college. 2 Due to the recession, taxi driving is here. It’s creating new jobs, but now there are just too many taxis! 3 People who don't have language skills are in the workplace to those people who do. 4 Jobs in the construction industry have because real estate prices are so low. You can’t hold down a job in that industry now. , 5 New jobs in computers are you’ll always be able to find work if you know your technology.
8 a
.
Discuss in groups. Think about where you live. Which jobs are becoming obsolete and why? Do you think it is a good or a bad thing? There used to be lots of newspaper stands and vendors on the street, but now many people don’t buy papers, they read online so there are very few left. b Is there a job that is making a comeback?
●
●
Think of jobs or businesses for each adjective. Which adjective means that it does not exist anymore? Which adjectives cannot combine with become?
Notice in the old days We use this expression as a more idiomatic way to say “in the past”: In the old days, many people in the USA had their milk delivered. We can add back to in the old days and in the past: Back in the old days... Back in the past... Do you use a similar expression in your language?
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26
ABPC1-SB-U03.indd 26
dated high-tech innovative obsolete old-fashioned up-to-the-minute
b Work in pairs. Are the sentences in 5a true for where you live?
b Listen again and answer the questions. 1 Why did these jobs become obsolete for a time? 2 Is there a possibility that they might make a comeback?
Divide the adjectives into those that mean… a) “old,” or b) “new.”
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www.richmond.pe
@Work
DIGITAL
BOOK
LEVELS
4
L.Rogers, A. Cowper, J. Greenan, M. Grussendorf, P. Sharma, J. Styring and A. Lane
Components & Resources
A1 A2 B1 B2 C1 C2 With @work students will:
• • • •
For Students
learn get-the-job done language while avoiding business English clichés deal with grammar through an upfront approach work with flexible materials practice email writing follow video modules comprising presentations, negotiations, communications and meetings
•
Student’s Book with access code
•
Workbook with Audio CD
For Teachers
www.richmondatwork.net
•
Teacher’s Book with access code for Learning Platform
•
Class Audio CD
•
Learning Platform
Realistic reading, listening, vocabulary and grammar activities lead to personalised speaking tasks. Units open with an opportunity for students to engage in general conversation about the subject before exploring it in more detail.
Young Adult
•
Going Pro Simon Brewster and Alastair Lane
A1 A2 B1 B2 C1 C2
Going Pro is the course for aspiring young professionals. With strong visuals, accessible content, a thorough syllabus and material on a range of professional fields, students will gain the confidence they need to move forward with English and their careers.
Going Pro promotes the acquisition of linguistic competencies through a structured, inductive approach to English, and connecting it to learners’ communicative needs. It also encourages students’ digital competencies by combining knowledge, skills and values with digital tools to reach taskbased goals. Moreover, the series develops learners’ interpersonal competencies through collaborative work in the classroom.
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...education Language learning is not prescriptive. Teachers should cater for different students’ needs and differentiate instruction by using supplementary material that might be useful for learners.
...authenticity Language teaching is more than a coursebook. Teachers need to bring a variety of materials to the classroom so students can see how language works and enjoy the process of learning a foreign language.
Let's talk
Supplementary...
...update
...scaffolding
Teaching is a field of constant change and research. As educators, we need to be as informed as possible to better understand our practice. One way of doing this is through reading books. These help us understand effective teaching and its theoretical background.
Students learn in different ways. Teachers need to make sure they have a variety of resources available to make their learning memorable and stress-free.
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Supplementary
Business Skills Jon Marks A1 A2 B1 B2 C1 C2 Business Skills is a collection of original, entertaining video modules which give students exposure to real-life business situations, presenting and practicing five key business skills: meetings, presentations, negotiations, socializing and communications. This online course looks at the key language in detail, before giving students the opportunity try it out themselves. Each module contains activities at two different levels, allowing students to work and progress at their own pace.
Key Features: Online access allows students to work from multiple devices whenever they want Activities at two different levels: Lower (A2–B1) and Upper (B1+–B2)
Resources: For Students Access to Business Skills
“Now it’s your turn” section lets students record themselves in business dialogs Institution package available with teacher’s notes
Learning Platform with additional resources
For Teachers Teacher’s pack with class activities
and class activity worksheets
Teacher’s area with additional resources
Business Theories Angela Lilley
A1 A2 B1 B2 C1 C2 Business Theories is an exciting online series designed for business studies students and working professionals with an interest in how business works. Available across four levels (A2–B2), it explores a range of business theories and concepts, using animated mini-lectures and articles written by business specialists and university lecturers. It also features practice activities for students to apply what they have learned to practical situations, plus a range of additional activities to help students expand their business vocabulary. Topics include teamwork, change of management and motivation. Key Features: Online access allows students to work from multiple devices whenever they want Interactive wordlist to record and personalize key terms Graded exercises to clarify important concepts Glossary feature to check the meaning of new words Institution package available with teacher’s notes and class activity worksheets
Resources: For Students Access to Business Theories Learning Platform with additional resources
For Teachers Teacher’s pack with class activities Teacher’s area with additional resources
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Visual Grammar Jim Scrivener
A1 A2 B1 B2 C1 C2
Visual Grammar is a two-level series enabling young adult learners to see how grammar functions through clear visual presentations.
Key Features:
ALSO AVAILABLE...
Digital Books and app offer animated video explanations and interactive practice activities Print, digital or app versions allow complete learner autonomy Online quizzes encourage students to discover their own examples All course audio downloadable online from the Learning Platform
Visual Grammar App
Vocabulary Builder Elizabeth Walter and Kate Woodford
A1 A2 B1 B2 C1 C2
Vocabulary Builder enables young adults and adults to develop
Supplementary
their vocabulary in useful lexical sets, while also improving knowledge of collocations and grammar patterns.
Key Features:
Typical lexis used in Cambridge English exams Dialog audio with a mix of accents downloadable online from the Learning Platform Vocabulary practice in personalized activities and online
English Grammar in Steps David Bolton and Noel Goodey
A1 A2 B1 B2 C1 C2
English Grammar in Steps is a concise reference and practice
grammar book for pre-intermediate to upper intermediate students, ideal for both self-study and classroom use. The Practice Book offers comprehensive practice that can be worked on alongside the grammar book, or independently.
Key Features:
Grammar in context with clear step-by-step explanations Required grammar for the Cambridge English: First (FCE) exam, with exam-type activities in the Practice Book
NEW EDITION
71
Primary Methodology Handbook Practical Ideas ELT Patricia Grounds, Suzanne Guerrero, Carol Lethaby, Caroline Moore and Joep van der Werff
pter Cha
1
Approaches and Methods in English Language Teaching by Patricia Grounds and Suzanne Guerrero
getting started Getting Started 1 Read and comment on the beliefs about language learning. Beliefs about Language Learning
I agree/disagree because…
1.“Students should never use their first language (L1) in English class.”
2.“Students do not need to learn grammar rules in order to use English.” 3.“Students can learn English if they memorize rules and vocabulary words.” 4.“Students can learn English the same way they learned their L1.”
5.“Students cannot become proficient if they don’t use English to communicate.”
2 Read the names of approaches and methods in the list. Mark (✓) the ones that are familiar to you. In this chapter, you will read more about these topics. Grammar Translation The Direct Method The Audio-Lingual Method The Situational-Structural Approach The Silent Way Suggestopedia Total Physical Response
The Communicative Approach Task-Based Language Teaching The Lexical Approach Dogme Content and Language Integrated Learning (CLIL)
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Richmond’s Primary Methodology Handbook provides clear explanations of key teaching methodology concepts in a way that is accessible to new and experienced teachers alike. Comprehension and reflection activities engage and guide the reader, consolidating new information and facilitating its application in the classroom. The Handbook covers essential areas of study for English instruction in primary schools. A genuinely practical handbook for primary teachers that links ELT theory to real-life classroom situations!
Key Features: Characteristics of primary learners and childhood
Guidelines for test writing and assessment
development Tips for integrating technology in the learning Help with teaching mixed-ability groups and support
process
strategies for special needs students Fun language games and activities for all Suggestions for improving classroom management and
primary levels
student motivation Video tutorials demonstrate teaching strategies A guide for lesson planning with textbooks,
from the Handbook
supplementary, and self-made materials
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Lessons Learned
First Steps Towards Reflective Teaching in ELT Gabriel Díaz Maggioli and Lesley Painter-Farrell
Why Xxxxx am I learning English? When will I use English? Why do I have to study English? How can I learn English? Where will I use English? Who will teach me English? How long will I have to study English? Who will I use English with? How often will I have to use English in daily life? Shall I take classes or learn on my own? How far do I want to get learning English? Can I learn English? I tried and failed; should I try to learn English again? Why is English a subject in the school curriculum? Why is English so popular? What do I really need English for? Who else studies English? How much English do I need to learn? Which areas of English do I need to study?
1. X.
LEARNING LEARNING ABOUT: ABOUT: • •students’ classroom needs. • students’ management motivations. • •students’ learningbackgrounds. communities • •theteachers’ role of English roles in the •world. teachers’ use of L2 in • theclass role of English in your students’ lives. LEARNING HOW TO: LEARNING • developHOW and value TO: a • get learning to knowcommunity your students. • plan lessons to cater • work for with different differing energy motivation. levels and attention • perform spans a needs analysis. • use the white or blackboard • use the classroom seating arrangements to optimize learning.
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Lessons Learned: introduces aspiring teachers to the main principles and practices associated with reflective teaching in the field of foreign and second language instruction. It can also be used as a reference and resource in professional
Supplementary
STUDENTS
CHAPTER
LEARNING ABOUT XXXXXXX OUR
development programs for more experienced language teachers wishing to update their professional knowledge base.
Key Features: Accessible language, clearly introduced content, mind maps, pictures and diagrams facilitate understanding Reflective Journal Tasks, Observation Tasks and Portfolio Tasks at the end of each chapter help to consolidate and keep record of the information learned throughout the chapter Written by experienced authors, well-known world wide from the world of ELT
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Richmond Handbooks for Teachers Paul Seligson, Andy Baxter, Amanda Cant, Emma Dafouz, Michele C. Guerrini, Susan House, Ricky Lowes, Genevieve Roth, Wendy Superfine, Francesca Target and Julie Tice
The Richmond Handbooks for Teachers are highly practical and accessible methodology guides written by teachers for teachers. Ideal for both new and experienced teachers, they contain a mixture of analysis, development work, ideas and photocopiable resources for the classroom and can be used in training courses or for personal development. Each title offers practical solutions to the everyday problems faced by English teachers in the primary or secondary classroom but will also be of use to any language teacher, teacher of young adults or trainee teacher. The classroom activities are designed for lower level classes but most can be easily adapted to higher levels. The series also includes a handbook for CLIL practitioners which features a collection of CLIL case studies and experiences from the primary, secondary and tertiary sectors.
Key Features: Practical, realistic suggestions for the language classroom and teacher development tasks
Classroom diversity in teaching situations is
Clear, jargon-free explanations of theory and methodology
addressed
Solutions for everyday problems faced by teachers
Current educational methodologies, reforms
in the foreign language classroom
74
A range of photocopiable activity worksheets
and issues are reflected
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RichmondDictionaries Contain up-to-date vocabulary, including Internet, computing and entertainment terms. Covering Spanish from Spain and Latin America, as well as British and American English pronunciation and spelling differences, these dictionaries are handy both in the classroom and at home.
Richmond Mini Dictionary Key Features: 33,000 words, sentences and examples Mini travel guide with useful phrases
Richmond Pocket Dictionary 60,000 words, phrases and examples 70,000 translations Latin American and Castilian Spanish Colored headwords for easy identification of the right word Full-page color pictures and maps FREE acces code for digital version: www.richmond-dictionaries.com
ALSO AVAILABLE... RichmondDictionariesApp
Supplementary
Key Features:
Richmond Compact Dictionary Key Features: 110,000 words, sentences and examples 170,000 translations Latin American and Castilian Spanish FREE acces code for digital version: www.richmond-dictionaries.com
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...education International exams help students certify their language competence and access academic and work opportunities in the future.
...confidence
...systematization One advantage of preparing students for an international exam is that they systematize and organize their knowledge. What's more, students generally become better at organizing their study time.
Students who sit international examinations develop an array of different study skills to face testing situations. This helps them build greater confidence for any future challenge they may face.
Let's talk Exams... ...strategies
...trustworthiness
Preparing for international exams helps students become aware of strategy. This strategy training increases their cognitive and metacognitive skills.
We look to international examinations for an accurate evaluation of language proficiency levels. These exams are standarized tests and they provide a clear, trusted assessement of a students’language competence.
...preparation Most international exams are standardized tests. It's important for teachers to remember not to just teach language for an exam, but to teach it for real life use. After all, language learning is more than a test itself.
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Exams
RichmondPracticeTests: YoungLearnersEnglish A1 A2 B1 B2 C1 C2 Richmond Practice Tests Starters, Movers and Flyers offer a friendly, accessible way to familiarize children with the three levels of the Cambridge Young Learners English Tests. Written by experienced examiners, each book is illustrated in full color and includes three complete practice tests. The series is accompanied by the Teacher’s Resources, containing audio transcripts, answer keys, mark schemes and useful information about the tests, downloadable from: http://bit.ly/2xDuFsZ With Richmond Practice Tests: YLE students will: become familiar with the style and layout of the Cambridge Young Learners’ Tests practice the Cambridge YLE grammar and vocabulary syllabus gain confidence by practicing the language and test format
Components & Resources: For Students Student’s Book Audio CD Resource CD-ROM (with Flashcards Bank)
Target KET for Schools Sue Ireland and Joanna Kosta A1 A2 B1 B2 C1 C2 Target KET for Schools is a course preparing students for the Cambridge
RichmondPractice Tests: KET
ALSOAVAILABLE...
English: Key (KET) exam. It provides essential exam practice and training, practice of the key language needed for the exam, tips and strategies. With 40-50 hours of core material in the Student’s Book, Target KET for Schools offers a quick, effective route to exam success. The interactive CD-ROM offers two options: Exam Trainer and Practice Exam, giving students practice in the computer-based exam. Find online practice, tips and more information at www.exams.richmondelt.com
Components & Resources:
For Students: Student’s Book Workbook CD-ROM For Teachers: Teacher’s Book Class Audio CD
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RichmondPracticeTests: KET and PET Sue Elliott, Sue Ireland, Karen Saxby and Diana L. Fried-Booth
A1 A2 B1 B2 C1 C2 These Richmond Practice Tests will familiarize students with the form and layout of the Cambridge English: Key (KET) or Preliminary (PET) tests, giving them vital practice in the language, skills and strategies they need to do well in the exam. Both books have been written by experienced examiners and as well as exam preparation, support or any KET or PET level general English course. With Richmond Practice Tests students will: take five complete practice tests that mirror the actual exam practice for the Speaking paper with realistic visuals do two additional computer-based tests on the CD-ROMs
Components & Resources: For Students Student’s Book Student’s CD-ROM
For Teachers Teacher’s Book Class Audio CD Website
Target PET A1 A2 B1 B2 C1 C2
Target PET is a short preparation course providing essential training and
Exams
Sue Ireland and Joanna Kosta
exam practice for the Cambridge English: Preliminary (PET) exam. With 40-50 hours of core material in the Student’s Book, and 20-30 hours more in the Workbook and CD-ROM Target PET offers a quick, effective route to exam success, and is perfect for both teenagers and young adults. The innovative Exam Trainer section of the interactive CD-ROM offers an animated step-by-step guide to each part of the exam, while the Practice Exam section gives students practice in the computer-based exam. Find online practice, tips and more information at www.exams.richmondelt.com
Components & Resources: For Students: For Teachers:
Student’s Book Workbook CD-ROM Teacher’s Book Class Audio CD
79
Target Cambridge English: First Bess Bradfield and Caroline Krantz
Online Practice Tests Included
A1 A2 B1 B2 C1 C2 Target Cambridge English: First is the updated edition of Target FCE, Richmond’s popular exam preparation course for teenagers and young adult students. The digital components now offer more support for students, including two complete online practice tests, with a step-by-step guide to the exam in Trainer mode, and extra practice activities online. Teachers can access a range of unit tests in the Test Studio. The print material has been fully updated by experienced exam item writers, but maintains its user-friendly format and focus on personalization. A word-building focus in every unit trains students for the Reading and Use of English papers, and there are extensive writing sections and additional material in the Workbook and Teacher’s Book, including progress tests, photocopiable activities and common errors worksheets. Target Cambridge English: First can be used as part of the Target series or as a stand-alone resource for FCE preparation.
Components & Resources: For Students Student’s Book Workbook with Audio CD Richmond Learning Platform
For Teachers Teacher’s Book Class Audio CDs
Richmond Practice Tests Cambridge English: Advanced
Online Practice Tests Included
A1 A2 B1 B2 C1 C2 Richmond Practice Tests for the Advanced Cambridge English exam has been written by experienced examiners and offers comprehensive exam preparation and practice in print and online. It provides five complete practice tests for Cambridge English: Advanced (CAE). Interactive versions of the tests are also provided on the Richmond Learning Platform, along with two additional online practice tests.
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Components & Resources: For Students:
Student’s Book with answers Richmond Learning Platform
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Richmond Practice Tests Cambridge English: First Diana L. Fried-Booth
Online Practice Tests Included
A1 A2 B1 B2 C1 C2 Richmond Practice Tests for the First Cambridge English: has been written by experienced examiners and offers comprehensive exam preparation and practice, in print and online. The Student’s Book provides five complete practice tests, mirroring the format in the real Cambridge English: First exam, with realistic visual material for the speaking papers. Interactive versions of the tests are also provided on the Richmond Learning Platform, along with two additional online practice tests, a step-by-step guide to the exam, helpful information about each paper and tips to help with exam technique. Find out more at practicefirst.richmondelt.com
Components & Resources: For Students Student’s Book Student’s Book with answers Richmond Learning Platform
For Teachers
Exams
Teacher’s Book Class Audio CDs
Richmond Practice Tests IELTS
Online Practice Tests Included
Richmond Practice Tests for IELTS helps students prepare for the International English Language Testing System (IELTS). The tests have been written by experienced exam item writers and offer comprehensive support and practice in print and online. With four complete practice tests for the Academic module and two Reading and Writing components for the General Training module, it is perfect for anyone who is preparing to take IELTS. Interactive versions of these tests, plus two further Academic tests are also provided on the Richmond Learning Platform, along with the audio material for all the tests.
Components & Resources: For Students:
Student’s Book with answers Richmond Learning Platform
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...education Avid readers become more literate reading extensively increases one’s cultural awareness. You gain an insight into different places, cultures and historical periods.
...pleasure
...creativity
Reading a book of your choice helps you unplug from your every day concerns. Reading for pleasure is a joyful experience that relaxes and teaches at the same time.
A good book is a journey into imagination and discovery. When students read extensively, they imagine more and they experience the stories as if they were theirs.
Let's talk
Readers... ...lexis Reading extensively helps students meaningfully acquire a large range of vocabulary. This will enable them to become better and more articulate future language users.
...consolidation When students read extensively, they unconsciouslyrecycleandconsolidatelanguage forms and styles they formally studied before, but didn’t fully gain ownership of.
...writing Readers become better writers. The more we expose students to reading the better prepared they are to produce texts of their own. By reading well-written texts, students naturally gain a sense of fluidity, style and genre.
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www.richmond.pe
Matching Readers SERIES /LEVEL Abracadabra 2-3, Fun Way 2nd 2-3 Beep 1-2
PRIMARY
Popcorn ELT Reader Starter Level Popcorn ELT Reader Level 1
Abracadabra 4-5, Fun Way 2nd 4-5 Beep 3-4, Cool Kids 2-3 Skyrocket 1, Young Achievers 1 Thumbs Up 2nd 1
Popcorn ELT Reader Level 1 Primary Readers Level 1
Abracadabra 5-6, Fun Way 5-6 Beep 4-5, Cool Kids 3-4 Skyrocket 2, Young Achievers 2 Thumbs Up 2nd 2
Primary Readers Level 2 Popcorn ELT Reader Level 2
Beep 5-6, Cool Kids 4-5 Skyrocket 3, Young Achievers 3 Thumbs Up 2nd 3
Primary Readers Level 3 Popcorn ELT Reader Level 3
Cool Kids 6, Young Achievers 5, Thumbs Up 2nd 5 Skyrocket 6, Young Achievers 6 Thumbs Up 2nd 6 Must 1-2, Stopwatch 1A-1B, English In Motion 1, Achievers A1+
YOUNG ADULTS
Popcorn ELT Reader Starter Level
Abracadabra 3, Fun Way 2nd 3 Beep 2-3, Cool Kids 1-2
Cool Kids 5-6, Young Achievers 4, Thumbs Up 2nd 4
SECONDARY
READER
Must 3-4, Stopwatch 2A-2B, English In Motion 2, Achievers A2, Fast Track 1
Primary Readers Level 4 Primary Readers Level 5 Primary Readers Level 6
Media Readers Starter Level
Media Readers Level 1
Must 5, Stopwatch 3A-3B, English In Motion 3, Achievers B1, Fast Track 2
Media Readers Level 2
English In Motion 4, Target B1+, Target PET, Achievers B1+, Fast Track 3
Media Readers Level 3
English ID Starter Am. Big Picture Starter, Personal Best Starter
Media Readers Starter Level
English ID 1, Am. Big Picture 1, Personal Best Starter A1
Media Readers Level 1
English ID 2, Am. Big Picture 2 @ work A2, Personal Best Starter A2
Media Readers Level 2
English ID 3, Am. Big Picture 3 @ work B1-B1+, Personal Best Starter 1+B1
Media Readers Level 3
Am. Big Picture 4 @ work B2, Target Cambridge English First, Identities 1, Achievers B2, Fast Track 4, Personal Best Starter+B2
Media Readers Level 4
Readers
LEVEL
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Popcorn Readers Popcorn Readers is a series of low-level, graded readers based on popular films, TV series, and classic children’s literature.
F
CD
E AUDIO RE
The Popcorn Readers make reading fun by bringing instantly recognizable films and TV series into the classroom. Students will be motivated to read and most importantly to keep on reading! Illustrated throughout with full-color graphics, the readers are designed to appeal to the new mediaconscious generation of young language learners. Images on every page bring each story to life and are a valuable comprehension tool.
Starter Level: How to Train your Dragon: Hiccup and Friends The Turtles: Meet The Turtles
Level 1: Cloudy with a Chance of Meatballs
Level 2: Cloudy with a Chance of Meatballs 2
Level 3: The Turtles: Donnie’s Robot
Hachiko - A Loyal Dog
The Turtles: Kraang Attack!
Home
SpongeBob SquarePants: Underwater Friends
How to Train your Dragon
Kung Fu Panda 2: The Kaboom of Doom
Ice Age 3: Dawn of the Dinosaurs
The Smurfs - Who Are The Smurfs?
The Turtles: Rise of The Turtles
Madagascar 2: Escape Africa
The Smurfs - Gargamel’s Magic Peanuts: Snoopy and Friends Spell Puss-In-Boots: The Outlaw The Smurfs 2
Madagascar 3: Europe’s Most Wanted Nanny Mc Phee & The Big Bang Peanuts: The Ice-Skating Competition Peanuts Classic: The IceSkating Competition Shrek Forever After Shrek the Third SpongeBob SquarePants: DoodleBob
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FREE A
D N O M H RIC RY A M I R P RS READE
Level 1:
UD
IO C D
The Richmond Primary Readers series is an original collection of 18 graded readers over six levels. The language has been adapted for each level of primary education. The series is fully mapped to the Cambridge Young Learners’ Exams and comes with extra teachers’ resources.
Level 3:
Level 5:
Callum the Caterpillar APP
Ozzie and Summer Sun APP
Aladdin and other stories from the Arabian Nights
Mole at the Seaside
Teamwork APP
Mystery Island APP
Who’s Coming for Tea?
The Christmas Mouse
Level 2:
Level 4:
Level 6:
The Magic Carpet APP
C.C. goes to India APP
A Maori Story
Smellybear
Pedro’s Project APP
Footprints in the Forest
The Christmas Mouse
Rubbish Rivals APP The Rock Pool APP
DVD Readers is a series of non-fiction graded readers for teenagers, with supporting DVD material adapted from popular TV documentaries and films. Each title presents students with engaging content that is directly linked to a curriculum content area. The DVD exposes students to authentic English, supported by easy-to-use voiceover and subtitle options.
Level A2:
Level B1:
Brilliant Britain: The Seaside
Take Away My Takeaway: New Orleans
Take Away My Takeaway: Texas
Take Away My Takeaway: Italy
Readers
DVD Readers
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Media Readers Media Readers is a series of contemporary film and TV adaptations, original teenage fiction, biographies and classic literature. Specifically targeted at teenagers learning English, all five levels follow a carefully graded syllabus, from beginner to advanced level.
RICHMOND READERS
2
LEVEL 2
AUDIO ITH W
StartEr LEVEL
LEVEL 1
Beginners: Pre-A1
Elementary: A1
(300 headwords)
(600 headwords)
LEVEL 2
LEVEL 3
Pre-intermediate – Intermediate: A2 (1000 headwords)
S
RESO
CE
AND
NE
UR
ROMEO AND JULIET
Richmond Readers are a series of contemporary, teenage-focused titles, simplified for students of English. Each title is especially chosen to motivate and engage teenage classes, and the magazine-style Fact File explores the themes raised in each story, as well as providing contextual background.
LI
N
With a Fact File on William Shakespeare.
O
This is the story of Romeo and Juliet: Shakespeare’s most famous lovers.
CD
RICHMOND READERS
‘The man I love is the son of the man I hate.’ Verona, Italy. 1526. When Romeo Montague meets Juliet Capulet at a party, they fall in love at once. But their families have been enemies for years. Can their love stop the fighting? Or is a happy ending impossible?
Intermediate: B1 (1500 headwords)
LEVEL 4 Upper-intermediate: B2 (2000 headwords)
William Shakespeare Cover artwork © 2014 Relativity Media. Film stills © 2014 Romeo and Juliet Films Ltd.
Starter Level:
Level 2:
Level 3:
Zoey 101
About Time
Elizabeth the Golden Age
Storm Hawks
Hoot - Time to Fight for the Little Guysi
Fast Food Nat
Night at the Museum-Secret of the Tomb
Michael Jackson
Prince Willian & Kate Middleton
Sherlock - The Hounds of Baskerville
Robin Hood - The Silver Arrow and the Slaves
The Queen
Level 1: Dreamgirls Hotel for Dogs
Romeo and Juliet
Touching the Void
Merlin - Arthur and the Unicorn
Senna
Vanity Fair
Monster House
The Devil Wears Prada
Spooky Skaters: The Graffiti Ghost The In - Crowd
Level 4:
The Pink Panther
Sherlock: a study in pink
Transformers: Revenge of the Fallen
Nowhere Boy A Lion Called Christian
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