2018 ESL Cambridge University Press Catalogue US

Page 1

PAID

Cambridge University Press

ESL and Applied Linguistics 2018

One Liberty Plaza, Floor 20 New York, NY 10006 www.cambridge.org/esl

Prices are for educational institutions & reflect 20% discount off retail

This catalog is printed on recycled paper made of 30% post-consumer waste.

Agustina Savini

Chris Ozog

#Instaclass: 8 ideas for using

On a Typical Friday Night ‌ I’m

instagram in the classroom

Looking for Collocations

1,946

More Tools

6,445

More Linguistics

Join thousands of language teachers sharing

Laura Sigsworth

Fake news? No problem! Getting

their experiences, insights, ideas and resources

your students to think critically

for language learning. Be part of the World of Better Learning cambridge.org/wobl

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More Professional Development

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Place an order

Contact your ESL Specialist

Call 800-872-7423 orders@cambridge.org

888-ESL-BUZZ (375-2899) cambridge.org/esl

ESL and Applied Linguistics 2018


Find your ESL Specialist

Recommended for 2018 Titles marked NEW are either available now, or by the month shown in the catalog. Teacher Dev. – Page 85

Adult and Young Adult – Page 15

Teacher Dev. – Page 90

United States

Guam Annette Acosta

Montana Annette Acosta

South Dakota Natalie Cornelison

Hawaii Annette Acosta

Nebraska Natalie Cornelison

Tennessee Beth Montagano

Idaho Annette Acosta

Nevada Annette Acosta

Texas Robin Graybill

Illinois Natalie Cornelison

New Hampshire Regina Snyder

Utah Annette Acosta

Indiana Natalie Cornelison

New Jersey Regina Snyder

Vermont Regina Snyder

Iowa Natalie Cornelison

New Mexico Helen Chade-Mahshi

Virginia Beth Montagano

Kansas Natalie Cornelison

New York Regina Snyder

Washington Annette Acosta

Kentucky Beth Montagano

North Carolina Beth Montagano

West Virginia Beth Montagano

Louisiana Robin Graybill

North Dakota Natalie Cornelison

Wisconsin Natalie Cornelison

Maine Regina Snyder

Ohio Natalie Cornelison

Wyoming Annette Acosta

Maryland Beth Montagano

Oklahoma Robin Graybill

Massachusetts Regina Snyder

Oregon Annette Acosta

Canada

Michigan Natalie Cornelison

Pennsylvania Beth Montagano

National Manager Ian Sutherland

Minnesota Natalie Cornelison

Puerto Rico Jim Goldstone

Mississippi Robin Graybill

Rhode Island Regina Snyder

Missouri Natalie Cornelison

South Carolina Beth Montagano

Annette Acosta

Natalie Cornelison

Beth Montagano

888-860-7175 (toll free) aacosta@cambridge.org

877-888-4079 (toll free) ncornelison@cambridge.org

877-883-1190 (toll free) bmontagano@cambridge.org

Helen Chade-Mahshi

Jim Goldstone

Regina Snyder

877-788-6609 (toll free) jgoldstone@cambridge.org

800-995-4375 (toll free) rsnyder@cambridge.org

Alabama Beth Montagano Alaska Annette Acosta Arizona Helen Chade-Mahshi Arkansas Robin Graybill California Northern and Central California (including Kern, San Luis Obispo, Santa Barbara, San Bernardino, and Ventura Counties) Annette Acosta

EAP – Page 28

Southern California (including Imperial, Los Angeles, Orange, Riverside, and San Diego Counties) Helen Chade-Mahshi Colorado Annette Acosta EAP – Page 33

EAP – Page 38

Reading – Page 49

Grammar – Page 46

Pronunciation – Page 67

Connecticut Regina Snyder Delaware Beth Montagano Dist. of Columbia Beth Montagano Florida Jim Goldstone Georgia Beth Montagano

WITH POWER OF PROCESS

WITH INTEGRATED DIGITAL LEARNING

WITH INTEGRATED DIGITAL LEARNING

WITH INTEGRATED DIGITAL LEARNING

Institutional Customers

Prices

All prices within this catalog reflect institutional net pricing. These prices reflect a 20% discount off our retail prices. You are an institutional customer if you are a school, college, or university.

Prices are effective October 1, 2017. All prices are subject to change without notice.

Individual Customers Individual customers will be charged our retail price, which is not provided within this catalog. Retail prices are higher than our institutional prices listed in this catalog. Please check our website for retail prices: cambridge.org/esl

Our Cover Does our cover remind you of another cover? Make sure you keep an eye out for the competition coming soon! The fun crowd standing together within our Cambridge University scene, under our Better Learning sky, are all connected to Cambridge, but do you know how? We have some famous Cambridge University Alumni like John Cleese, Ian McKellen and Eddie Redmayne, bumping shoulders with the Duke of Cambridge himself, Prince William. They are joined by some of our authors and characters from our courses too! Here at Cambridge, we are creating Better Learning experiences with you, and that’s why our customers are there too! (Special thanks to Bo Huot, Dr Louis Dash, and Lulwa Bordcosh.)

How to order examination copies Please visit cambridge.org/esl or contact your local ESL Specialist and include the following information: • Complete title • ISBN • Course title • Current book adopted • Estimated class enrollment

• Adoption decision date • Name and phone number of decision maker(s) • E-samples are also available for selected titles

Contact your ESL Specialist 888-ESL-BUZZ (375-2899) Some materials, including teacher resource materials, professional reference titles, Audio CDs, videos, DVDs, etc., may not be available for sampling. However, online audio and video samplers are available for most titles at: cambridge.org/esl Cambridge University Press reserves the right to limit the number of exam copies sent to any one person or address.

800-860-5817 (toll free) hchade-mahshi@cambridge.org

For Canadian orders contact: Ian Sutherland/Tilley Education 34 Armstrong Avenue Georgetown, ON L7G 4R9 866-379-9645 (toll free) orders@tilleyeducation.ca

Robin Graybill 800-580-3711 (toll free) rgraybill@cambridge.org

Acknowledgements The authors and publishers acknowledge the following sources of copyright material and are grateful for the permissions granted. While every effort has been made, it has not always been possible to identify the sources of all the material used, or to trace all copyright holders. If any omissions are brought to our notice, we will be happy to include the appropriate acknowledgements on reprinting and in the next update to the digital edition, as applicable.

Photographs: Photo of John Cleese by David M. Benett/Getty Images Entertainment. Reproduced with kind permission of Maxwell Wade; Photo of Ian McKellen by Target Presse Agentur Gmbh/Getty Images Entertainment. Reproduced with kind permission of Louise Hardy; Photo of Eddie Redmayne by Jim Spellman/WireImage. Reproduced with kind permission of Sarah Roberts; Photo of Prince Williams by Chris Jackson/Getty Images Entertainment. Reproduced with kind permission of Charlotte Pool; Photo of Albert Einstein by Fred Stein Archive/Archive Photos; Photo of Charles Darwin by Print Collector/Hulton Archive; Image of King Henry VIII by Hans the Younger Holbein; Image of Sir Isaac Newton by Fine Art/ Corbis Historical.


Contents Skill Level Chart Adult Education: Integrated Series Adult and Young Adult: Integrated Series

2

8

Reading 49 Teacher Development Academic Reading....................................................49

Online Courses.........................................................84

Literature..................................................................53

Background to Teaching and Learning .................... 85

Leveled Readers........................................................54

Language for Teachers.............................................86 Teaching Language Skills..........................................86

Writing 56 14

Classroom Practice....................................................88 Testing and Assessment............................................89 Teacher Training and Development..........................90 Teaching Qualifications.............................................90

English for Academic Purposes 26

Listening and Speaking

Create Custom Publishing

32

Dictionaries and Reference 70

Grammar 40

Exams 71

48

Teaching Language Systems..................................... 87 Teaching with Technology........................................89

Pronunciation 67

Vocabulary and Idioms

84

Business English

69

81

Other Titles..............................91 Title Index

93

Author Index

94

Ordering Information

96

Cambridge ESL Specialists 97

Join us:

cambridge.org/wobl @cambridgeupelt

Key to symbols Cambridge English Corpus

App

Online Workbook

Presentation Plus – Classroom Presentation Software

ebook

Cambridge Learning Management System (see page 4)

Downloadable Audio


Low Advanced

Advanced/Freshman Comp

High Intermediate

Low Intermediate

Ventures Second edition

High Beginning

8–13

Beginning

Title

Literacy

Page

Intermediate

Skill Level Chart

Adult Education Adult Series 15–17

NEW Interchange Fifth edition

18–19

Passages Third edition

20–21

Four Corners

22,25

Touchstone / Touchstone Online Course Second edition

23,25

Viewpoint / Viewpoint Online Course

28–31

NEW Prism

33–37

NEW Interactions / Mosaic Sixth edition with Power of Process

38–39

NEW Academic Encounters Second edition with Integrated Digital Learning

91

Interchange Fourth edition

Skills Grammar

40–43

Grammar and Beyond with Integrated Digital Learning

44–47

Grammar in Use

• •

• •

46 Grammar for Writing Reading

43 49–51

NEW Basic Grammar in Use Grammar Troublespots Third edition NEW Making Connections Second edition with Integrated Digital Learning •

52

Read This!

52

Strategic Reading Second edition

53

Discovering Fiction Second edition

54

Cambridge Experience Readers

55

Cambridge English Readers

2 Sanabria Sanabria

Preparing Students for Academic Coursework • Students develop academic skills and vocabulary by studying authentic and adapted conversations and lectures. • Extensive scaffolding helps students master the academic skills they need. • The sustained content approach provides an immersive experience that prepares students for university study.

Skills for Academic Preparation

L

Listening Skills

help students engage with conversations and lectures before, during, and after listening.

Vocabulary Skills

include formal and informal academic situations, as well as extended presentations.

N

Note Taking Skills

receive special attention, as students learn to take, organize, and study from lecture notes.

Level 1

Level 2

Level 3

978-1-107-768363-1

978-1-107-764791-6

978-1-107-65832-5

978-1-107-769450-7

978-1-107-762722-2

978-1-107-63137-3

Level 4 978-1-107-60297-7

American Studies

nd

SPEAKING

STUDENT’S BOOK

Self-Study Audio

Online Arcade

1

2nd Edition

978-1-107-60300-4

978-1-107-765516-4

978-1-107-67314-4

978-1-107-60298-4

978-1-107-768883-4

978-1-107-62547-1

978-1-107-60301-1

978-1-107-763266-0

978-1-107-69784-3

978-1-107-60302-8

M IC L E C T U

Kim Sanabria Carlos Sanabria

www.cambridge.org/academicencounters More information | Additional Resources

S

AC

DE

RE

A

978-1-107-767463-9 978-1-107-764492-2 978-1-107-763825-9

need 2nd Ed barcode

Series Editor: Bernard Seal

2 EDITION

2

LISTENING

American Studies

Reading and Writing Student’s Book Reading and Writing Teacher’s Manual Listening and Speaking Student’s Book with lectures on DVD Listening and Speaking Teacher’s Manual Listening and Speaking Class Audio CDs

Speaking Skills

Academic Encounters

LISTENING • SPEAKING

V

throughout each unit focus on the Academic Word List and content-area words. Component

S

Academic Encounters 2nd Edition

Features

ON DVD

Gretchen Bitterlin

SPINE IS FPO

Dennis Johnson Donna Price K. Lynn Savage (Series Editor)

Sylvia Ramirez

9/16”

The dots indicate the range of levels covered and do not correspond to the number of levels associated with a given series or title.

2

Contact your ESL Specialist: 888-ESL-BUZZ (375-2899)


Vocabulary and Idioms

Listening and Speaking

Pronunciation

Low Advanced

Advanced/Freshman Comp

Final Draft with Integrated Digital Learning

High Intermediate

60–63

Intermediate

Writing Skills Interactive

Low Intermediate

58–59

Beginning

Title

High Beginning

Academic Writing

Page

Literacy

Skill Level Chart

64

Skills for Effective Writing

65

Writers at Work with Integrated Digital Learning

66

Guidelines

66

New Directions

66

The International Story

92

In Our Own Words

92

Inspired to Write

92

Write to Be Read

92

A Writer’s Workbook

92

Academic Writing Second edition

92

From Writing to Composing Second edition

92

Writing from Within Second edition

48

Vocabulary in Use Second edition

48

In the Know

48

Idioms for Everyday Use

• •

• •

• •

48

NEW English Idioms in Use Second edition

48

NEW English Collocations in Use Second edition

48

NEW English Phrasal Verbs in Use Second edition

82

NEW Business Vocabulary in Use

• •

69

Let’s Talk Second edition

69

Active Listening Second edition

69

Present Yourself Second edition

67–68

NEW Clear Speech with Integrated Digital Learning

• •

68

Pronunciation Pairs Second edition

68

Pronunciation Plus

70

Cambridge Dictionary

70

Cambridge Academic Content Dictionary

70

Cambridge English Pronouncing Dictionary

78

Objective

77

Complete

Dictionaries •

Exams

74–80 79

IELTS NEW Mindset for IELTS

To place an order, call 800-872-7423 or email, orders@cambridge.org

3


Digital and Blended Learning

Digital resources to meet every need

Cambridge Learning Management System Designed for, and with, English language teachers and school administrators, this secure platform will help you manage classes effectively, allocate content and track student progress with useful, time-saving reports. Featuring teacher training modules and an online store with additional study materials, the Cambridge Learning Management System gives you and your students the flexibility to develop new skills, whenever needed.

Presentation Plus Easy-to-use, interactive classroom presentation software that helps you to deliver effective and engaging lessons. Presentation Plus brings together text, images, audio and video in one place at the front of the classroom, allowing you to present content from the students’ books, play videos and audio, annotate the content and link to online resources.*

*Tools and functions may vary. Look for specific features listed alongside coursebook descriptions in the catalogue.


Digital and Blended Learning Writing Skills For Every Student Writing skills are some of the hardest to learn and some of the most time-consuming to teach. We believe that every student deserves a chance to improve at writing. That’s why we offer Writing Skills Interactive free with the purchase of our main grammar and writing courses. Writing Skills Interactive is available free with • • • •

Academic Encounters Page 38 Final Draft Page 60 Grammar and Beyond Page 40 Writers at Work Page 65

Experience the new upgraded version of Writing Skills Interactive in the Cambridge LMS with better tools for communicating and a more powerful gradebook Page 58

Find out more about some of our most popular digital and blended learning resources Touchstone and Viewpoint

TESTBANK

Grammar in Use

Cambridge Dictionary

The ultimate in blended learning. A six-level adult course with fully-flexible blended learning.

Cambridge English authentic practice tests, managed online in the Cambridge Learning Management System.

The world’s best-selling grammar series for learners of English with all levels now available as ebooks.

Make your words meaningful with the world’s most popular online dictionaries for learners of English.

Page 25

cambridge.org/testbank

Page 44

Page 70

NEW Power of Process Available with Interactions/Mosaic this completely customizable tool helps develop students’ critical thinking skills for reading and writing. Page 33

We also offer a range of online methodology courses and modules. Please refer to page 84 for further information, or visit cambridge.org/ctd


What is Better Learning? Creating great experiences in teaching and learning English, together. How does it work? It’s our simple approach where deeper insights help shape richer content that drives stronger results. What does this mean to you? Better Learning is our promise to you to provide support, resources and technology that you can trust, so you can focus on what you do best — teach. How we create Better Learning Experiences together


Brilliant Listening “Cambridge is listening to how things have changed and how learning has changed. We don’t learn the same way anymore and therefore we can’t teach the same way anymore.” Bo Huot: Teacher in the US

Find out how our materials are designed to help you create the best learning experiences for your students: cambridge.org /betterlearning


Adult Education has undergone changes. We have, too. In order to meet requirements set by WIOA, programs must help students develop the skills they need to be college and career ready, as well as function successfully in their community. The new English Language Proficiency Standards also stress the need for ESOL programs to move beyond teaching life skills. How do programs meet these new demands?

Ventures is correlated to the College and Career Readiness Standards

Reading Anchors 1, 2, 3, 4, 5, 7, 9, 10

Reading Anchors 1, 2, 3, 4, 5, 7, 8, 9, 10

Reading Anchors 1, 2, 4, 5, 7, 9, 10

Speaking & Listening Anchors 1, 2, 3, 4, 6

Speaking & Listening Anchors 1, 2, 3, 4, 6

Speaking & Listening Anchors 1, 2, 3, 4, 6

The new English Language Proficiency Standards are covered at every level of Ventures ✓✓ Construct meaning from oral presentations and literary and informational text ✓✓ Participate in oral and written exchanges of information, ideas, and analyses, in various social and academic contexts ✓✓ Speak and write about complex literary and informational texts ✓✓ Construct oral and written claims and support them with reasoning and evidence ✓✓ Conduct research and evaluate and communicate findings to answer questions or solve problems ✓✓ Analyze and critique the arguments of others orally and in writing ✓✓ Adapt language choices to purpose, task, and audience when speaking and writing ✓✓ Determine the meaning of words and phrases in oral presentations and literary and informational text ✓✓ Create clear and coherent level-appropriate speech and text ✓✓ Demonstrate command of the conventions of standard English to communicate in level-appropriate speech and writing


UNIT

Extended reading worksheets

1

Objective: CCR Anchor 9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

4 Analyze the texts Review the following texts to answer the questions below: (1) Student Book, p. 6, Setting Goals for the Future; (2) Student Book, p. 8, Keys for Success at Work; (3) Extended Reading, Problems with Goal Setting. 1. According to the text Setting Goals for the Future, how does the author define setting goals?

2. In the same text, the author gives several important points to consider when setting goals. Identify three and give examples from the text to support your choices.

3. What does the author of Keys for Success at Work suggest people do if they are not strong in the skills and qualities he lists? 4. How does the author of Problems with Goal Setting define “stretch goals”? Restate the definition in your own words. Which point in the article Setting Goals for the Future would prevent this problem? 5 Before you write Is goal setting more beneficial or detrimental to achieving success? Use the information from Exercises 1-4 and evidence from the three texts to support your opinion. Complete the graphic organizer your teacher gives you with your opinion, 3 key arguments, and evidence to support each argument. Add a conclusion. Opinion: 3 Key Arguments

Evidence to Support Arguments

1.

1.

2.

2.

3.

3.

NEW College and Career Worksheets are now available for each unit of Levels 1 through Transitions. These worksheets include: • Regular practice with complex text and academic language • Evidence-­based reading, writing, and speaking practice • Building knowledge through content-­rich nonfiction • Download them at cambridge.org/ventures/ccr

Conclusion: 6 Write Is goal setting more beneficial or detrimental to achieving success? What is your opinion? Use your graphic organizer and evidence from the three texts to support your opinion. 7 After you write A Check your writing. Did you include all the ideas in your graphic organizer? B Share your writing with a partner. a. Take turns. Read your writing to your partner.

b. Read your partner’s writing to yourself. Compare it to your partner’s graphic organizer. c. Comment on your partner’s writing: Ask one question; share one thing you learned. © Cambridge University Press 2015 Photocopiable

Extended reading worksheets Unit 1 • 3

NEW Need help implementing these new standards? Ventures helps teachers and administrators navigate the latest changes with free webinars and informative articles through our newsletters. Sign up at cambridge.org/ventures/blog to receive the newsletter as well as alerts for upcoming webinars.

To further support these changes, check out our Career and Educational Pathways worksheets. Each is designed to help students plan and reach employment goals. Download them at cambridge.org/careerpathways

Looking for a series focused solely on developing college skills? Try Prism (page 28).

Contact your ESL Specialist for more information 888-ESL-BUZZ (375-2899)


Adult Education: Integrated Series

The complete solution! UNIT

Ventures Second edition Gretchen Bitterlin, Dennis Johnson, Donna Price, Sylvia Ramirez Series Editor: K. Lynn Savage LITERACY TO HIGH INTERMEDIATE

Extended reading worksheets

1

Objective: CCR Anchor 9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

4 Analyze the texts Review the following texts to answer the questions below: (1) Student Book, p. 6, Setting Goals for the Future; (2) Student Book, p. 8, Keys for Success at Work; (3) Extended Reading, Problems with Goal Setting. 1. According to the text Setting Goals for the Future, how does the author define setting goals?

2. In the same text, the author gives several important points to consider when setting goals. Identify three and give examples from the text to support your choices.

3. What does the author of Keys for Success at Work suggest people do if they are not strong in the skills and qualities he lists? 4. How does the author of Problems with Goal Setting define “stretch goals”? Restate the definition in your own words. Which point in the article Setting Goals for the Future would prevent this problem?

College and career ready! CCRS Correlated • See how Ventures meets the college and career readiness standards.

5 Before you write

Ventures Second edition is a six-level, four-skills, standards-based, integrated-skills series that empowers students to achieve their academic and career goals. • Ventures provides instructors with the tools for any teaching situation. • The Online Workbook keeps students learning outside the classroom. • Easy-to-teach materials make for a more productive classroom. • Assessment Audio CD/CD-ROM included in the Teacher’s Edition provides teachers with everything they need to accurately measure student performance.

Is goal setting more beneficial or detrimental to achieving success? Use the information from Exercises 1-4 and evidence from the three texts to support your opinion. Complete the graphic organizer your teacher gives you with your opinion, 3 key arguments, and evidence to support each argument. Add a conclusion. Opinion: 3 Key Arguments

Evidence to Support Arguments

1.

1.

2.

2.

3.

3.

• Students learn to use evidence from a text to answer questions, speak, and write. • Available for levels 3, 4, and Transitions.

Conclusion: 6 Write Is goal setting more beneficial or detrimental to achieving success? What is your opinion? Use your graphic organizer and evidence from the three texts to support your opinion. 7 After you write

cambridge.org/ventures

A Check your writing. Did you include all the ideas in your graphic organizer? B Share your writing with a partner. a. Take turns. Read your writing to your partner.

b. Read your partner’s writing to yourself. Compare it to your partner’s graphic organizer. c. Comment on your partner’s writing: Ask one question; share one thing you learned. © Cambridge University Press 2015 Photocopiable

CCRS Extended Reading Worksheets

Extended reading worksheets Unit 1 • 3

• The correlations, worksheets, and many more resources are available to download for free.

cambridge.org/ventures

Career and Educational Pathways • 48 student-centered worksheets act as mini-lessons that assist students in recognizing and obtaining their educational and career goals. cambridge.org/careerpathways

10

Contact your ESL Specialist: 888-ESL-BUZZ (375-2899)


Adult Education: Integrated Series Grammar & Conversation • Two grammar lessons per unit are presented in small, accessible chunks. Learners practice grammar using student-centered, communicative activities set in real-life contexts to internalize new structures. Lesson Goals • Act as a checklist, fostering greater • learner autonomy. Updated design • With more real photos leads to better comprehension.

Online Workbook • The Online Workbook provides the same high quality practice opportunities as the print Workbooks, gives students instant feedback, and allows teachers and programs to track students’ progress and time-on-task. venturesowbs.cambridge.org

Online Teacher’s Resource Room • Free online Teacher’s Resource Room, where teachers can download thousands of additional worksheets and classroom materials. • New for Transitions: Extended Reading Worksheets and Collaborative Activities cambridge.org/ventures/resources

Visit our website: cambridge.org/esl

11


Adult Education: Integrated Series Presentation Plus • Provides complete course content, including audio, interactive activities and answer keys, annotation tools, links to online resources, Ventures Arcade, and the ability to save customized lessons to any computer anywhere.

Arcade • Free and fun practice. • Includes citizenship practice. • Downloadable student audio in MP3 format. cambridge.org/venturesarcade

Professional Development DVD • The Professional Development DVD, using real-life classroom footage, provides in-depth training for novice and experienced teachers.

12

Contact your ESL Specialist: 888-ESL-BUZZ (375-2899)


Adult Education: Integrated Series

VALUE PACKS Ventures Value Packs Student’s Books and Workbooks – $27.40 Student’s Books and Literacy Workbooks – $27.40

Ventures Super Value Packs Student’s Books with Audio CD, Workbook with Audio CD, and Online Workbook – $35.00

Ventures Classroom Packs 25 Student’s Books and Workbooks, the Teacher’s Edition, Class Audio CDs, and Career and Educational Pathways – $589.80

Ventures Digital Value Packs Student’s Books and Online Workbooks – $27.40

Ventures Second edition Literacy Value Pack (Student’s Book/Literacy Workbook) Value Pack (Student’s Book/Workbook) Digital Value Pack (Student’s Book/Online Workbook Pack) Super Value Pack (Student’s Book with Audio CD, Workbook with Audio CD, Online Workbook) Student’s Book with Self-Study Audio CD Workbook with Audio CD Online Workbook Literacy Workbook with Audio CD Teacher’s Edition with Assessment Audio CD/CD-ROM Class Audio CDs Presentation Plus Classroom Pack (25 Student’s Books & Workbooks, Class Audio CDs, Teacher’s Edition, Career & Educational Pathways Worksheets) Ventures Second edition Professional Development DVD Canadian Teacher Guide Presentation Plus Site Level Licenses (all levels)

Basic/Intro Level Level 1 Level 2 Level 3 Level 4 Transitions $27.40 978-1-107-66223-0 $27.40 978-1-107-68720-2 978-1-107-61230-3 978-1-107-65921-6 978-1-107-62187-9 978-1-107-64924-8 978-1-107-66061-8 $27.40 978-1-107-69134-6 978-1-107-68114-9 978-1-107-65126-5 978-1-107-61873-2 978-1-107-64959-0 978-1-107-67641-1 $35.00 978-1-107-67911-5 978-1-107-65363-4 978-1-107-65548-5 978-1-107-64532-5 978-1-107-68778-3 978-1-107-69040-0 $22.80 978-1-107-64102-0 978-1-107-69289-3 978-1-107-68722-6 978-1-107-68472-0 978-1-107-68157-6 978-0-521-18613-1 $15.40 978-1-107-69108-7 978-1-107-62859-5 978-1-107-63538-8 978-1-107-64001-6 978-1-107-66194-3 978-0-521-18614-8 ($00.00*) $15.40 978-1-139-88532-4 978-1-139-89720-4 978-1-139-87102-0 978-1-139-88472-3 978-1-139-88349-8 978-1-107-65131-9 $15.40 978-1-107-66859-1 $36.40 978-1-107-67608-4 978-1-107-67904-7 978-1-107-66579-8 978-1-107-65217-0 978-1-107-69841-3 978-0-521-18615-5 ($00.00**) $37.60 978-1-107-66806-5 978-1-107-61822-0 978-1-107-66009-0 978-1-107-66076-2 978-1-107-63513-5 $100.00 978-1-107-61622-6 978-1-107-65841-7 978-1-107-67928-3 978-1-107-64952-1 978-1-107-61945-6 978-1-107-67612-1 $589.80 978-1-107-62274-6 978-1-107-61819-0 978-1-107-66414-2 978-1-107-68248-1 978-1-107-62328-6 978-1-107-63448-0 All Levels $46.40 978-0-521-14439-1 $20.40 978-1-107-64504-2 $1,365.80 978-1-107-62094-0

*This is not accompanied by an Audio CD **This is the Teacher’s Manual. It is not accompanied by an Assessment Audio CD/CD-ROM.

To place an order, call 800-872-7423 or email, orders@cambridge.org

13


Adult and Young Adult: Integrated Series

Adult Courses at a glance Interchange

Four Corners

Communicate with Confidence

The Can-do Course

Proven and popular integrated skills syllabus

• Can-do statements benchmark students’ progress

• Clear and straightforward communicative methodology

• Emphasis on speaking and listening

CEFR-informed syllabus

Four levels (Beginner to Intermediate)

• Emphasis on speaking and listening

cambridge.org/fourcorners

• Clear and flexible design

Page 20

Four levels (Beginner to Intermediate) cambridge.org/interchange Page 15

The perfect follow-up to any four skills program Passages Communicate with Fluency and Proficiency Proven and popular integrated skills syllabus • Emphasis on discussion and oral fluency • Enhanced vocabulary practice and expansion Two levels (High Intermediate to Advanced) cambridge.org/passages Page 18

The ultimate in blended learning Touchstone

Viewpoint

Flexible Learning with Proven Results

Flexible Learning with Proven Results

Corpus-informed, research-based syllabus

Corpus-informed, research-based syllabus

• Inductive learning methodology

• Inductive learning methodology

• Conversation and vocabularylearning strategies

• Enhanced writing and vocabulary development

• Blended learning: Available in print and online versions

• Blended learning: Available in print and online versions

Four levels (Beginner to Intermediate) cambridge.org/touchstone2

Two levels (High Intermediate to Advanced)

Page 22 & 25

cambridge.org/viewpoint Page 23 & 25

Contact your ESL Specialist for more information 888-ESL-BUZZ (375-2899) 14

Contact your ESL Specialist: 888-ESL-BUZZ (375-2899)


Adult and Young Adult: Integrated Series A brand new edition of the world’s most popular English course

NEW Interchange Fifth edition Jack C. Richards with Jonathan Hull and Susan Proctor BEGINNER TO INTERMEDIATE 90-120 teaching hours

More than 50 million students have learned to speak English with the help of Interchange. Insights from thousands of teachers around the world have helped us to preserve everything that you love about the course, while making all the right updates to ensure that Interchange Fifth edition is relevant to today’s students. What’s the Same? • Students speak from the very beginning and this helps to build their confidence, thanks to the tried and true communicative methodology.

• New ‘Snapshots’, using real-world information and language to introduce the unit themes. • Self-study exercises online, providing hundreds of extra exercises, and an online workbook that saves teachers time and helps them see how well their students are learning. Easy-to-Use Resources for Busy Teachers • The Teacher’s Edition comes with a USB card with the full assessment suite, including placement test, quizzes, mid-term tests, and final tests, even customizable versions! • Save time with hundreds of ready-made activities and worksheets available to download from cambridge.org/interchange. • Get tips on how to integrate the activities into your lessons with downloadable overviews.

NEW Classroom App • Free app with pre-loaded activities that match the Interchange Fifth edition course. • Polling, surveys and picture prompts that enhance engagement in the classroom and get students speaking more. • Very easy to use and allows the teacher to remain in control.

cambridge.org/interchange

• A proven syllabus with an easy to follow approach enables busy teachers to teach well and get the results their students expect. • A flexible unit structure makes it easy for teachers to personalize each lesson, giving students the support they need to speak confidently. What’s New? • New Listenings and new Readings, with updated topics that are relevant to today’s students. • New Conversations that provide speaking and listening practice, and serve as models for conversations that students can use in their daily lives. See also • Passages Page 18 • NEW Jack C. Richards’ 50 Tips for Teacher Development Page 90

Visit our website: cambridge.org/esl

15


Adult and Young Adult: Integrated Series Download sample units from cambridge.org/interchange

New and Updated Content Teachers from all over the world helped choose what changed in every unit of every book. The results are exercises and activities that will resonate in today’s classrooms and motivate today’s learners.

Interchange Fifth edition Student’s Book 2

Communicative Methodology Students learn to speak quickly and confidently. In addition to all of the speaking opportunities in each book, there are hundreds of downloadable activities.

Interchange Fifth edition Student’s Book 2

16

Contact your ESL Specialist: 888-ESL-BUZZ (375-2899)


Adult and Young Adult: Integrated Series

Online Self-study Hundreds of interactive online exercises free with each Student’s Book.

Online Workbook with Games Teachers save time and see exactly how well their students learn. Games in the Online Workbook provide additional opportunities for learning.

NEW Interchange Fifth edition Student's Book with Online Self-Study Student's Book A with Online Self-Study Student's Book B with Online Self-Study Workbook Workbook A Workbook B Student's Book with Online Self-Study and Online Workbook Student's Book A with Online Self-Study and Online Workbook Student's Book B with Online Self-Study and Online Workbook Full Contact with Online Self-Study* Full Contact A with Online Self-Study Full Contact B with Online Self-Study Full Contact with Online Self-Study and Online Workbook Full Contact A with Online Self-Study and Online Workbook Full Contact B with Online Self-Study and Online Workbook Class Audio CDs (3) Class Audio Download Teacher's Edition with Complete Assessment Program Presentation Plus on USB Presentation Plus (Site License)

$33.00 $14.40 $14.40 $17.40 $9.40 $9.40 $44.80 $25.40 $25.40 $50.80 $25.40 $25.40 $62.80 $36.40 $36.40 $62.00 Free $50.80 $107.40 $966.00

Intro 978-1-316-62011-3 978-1-316-62012-0 978-1-316-62013-7 978-1-316-62237-7 978-1-316-62239-1 978-1-316-62240-7 978-1-316-62014-4 978-1-316-62015-1 978-1-316-62016-8 978-1-316-62385-5 978-1-316-62386-2 978-1-316-62387-9 978-1-316-62296-4 978-1-316-62297-1 978-1-316-62298-8 978-1-316-62221-6 978-1-316-62241-4 978-1-108-40304-7

*Full Contact includes the Student’s Book, Workbook, Video Activity Sheets, and Online Self-Study

Level 1 Level 2 978-1-316-62031-1 978-1-316-62023-6 978-1-316-62035-9 978-1-316-62025-0 978-1-316-62042-7 978-1-316-62032-8 978-1-316-62247-6 978-1-316-62269-8 978-1-316-62254-4 978-1-316-62270-4 978-1-316-62266-7 978-1-316-62271-1 978-1-316-62044-1 978-1-316-62034-2 978-1-316-62045-8 978-1-316-62036-6 978-1-316-62047-2 978-1-316-62037-3 978-1-316-62390-9 978-1-316-62399-2 978-1-316-62391-6 978-1-316-62400-5 978-1-316-62392-3 978-1-316-62402-9 978-1-316-62301-5 978-1-316-62371-8 978-1-316-62302-2 978-1-316-62372-5 978-1-316-62303-9 978-1-316-62373-2 978-1-316-62226-1 978-1-316-62228-5 All Levels cambridge.org/interchange 978-1-316-62268-1 978-1-316-62272-8 978-1-108-40305-4 978-1-108-40306-1 All Levels 978-1-316-62233-9

Level 3 978-1-316-62051-9 978-1-316-62053-3 978-1-316-62054-0 978-1-316-62276-6 978-1-316-62277-3 978-1-316-62279-7 978-1-316-62055-7 978-1-316-62056-4 978-1-316-62058-8 978-1-316-62405-0 978-1-316-62407-4 978-1-316-62409-8 978-1-316-62374-9 978-1-316-62375-6 978-1-316-62376-3 978-1-316-62230-8 978-1-316-62280-3 978-1-108-40307-8

Interchange Fourth edition is still available for a limited period. Please see page 91

Interchange helps you create Better Learning experiences cambridge.org/interchange To place an order, call 800-872-7423 or email orders@cambridge.org

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Adult and Young Adult: Integrated Series Passages Third edition is the perfect follow-up to any four-skills program and is designed to seamlessly follow Interchange or Four Corners

Take English to a whole new level! Passages Third edition Jack C. Richards and Chuck Sandy

1

Boost students’ English proficiency through:

FRIENDS AND FAMILY LESSON A

1

What kind of person are you?

STARTING POINT

Personality survey A Do you agree with these statements? Complete the survey.

HIGH INTERMEDIATE TO ADVANCED

Personality Survey

Definitely agree

Somewhat agree

Definitely disagree

1. I’m not afraid of giving speeches in front of the class.

Passages Third edition is a two-level course that helps students take their English to a whole new level.

2. I enjoy going to parties where I don’t know everyone. 3. I avoid expressing my feelings and ideas in public. 4. I insist on making my own decisions. 5. I don’t mind giving up my time to help other people. 6. I never worry about getting places on time. 7. I always feel like going dancing! 8. I can’t stand being in a messy, disorganized room. 9. I prefer telling people how I feel, even if it’s embarrassing.

This fully updated edition of one of the world’s most successful upper-level American English series will open the door for students to communicate with greater fluency and proficiency.

B Pair work Compare your responses to the survey. Find two ways you and your partner are different. “I’m not afraid of giving speeches in front of the class. How about you?” “Oh, I’m definitely afraid of doing that!”

2

VOCABULARY & SPEAKING

How would you describe yourself? A Which statement from the survey best matches these personality traits? Write the correct number. Then compare answers with a partner.

2 a. friendly and outgoing

• A fresh design with content to reflect contemporary English usage. • More vocabulary support and practice with the Vocabulary Plus section in the back of the Student’s Book. • A Video Program and accompanying Video Activity Worksheets reinforce target language through compelling, real-world videos linked to unit topics. • A Teacher’s Edition with Assessment Audio CD/CD-ROM that features both ready-to-print and customizable quizzes and tests. • Digital resources support teaching and enhance learning inside and outside of the classroom. cambridge.org/passages

• more sophisticated real-world grammar and vocabulary • more thought- provoking discussions and academic writing activities • more challenging listening and reading comprehension topics

d. kind and generous

g. wild and crazy

b. strong and independent

e. honest and sincere

h. calm and cool

c. laid-back and relaxed

f. shy and reserved

i. neat and tidy

B Pair work Choose another partner. Find two traits you have in common. Find one way that you’re different. “So, how would you describe yourself?” “Well, I’d say I’m pretty laid-back and relaxed.” “Me, too. I never worry about getting places on time.” “I don’t either. I like taking it easy and . . .”

Useful expressions Same traits

Different traits

So am I. (I am, too.) I’m the same way. So do I. (I do, too.) Neither do I. (I don’t either.)

I’m not like that. I’d say I’m more . . . Really? I don’t. That’s not true for me.

VOCABULARY PLUS see page 130

2

UNIT 1

Friends and family

Passages Third edition Student’s Book with Online Vocabulary Practice Student’s Book A Student’s Book B Student’s Book with Online Workbook Student’s Book A with Online Workbook A Student’s Book B with Online Workbook B Workbook Workbook A Workbook B Online Workbook Activation Code Card Online Workbook A Activation Code Card Online Workbook B Activation Code Card Teacher’s Edition with Assessment Audio CD/CD-ROM Class Audio CDs (3) Full Contact* Full Contact A Full Contact B Video Program DVD Presentation Plus Presentation Plus Site License Pack

$30.80 $16.60 $16.60 $41.00 $24.00 $24.00 $13.60 $9.00 $9.00 $16.40 $9.00 $9.00 $47.60 $55.20 $47.60 $24.00 $24.00 $149.60 $101.00 $454.60

Level 1 Level 2 978-1-107-62705-5 978-1-107-62707-9 978-1-107-62701-7 978-1-107-62714-7 978-1-107-62706-2 978-1-107-62715-4 978-1-107-44700-4 978-1-107-44709-7 978-1-107-44702-8 978-1-107-44710-3 978-1-107-44704-2 978-1-107-44711-0 978-1-107-62725-3 978-1-107-62726-0 978-1-107-62718-5 978-1-107-62734-5 978-1-107-62720-8 978-1-107-62780-2 978-1-107-44694-6 978-1-107-44705-9 978-1-107-44696-0 978-1-107-44706-6 978-1-107-44699-1 978-1-107-44707-3 978-1-107-62768-0 978-1-107-62766-6 978-1-107-62754-3 978-1-107-62749-9 978-1-107-62769-7 978-1-107-62773-4 978-1-107-62771-0 978-1-107-62774-1 978-1-107-62772-7 978-1-107-62777-2 978-1-107-62762-8 978-1-107-62764-2 978-1-107-66626-9 978-1-107-68650-2 All Levels 978-1-107-63846-4

*Full Contact includes the complete Student’s Book, Workbook, and Video Activity Worksheets

18

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Adult and Young Adult: Integrated Series Video Program DVD Compelling, real-world video, thematically linked to unit topics to reinforce target language through realistic sources, including news reports, documentaries, video blogs, and interviews. Supported by Video Activity Worksheets and Teaching Notes in the Teacher’s Edition

Presentation Plus • Provides complete course content, including audio and video material, interactive activities, annotation tools, links to online resources and the ability to save your customized lessons to any computer anywhere.

Online Workbook Interactive online practice of the Student’s Book material with extra listening practice and instant feedback and grading, with: • hundreds of interactive activities. • intuitive navigation. • progress monitoring tools for teachers. Accessible via computer or tablet passagesowbs.cambridge.org Online Vocabulary Accelerator A powerful online learning tool designed to increase the speed and ease of acquiring and using Passages vocabulary. Accessible via computer, tablet or smartphone

Visit our website: cambridge.org/esl

19


Adult and Young Adult: Integrated Series

The “can-do” course American Cultural Settings • Everyday language is presented in typical American contexts and settings.

Four Corners Jack C. Richards and David Bohlke BEGINNING TO INTERMEDIATE

Four Corners combines effective communicative methodology, a clear design, and a practical “Can-do” approach to give your students the language and confidence they need to use English accurately and fluently. The program was informed by the Common European Framework of Reference (CEFR) and is carefully structured to develop students’ communicative competence through four connected strands within each unit: • Accuracy: drawn from program vocabulary and grammar activities. • Functional Language: focusing on practical functional speaking tasks. • Skills: using language across the modalities of speaking, listening, reading and writing. • Fluency: each unit provides students with opportunities to practice fluency. • Perfect for summer school! cambridge.org/fourcorners

SUPER VALUE PACK Student’s Book, Workbook, Video Activity Worksheets, Self-Study CD-ROM with Full Class Video, and Online Workbook Access Card

$

ONLY

45.20!

Also available in split editions – $22.80

Vocabulary • Clearly presents vocabulary related to the lesson topic. • Uses illustrations, photos, definitions, and activities to aid comprehension. Language in Context • Previews the meaning and use of the target grammar in a variety of contexts. • Recycles target vocabulary. • Provides personalized oral practice.

Pronunciation • Provides practice on pronunciation issues related to the target language in the lesson. • Focuses on aspects of pronunciation such as word stress, sentence stress, reductions, intonation, and individual sounds. Speaking • Provides personalized speaking activities using the lesson vocabulary and grammar. • Relates directly to the learning outcome of the lesson. “Can-do” Statements • Present a clear and measurable learning outcome. • Help assess progress. • Appear at the end of every lesson.

Four Corners helps you create Better Learning experiences cambridge.org/fourcorners 20

Contact your ESL Specialist: 888-ESL-BUZZ (375-2899)


Adult and Young Adult: Integrated Series

Teacher’s Edition with Assessment Audio CD/CD-ROM Features interleaved Student’s Book with page-by-page teaching notes, lesson plans, audio and video scripts, video activity worksheets, and answer keys, plus the complete assessment program with assessment audio files.

Presentation Plus Provides the complete Student’s Book content with built-in annotation tools, embedded audio, and class video in an easy-to-operate format for interactive whiteboards or computers and projectors. Video Program DVD Provides further practice of the unit’s vocabulary, grammar, and functional language in a real-world context, and serves as models for students to create their own videos in unique class video projects. Online Workbook Provides a variety of interactive practice activities with immediate feedback for students and progress monitoring reporting tools for teachers. fourcornersowbs.cambridge.org

Four Corners Student’s Book with Self-Study CD-ROM and Full Class Video Student’s Book A with Self-Study CD-ROM Student’s Book B with Self-Study CD-ROM Workbook Workbook A Workbook B Online Workbook Student’s Book with Self-Study CD-ROM and Online Workbook Pack Student’s Book A with Self-Study CD-ROM and Online Workbook A Pack Student’s Book B with Self-Study CD-ROM and Online Workbook B Pack Super Value Pack* Super Value Pack A* Super Value Pack B* Teacher’s Edition with Assessment Audio CD/CD-ROM Full Contact with Self-Study CD-ROM** Full Contact A with Self-Study CD-ROM** Full Contact B with Self-Study CD-ROM** Class Audio CDs (3) Presentation Plus DVD-ROM Presentation Plus Site License Pack DVD Video Program

$30.80 $13.60 $13.60 $16.40 $9.00 $9.00 $16.40 $42.80 $23.20 $23.20 $45.20 $22.80 $22.80 $47.60 $47.60 $24.00 $24.00 $55.20 $101.00 $909.60 $149.60

Level 1 978-0-521-12615-1 978-0-521-12657-1 978-0-521-12660-1 978-0-521-12654-0 978-0-521-12649-6 978-0-521-12652-6 978-1-139-06152-0 978-1-107-64174-7 978-1-107-64517-2 978-1-107-65874-5 978-1-107-63535-7 978-1-107-66148-6 978-1-107-66985-7 978-0-521-12646-5 978-0-521-12634-2 978-0-521-12626-7 978-0-521-12630-4 978-0-521-12640-3 978-0-521-12619-9

Level 2 Level 3 978-0-521-12716-5 978-0-521-12755-4 978-0-521-12708-0 978-0-521-12753-0 978-0-521-12704-2 978-0-521-12754-7 978-0-521-12701-1 978-0-521-12751-6 978-0-521-12692-2 978-0-521-12748-6 978-0-521-12697-7 978-0-521-12750-9 978-1-139-04008-2 978-1-139-06961-8 978-1-107-65176-0 978-1-107-66429-6 978-1-107-68049-4 978-1-107-68727-1 978-1-107-64975-0 978-1-107-66861-4 978-1-107-67524-7 978-1-107-68713-4 978-1-107-67044-0 978-1-107-69547-4 978-1-107-67817-0 978-1-107-63640-8 978-0-521-12688-5 978-0-521-12747-9 978-0-521-12674-8 978-0-521-12736-3 978-0-521-12668-7 978-0-521-12727-1 978-0-521-12671-7 978-0-521-12732-5 978-0-521-12681-6 978-0-521-12743-1 978-0-521-12663-2 978-0-521-12712-7 All Levels 978-1-107-67172-0 978-0-521-12638-0 978-0-521-12677-9 978-0-521-12740-0

Level 4 978-0-521-12771-4 978-0-521-12769-1 978-0-521-12770-7 978-0-521-12768-4 978-0-521-12766-0 978-0-521-12767-7 978-1-139-04770-8 978-1-107-64403-8 978-1-107-68021-0 978-1-107-66092-2 978-1-107-67195-9 978-1-107-69572-6 978-1-107-69246-6 978-0-521-12765-3 978-0-521-12761-5 978-0-521-12758-5 978-0-521-12760-8 978-0-521-12763-9 978-0-521-12756-1 978-0-521-12762-2

*Super Value Pack includes Full Contact and Online Workbook **Full Contact includes Student’s Book, Workbook, Video Activity Worksheets, and Self-Study CD-ROM with Full Class Video

To place an order, call 800-872-7423 or email orders@cambridge.org

21


Adult and Young Adult: Integrated Series

The ultimate in blended learning Touchstone Second edition

“Common error” “In conversation” panels provide panels tell students guidance on typical the most frequent words and phrases in problem areas spoken English

Conversation strategies help students develop natural, fluent speech

Inductive learning encourages students to work out how language is formed and used

Michael McCarthy, Jeanne McCarten, and Helen Sandiford BEGINNER TO INTERMEDIATE 90–120 teaching hours

Touchstone, together with Viewpoint, is a six-level English program based on research from the Cambridge English Corpus. It presents natural language in authentic contexts. • Corpus-informed language – Extensive corpus research ensures that the language taught is the language people really use. • Conversation strategies – Students learn the language and skills to interact with fluency and confidence. • Inductive learning – Students are encouraged to work out grammatical structures and English usage for themselves, making them more likely to remember what they have learned. • Common errors – Touchstone incorporates unique research into the Cambridge Learner Corpus which identifies the most typical learner errors. These are highlighted in “Common error” panels to help avoid them becoming entrenched. cambridge.org/touchstone2

Touchstone Second edition Level 1 Student’s Book Touchstone Second edition Student's Book Student's Book A Student's Book B Workbook Workbook A Workbook B Teacher's Edition with Assessment Audio CD/CD-ROM Class Audio CDs Full Contact with DVD* Full Contact A with DVD Full Contact B with DVD Presentation Plus DVD-ROM Presentation Plus Site License Pack** Video Program DVD Video Resource Book Touchstone and Viewpoint Placement Test

$27.20 $14.80 $14.80 $16.00 $8.80 $8.80 $42.80 $56.20 $47.20 $24.20 $24.20 $101.00 $866.20 $153.80 $28.20

Level 1 978-1-107-67987-0 978-1-107-62792-5 978-1-107-65345-0 978-1-107-63933-1 978-1-107-67071-6 978-1-107-69125-4 978-1-107-64223-2 978-1-107-61414-7 978-1-107-68330-3 978-1-107-66769-3 978-1-107-61366-9 978-1-107-65796-0

Level 2 Level 3 Level 4 978-1-107-68173-6 978-1-107-66583-5 978-1-107-68043-2 978-1-107-68175-0 978-1-107-62875-5 978-1-107-62430-6 978-1-107-62704-8 978-1-107-69446-0 978-1-107-63748-1 978-1-107-69037-0 978-1-107-64271-3 978-1-107-68275-7 978-1-107-64988-0 978-1-107-62082-7 978-1-107-62708-6 978-1-107-61861-9 978-1-107-65147-0 978-1-107-69602-0 978-1-107-62402-3 978-1-107-68094-4 978-1-107-68151-4 978-1-107-67757-9 978-1-107-63179-3 978-1-107-61272-3 978-1-107-65940-7 978-1-107-62794-9 978-1-107-66152-3 978-1-107-61439-0 978-1-107-63739-9 978-1-107-67936-8 978-1-107-66547-7 978-1-107-63903-4 978-1-107-66763-1 978-1-107-66049-6 978-1-107-66725-9 978-1-107-66349-7 978-1-316-61551-5 978-0-521-69667-8 978-0-521-69669-2 978-0-521-69722-4 978-0-521-69721-7 978-0-521-71199-9 978-0-521-71200-2 978-0-521-71201-9 978-0-521-71202-6 Download free from the Resources tab at cambridge.org/touchstone2

* Full Contact includes Student’s Book, Workbook, Video Activity Pages and Video on DVD **A shrink-wrapped pack of the existing individual level disks with a printed insert with the site license on it

22

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Adult and Young Adult: Integrated Series

An expertly designed writing syllabus focuses on the key processes, language, and text organization skills essential for academic writing

Viewpoint Michael McCarthy, Jeanne McCarten, and Helen Sandiford HIGH INTERMEDIATE TO ADVANCED 90-120 teaching hours

Viewpoint is a two-level course for high-intermediate to advanced level learners that follows on from Touchstone. The syllabus is based on extensive corpus research to ensure that students learn the most useful and widely used words, phrases, and grammar for higherlevel learners. • Conversation strategies give students the language and skills to interact fluently and confidently. • The specially designed writing syllabus focuses on the key processes, language, and text organization skills essential for academic and professional writing. • The vocabulary syllabus helps students master essential words, collocations, and language expressions – and presents a wide range of effective vocabulary learning strategies.

“Common error” tips help learners use English accurately

cambridge.org/viewpoint

Viewpoint Student's Book Student's Book A Student's Book B Workbook Workbook A Workbook B Teacher's Edition with Assessment Audio CD/CD-ROM Class Audio CDs Presentation Plus DVD-ROM Presentation Plus Site License Pack* Video Program DVD Video Resource Book Touchstone and Viewpoint Placement Testing Program

Level 1 Level 2 $27.20 978-0-521-13186-5 978-0-521-13189-6 $14.80 978-1-107-60151-2 978-1-107-60154-3 $14.80 978-1-107-60152-9 978-1-107-60155-0 $16.00 978-1-107-60277-9 978-1-107-60631-9 $8.80 978-1-107-60278-6 978-1-107-57205-8 $8.80 978-1-107-60279-3 978-1-107-57213-3 $42.80 978-1-107-60153-6 978-1-107-60156-7 $56.20 978-1-107-63988-1 978-1-107-66132-5 $101.00 978-1-107-62978-3 978-1-107-67577-3 $433.20 978-1-316-61554-6 $153.80 978-1-107-64921-7 978-1-107-67990-0 Download free Viewpoint Video Activity Worksheets at cambridge.org/viewpoint Download free from the Resources area at cambridge.org/touchstone2

*A shrink-wrapped pack of the existing individual level disks with a printed insert with the site license on it

Visit our website: cambridge.org/esl

23


100% Classroom

100% Online

Any blend in-between

SECOND EDITION

The ultimate in blended learning With Touchstone, the Online Course can be used in combination with the Student’s Book allowing for fully-flexible blended learning. This means the course can be used as a standalone 100% print, 100% online course, or any blend in-between.

FIND YOUR PERFECT BLEND cambridge.org/touchstone2


Adult and Young Adult: Integrated Series The ultimate in blended learning Touchstone Online Course

Viewpoint Online Course

Second edition

Michael McCarthy, Jeanne McCarten, and Helen Sandiford

Michael McCarthy, Jeanne McCarten, and Helen Sandiford

HIGH INTERMEDIATE TO ADVANCED

BEGINNER TO INTERMEDIATE

90-120 teaching hours

90–120 teaching hours

This rich and immersive online environment provides complete instruction and practice and retains the same trusted syllabus and learning outcomes found in Touchstone Student’s Book. The Online Course is carefully scaffolded to develop language ability in gradual steps. • Animated presentations – language is presented in short videos, allowing students to work at their own pace. • ‘Figure it out’ tasks encourage students to work out how language is formed and used before it is presented. • Online communicative activities – blogs and forums provide freer practice, build student confidence, and improve fluency. • Class management – teachers can identify areas of strength and weakness at a class and individual level, leading to more effective class planning.

Touchstone Second edition Online Course

Animated presentations present key language and skills

• Writing tasks to help students build their academic and professional writing skills. • Video activities using authentic Bloomberg news clips. • Study tips and strategies to boost students’ study skills.

Touchstone Second edition Online Course

Engaging online games have clear learning outcomes and provide variety

Online Workbooks Accessed through the Cambridge Learning Management System, the Touchstone and Viewpoint Online Workbooks allow teachers to track students’ progress and save valuable time with automated marking. Students can do further practice in the online workbooks to consolidate what they have learned in the classroom. Choose the ideal blended course for you and your students With fully-flexible blended learning you can choose the best way to deliver the course to your students: print, online, or a blend of the two. The Online Course can be used in combination with the Student’s Book so any part of the course can be done in class or online. Or it can be used as a standalone 100% print or online course.

Viewpoint Online Course follows the same fully-flexible approach as Touchstone Online Course – with engaging lessons containing language presentations, inductive learning, and communicative online activities. It also has extra features for higher level learners:

Viewpoint Online Course

Video activities based on authentic Bloomberg news clips are ideal for the higher levels

Touchstone Second edition Online Course

Role-plays provide the opportunity to record yourself in a dialogue with audio or video

Online Training Get the most out of your print and digital resources with the FREE Online Training modules. cambridge.org/elt/onlinetraining

Touchstone Second edition Level 1 Level 2 Level 3 Level 4 Viewpoint Level 1 Viewpoint Level 2 Student's Book with Online Workbook $44.20 978-1-107-66878-2 978-1-107-65055-8 978-1-107-68455-3 978-1-107-66652-8 978-1-107-56815-0 978-1-107-56841-9 Student's Book A with Online Workbook $22.40 978-1-107-65431-0 978-1-107-64446-5 978-1-107-66097-7 978-1-107-68060-9 978-1-107-56826-6 978-1-107-56846-4 Student's Book B with Online Workbook $22.40 978-1-107-69848-2 978-1-107-66215-5 978-1-107-68746-2 978-1-107-66091-5 978-1-107-56828-0 978-1-107-56849-5 Student's Book with Online Course and Online Workbook $51.40 978-1-107-49861-7 978-1-107-49875-4 978-1-107-49882-2 978-1-107-49892-1 978-1-107-56790-0 978-1-107-56808-2 Student's Book with Online Course and Online Workbook A $27.20 978-1-107-49869-3 978-1-107-49876-1 978-1-107-49883-9 978-1-107-49898-3 978-1-107-56796-2 978-1-107-56809-9 Student's Book with Online Course and Online Workbook B $27.20 978-1-107-49870-9 978-1-107-49878-5 978-1-107-49884-6 978-1-107-49901-0 978-1-107-56797-9 978-1-107-56810-5 Online Courses – Please contact your local Cambridge University Press representative to talk about the Touchstone and Viewpoint online courses and how we can find the right solution for you

Touchstone helps you create Better Learning experiences cambridge.org/touchstone2 To place an order, call 800-872-7423 or email orders@cambridge.org

25


Paired Skills at a glance We offer three options for EAP programs where reading and writing or listening and speaking are combined in one class. Which title is best for you?

Prism Helps Students Navigate University Life Moderately paced skill building, featuring engaging, high-interest topics and a strong emphasis on critical thinking, based on Bloom’s taxonomy • “On Campus” sections help students navigate and succeed in a university setting • Authentic video lessons and extended online practice included with each Student’s Book Five levels (Beginner to Advanced) cambridge.org/prism Page 28

Interactions/Mosaic Meeting Students’ Needs In And Outside Of The Classroom Intensive skill development, including thorough vocabulary practice using the Academic Word List • Modern topics that cover every aspect of life • Connect ESL Platform provides online practice Five levels (Beginner to Advanced) cambridge.org/interactions cambridge.org/mosaic Page 34

Academic Encounters Develops Critical College Skills Rigorous skills building through sustained content and longer readings • Helps students transition from ESL to content classes • Authentic academic content found in college textbooks, lectures and journals • Pre-recorded lectures and interactions between professors and students Four levels (Low Intermediate to Advanced) cambridge.org/academicencounters Page 38


More critical thinking. More college skills. A fresh perspective on EAP. Today’s students need to develop a range of academic skills. They need to learn how to take notes, analyze and synthesize information, formulate their own opinions, and express themselves clearly. Prism takes a fresh approach to EAP by focusing strongly on Critical Thinking, practical skills for academic life, and the language students really need.

cambridge.org/prism


English for Academic Purposes: Paired Skills Series

More critical thinking. More college skills. A fresh approach to EAP. NEW Prism A five-level paired skills EAP course Kate Adams, Wendy Asplin, Lida Baker, Angela Blackwell, Robyn Brinks Lockwood, Stephanie Dimond-Bayir, Nancy Jordan, Alan S. Kennedy, Lewis Lansford, Michele Lewis, Richard O’Neill, Sabina Ostrowska, Susan Peterson, Kimberly Russell, Chris Sowton, Carolyn Westbrook, N.M. White and Jessica Williams ELEMENTARY TO ADVANCED

Today’s students need to develop a range of academic skills. They need to learn how to take notes, analyze and synthesize information, formulate their own opinions, and express themselves clearly. Prism takes a fresh approach to EAP by focusing strongly on Critical Thinking, practical skills for academic life, and the language students really need.

What makes Prism special? High-quality, engaging video lessons

Practical skills for life on campus

• The videos in every unit introduce a range of academic topics, promote discussion and motivate students. • The carefully constructed video lessons provide students with the opportunity to develop skills in prediction, comprehension and discussion.

• The ‘On Campus’ section in every unit supports the development of a range of important skills to build your students’ confidence and enable them to succeed at university. • These unique lessons cover presentation, study, communication and life skills.

The most important words

Extended learning and teacher support online

• The vocabulary syllabus is informed by the General Service List, the Academic Word List and the Cambridge English Corpus. • This corpus-based approach ensures that you spend time teaching the words your students will need in their academic studies. • All vocabulary is presented and practiced contextually. Comprehensive and relevant Critical Thinking syllabus • Every level of the course integrates the full pyramid of Bloom’s taxonomy, laying a strong foundation for critical thinking as students take their next steps towards academic success. • Thinking skills are presented and practiced in a dedicated section in every unit in the context of academic assignments, preparing students for the challenges of college and university.

28

• Online workbooks offer new content to provide students with the opportunity to apply the skills and language they have learned to new contexts, including a full-length reading or listening text in every unit. • The online workbooks are simple to navigate and are clearly connected to the Student’s Book, enabling students to access them independently with ease. • The Learning Management System provides easy access to teacher’s resources, including Presentation Plus.

Contact your ESL Specialist: 888-ESL-BUZZ (375-2899)


English for Academic Purposes: Paired Skills Series High-quality, engaging video lessons Meaningful introductions to a broad range of academic topics

WATCH AND LISTEN

3

1 Work with a partner. Discuss the questions.

4

2 Look at the pictures from the video. Answer the questions. 1 What do you think the problem is? 2 How do you think this problem began? 3 Where do you think people get their drinking water from in this area? GLOSSARY

contaminate (v) to make something less pure or make it poisonous pose (v) to cause something, especially a problem or difficulty reignite (v) to make something such as a disagreement or worry that was disappearing grow stronger trump (v) to be better than; to have more importance or power than another thing peril (n) danger; something that is dangerous

Watch again. Fill in the blanks to complete the summary.

5 Check (✔) the statements that can be inferred from the video. Explain your answers to a partner.

A range of comprehension exercises to assist understanding and consolidation

SUMMARIZING

MAKING INFERENCES

1 People became sick after drinking the contaminated water. 2 The business responsible for the leak had to pay the costs of the environmental cleanup. 3 Matilda Murray supports the new legislation. 4 Regular inspections had not occurred prior to the chemical leak. 5 If the law does not pass, similar accidents will likely occur in other states.

DISCUSSION 6 Work with a partner. Discuss the questions.

Numerous opportunities for discussion to help develop communication skills 148

UNDERSTANDING MAIN IDEAS

There was a chemical (1) in West Virginia. It (2) the water supply that supports 300,000 residents. State officials tried to convince the residents that the water was (3) to drink; however, residents, like Matilda Murray, were uncertain of the water’s safety. Many feel that the state is putting the interests of (4) above their residents’ health. The former governor (5) legislation that would require regular (6) of chemical storage facilities, preventing tragedies like this from happening again.

1 Where does your city’s drinking water come from? 2 In what kinds of communities are people most likely to be concerned about the safety of their food and drinking water? 3 How can food or water become contaminated? 4 What should governments do to protect the food and water their citizens consume?

PREDICTING CONTENT USING VISUALS

Watch the video. Write T (true) or F (false) next to the statements. Correct the false statements. 1 After a chemical leak, the state of West Virginia tried to convince people that the water was safe to drink. 2 The effects of the chemical MCHM are known. 3 The former governor does not support legislation that requires regular inspections of chemical facilities. 4 Matilda has serious concerns about allowing her children to drink the water.

Clear and purposeful opportunities to develop prediction skills

PREPARING TO WATCH ACTIVATING YOUR KNOWLEDGE

WHILE WATCHING

1 Do you think that the business interests of the coal companies outweigh the environmental concerns in West Virginia? Why or why not? 2 What could Matilda Murray and other residents do to voice their concerns? 3 Are you familiar with cases similar to this one? Describe the situation. 4 What other environmental disasters have posed serious risks to human health?

UNIT 7

WATCH AND LISTEN

149

Relevant and comprehensive Critical Thinking syllabus Clearly linked to the end-of-unit task

WRITING At the end of this unit, you will write two comparison paragraphs. Look at this unit’s Writing Task below.

SKILLS

Compare and contrast the two sharks in the diagram.

Using a Venn diagram A Venn diagram is useful for taking notes on similarities and differences. It consists of two or three overlapping circles. The Venn diagram in Exercise 1 shows some similarities and differences between red and gray squirrels. The special characteristics of red squirrels are listed on the left side of the diagram. The special characteristics of gray squirrels are on the right. The similarities between red and gray squirrels are listed in the center. 1  Use your notes from Exercise 3 on page 22. Complete the Venn diagrams with the similarities and differences between red and gray squirrels. red squirrels red in color

both live in Great Britain

gray squirrels gray in color

2  Look at the diagram of the two sharks and read the information boxes on the opposite page. Write a sentence for each feature to explain how the sharks are similar or different. 1 2 3 4 5 26

Size: Color: Skin pattern: Mouth: Fins and tail:

Lots of exposure to academic assignment-style tasks

tail

fin

Human

Tiger shark

Clear explanations of the academic skills being developed

nose teeth

3  Look at more information about the two sharks and answer the questions.

Whale shark

Develops the full range of Critical Thinking skills, including Lower Order

Tiger shark

Animal class: Chondrichthyes (fish) class: Chondrichthyes sh) previous page 4  Look at the diagram and readAnimal the information boxes on(fithe Habitat: Oceans again. Complete the Venn diagram with information about the whale Length: 18–32 feet (5.5–10 Length: 10–14 feet (3.0–4.2 meters) sharkmeters) and the tiger shark. Weight: 40,000 pounds (20 tons) Weight: 1900 pounds (0.95 tons) Color: White belly, gray-blue back and sides with Color: White belly, gray-brown back and sides light spots Diet: Tuna, dolphins, turtles Diet: Plankton, krill, other very small animals Conservation status: Not currently at risk of tiger shark shark both Conservation status: Endangered whale (will probably extinction become extinct) Behavior towards humans: 111 attacks since Behavior towards humans: No recorded attacks records began

CREATE Habitat: Oceans

Provides opportunities to practice learned academic skills in new contexts

1 Which shark is smaller? 2 Which shark is heavier? 3 Which shark eats large animals?

Gives exposure to a range of commonly encountered academic diagrams

4 Which shark eats tiny sea creatures? 5 Which shark is in greater danger of extinction?

GRAMMAR FOR WRITING

6 Which shark is more dangerous to humans?

WORD ORDER

LANGUAGE

CRITICAL THINKING

UNDERSTAND

Large tropical sharks Whale shark

UNIT 1

Visit our website: cambridge.org/esl 28

UNIT 1

In English sentences, the subject usually comes before the verb and the object. CRITICAL THINKING These example sentences show other common features of English word order. subject

verb

object

Squirrels

eat

seeds, nuts, and fruit.

subject

verb

adjective

prepositional phrase

Gray squirrels

are

common

in Britain.

linker

subject

verb

prepositional phrase

However,

they

were introduced

from North America.

27

29


English for Academic Purposes: Paired Skills Series Practical skills for life on campus ON CAMPUS SKILLS

COMMUNICATING WITH PROFESSORS During their time at college, students need to communicate with their professors on a regular basis. The relationship that professors have with their students is different from a high-school teacher’s relationship with their students, and it is important that students communicate with professors in the right way so that they have a positive and respectful relationship with them.

PREPARING TO READ 1  You are going to read an email exchange between a student and her professor. Before you read, work with a partner and discuss the questions. 1 Have you ever communicated with a professor or instructor outside of class? If so, how did you do it? 2 What are some reasons a student might contact a professor? 3 In your opinion, what is the best way to contact a professor outside of class?

Supports the development of a range of important skills to build your students’ confidence and enable them to succeed at university Provides clear explanations of the skills being developed

WHILE READING 2  Work with a partner. Read the email exchange on page 100 and answer the questions that follow with a partner. 1 Why do you think Professor Alcott wants to see Linda? 2 What is the tone of the professor’s response? Is it the same as Linda’s? 3 Check all of the things that Linda did not do in her email. a apologize b sign her message c use correct spelling and punctuation d include the date in her message

e use the professor’s last name f include a useful subject line g offer to make up for her mistakes h use her college email account

PRACTICE 3  Read a corrected version of Linda’s email. Underline her corrections, and compare your answers with a partner’s.

LinSun123@abc.edu

D

D

On Feb.12, David Alcott wrote: To: Sunbaby123@mail.cup.com Re: Hi

Dear Professor Alcott, I am in your 10:00 session of History 104. I want to apologize for missing several classes in the last two weeks. I had a problem with my work schedule. I have tried to make up the work that I missed. I did all of the reading, and I borrowed notes from a classmate, but I still have a few questions about the material. Could I come to your office hours tomorrow to discuss them with you?

Dear Linda, Please come see me tomorrow during my office hours. Sincerely, Professor Alcott

L

On Feb 11, Linda Sun wrote: hey dave–I had to miss the last few classes because of my work schedule. did i miss something important? can u send me the handouts and your presentation slides? i haven’t been able to buy the book yet :( but i will get notes from someone else in the class.

Presents straightforward models for students to work from

Thanks!

DISCUSSION 100

UNIT 4

To: David Alcott Re: Missed classes in History 104

Sincerely, Linda Sun

REAL-WORLD APPLICATION 4  Imagine it is the morning of your history test, but you are too sick to take the test. Write an email to your professor. Use Linda’s corrected email in Exercise 3 to help you. 5  Work with a partner. Look at your partner’s email and make suggestions on how to improve it.

6  Work with a partner. Use information from Reading 1 and Reading Skills2 are demonstrated 6  Use your partner’s feedback to revise your email. SYNTHESIZING to answer the following questions. in real-world contexts 1 As the world’s climate changes, which places will have too much water? Which places will become drier? Give examples. 2 How do both the melting of the glaciers and deforestation contribute to the extinction of species?

ON CAMPUS

101

The most important words

Informed by insights from the General Service List, the Academic Word List and the Cambridge English Corpus

LANGUAGE DEVELOPMENT ACADEMIC VOCABULARY 1  Replace the underlined words in the sentences with the academic words in the box. annual (adj) areas (n) challenge (n) consequences (n) contributes to (v) issue (n) predict (v) trend (n) 1 The most serious problem that threatens the environment is climate change. 2 Experts think that there will not be enough fresh water in the future.

Words are practiced contextually, in the Student’s Book and then in a new context in the Online Workbook

3 Pollution and climate change are the effects of human activity. 4 Fortunately, we are seeing a pattern where people recycle more and use less packaging. 5 In some places, the glaciers have melted or even disappeared as a result of higher temperatures. 6 The yearly rate of species loss in the rainforest is nearly 50,000—that’s 135 plant, animal, and insect species each day! 7 The biggest test we face is to protect the planet. 8 Human activity causes climate change.

Focuses on the language your students will need in their academic studies

30

Contact your ESL Specialist: 888-ESL-BUZZ (375-2899) LANGUAGE DEVELOPMENT

47


English for Academic Purposes: Paired Skills Series Extended learning and teacher support online Lots more skills and vocabulary practice online, including additional reading texts

Simple navigation, clear connections between print and online content, and straightforward progress tracking

Prism Reading and Writing Skills Student's Book with Online Workbook Teacher’s Manual

$48.00 $29.20

Intro 978-1-316-62418-0 978-1-316-62497-5

Level 1 978-1-316-62427-2 978-1-316-62508-8

Level 2 978-1-316-62431-9 978-1-316-62513-2

Level 3 978-1-316-62445-6 978-1-316-62519-4

Level 4 978-1-316-62474-6 978-1-316-62544-6

Prism Listening and Speaking Skills Student's Book with Online Workbook Teacher’s Manual

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978-1-316-62088-5 978-1-316-62505-7

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978-1-316-62101-1 978-1-316-62546-0

Prism helps you create Better Learning experiences cambridge.org/prism To place an order, call 800-872-7423 or email orders@cambridge.org

31


Create Custom Publishing

Customize your own high quality, well-designed textbooks in print or ebook format Now including selected Cambridge University Press material Gone are the days when teachers had no choice in how to assemble content for classroom instruction, or had to wait weeks to receive a customized text. McGraw-Hill Create™ – a self-service website that allows you to create custom course materials in print and ebooks formats – draws upon McGraw-Hill’s and Cambridge University Press source materials. Add your own content quickly and easily, then arrange the content in a way that makes the most sense for your course. You can even personalize your book with your course name and information. When you are done, you’ll receive a PDF review copy in just minutes!

Sign up and explore Create today mcgrawhillcreate.com

Arrange and upload your own content Match your textbook to your teaching style in minutes. You can: • Create and reorder chapters • Delete unneeded content • Upload your own material

mcgrawhillcreate.com Create Customer Service (800) 962-9342 Now includes these Cambridge titles: • Grammar and Beyond • Academic Encounters • Making Connections

• Read This! • Skills for Effective Writing

and more...

32

Contact your ESL Specialist: 888-ESL-BUZZ (375-2899)


NEW

POWER OF PROCESS Now available with Interactions/Mosaic, this completely customizable tool helps your students develop essential critical thinking skills for reading and writing. ■ Improves reading comprehension and encourages stronger student participation. ■ Results in stronger writing submissions. ■ Choose strategies to provide your students with a process most likely to bring them success in a course or assignment. cambridge.org/interactions cambridge.org/mosaic


English for Academic Purposes: Integrated Series

Meeting students’ needs in class Interactions/Mosaic Sixth edition Lida R. Baker, Robert Baldwin, Laurie Blass, Jami Hanreddy, Pamela Hartmann, Darcy Jack, Margaret Keenan Segal, Elaine Kirn, Miki Knezevic, James Mentel, Paul Most, John Nelson, Cheryl Pavlik, Meredith Pike-Baky, Judith Tanka, Emily Austin Thrush, Brenda Wegmann, Patricia Werner, Elizabeth Whalley, Lawrence J. Zwier BEGINNING TO ADVANCED A 21ST-CENTURY COURSE

Interactions/Mosaic prepares students for college classes by fully integrating every aspect of student life: from taking notes to talking with professors, and from analyzing textbooks to online homework. • Intensive skill development. • Extensive vocabulary work (15-25 new words in each chapter). • Modern topics that cover every aspect of student life.

Connecting to student needs Connect ESL is an online environment custom-designed for students academically bound. Homework is completed online with automatically graded exercises. • More practice helps students learn what they study in class. • Automatically graded activities give students immediate feedback and save teachers time spent correcting homework. • A full ebook can be projected in class or used by students for out-of-class reference. • Powerful instructor tools allow you to choose what homework is assigned. • You can even create your own exercises, allowing for a fully customized experience. • NEW Access Power of Process directly in Connect! Click “Add Assignment” to get started.

Meeting students’ needs out of class • More practice in reading, listening, writing, and speaking. • More practice with the chapter’s vocabulary. • A full ebook.

34

Contact your ESL Specialist: 888-ESL-BUZZ (375-2899)


English for Academic Purposes: Integrated Series Academic preparation for reading and vocabulary PA R T

1

Reading Skills and Strategies

PA R T

Before You Read 1

3

Vocabulary and Language-Learning Skills Strategy

Previewing the Topic Look at the descriptions of the photos the photos. Next

Getting Meaning from Context: Definitions and Italics

to each description, write the number matching photo.

You can often find the meanings of words and phrases in the context. The context is the other words in the sentence or paragraph.

Relaxing in a messy room

At home relaxing with friends

• Look for a definition. Definitions give the meanings of words or phrases. A definition can be a short or long phrase. In a reading, a definition often comes in a sentence after the verbs be or mean. • Look for words in italics or in quotes " ". Defined words are sometimes in italics or quotes.

At home studying

In a dorm room studying

Examples

The definition of “an institution of higher education” is a college, university, or professional school. Its campus is its area and buildings. Photo 1

1

Getting Meaning from Context In the reading “The Higher Learning of Community Living” on pages 5 to 7. Find the words for the explanations below. Write the words on the lines. The letters in parentheses ( ) are the letters of the paragraphs.

Photo 3

In small groups, look at the and discuss these questions.

8. a double or triple 9. housing co-op

What do you think the people are saying or texting to one another?

10. a major

3. How is each situation like your own?

How is it different?

= a shared living and learning community on college or university campus = study and learning at a college or university = a private bedroom for one resident = a room with two or three beds = housing with shared work and decision making = a student’s main subject of academic interest Academic Life Around the World

CHAPTER 1

7/6/12 4:57 PM

Online, students complete automatically graded exercises that extend their practice of reading skills and vocabulary

Visit our website: cambridge.org/esl

= get through without harm (D)

7. a single

2. Imagine the conversation in each picture.

kir95076_ch01-Rnd02.indd 4

= a building for residents with the same major, life style, or cultural background (B)

4.

6. higher ed

(Examples: family, friends, college students, roommates/housemates) What are they doing?

Every chapter of Interactions/Mosaic Reading teaches students critical academic reading skills, preparing them for college courses

= features of accommodations for comfort or luxury (A)

3.

5. dorm

1. What is each place? Who are the people?

4

= a building with rooms for residents, usually with common bathroom facilities and recreation areas. (A)

Some words in the same reading are “short forms.” Write the rest of these words for the explanations on the lines.

Photo 2

Photo 4

1. 2.

kir95076_ch01-Rnd02.indd 15

15

Students are introduced to 15-25 new words in every chapter of Interactions/Mosaic, helping students to understand much more of what they read and hear

7/6/12 4:57 PM

The full ebook serves as a reference for students and a presentation tool for instructors

35


English for Academic Purposes: Integrated Series Academic preparation for listening and speaking PA R T

2

Presentation

PA R T

3

Strategies for Better Listening and Speaking

Freshman Workshop Using Context Clues

Before You Listen 1

If you don’t understand everything that English speakers say, you probably try to guess the meaning. How do you do this?

Prelistening Questions You will hear a college counselor give advice to a group of freshmen. Before you listen, answer these questions with a partner.

1. What kind of problems do first-year students have in college?

• Listen to clues, or signals, that help you guess. • Words that you already know can be clues to new words. • Grammar, stress, and intonation can also be clues to meaning.

3. Are you an organized or disorganized person? Give examples.

Read the sentence below. Try to guess the meaning of the new word from all the other words you know.

2. Is it easy or difficult for you to manage your time? Why?

Studying biology is a prerequisite to applying for medical school. 2

Previewing Vocabulary You will hear the underlined words in the presentation. Before you listen, write the letter of the correct definition beside each sentence.

Culture Note In American high schools and universities, students are called by the following names:

1st-year student: freshman (plural: freshmen) 2nd-year student: sophomore 3rd-year student: junior

4th-year student: senior

Sentences 1. 2.

3. 4.

5. 6.

7.

If you have many things to do, you need to manage your time carefully. David has a busy schedule. He has two classes in the morning, three classes in the afternoon and works 7 to 10 every night.

Nobody helped me do my homework; I did it on my own. We need to send in our university application before the deadline of December 1st.

Do you have any tips for a birthday present for my sister?

clue

a. control or organize

b. alone, by myself

your courses

e. the time or date when

Using Context Clues

something must be finished

Listen to a conversation between Ming, Peter, and Peter’s new roommate, Kenji.

f. draw a line through

1. The conversation is in five parts. Listen to the beginning of each part. Then listen to the question.

g. a plan of activities and their

times

2. Stop the recording after the question and choose the best answer to each question. 3. In the Clues column, write the words that helped you choose your answer. 4. Start the recording again. Listen to the last part of each conversation to hear the correct answer.

The school counselor gave me good advice on how to choose the best classes. After I buy something, I cross it off my shopping list.

Interactions/Mosaic Listening and Speaking introduces students to important vocabulary

Students continue to develop their listening skills and vocabulary online

Peter

Kenji

TOEFL® is a registered trademark of Educational Testing Service (ETS). This product is not endorsed or approved by ETS.

CH APTER 1

tan95181_ch01_Rnd07.indd 12

36

clue

Many tests such as the TOEFL® iBT, or the IELTS measure your academic listening and speaking abilities. This activity, and others in the book, will develop your social and academic communication abilities, and help you succeed on a variety of standardized tests.

c. useful, practical advice

d. a person who helps you plan

Ming

12

(new word)

You probably understood that you must study biology before you can go to medical school, and so prerequisite means something it is necessary for you to complete before you start something else.

Definitions

Academic Life Around the World

8/23/12 3:36 PM

15

The strategies students learn help them master both the conversations and lectures that they will hear around campus tan95181_ch01_Rnd07.indd 15

8/23/12 3:36 PM

The automatically graded exercises help students know exactly how well they are progressing. Instructors can assign speaking tasks and even create their own activities

Contact your ESL Specialist: 888-ESL-BUZZ (375-2899)


English for Academic Purposes: Integrated Series Everything you need to choose Interactions/Mosaic • Course description. • Downloadable sample chapters. • Downloadable scope and sequence. • Information on Connect ESL. • Links to the Connect Effectiveness Study.

Everything you need to teach with Interactions/Mosaic cambridge.org/interactions cambridge.org/mosaic

• Downloadable Teacher’s Manual. • Downloadable Audio. • Downloadable Placement Test. • Downloadable Silver Edition video. • How-to guides for Connect ESL. Interactions Listening/Speaking Student’s Book Student’s Registration Code for Connect ESL (Stand Alone) Student’s Book plus Registration Code for Connect ESL Teacher’s Manual with Tests Teacher Access to Connect ESL Class Audio Interactions Reading Student’s Book Student’s Registration Code for Connect ESL (Stand Alone) Student’s Book plus Registration Code for Connect ESL Teacher’s Manual with Tests Teacher Access to Connect ESL Class Audio Mosaic Listening/Speaking Student’s Book Student Registration Code for Connect ESL (Stand Alone) Student Book plus Registration Code for Connect ESL Teacher’s Manual with Tests Teacher Access to Connect ESL Class Audio Mosaic Reading Student’s Book Student Registration Code for Connect ESL (Stand Alone) Student Book plus Registration Code for Connect ESL Teacher’s Manual with Tests Teacher Access to Connect ESL Class Audio

$54.00 $54.00 $57.00

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To place an order, call 800-872-7423 or email orders@cambridge.org

Level 1 978-0-077-59518-0 978-0-077-78305-1 978-0-077-83100-4 cambridge.org/interactions Contact your ESL Specialist cambridge.org/interactions

Level 2 978-0-077-59519-7 978-0-077-78307-5 978-0-077-83102-8

978-0-077-59507-4 978-0-077-78304-4 978-0-077-83098-4 cambridge.org/interactions Contact your ESL Specialist cambridge.org/interactions

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978-0-077-59520-3 978-0-077-78309-9 978-0-077-83104-2 cambridge.org/mosaic Contact your ESL Specialist cambridge.org/mosaic

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978-0-077-59511-1 978-0-077-78308-2 978-0-077-83103-5 cambridge.org/mosaic Contact your ESL Specialist cambridge.org/mosaic

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See also • Silver edition (Fifth edition) Interactions/Mosaic Writing Interactions/Mosaic Grammar Page 92 • Power of Process Access Power of Process directly in Connect! Click “Add Assignment” to get started.

37


English for Academic Purposes: Integrated Series

Preparing students for academic coursework Academic Encounters Second edition Kristine Brown, Miriam Espeseth, Susan Hood, Yoneko Kanaoka, Kim Sanabria, Carlos Sanabria, Bernard Seal, Jennifer Wharton, Jessica Williams

Academic Encounters Second edition prepares students for university study by replicating the texts and tasks that they will encounter in different academic disciplines.

NEW Integrated Digital Learning • Listening and Speaking Student’s Books include Online Audio and Video. • Each Reading and Writing Student’s Book includes Writing Skills Interactive.

Example Skills Reading | Writing

Academic Skills • To help students succeed in college, Academic Encounters teaches critical academic skills. A set of icons highlights which skills are being practiced in each exercise. Authentic and Adapted Texts • Students interact with authentic academic content (adapted at lower levels). Reading passages come from college textbooks, and academic lectures were created using transcripts of actual classroom lectures. These lectures are available online with the Student’s Books.

Listening | Speaking

Sustained Content • Academic Encounters’ sustained content approach to language teaching immerses students in an academic discipline. This approach creates an authentic college experience, preparing students for the rigor of later coursework. cambridge.org/academicencounters

38

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English for Academic Purposes: Integrated Series Academic texts and tasks

Academic listening and speaking

Reading 3

B Work with your partner. Match the vocabulary terms from Step A with their definitions. Write the vocabulary word on the line. Check your answers in a dictionary if necessary.

EARTHQUAKES

5

10

15

fault a large break in the surface of the earth 20

25

a. hard to stop or give up

As 1974 came to an end and the new year began, animals in Haicheng, China, started acting strangely. Snakes normally hibernate underground during the winter, but they suddenly came out of their holes. Dogs began to bark and run around wildly, and horses became so upset that some ran away. Why were the animals acting like this? Many people think that the animals sensed what was coming: On February 4, 1975, the earth began to shake and buildings collapsed as a very large earthquake struck the city of Haicheng.

b. office that sells subway or metro cards or tokens c. informed about d. likely to be affected by e. sadly f. moving with no clear direction or purpose g. not wanting to do anything; inactive h. aware

What causes earthquakes? When the tectonic plates that make up Earth’s crust move past each other, they often bump or rub against each other. The earth, or ground, above the plates moves as well. This movement is called an earthquake. Sometimes the plates get stuck. The pressure increases as the two plates try to move past each other but cannot. They finally move with a sudden and powerful jerk. This can also cause an earthquake. During a small earthquake, the ground simply shakes a little, and people may not even notice. However, a strong movement can cause the ground to shake and roll violently. It can make buildings and bridges fall. It can also cause the ground to split open and form a large fault, or crack.

2 Organizing your notes as a map

N L

A Look at the following map. It is a map for all of Part 1 of the lecture. Notice that you already know some of the missing information because you listened to excerpts from Part 1 in the note-taking task on page 120. Copy your answers from that task onto the appropriate lines in this map.

Dedra Smith: Dangers of the Mass Media Pt 1: Issues of violence, , and 15 yrs ago, m. media =

Where do earthquakes happen? Earthquakes can happen anywhere, but certain places have more earthquakes. These places sit on tectonic plates that move frequently. One example is the area around the Pacific Plate, which includes China, the Philippines, Japan, and the western coasts of Canada, the United States, and South America. Earthquakes are common in those places. The deadliest earthquake in modern times happened in 1976 in Tangshan, China. It lasted less than two minutes, but more than 250,000 people died, and more than 90 percent of the buildings collapsed. Earthquake scientists study places such as Tangshan because of the many faults in these areas and the activity of the tectonic plates.

Now, m. m. includes: blogs social networking sites

1 violence • TV (avg time TV on each day • Kids:

)

Advances Dangers

3

2 • “Couch potato” • imp. decisions:

• Subway booth:

San Andreas fault in California

B Now watch or listen to Part 1 of the lecture and complete the map. C Compare your map with a partner.

40 Unit 1 Planet Earth

This intensive, immersive approach replicates exactly what students will experience in college classrooms

Chapter 6  Impact of the Media on Our Lives  119

Each unit provides extensive instruction and practice in taking notes, helping students succeed in university courses

Academic lectures online Each unit’s lectures were recorded in real college classrooms, complete with interactions between professors and students. These lectures are available online with the Listening and Speaking Student’s Book.

Academic Encounters Second edition Student’s Book - Reading and Writing with Writing Skills Interactive Pack NEW Student’s Book Listening and Speaking with Integrated Digital Learning Teacher’s Manual - Reading and Writing Teacher’s Manual - Listening and Speaking NEW 2-Book Set (Student's Book Reading and Writing with Writing Skills Interactive, Student's Book Listening and Speaking with Integrated Digital Learning)

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Grammar GRAMMAR AND BEYOND

3 The world’s only corpus-informed grammar series

Present Perfect 4vs. Simple Past J o h n D. B u n t i n g Luciana Diniz with Randi Reppen

Grammar Presentation The present perfect can refer to events that

Grammar and Beyond Level 1: Randi Reppen Level 2: Randi Reppen Level 3: Laurie Blass, Susan Iannuzzi, Alice Savage, with Randi Reppen Level 4: John D. Bunting, Luciana Diniz, with Randi Reppen BEGINNER TO ADVANCED

Grammar and Beyond teaches the grammar students need most, thanks to the billion-word collection of authentic language – the Cambridge English Corpus. Real-World Contexts • Students learn each structure in the context in which it most commonly appears illustrating authentic usage. Real-World Application • Students practice using the grammar in ways they will be expected to outside of class – with a special emphasis on written forms.

"Have you read any books about successful people?" "Yes. I read one about Raul Julia last week."

NEW Integrated Digital learning began in the past, continue until now, and

may continue in the future. The simple past • Student’s Books now with Writing Skills expresses completed events.

Interactive

3.1 Present Perfect and Simple Past Contrasted

Real-World Grammar

a. Use the present perfect to refer to events or repeated actions that continue into the present moment.

Gandhi has inspired people all over the world. (Gandhi inspired people for many years, and his ideas still inspire people now.)

Use the simple past to refer to completed actions.

Gandhi promoted nonviolence against British rule. (Gandhi did this while he was alive.)

b. Use the present perfect to refer to an action completed at an unspecified time in the past that has an effect in the present.

The Gates Foundation has supported health care in poor countries. (Poor countries are benefiting from this care now.)

Use the simple past to refer to a completed action in the past that doesn’t have an effect in the present.

Bill Gates founded the Microsoft Corporation in 1975. (This is a fact about Bill Gates’s past.)

Data from the Real World In informal speaking, people sometimes use the We haven’t finished yet. simple past with already and yet instead of the We didn’t finish yet. (informal speaking) present perfect. In academic writing, always use the present perfect with already and yet.

The foundation has already given millions of dollars to charities this year.

Real-World Writing • Grammar is connected to writing through analysis of the most common ways that writers actually use the grammar. How Grammar Really Works • Students learn key differences between spoken and written English, as well as the most common structures. cambridge.org/grammarandbeyond

40

already yet

g with present perfect g with simple past

Enhanced Teacher’s Manual • Enhanced Teacher’s Manual with customizable tests, communicative activities, presentations, 36 Unit 3 Present Perfect and Present Perfect Progressiveand more

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Grammar From instruction to application Future Time Clauses, Future Perfect, and Future Perfect Progressive

6

U N I T

1

Future Time Clauses, Future Perfect, and Future Perfect Progressive

Bo Right. I’m sure that when I

(5)

some good ideas. I’ll take notes while I Erin While you

Business Practices of the Future

(study) Dan’s page, I’ll get (look) at it.

(6)

(analyze) Dan’s page, I’ll think about how

(7)

we can use blogs for marketing as well. Bo Great idea. While you

Grammar in the Real World

(think) about blogs, I’ll get

(8)

some information on the impact e-mail can have. Erin Good plan! Let's get moving!

A What personal information do you have online? Read the web article about cloud computing. What are the pros and cons?

Exercise 2.3  Time Clauses with When Look at Jared's meeting agenda. Then complete the sentences about what is going to happen. Pay close attention to the sequence of events. Use will or the future progressive of the verbs in parentheses. Sometimes there is more than one correct answer.

Smart Businesses Have Their Heads in the Cloud

5

10

15

Agenda 8:00–8:20 8:15 8:20–10:00 10:00–10:20 10:00 10:20

More and more people are accessing their personal electronic data from their phones and other devices using cloud computing. Cloud computing is the term for computer work on the Internet. Instead of storing fi les on your own computer or mobile device, you pay a cloud services provider1 to keep everything on a computer in another location.

10:20–11:30

In addition to storing information, cloud computing sometimes offers software and management tools that can help companies cut costs. According to a recent survey on cloud computing, by 2020, many companies will have eliminated2 their technology departments and saved large sums of money because they will have been using the cloud. In addition, when these businesses move their work to the cloud, they will not need to spend money on software updates because the cloud will provide access to the most current technology.

11:30

1. I

Introduce new employees Sara arrives; introduce Sara Brainstorm for new budget Take break Photocopy worksheets Return from break; hand out worksheets; put everyone into small groups Small-group discussions; walk around and take notes Vice president arrives; reassemble group

will be introducing (introduce) the new employees when Sara arrives. (introduce) her.

2. When Sara arrives, I 3. I

(photocopy) the worksheets when the group takes a break.

4. I

(hand out) the worksheets when the group returns from the break. (put) them into

5. When people return from the break, I small groups.

(walk) around and

6. When people work in small groups, I

1 provider: a business that provides access to a service, such as the Internet or the cloud | 2eliminate: remove or take away

(take) notes. (finish)

7. When the vice president arrives, the groups their discussions.

(reassemble) the group when the vice president arrives.

8. I 76

Business Practices of the Future

81

Grammar in the Real World

Grammar Application

Each unit presents the grammar in a realistic context, using intriguing, contemporary readings

Once students have studied the unit’s grammar, they apply their knowledge in a variety of activities

Future Time Clauses, Future Perfect, and Future Perfect Progressive

5 Grammar for Writing

4 Avoid Common Mistakes

Using Future Perfect and Future Perfect Progressive to Write About  Completed and Ongoing Events in the Future

1. Use future forms in the main clause and present forms for the time clause. We will buy it after we will get back from our trip.

Writers use a combination of future forms to describe something that will happen in the future. They use the future perfect for events that will be completed in the future. They use the future perfect progressive for ongoing events in the future. Read these examples:

2.  Remember to use the future perfect when describing a future event that occurs  before another future event. will have They left by the time we get there, so we won’t see them. have moved By that time, you will move.

You’ll have become an expert in cloud computing by the time you get your degree. Once I get my degree, I will have been in the program for three years. I’ll have been studying for a year before I really understand cloud computing. By next May, he will have been working in cloud computing for eight years.

3.  Make sure you do not confuse the future perfect progressive with other forms. living In June, we will have been lived in Texas for 2 years.

Writers also often use the words before, by, by the time, and once to indicate the time of an event. By can be followed only by a time or noun phrase, such as by 1981 or by the end of the year. Before can be followed by a time or noun phrase or by a clause such as before he arrives. By the time and once can be followed only by a clause.

4. Remember to use will when forming the future perfect. will By this time next year, she have gotten a better job.

Editing Task

Pre-writing Task

Find and correct seven more mistakes in the paragraph about the future of health care. have changed Experts say that by 2020, the health-care industry will change in many ways because

1 Read the paragraph about getting an IT certificate. Who do you think is the writer of this paragraph? Where would you find a paragraph similar to this one?

of technology and the Internet. I plan on working in this industry, so it is fascinating

Getting an IT Certificate

for me to know that by the time I graduate, the job market has changed dramatically.

5

Westport City College (WCC) has become a well-respected institution in the

One change that interests me is in the doctor-patient relationship. By that time,

Westport community over the past several decades. By the end of this spring, WCC will

technology will empower patients because they will have been used the Internet to gather

have been educating students for 50 years. Once summer break begins, we will have served

information and discuss information with others. Also, health-care companies will have

over 1 million Westport residents. WCC has always offered programs in leading fields

been used cloud computing for a few years, so a patient’s medical files will always be

10

5

of industry, and we are constantly updating our programs to teach the most up-to-date

available to both the patient and the doctor. This means that, for example, when a patient

information. Right now, we have exciting news for students with an interest in computers.

will arrive for his appointment, he will not have to fill out forms, and the doctor have

By next fall, WCC will have been offering a certificate program in Information Technology

already seen the patient’s information. By the time a patient decides on a treatment, the

for over 30 years, but we are planning many important changes to the program for

doctor and patient will have been discussed many options. The whole health-care system

September. For example, we will offer a specialized certificate in cloud computing next

will have improved, so more people will live in a state of health.

10

fall. Two new professors will be joining our team of excellent instructors to help make this happen. Professor Gordon Jones will be teaching several basic courses, including Cloud Computing 101. By the time he joins us, Professor Jones will have been working in cloud computing for 10 years. Professor Margaret Chan will have trained employees to use

Business Practices of the Future

87

88 Unit 6 Future Time Clauses, Future Perfect, and Future Perfect Progressive

Avoid Common Mistakes

Grammar for Writing

Students study and practice fixing the most common mistakes (based on a corpus of learner language)

The final section teaches specific ways in which writers use the grammar

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41


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Free Resources for Grammar Teachers The Grammar and Beyond website offers a host of resources for teaching grammar:

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• Writing Skills Interactive Page 58

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43


GRAMMAR p.46 CHOOSE: VOCABULARY PHRASAL

p.48

VERBS p.48

COLLOCATIONS IDIOMS

p.48

p.48

BUSINESS

VOCABULARY p.82

PROFESSIONAL

ENGLISH p.83


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RIGHT FOR YOU.

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Grammar A new edition of Murphy’s classic grammar book Unit

13

I was doing (past continuous) A

4:00

It is 6:00 now. Rob is home. He is watching TV.

now (6:00)

At 4:00 he wasn’t at home. He was at the gym. He was swimming in the pool. He wasn’t watching TV.

4:00

4:15

he was swimming

he finished swimming

3:30 he started swimming

NEW Basic Grammar in Use Self-study reference and practice for students of North American English Fourth edition

B

Raymond Murphy with William R. Smalzer and Joseph Chapple HIGH BEGINNING TO LOW INTERMEDIATE

I he she it

was

we you they

were

Negative doing watching playing swimming living, etc.

Question

I he she it

was not (wasn’t)

we you they

were not (weren’t)

doing watching playing swimming living, etc.

was

I he she it

were

we you they

doing? watching? playing? swimming? living?, etc.

Available with and without answers

What were you doing at 11:30 yesterday? Were you working? “What did he say?” “I don’t know. I wasn’t listening.” It was raining, so we didn’t go out. In 2009 we were living in Japan. Today she’s wearing a skirt, but yesterday she was wearing pants. I woke up early yesterday. It was a beautiful morning. The sun was shining, and the birds were singing.

Basic Grammar in Use Fourth edition is an American English, self-study reference and practice book for beginning-level learners, used by millions of people around the world. This edition retains the key features of clarity and ease-of-use that have made the book so popular with learners and teachers alike. Designed to be flexible, the fourth edition is available both with and without answers, making it perfect for self study, but also suitable for reinforcement work in the classroom.

Tried-and-trusted, easy-to-use format

was/were + ‒ing is the past continuous: Affirmative

Clear grammar explanations and lots of practice exercises to consolidate learning

Spelling (live → living / run → running / lie → lying , etc.) → Appendix 5

C

am/is/are + ‒ing (present) → was/were + ‒ing (past): Present

Past I’m working (now). It isn’t raining (now). What are you doing (now)?

26

was/were ➜ Unit 10

I was working at 10:30 last night. It wasn’t raining when we went out. What were you doing at 3:00?

I was doing and I did (past continuous and simple past) ➜ Unit 14

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Grammar BRITISH ENGLISH

U N I T

17

A

Used to (do) Study this example situation: A few years ago

David quit jogging two years ago. He doesn’t jog anymore. But he used to jog. He used to jog three miles a day. He used to jog = he jogged regularly in the past, but he doesn’t jog now. he doesn’t jog now

he used to jog past

B

Something used to happen = it happened regularly in the past but no longer happens: ■ I used to play tennis a lot, but I don’t play very often now. ■ David used to spend a lot of money on clothes. These days he can’t afford it. ■ “Do you go to the movies much?” “Not anymore, but I used to.” (= I used to go) We also use used to . . . for something that was true but is not true anymore: ■ This building is now a furniture store. It used to be a movie theater. ■ I used to think Mark was unfriendly, but now I realize he’s a very nice person. ■ I’ve started drinking coffee recently. I never used to like it before. ■ Nicole used to have very long hair when she was a child.

C

“I used to do something” is past. There is no present form. You cannot say “I use to do.” To talk about the present, use the simple present (I do). Compare: Past Present

Grammar in Use

■ ■

D

Third editions

he used to play he plays

we used to live we live

there used to be there is

We used to live in a small town, but now we live in Chicago. There used to be four movie theaters in town. Now there is only one.

The normal question form is did (you) use to . . . ?: ■ Did you use to eat a lot of candy when you were a child? The negative form is didn’t use to . . . : ■ I didn’t use to like him.

Grammar in Use Intermediate: Raymond Murphy, with William R. Smalzer Advanced Grammar in Use: Martin Hewings

now

these days

Clear grammar explanations and lots of practice exercises to consolidate learning.

Supplementary grammar books loved by both teachers and students

2 years ago

E

F U N I T

Exercises 17.1 Complete the sentences with use(d) to + an appropriate verb.

David quit jogging two years ago. He used to jog three miles a day. Liz a motorcycle, but last year she sold it and bought a car. We moved to Spain a few years ago. We in Paris. 34 I seldom eat ice cream now, but I it when I was a child. Tracy my best friend, but we aren’t friends anymore. It only takes me about 40 minutes to get to work now that the new highway is open.p032-041.indd It 34 more than an hour. 7. There a hotel near the airport, but it closed a long time ago. 8. When you lived in New York, to the theater very often?

1. 2. 3. 4. 5. 6.

Grammar in Use has been teaching the world grammar for over 30 years. This flexible series is perfect as a supplement, reference, or for students’ self-study.

Compare I used to do and I was doing: ■ I used to watch TV a lot when I was little. (= I watched TV regularly in the past, but I no longer do this) ■ I was watching TV when Mike called. (= I was in the middle of watching a program)

17

Do not confuse I used to do and I am used to doing (see Unit 59). The structures and meanings are different: ■ I used to live alone. (= I lived alone in the past, but I no longer live alone.) ■ I am used to living alone. (= I live alone, and I don’t find it strange or difficult because I’ve been living alone for some time.) Past Continuous (I was doing) Unit 6

Would (= used to) Unit 34C

Be / get used to (doing) something Unit 59

12/1/10 3:05 PM

17.2 Matt changed his lifestyle. He stopped doing some things and started doing other things:

Effective Methodology • The simple two-page format for each grammar point teaches the most important aspects of the grammar and then offers immediate practice. This methodology provides students with a fast learning path favored by teachers all over the world.

He stopped

1. 2. 3. 4. 5. 6.

Comprehensive Instruction and Reference • Each level covers over 100 grammar points, making them invaluable tools for instruction and long-term reference guides.

He started

sleeping late going out every night spending a lot of money

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He used to study hard. He didn’t use to sleep late.

17.3 Compare what Karen said five years ago and what she says today:

Five years ago

Today I’m a hotel desk clerk.

I travel a lot.

I play the piano.

I’ve got lots of friends.

I never read newspapers.

I’m very lazy. I don’t like cheese.

Flexible Content and Formats • The units in Grammar in Use can be taught in any order, allowing teachers to use the books as part of any curriculum. • Both Intermediate and Advanced levels are available with or without answer keys. Grammar in Use Intermediate is also available with or without a CD-ROM, and Advanced Grammar in Use is available with or without an ebook.

studying hard going to bed early running three miles every morning

Write sentences about Matt with used to and didn’t use to.

I don’t drink tea.

I go to a lot of parties.

I’ve got a dog.

I eat lots of cheese now. I work very hard these days. I don’t see many people these days. I work in a bookstore now. Tea’s great! I like it now.

My dog died two years ago. I read a newspaper every day now. I haven’t been to a party for ages. I haven’t played the piano for years. I don’t take many trips these days.

Now write sentences about how Karen has changed. Use used to / didn’t use to / never used to in the first part of your sentence.

1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

She used to travel a lot She She She She She She She She She

, , , , , , , , , ,

but but but but but but but but but but

she doesn’t take many trips these days.

35

Additional Exercise 9 (page 301)

p032-041.indd 35

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Vocabulary and Idioms BRITISH ENGLISH

BRITISH ENGLISH

“Really good book for selfVocabulary in Use study. Clear explanations and examples. Not only vocabulary, Second edition also collocations, phrasal verbs Michael McCarthy, Felicity O’Dell, Stuart Redman with John D. Bunting, Randi Reppen, and common expressions.” Lawrence J. Zwier Keira, Amazon customer

HIGH BEGINNING TO HIGH INTERMEDIATE

Comprehensive and Flexible

Academic Vocabulary in Use Second edition Michael McCarthy and Felicity O’Dell INTERMEDIATE TO UPPER INTERMEDIATE

Academic Vocabulary in Use Second edition is the perfect study aid for anyone using English for their academic work. Ideal for students of any discipline, from engineers and social scientists to business students and lawyers, it covers all the key vocabulary found in academic textbooks, articles, lectures and seminars. The book is also useful for those preparing for IELTS and university entrance examinations. The Second edition has been updated to reflect changes in education, technology and communications, includes a selection of new reading passages, and is now in full colour. • 50 easy-to-use, two-page units with clear explanations of new vocabulary on the left page, and a variety of practice exercises on the right. • The most useful and frequently-used academic vocabulary, based on the Cambridge English Corpus and established academic word lists. Book with answers

$31.20 978-1-107-59166-0

• Each level organizes the vocabulary into manageable groups of the most common words and phrases (1,200 at the Basic level and 3,500 at High Intermediate), offering complete coverage of the most important words for learners at each level. The unique two-page format teaches vocabulary on the left, and offers practice on the right, so students immediately apply what they study. Corpus Based • The Cambridge English Corpus ensures that the words taught as well as the examples provided represent the way English is really used in academic and non-academic contexts. Basic Vocabulary in Use Second edition Student’s Book with Answers $31.80 978-0-521-12367-9 Vocabulary in Use Intermediate Second edition Student’s Book with Answers $31.80 978-0-521-12375-4

B1 B2 C1 C2 Michael McCarthy and Felicity O’Dell INTERMEDIATE TO ADVANCED

Explanations and practice of English idioms, phrasal verbs and collocations at intermediate (B1-B2) and advanced levels (C1-C2). Revised, updated and now in full colour. English Collocations in Use Second edition Book with answers Intermediate $31.00 978-1-316-62975-8 Book with answers Advanced $31.00 978-1-316-62995-6 English Idioms in Use Second edition Book with answers Intermediate $31.00 978-1-316-62988-8 Book with answers Advanced $31.00 978-1-316-62973-4 English Phrasal Verbs in Use Second edition Book with answers Intermediate $31.00 978-1-316-62815-7 Book with answers Advanced $31.00 978-1-316-62809-6

Idioms for Everyday Use The Basic Text for Learning and Communicating with English Idioms Milada Broukal

Vocabulary in Use High Intermediate Second edition Student’s Book with Answers $31.80 978-0-521-12386-0 Also available • In the Know In the Know teaches the 800 most common idioms and guides students through their form, meaning, and use in multiple, engaging activities.

Student’s Book

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New editions!

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ESL students can rapidly master American English idioms with this illustrated, hands-on workbook. More than 230 high-frequency idioms are introduced in reading selections, dialogues, and activities that help learners incorporate common phrases into their everyday speech. Student’s Book Teacher’s Edition with Answer Key

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Reading

The academic reading and vocabulary skills your students need for college Making Connections Skills and Strategies for Academic Reading Intro: Jessica Williams, David Wiese

NEW Integrated Digital learning • Student’s Books now include Online Audio.

Level 1: Jessica Williams Level 2: Jessica Williams, Jo McEntire Level 3: Kenneth J. Pakenham, Jo McEntire, Jessica Williams Level 4: Jessica Williams, Pamela Vittorio

Before You Read

Connecting to the Topic Read the definition of marketing, and then discuss the following questions with a partner.

marketing (n) everything that a company does in order to sell its products or services

HIGH BEGINNING TO ADVANCED

Making Connections prepares students for the challenges of reading college textbooks through systematic practice of reading and vocabulary skills. Extensive Skill Building • Each unit teaches students how to read and how to learn new words. The reading and vocabulary strategies that students develop are then applied during the readings. This direct application of skills helps students learn exactly how and when to use each strategy. Intensive Vocabulary Building • Students learn key academic words, including words from the Academic Word List, in every unit. Each unit further extends students’ knowledge through exploration of synonyms, word families, and placement of words into their correct context. Improving Reading Speed • Every book contains tips for reading more quickly. Students chart their speed in a special section that allows them to see their own progress. This emphasis on reading speed helps boost fluency and prepares students for the extensive reading they will encounter in universities.

1 What are some things that you think a company needs to do to sell its products successfully? 2 Which of these things do you think are most important? Explain your answer. 3 Do you think marketing activities can convince people to buy things? Explain your answer.

Previewing and Predicting Remember to preview the title and quickly look at any art, such as photos or drawings. If the art has any words below it, you should read them, too. Looking at all of these can help you to predict what the reading will be about. A Read the title of Reading 1 and look at the photographs below. With a partner, discuss what the advertisements are trying to express.

1

2

Live your dream!

3

SLEEPALOT Recommended by doctors everywhere.

The drink of SUPERSTARS.

B Put a check (✓) next to the topic or topics you think will be in the reading.

a The best car advertisements b The impact of advertisements c The history of advertisements

d How to find a job writing advertisements e Why advertisements increase sales

C Compare your answers with a partner’s.

While You Read As you read, stop at the end of each sentence that contains words in bold. Then follow the instructions in the box in the margin. READING 1 ● 69

cambridge.org/makingconnections Visit our website: cambridge.org/esl

49


Reading Each unit teaches key reading and vocabulary skills, which help students navigate college textbooks

SKILLS AND STRATEGIES 1

Finding the Meanings of Words Writers sometimes use words that a reader may not know. To help readers understand a difficult word, writers may explain what the word means by giving its definition. Writers often use clues to do this. These clues can be other words, phrases, or punctuation. They can signal, or show you, that a definition is coming next. Good readers pay attention to these clues. This helps them find the meanings of words.

Examples & Explanations Computers can scan, or take pictures of, travelers’ faces.

Sometimes writers give the definition of a difficult word immediately after the word. They may use the word or to signal, or show you, that a definition is coming next. scan = take pictures of

Governments want to be able to use their countries’ natural resources, that is, the natural materials in the water, on land, and underground.

Writers may use phrases, such as that is or in other words, to explain the meaning of a word or a phrase.

National borders – the places where one country ends and another country begins – can be physical or political.

Writers may also use punctuation around definitions. They may use parentheses, dashes, and commas. Here the writer uses dashes (–).

natural resources = materials in the water, on land, and underground

Beyond the Reading

Critical Thinking In Reading 3, the writer says that in the future, there will be powerful technology at borders, borders will become easier to cross, and one day, borders may even disappear.

national borders = the places where one country ends and another begins

Computer chips are an important development in technology. These very small electronic parts can store large amounts of information.

A Work with a partner and decide if there is enough information to support the writer’s point by answering the following questions. Give reasons for your answers, and take notes on your discussion.

Sometimes writers don’t give a signal. They just give a definition in a sentence that follows.

EVALUATING INFORMATION

Critical thinkers ask themselves if there is enough information to support the points a writer makes in a text.

1 Does the writer explain what type of powerful technology there might be at the borders in the future? What type do you imagine there will be?

computer chips = very small electronic parts that can store large amounts of information

2 Does the writer explain why it will become easier to cross borders in the future? Do you think it will become easier to cross borders in the future or more difficult? 3 Does the writer explain why borders might disappear in the future? Do you think there will be a time in the future when borders disappear?

2

● UNIT 1

B Work with another pair of students. Compare your answers and the reasons you gave for your answers.

Research Find out about border control in your country or a country that you know well. Find answers to the following questions. ●

Who needs a visa to visit this country?

Do citizens of the country need a visa to visit other countries?

What sort of technology is used at the borders of the country?

Writing Write a short summary of your research. Describe border control in the country you researched.

After thinking critically about the academic content, students develop their reading speed and chart their progress as they learn to read more quickly and fluently

Improving Your Reading Speed Good readers read quickly and still understand most of what they read. A Read the instructions and strategies for Improving Your Reading Speed in Appendix 3 on page 273. B Choose one of the readings in this unit. Read it without stopping. Time how long it takes you to finish the text in minutes and seconds. Enter the time in the chart on page 274. Then calculate your reading speed in number of words per minute.

30

50

● UNIT 1

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Reading The perfect transition to academic courses READING

Students apply the skills not only in separate exercises but during the reading tasks, teaching them exactly when and how to use each skill

2

Walls as Borders 1

2

3

Today, most national borders are lines on a map. Two countries agree on the line between them. However, in the past, some countries had walls or fences on their borders. Walls had several purposes. They helped prevent invasions, that is, the arrival of enemies. Walls were also a good way to make money. There were often only a few entrances in a wall. People had to pay taxes when they went through these entrances. In more recent times, walls also have had other purposes. These days, some walls prevent people from leaving their country. Other walls stop people from entering a country. These peo‑ ple are often looking for jobs and are hoping for a better life on the other side of the wall. Two of the most famous walls in history are the Great Wall of China and Hadrian’s Wall. The Great Wall of China is 5,500 miles (8,850 kilometers) long and more than 29.5 feet (9 meters) wide in some places. The Chinese built it to stop invaders from entering China. Along the top of the wall, there were thousands of guards. These guards were men who could see anyone who came near the wall. In England, the Romans built Hadrian’s Wall in the second cen‑ tury CE. Like the Great Wall of China, its major purpose was also to stop invaders. However, that was not its only purpose. The other reason was money: People had to pay a tax to the Romans when they came through Hadrian’s Wall. The most famous wall in recent history was the Berlin Wall. After World War II, East and West Germany became separate, that is, they became two different countries. The Soviet Union controlled East Germany and the eastern part of Berlin. At first, people could still travel between East and West Berlin. However, the Soviet Union wanted to stop this, so in 1961, it built the Berlin Wall. The purpose of this wall was not to stop invaders or get money from taxes. It was

WHILE YOU READ

1

Look in the next sentence for a definition of recent. Highlight it.

WHILE YOU READ

2

Look in the next sentence to help you guess the meaning of guards. What do guards do? a) Keep people safe b) Build walls

MAKING CONNECTIONS The Great Wall of China stopped invaders from entering China.

PRONOUN CONNECTORS

Writers use pronouns to connect words and ideas within and across sentences. Pronouns make the writing shorter and less repetitive. However, pronouns give the reader extra work to do because the reader has to find the words and ideas that the pronouns refer to. Some common pronouns are he

she

it

they

this

that

these

those

When you see a pronoun, ask yourself: What does this pronoun refer to? In the following example, the pronoun is in bold, and the noun it refers to is underlined. The arrow shows the connection. Government officials work at the border. They check all passports. READING 2 ● 13

In the next example, the pronoun is in bold, and the idea it refers to is underlined. The arrow shows that the pronoun refers to the whole idea in the first sentence. There was a long line of trucks and cars at the border crossing. This delayed the tour bus for 3 hours.

Exercise 1 Read the following groups of sentences. Highlight the pronoun in the second sentence in each group. Underline the noun or ideas the pronoun refers to. Draw an arrow from the pronoun to the underlined items. The first one has been done for you. 1 I gave my passport to the official. He examined the photo carefully.

Students also study the connectors used in academic texts, helping them learn how to navigate dense college textbooks

2 Everyone is required to show some kind of identification. The guard at the entrance will ask for it. 3 All the documents are electronic. They are stored on one computer. 4 There were three attempts to guess the password. They all failed. 5 Each person’s iris is unique. That is the reason irises are good forms of identification. 6 There were separate lines for visitors and citizens. This made it faster for citizens to come back into the country. MAKING CONNECTIONS ● 31

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Reading Strategic Reading Second Edition

2

Jack C. Richards Samuela Eckstut-Didier CUP_StrategicReading_Covers-MkgPDFs.indd 2

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Academic skills through engaging content

Reading fluency through authentic content

Read This!

Strategic Reading

Fascinating Stories from the Content Areas

Second edition

Daphne Mackey, Alice Savage

Jack C. Richards, Samuela Eckstut-Didier

HIGH BEGINNER TO HIGH INTERMEDIATE

LOW INTERMEDIATE TO HIGH INTERMEDIATE

Read This! is the only series that presents the most interesting stories from academic disciplines as a way to teach academic skills and vocabulary.

Strategic Reading helps students develop reading fluency by focusing on reading speed and key skills as they read authentic (and adapted) texts.

• Thematic units mix content from different academic areas and promote interdisciplinary study.

• Readings are adapted from authentic sources so students can be prepared for reading outside the classroom.

• Students learn both useful content-related vocabulary and words from the Academic Word List.

• Pre-reading tasks build students’ schema on the topic of the reading and teach them to skim and scan the text before reading in depth.

• Reading skills exercises that use graphic organizers provide greater insight into the texts.

• Key vocabulary is practiced throughout, building students’ reading readiness.

• Unit Wrap-Ups allow students to review the unit vocabulary and discuss and write about the unit topic. • WebQuests online help students explore the content further.

• Instruction on one reading strategy per reading facilitates student learning. • Expanded post-reading activities help students develop essential critical thinking skills.

• MP3 files are available online for students to listen to as well as read each story.

cambridge.org/strategicreading

• Photocopiable Unit Tests in the Teacher’s Manual are provided to assess students’ progress.

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Contact your ESL Specialist: 888-ESL-BUZZ (375-2899)


Reading “As most teachers would agree, celebrating diversity promotes understanding and tolerance. Moreover, building our students’ self-esteem should be a goal in every classroom.” Judith Kay Rosemary Gelshenen

Great literature and the skills needed to read it Discovering Fiction

Selected authors:

Second edition

Intro  Adapted literature

Judith Kay, Rosemary Gelshenen LOW INTERMEDIATE TO ADVANCED

Discovering Fiction equips students to read and understand authentic short stories. As students develop the reading, vocabulary, and critical thinking skills they need, they progress from adapted to authentic literature. Contemporary and Classic North American Stories

• • • •

Edith Eaton O. Henry Sinclair Lewis Mark Twain

Level 1  Authentic literature • • • •

Kate Chopin William Saroyan James Thurber Yoshiko Uchida

Level 2  Authentic literature

• The greatest stories, from Hughes to Cisneros, from Hemingway to Chopin, give students a thorough background in North American literature, and provide insights into the culture that produced each work.

• • • •

Sandra Cisneros Ernest Hemingway Langston Hughes Shirley Jackson

Chapter 1

Key Skills for Reading Literature • To read literature, students need more than the standard set of reading skills. Discovering Fiction pays special attention to skills like guessing meaning from context and understanding literary devices. Critical Thinking Skills for Understanding Literature • Reading literature is more than simply comprehending a text, and Discovering Fiction trains students to think critically, make inferences, discuss what they read, and write responses to the work.

Eleven s andra c isnerOs

WebQuests • Engaging WebQuests send students to authentic websites, building their confidence, fluency, and ability to read across different media.

A P reParing

TO

r ead

1 Think Before You Read Answer the following questions:

cambridge.org/discoveringfiction

Discovering Fiction Student’s Book Instructor’s Manual

Visit our website: cambridge.org/esl

1 Have you ever been disappointed by your birthday? How did you feel about your birthday when you were a child? Did your birthday make you feel older? 2 Do you remember being embarrassed by a teacher when you were a child? What happened? 3 What are some things a child might do in a situation where an adult, who has more power, is being unfair to him or her?

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Childhood Memories

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Reading “This is an intriguing book, with an excellent plot. The reader is kept on edge, wondering what will happen to Harry.” Language Learner Literature Award judges

Level 3 Low Intermediate: 1300 Headwords Original Fiction: A Little Trouble in the Yorkshire Dales by Adventure Richard MacAndrew Original Fiction: FINALIST Language Learner Literature Award Fantasy Running Wild by Margaret Johnson Original Fiction: The Mind Map by David Morrison Fantasy Original Fiction: Alone! by Jane Rollason Historical Fiction Adapted Fiction: Tales of Terror by Edgar Allan Poe and others Horror Retold by Jane Rollason Factbooks Scotland by Richard MacAndrew

Cambridge Experience Readers Ideal for teenagers Series Editor: Nicholas Tims STARTER TO ADVANCED Winner Language Learner Literature Award

Cambridge Experience Readers have been written and selected especially for teenagers. This series of graded readers has something for everyone, with a lively mix of original fiction, adapted fiction, and factbooks. • The audio recordings are available FREE at cambridge.org/experiencereaders. • Stunning illustrations and activities aid students’ understanding of the texts. • Free online resources including lesson plans, guides and worksheets. • Available in American English. cambridge.org/experiencereaders Beginning – Level Literacy: 250 Headwords Original Fiction: FINALIST Language Learner Literature Award Adventure A Little Trouble in California by Richard MacAndrew Original Fiction: FINALIST Language Learner Literature Award Fantasy Gone! by Margaret Johnson Original Fiction: Quick Change! by Margaret Johnson Fantasy Level 1 Beginning: 400 Headwords Original Fiction: WINNER Language Learner Literature Award Adventure A Little Trouble in Dublin by Richard MacAndrew Original Fiction: Summer Sounds by Marla Bentley Adventure Factbooks Amazing Young Sports People by Mandy Loader Human Interest Human Interest

WINNER Language Learner Literature Award Vinnie’s Vacation by Antoinette Moses Spider Boy by Margaret Johnson

Level 2 High Beginning: 800 Headwords Original Fiction: A Little Trouble in Amsterdam by Richard MacAndrew Adventure Original Fiction: Grandad’s Magic Gadgets by Helen Everett-Camplin Comedy Original Fiction: As Others See Us by Nicola Prentis Fantasy Original Fiction: Killer Bees by Jane Rollason Horror Original Fiction: FINALIST Language Learner Literature Award Human Interest Ask Alice by Margaret Johnson Adapted Fiction: Parties and Presents: three short stories by Short Stories Katherine Mansfield Retold by Margaret Johnson Factbooks London by Jane Rollason Factbooks New Zealand by Margaret Johnson

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Level 4 Intermediate: 1900 Headwords Original Fiction: Bullring Kid and Country Cowboy by Louise Clover Adventure Original Fiction: FINALIST Language Learner Literature Award Human Interest Two Worlds by Helen Everett-Camplin Original Fiction: Tasty Tales by Frank Brennan Short Stories Adapted Fiction: Robinson Crusoe by Daniel Defoe Adventure Retold by Nicholas Murgatroyd Level 5 High Intermediate: 2800 Headwords Adapted Fiction: The Mayor of Casterbridge by Thomas Hardy Drama Retold by Tim Herdon Adapted Fiction: Sherlock by Richard MacAndrew Adventure Level 6 Advanced: 3800 Headwords Original Fiction: Freddie’s War by Jane Rollason Historical Fiction

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Reading

STARTER TO ADVANCED

• Audio recordings of all titles are available FREE at cambridge.org/readers • ebooks available from Amazon.com, ebook.com and other ebooks stores. • Free lesson plans and worksheets to help your students make the most of extensive reading available online. • Over 5 million copies sold!

Winner Language Learner Literature Award

cambridge.org/readers

Camb r

ders ea

ngl ge E ish R id

Always Original

Cambridge English Readers Award-winning original fiction for learners of English Series Editor: Philip Prowse

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

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

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Titles marked with this symbol contain adult material which may not be suitable for younger learners. If in doubt about your choice, contact your local Cambridge University Press representative.

55


Writing Skills at a glance We offer three options for EAP programs where writing is taught as a discrete skill. Which title is best for you?

Final Draft Bringing Out Great Writers Impactful real-world and student writing models • Uses the latest Corpus research • A positive approach to learning about plagiarism • Includes Writing Skills Interactive Four levels (Beginner to Advanced) cambridge.org/finaldraft Page 60

Writers at Work The Process Approach Simple and easy-to-use five-step writing process in each chapter • Gradual pace builds students’ understanding of editing and working through multiple drafts • Includes Writing Skills Interactive Four levels (Beginner to High Intermediate) cambridge.org/waw/teacher Page 65

Skills for Effective Writing Teaching In Contemporary Contexts Designed to help students master discrete writing skills (such as creating topic sentences and recognizing irrelevant information) • Extensive focus on a single skill in each unit • Ideal for independent and supplementary work Four levels (Beginner to Advanced) cambridge.org/skillsforeffectivewriting Page 64


TEACH AUTHENTIC ACADEMIC ENGLISH DEVELOP BETTER CRITICAL THINKERS HELP STUDENTS RECOGNIZE AND AVOID PLAGIARISM

See page 60 for more details cambridge.org/finaldraft


Writing

Writing skills: instruction and practice Students need a large number of skills to be successful writers, and Writing Skills Interactive provides both instruction and practice. After watching a short animated presentation, students complete automatically graded exercises on skills ranging from avoiding repetition to paragraph unity and from concluding sentences to subject-verb agreement.

Essential Features • Flexible content makes Writing Skills Interactive the perfect addition to any course.

• Animated presentations for each skill provide instruction to students outside of class. • Extensive practice activities help students master the skills. • Online forums allow instructors to set open-ended writing tasks. • Intuitive gradebook shows all student scores as well as time on task.

Writing Skills Interactive

58

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Writing

After setting the stage with a reading, animated presentations teach students how and when to use a range of key writing skills. Students then apply the skills through extensive, automatically graded exercises.

Free with these key titles! We know students write better when they improve their writing skills, so we are offering Writing Skills Interactive for free with these series.

Academic Encounters Reading and Writing Student’s Book and Writing Skills Interactive Pack Final Draft Student’s Book and Writing Skillls Interactive Pack Grammar and Beyond Student’s Book and Writing Skills Interactive Pack Grammar and Beyond Student’s Book A and Writing Skills Interactive Pack Grammar and Beyond Student’s Book B and Writing Skills Interactive Pack

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59


Writing

Final Draft Level 1: David Bohlke, Robyn Brinks Lockwood, Pamela Hartmann Level 2: Jill Bauer, Mike S. Boyle, Sara Stapleton Level 3: Andrew Aquino-Cutcher, Wendy Asplin, David Bohlke, Jeanne Lambert

NEW Integrated Digital learning • Student’s Books now with Writing Skills Interactive

With the right tools, every student can be a great writer

Level 4: Pamela Hartmann, Monica F. Jacobe, Alan S. Kennedy Series Editor: Jeanne Lambert LOW INTERMEDIATE TO ADVANCED

Final Draft helps students become confident and effective writers and prepares them for success in their future studies. Students are initiated into the world of academic discourse and introduced to the rhetorical modes, academic vocabulary, and structures they need to develop their own academic voice. Real-World and Student Writing Models • A variety of models including real-world and student models help students make connections between their writing class and their future studies. Students Learn Most Useful Language • Research from the Cambridge English Corpus ensures that students learn the most accurate, relevant grammar, vocabulary collocations and phrases. Students also learn to avoid common grammatical mistakes. Skills for Avoiding Plagiarism • Only Final Draft teaches plagiarism avoidance at every level and in every unit. This allows more time for teachers to spend focusing on student’s writing rather than plagiarism offenses. Online Writing Instruction • Students improve discrete writing skills through online instruction and automatically graded exercises.

In every unit of every level, students learn to avoid plagiarism. They are taught how to acknowledge others’ work and ideas and appropriately incorporate them into their writing Final Draft Student's Book and Writing Skills Interactive Pack Teacher's Manual

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Writing Developing academic writing skills

Every unit features a model showing students how the rhetorical mode they are studying is applied in a real-world setting, helping them recognize that academic writing is all around them

The second model in every unit shows a typical assignment from a college writing course. Students analyze this in detail, preparing for their own writing

3.7 Practice Writing Work in a group. Read the prompt. Then complete the introductory paragraph with background information about the topic. WRITING PROMPT: Many companies practice planned obsolescence – intentionally producing consumer goods that rapidly deteriorate or become out of date and require replacing. What are the main advantages or disadvantages of planned obsolescence? Have you ever wondered why you need to buy a new cell phone every two years or constantly purchase expensive ink cartridges for your printer? BACKGROUND INFORMATION

Planned obsolescence may help companies increase their profits, but it leads to excessive consumption, it’s bad for the environment, and it contributes to a negative corporate image.

3.8 Apply It to Your Writing Think about the writing prompt you chose in Section 1 on page 15. Choose a type of hook and a type of background information that you could use in an introductory paragraph for an essay on this topic. Write your ideas below. You can change these later. This is for practice. Hook type: Type of background information:

ACADEMIC ESSAYS

Students develop an extensive skill set, preparing them for every aspect of academic writing To place an order, call 800-872-7423 or email orders@cambridge.org

27

Students apply what they learn to their own academic writing in Your Turn activities throughout each unit 61


Writing Developing students’ academic voice

Students learn corpus-informed academic vocabulary and collocations, preparing them for writing assignments

Students learn the grammar frequently used by academic writers so that they can understand how language is used in the real world 62

Students learn phrases commonly used in academic writing so that they can become comfortable with the language they will encounter in mainstream college texts

Students learn to avoid common mistakes, making them more proficient academic writers Contact your ESL Specialist: 888-ESL-BUZZ (375-2899)


Writing Producing a successful final draft

In the final section of the unit, students get to put it all together. Equipped with the appropriate skills, language, and ideas that they have developed throughout the unit, students follow the writing process to produce a successful final draft

A special feature in Level 4 helps students incorporate research into their work

Final Draft helps you create Better Learning experiences cambridge.org/finaldraft Visit our website: cambridge.org/esl

63


Writing

Students are better writers when they master writing skills

Learning to write is a complex process, and Skills for Effective Writing helps to simplify it. This innovative series teaches a wide variety of discrete writing skills and offers extensive practice in each one. Discrete Writing Skills • Writers need to master a large number of skills, from topic sentences to coherence and from recognizing fact vs. opinion to paraphrasing. This series targets a wide range of skills that help make students better writers. Better Student Writing • When students master the skills, they turn in cleaner work to instructors. This frees teachers to focus their feedback on larger issues, like developing ideas and mastering rhetorical modes.

5 Looking AheAd At technoLogy

Concluding Sentences

BEGINNING TO ADVANCED

Skills for Effective Writing Student’s Book Answer Key

64

Several new and exciting products are expected to come onto the market in the next ten years. One manufacturer is creating voice-controlled TVs. Another is researching chips that could be implanted in the brain to allow you to “think” directions to a computer. One product that is close to becoming real is a system that automatically controls the lights, heat, and other things in the home. It’s a very exciting time for technology and for the people who use it.

Most paragraphs end with a concluding sentence. It is usually the last sentence of the paragraph. You can write a concluding sentence in several ways. You can 1 restate the main idea from the topic sentence using different words. 2 offer a suggestion about the topic. 3 make a prediction about the topic. It is important to remember that a good concluding sentence does not introduce a new idea.

Example skills from Levels 1-4 Concluding sentences Punctuation Avoiding run-on sentences Avoiding comma splices Subject-verb agreement Paragraph coherence Parallel structure Paragraph unity Introductory paragraphs Paraphrasing Avoiding repetition Summarizing

Which of these products do you think will be available in the next ten years?

A. Skill Presentation

cambridge.org/skillsforeffectivewriting

• • • • • • • • • • • •

ConneCting to the theme

Any of these products could be widely available.

Skills for Effective Writing

Look at this topic sentence for a paragraph about 3D TVs and three different possible concluding sentences for the same paragraph.

3D TV is a relatively new technology that is becoming more popular. 1To

conclude, the popularity of 3D TV is increasing. these reasons, you may wish to wait to buy a 3D TV. conclusion, most people will probably have 3D TVs in the future.

2For 3In

The first concluding sentence restates the main idea that 3D TV is relatively new and that it is becoming more popular. The second concluding sentence offers readers a suggestion – that they wait to buy a 3D TV. The third concluding sentence makes a prediction – that in the future, most people will own 3D TVs.

18

Each skill is taught in a contemporary context. Students learn how and when to use the skill. They then immediately apply the skills in four separate exercises and a quiz, helping them to internalize the skill and truly master it

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Writing

Help students master the process of academic writing Writers at Work From Sentence to Paragraph: Laurie Blass, Deborah Gordon

NEW Integrated Digital learning • Student’s Books now with Writing Skills Interactive Getting Started

The Paragraph: Jill Singleton I GettinG Started

The Short Composition: Ann O. Strauch

A Useful vocabulary Follow these steps to study words and phrases to use when you write about yourself.

The Essay: Dorothy E. Zemach, Lynn Stafford-Yilmaz

Each chapter begins with students understanding the writing assignment and brainstorming ideas

1 Work with a partner. Talk about the words in the Vocabulary Pool. Together, check (3) the words you both know, and highlight the ones you don’t know.

Vocabulary Pool Countries Useful Verbs

BEGINNING TO HIGH INTERMEDIATE

Brazil Canada China Japan Mexico Saudi Arabia Turkey the United States

Professors in North American colleges and universities expect their students to turn in multiple drafts of their writing. This process approach needs to be taught, and this is where Writers at Work excels.

go to like live love play speak study work

Preparing the First Draft

Useful nouns

Useful adjectives

Useful Phrases

city country food name nickname school student teacher

favorite married single

My name is . . . I’m from . . . I’m interested in . . . years old. I’m My favorite is . . . I’m good at . . .

Next, students arrange their ideas using different graphic organizers and write their first draft

2 Change partners. Look at your new partner’s highlighted words. Explain them to your partner if you can. 3 Walk around the room. Talk to other students. Learn the name of each person that you talk to and which country they come from. Learn one special thing about each person, too. You can ask these questions: • What’s your name? • Where are you from? • What’s your favorite sport / food / type of music . . . ?

Most series only teach a small amount of surfacelevel editing. Writers at Work helps students learn how to find issues in the content as well as the form of their writing. This special emphasis on fully developed revision results in better writing and a greater student appreciation of the value of the process.

III REVISING YOUR WRITING REVISING Revising means improving the content and organization of your draft. When you revise, you can add material, delete material, or move material from one place in the composition to another. Use the following editing marks when you revise. • Carets (^) to show where to insert material • Lines to cross out material • Circles and arrows to show where you’re moving material this semester Victor Carrasco is in my ESL writing class. His major is electronics, and when I asked ^

The Process Approach at All Levels • Writers at Work believes that students at all levels can understand and apply the full writing process. Beginning with sentences, students learn to revise and edit their writing and internalize this approach for later college courses.

12

Writers at Work: From Sentence to Paragraph

him why, he responded that he’s always enjoyed learning about how things work. When he was a child, he would take apart radios and clocks just to see how they worked. He added with a smile, though, that his mother did not like his hobby. He is from Veracruz, Mexico, and he has been here for two years. Veracruz is a large city on the east coast of Mexico.

A Analyze supporting details Practice

Additional downloadable practice activities and tests are available at

The largest portion of the chapter is on revision and editing. Students first focus on content, as they add to, cut from, and rearrange their writing

cambridge.org/waw/teacher See also

Version 1 Tomoe has a boyfriend from another culture who speaks two languages. He is in the military. He’s fairly young. I could tell that she loves him very much because when she talked about him, she seemed very happy. She misses him a lot when he’s away. After she told me about him, she asked me about my boyfriend. When I told her about him, she showed interest in hearing about him. We both have special feelings for our boyfriends.

Editing Your Writing

• Writing Skills Interactive Page 58

Writers at Work Student’s Book and Writing Skills Interactive Pack Teacher’s Manual

5

When writing a composition, one common mistake is not developing or explaining the ideas in the body with enough specific, supporting details. Read the two versions of the paragraph that follow. They are from a student composition. Which one has better specific, supporting details? Be prepared to explain your choice.

Revising Your Writing

Students continue by editing their work for a variety of features, including grammar and specific aspects of academic writing $39.00 $21.40

To place an order, call 800-872-7423 or email orders@cambridge.org

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Writers at Work: The Short Composition

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65


Writing

Guidelines

New Directions

The International Story

A Cross-Cultural Reading and Writing Text Third edition

Reading, Writing, and Critical Thinking Second edition

An Anthology with Guidelines for Reading and Writing About Fiction

Ruth Spack

Peter S. Gardner

Ruth Spack

ADVANCED/FRESHMAN COMP

ADVANCED/FRESHMAN COMP

ADVANCED/FRESHMAN COMP

Guidelines teaches the most common and important types of writing: Writing from experience, relating reading to experience, responding to argumentative essays, responding to fiction and writing from field research.

Extensive Reading, Intensive Writing: An Authentic College Experience

The International Story features a generous selection of thought-provoking classic and contemporary short stories from many different countries. Unique to this text is the integration of literary works with detailed guidelines for reading and writing and for crafting an interpretive essay.

How to Read Long Texts Critically • Each chapter offers four or five longer readings, which students take notes on and analyze. This practice trains them for the realities of academic courses and prepares them to write. Extensive Instruction and Practice

Handbook for Academic Writing • A 50-page handbook at the end of the text provides critical tips on avoiding plagiarism and citing sources, the revision process, and locating and correcting errors.

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• Fosters reflection, creativity, and critical thinking through interactive discussion activities. • Emphasizes the connection between reading and writing, and between literature and composition. Student’s Book Instructor’s Manual

Analysis of Academic Writing

• After the readings, students study the type of writing and learn key strategies for generating ideas and turning these ideas into high-level academic writing.

Student’s Book Teacher’s Manual

• University courses ask students to read large amounts of academic texts, analyze them, and respond to them. New Directions does exactly this, preparing students for the rigor of college coursework. Each chapter includes three core readings spanning several pages, and another 20 pages of additional readings. Students read for content, and respond using the conventions of academic writing.

• Students also analyze each core reading intensively, mining it for vocabulary, grammar, and technique. This analysis feeds into the students’ own writing, helping them to master academic style. Students Learn Advanced Writing Techniques and Apply Them

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See also • Other Writing Titles Page 92

• At this high level, students have already studied the basics of writing. New Directions teaches them advanced skills such as tone, audience, and figurative language. Student’s Book Teacher’s Manual

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Contact your ESL Specialist: 888-ESL-BUZZ (375-2899)


Pronunciation “Students who learn to recognize important signals of the natural rhythms and melodies of English often report improved understanding of speech on TV, in movies, and in face-toface conversations.” Judy Gilbert

The world’s favorite pronunciation series, now with free downloadable audio! Clear Speech

NEW Integrated Digital Learning • Student’s Books include Online Audio.

Judy B. Gilbert Clear Speech sets the standard of pronunciation instruction. Regardless of their language background, all students benefit from a focus on comprehensibility and contextualized practice – a methodology that author Judy Gilbert has been refining for years.

6 A

• Not all aspects of pronunciation contribute equally to comprehensibility. Clear Speech focuses students’ attention on the importance of intonation, rhythm, and stress to being understood by native speakers.

2 This is the same kind of contrast English speakers use to stress a syllable and its peak vowel in important words. This contrast helps emphasize important words so that they are easy for a listener to notice.

Hundreds of Clear, Effective Exercises

play games and practice pronunciation cambridge.org/clearspeech in a fun, interactive way

Contrast 1 Compare the two pictures below. In the picture on the left, the butterfly is hard to see because it is the same color as the things around it. The butterfly on the right is lighter than everything else around it. This contrast between light and dark makes the butterfly easier to notice.

The Most Important Areas of Pronunciation

• Just like any language skill, pronunciation takes practice. Clear Speech uses exercises developed by Judy Gilbert and tested in classrooms all over the world. The result is that students improve their With the Pronunciation: Clear Speech Appthan they thought pronunciation faster and better for iPhone, iPad, and iPod touch available possible. on the App Store, you can:

Sentence Focus: Emphasizing Content Words

Listen. One word in the sentence below is emphasized and the other words are de-emphasized. This is contrast.

“easy”?

B

Focus words In each thought group (a short sentence, clause, or phrase), there is only one most important word. This word is the focus word. You can help your listeners notice the focus word by giving it extra emphasis. To make a strong contrast, the stressed vowel in the focus word must be pronounced with extra clarity.

cambridge.org/clearspeechfromthestart /i y/ peak vowel

eas

With the Student’s Book Audio you can: download the MP3s for all the listening activities in the Student’s Book review and practice all the sounds, intonation, and rhythm patterns presented and practiced in class

stressed syllable

easy focus word

How do you spell “easy”? thought group

44 • Clear Speech

The series focuses on the areas of English that are most important for comprehensibility Clear Speech NEW Student’s Book with Integrated Digital Learning Teacher’s Resource and Assessment Book Class and Assessment Audio CDs (4)

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67


Pronunciation

3

“. . . successfully combines pronunciation practice with meaningful and communicative tasks, an ideal long advocated but rarely achieved in pronunciation textbooks.”

Word Stress and Vowel Length

A Stressed syllables 1 Listen. The letter -a- appears three times in the word below. Notice how the vowel in the second syllable sounds different.

banana 2 Listen again. The vowel in the second syllable is longer. That is because the second syllable, nan, is the stressed syllable of the word. The vowel sound in the stressed syllable is the clearest and longest vowel in the word, the peak vowel. In this word, the peak vowel is the sound /æ /.

ba

nan

a

/æ/ peak vowel nan stressed syllable

B Word stress and vowel length The following rules will help you identify the stressed syllable in English words.

Rules for Stress and Vowel Length 1. In every English word of more than one syllable, one syllable is stressed the most. 2. The vowel sound in the stressed syllable is extra long. It is the peak vowel.

18 • Clear Speech

Kinesthetic explanations and practice activities help students internalize rules and patterns

TESOL Journal

Pronunciation Pairs An Introduction to the Sounds of English Second edition Ann Baker, Sharon Goldstein HIGH BEGINNING TO LOW INTERMEDIATE

This highly successful pronunciation text covers the speech sounds of English, as well as common sound-spelling relationships, intonation, and stress. Pronunciation Pairs Second edition offers a variety of exercises and activities, from minimal pair and listening discrimination tasks to dialogues, games, puzzles, and guided conversations. Each speech sound is presented with a list of high-frequency words that includes the sound as well as common spellings used to represent it. Humorous dialogues include current and useful vocabulary. Hundreds of simple, clear illustrations help students understand the vocabulary and dialogues. A student Audio CD is included in the back of the Student’s Book, and a complete Class Audio Program is available separately. Additional downloadable practice exercises, audio files, and resources are available at

L

Music of English 1 Listen. Notice which vowel is extra long and extra clear in each sentence. This is the peak vowel in the stressed syllable.

What are you studying? Economics.

M

cambridge.org/pronunciationpairs/support Student’s Book with Student’s Audio CD Teacher’s Manual Class Audio CDs (5)

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Pronunciation Plus

2 Listen again and repeat each sentence until you can say it easily.

Practice Through Interaction

Check yourself: Stressed syllables

Martin Hewings, Sharon Goldstein

1 Listen to the dialogue. Notice which vowel is extra long and extra clear in each sentence. Circle the stressed syllable in the underlined words.

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LOW INTERMEDIATE TO INTERMEDIATE

Students A: What are you studying? B: Economics. What about you? A: Photography. B: Then you must take good photographs. A: And you must be good with money! 2 Practice saying the dialogue, alone or with another student. 3 If possible, record yourself saying the dialogue. Listen to your recording. Did you make the stressed vowels extra long and extra clear?

N

Dictation Listen and write the sentences you hear. 1.

My hobby is painting.

2.

Pronunciation Plus helps students improve their pronunciation through a variety of stimulating listening and speaking tasks that address all the important topics in English pronunciation: individual speech sounds, sounds in connected speech, stress, rhythm, intonation, and spelling. Many of the tasks are done with a partner or in small groups, giving students the opportunity to interact with their classmates while practicing their pronunciation. cambridge.org/pronunciationplus Student’s Book Teacher’s Manual Class Audio CDs (5)

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3. 4. 5.

30 • Clear Speech

See also • Teaching Pronunciation Page 86

The Music of English activities help students notice and use key aspects of stress and intonation

68

Contact your ESL Specialist: 888-ESL-BUZZ (375-2899)


Listening and Speaking

Let’s Talk

Active Listening

Present Yourself

Second edition

Second edition

Second edition

Leo Jones

Steven Brown, Dorolyn Smith

Steven Gershon

HIGH BEGINNING TO HIGH INTERMEDIATE

HIGH BEGINNING TO INTERMEDIATE

LOW INTERMEDIATE TO INTERMEDIATE

Let’s Talk Second edition is a three-level course designed to develop oral communication skills and build learner confidence. Unique twists on topics draw students into conversations, and engaging activities guarantee maximum talking time. The 16 four-page thematic units in each level are divided into two-page lessons, with each lesson encouraging students to express their feelings, ideas, and opinions.

Active Listening Second edition is a popular three-level listening series for adult and young-adult learners of English. Each level offers students 16 engaging, task-based units, each built around a topic, function, or grammatical theme. Grounded in the theory that learners are more successful listeners when they activate their prior knowledge of a topic, the series gives students a frame of reference to make predictions about what they will hear. Through a careful balance of activities, students learn to listen for main ideas, to listen for details, and to listen and make inferences. It can be used as a main text for listening classes or as a component in speaking or integrated-skills classes.

Present Yourself Second edition, now with complementary video for each level, is a presentation skills course for adult and young adult learners of English. This series takes a process approach to giving presentations and offers students an opportunity to develop the life skill of talking about topics to an audience outside the language classroom. The books can be used as a main text in a presentation skills course, in the context of a general conversation course, or as a component in speaking or integrated-skills classes.

cambridge.org/activelistening

• A process approach to preparing and giving a presentation.

Student’s Book • Frequent pair and group work activities give students opportunities to share ideas. • Vocabulary-building exercises prepare learners to discuss topics. • Expansion sections review key language in a fun, fluency-building way. • Communication tasks in every unit provide additional speaking practice. Teacher’s Manual • Detailed notes give teaching steps, tips, key vocabulary, and answers. • Language objectives for every activity highlight learning expectations. • A program of tests and quizzes allows for assessment flexibility.

Level 1, High Beginning Student’s Book with Self-Study Audio CD Teacher’s Manual with Audio CD Class Audio CDs (3)

$34.00 978-0-521-67813-1 $25.80 978-0-521-67814-8 $65.40 978-0-521-67815-5

Level 2, Low Intermediate Student’s Book with Self-Study Audio CD Teacher’s Manual with Audio CD Class Audio CDs (3)

$34.00 978-0-521-67817-9 $25.80 978-0-521-67818-6 $65.40 978-0-521-67819-3

Level 3, Intermediate Student’s Book with Self-Study Audio CD Teacher’s Manual with Audio CD Class Audio CDs (3)

$34.00 978-0-521-67821-6 $25.80 978-0-521-67822-3 $65.40 978-0-521-67823-0

• Getting Ready unit introduces students to the process of planning a presentation. • Fun, personalized communicative activities.

• A clear focus on how to organize a presentation and systematic teaching of presentation skills. cambridge.org/presentyourself Level 1, Experiences Student’s Book Teacher’s Manual with DVD

$34.00 $27.20

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Level 2, Viewpoints Student’s Book Teacher’s Manual with DVD

$34.00 $27.20

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• Model Conversations provide additional language support. • A separate section for audio scripts allows for easy photocopying. cambridge.org/letstalk Level 1 Student’s Book with Self-study Audio CD Teacher’s Manual with Audio CD Class Audio CDs (3)

$34.00 978-0-521-69281-6 $26.40 978-0-521-69282-3 $65.40 978-0-521-69283-0

Level 2 Student’s Book with Self-study Audio CD Teacher’s Manual with Audio CD Class Audio CDs (3)

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Level 3 Student’s Book with Self-study Audio CD Teacher’s Manual with Audio CD Class Audio CDs (3)

$34.00 978-0-521-69287-8 $26.40 978-0-521-69288-5 $65.40 978-0-521-69289-2

To place an order, call 800-872-7423 or email, orders@cambridge.org

69


Make your words meaningful Enjoy high-quality, corpus-informed dictionaries and language learning resources for free.

def

More than just definitions

Written especially for learners of English, the definitions are clear and easy to understand. You'll find American and British English audio pronunciations for each word, grammar advice, lots of example sentences, and translation dictionaries in 18 languages.

Optimized for smartphones Perfect for looking up definitions and checking pronunciations on the move. Cambridge Dictionary is as easy to use on a mobile phone screen as it is on a tablet or desktop.

dictionary.cambridge.org

Always up to date Follow the blog to find out about new words and to get advice on grammar, vocabulary, phrasal verbs and idioms. Join our Facebook and Twitter communities to get Word of the Day notifications.

Personalized for you Sign up to the My Dictionary feature to create and share personalized wordlists, quiz yourself, and get a Word of the Day that’s perfect for your level of English.


Dictionaries and Reference

TOEFL® Fourth Edition

Gear and Gear

Cambridge Preparation for the TOEFL® Test

Cambridge Preparation for the TOEFL® Test Jolene Gear • Robert Gear

The fourth edition of Cambridge Preparation for the TOEFL® Test provides fully updated practice in all of the language skills tested on the new TOEFL iBT, or Internet-Based Test. Included in this test preparation package is online practice that can be used to simulate the online TOEFL test or to provide feedback as a study tool.

Key features of the 4th edition include: • An iBT-format diagnostic test, three complete practice tests, and mini-tests in the book • Seven complete practice tests online • Over 200 skill-building exercises in reading, listening, speaking, and writing • Integrated-skills tasks that combine reading and listening with speaking or writing • Test-taking strategies for each skill • A special section to strengthen vocabulary, pronunciation, and grammar as well as note-taking, paraphrasing, and summarizing skills • An answer key with explanations, plus sample answers for TOEFL iBT essays and speaking responses • A complete audio program with listening exercises and practice tests

The book, CD-ROM, and audio program are available in the combinations below. Component

ISBN

Book with Online Practice Tests

978-1-107-69908-3

Audio CDs (8)

978-0-521-75585-6

Book with Online Practice Tests and Audio CDs (8) Pack

978-1-107-68563-5

iBT

Fourth Edition System Requirements Windows 7, 8.1 / Mac 10.8, 10.9 1G RAM or higher 1024x768 resolution or higher Sound card and headset or microphone (for speaking exercises) Google Chrome 34. or higher, Mozilla Firefox 28. or higher, IE 10. or higher, Safari 6 or higher (Mac only). Recommended connection speed of at least 1Mbps.

iBT Internet-Based Test

Cambridge Preparation for the TOEFL® Test

7 PRACTICE TESTS ONLINE

Fourth Edition Jolene Gear • Robert Gear

Complete test preparation Seven complete practice tests online

Grammar, vocabulary, and pronunciation practice

A diagnostic test and three practice tests in this book

Test-taking strategies

Over 200 skill-building exercises Integrated-skills tasks

Sample essays and speaking responses An extensive listening program available

TOEFL® is a registered trademark of Educational Testing Service (ETS). This publication is not endorsed or approved by ETS.

7 Practice Tests Online

Cambridge Academic Content Dictionary

Cambridge English Pronouncing Dictionary

Cambridge Preparation for the TOEFL® Test

INTERMEDIATE TO HIGH INTERMEDIATE

18th edition

Fourth edition

The Cambridge Academic Content Dictionary defines the vocabulary students need to succeed in high school and beyond.

Daniel Jones Edited by Peter Roach, Jane Setter and John Esling

Jolene Gear, Robert Gear

Its entries include more than 2,000 key vocabulary items from the content areas of math, the arts, chemistry, earth science, physics, American and world history, social studies, language arts, and other disciplines, as well as the more general vocabulary used in academic writing and speech, such as “analyze,” “derive,” and “subsequent.” The dictionary also provides full coverage of the everyday words and phrases students need to know. It is based on extensive Cambridge International Corpus research and developed with the needs of English learners in mind.

UPPER INTERMEDIATE TO PROFICIENCY

• Easy-to-understand definitions make the meanings clear. • Subject labels make it easy to find content-area vocabulary. • General academic vocabulary labels show which words are the building blocks of academic writing. • Full-sentence examples show how English is really used. • Usage notes help students avoid common mistakes. cambridge.org/dictionaries Paperback with CD-ROM

$32.20

978-0-521-69196-3

The 18th edition of Daniel Jones’s classic work is the definitive guide to contemporary English pronunciation. It includes over 230,000 pronunciations of words and phrases. Unlike general dictionaries, it also includes the pronunciation of proper names, people and places. It also features The World of English Pronunciation – a collection of lively essays on aspects of pronunciation by leading experts in the field, and includes a phonetics and phonology glossary and notes on the relationship between spellings and sounds. • Over 80,000 entries and 215,000 pronunciations using the International Phonetic Alphabet. • Includes proper names as well as general vocabulary. • CD-ROM and online version include spoken pronunciations in British and American English. • Panels give information on sounds and phonetics terminology. • CD-ROM includes exercises, pronunciation pronunciation practice, and phonetic search facility for comparing sounds.cambridge.org/dictionaries Paperback with CD-ROM Paperback

$46.60 $41.00

978-0-521-15255-6 978-0-521-15253-2

INTERMEDIATE TO ADVANCED

The fourth edition of Cambridge Preparation for the TOEFL® Test provides fully updated practice in all of the language skills tested on the new TOEFL®iBT, or Internet-Based Test. Included in this test preparation package is online practice that can be used to simulate the online TOEFL® test or to provide feedback as a study tool. • An iBT-format diagnostic test, three complete practice tests, and mini-tests in the book. • Seven complete practice tests online. • Over 200 skill-building exercises in reading, listening, speaking, and writing. • Integrated-skills tasks that combine reading and listening with speaking or writing. • Test-taking strategies for each skill. • A special section to strengthen vocabulary, pronunciation, and grammar as well as note-taking, paraphrasing, and summarizing skills. • An answer key with explanations, plus sample answers for TOEFL® iBT essays and speaking responses. • A complete audio program with listening exercises and practice tests. Cambridge Preparation for the TOEFL® Test Fourth edition Book with Online Practice Tests $50.60 978-1-107-69908-3 Audio CDs (8) $99.20 978-0-521-75585-6 Book with Online Practice Tests $99.60 978-1-107-68563-5 and Audio CDs (8) Pack TOEFL® is a registered trademark of Educational Testing Service (ETS). This publication is not endorsed or approved by ETS.

Visit our website: cambridge.org/esl

71


Exams

Shaping English Language Assessments with Research + Experience CaMLA – Cambridge Michigan Language Assessments – combines the expertise of Cambridge Assessment English and the University of Michigan, two institutions with long and distinguished histories in the field of language assessment, teaching, and research. Working with colleges and universities, education departments and ministries, businesses, and governmental agencies CaMLA delivers language assessments in more than 50 countries around the world.

A reliable, flexible, affordable placement testing solution

72

assess listening, grammar, vocabulary, and reading comprehension

80-item test with six parallel forms available, all test items are unique

60 minutes to administer

paper- or computer-based

measure levels from beginner to advanced (CEFR A2–C1)

customize to your needs by pairing with the CaMLA Speaking or CaMLA Writing Tests

Please place your order by clicking on the ‘Buy products’ tab at www.CambridgeMichigan.org. You can also place your order toll free by phone at 844-881-8232, by fax at 844-881-8233, or by emailing us at CAMLAorders@cambridge.org.


Exams

Two-task design gives you meaningful results about the written English proficiency of your test takers

Assess key areas of a test taker’s spoken English fluency, accuracy, intelligibility, vocabulary range, and grammatical complexity

use as a placement test, exit exam, or to show student progress over time

beginner to advanced (CEFR A2–C1)

beginner to advanced (CEFR A2–C1)

10 minutes to administer

45 minutes to administer

Unique test suite that measures both learner achievement and progress three levels: beginner, intermediate, and advanced three parallel test forms at each level, with scores linked across forms and levels

The Michigan English Test (MET) is a modular test measuring English proficiency for nonnative speakers at the highbeginner to low-advanced level (CEFR A2-C1). MET test content spans social, educational, and workplace contexts. Security & Reliability

assess listening, grammar, vocabulary, and reading comprehension

Unique test content for each administration Secure forms

paper- or computer-based

Frequent administration—at least 1x-per-month Paper-based test is ideal for large-scale administration

Tests for Institutions CaMLA English Placement Test (EPT) Complete Package Computer-Based (cb) CaMLA EPT Per test (minimum purchase 25 tests, test credits expire after 364 days) MTELP Series Single Package Trio Package Complete Package Computer-Based (cb) MTELP Series Per test (minimum purchase 25 tests, test credits expire after 364 days) CaMLA Speaking Test Complete Package CaMLA Writing Test Complete Package Prices subject to change

$845.00 $5.95 $595.00 $1,445.00 $3,945.00 $7.95 $395.00 $395.00

Precise, reliable measurement Use Universities Businesses 15 years-of-age to adult Visit CambridgeMichigan.org/MET to learn more about the test, or contact us at info@CambridgeMichigan.org for general information, test center locations, and pricing options.

CambridgeMichigan.org Please place your order by clicking on the ‘Buy products’ tab at www.CambridgeMichigan.org. You can also place your order toll free by phone at 844-881-8232, by fax at 844-881-8233, or by emailing us at CAMLAorders@cambridge.org.

73


Official Exam Preparation Materials What do we do?

What does official mean?

Together, Cambridge University Press and Cambridge Assessment English – the organization that produces the test – bring you official Cambridge IELTS preparation materials.

Our authors are experts on the exams they write for. In addition, all of our exam preparation is officially validated by the teams who produce the real exams.

Why else are our materials special? Vocabulary is always ‘on-level’ as defined by the English Profile resource. Our materials are based on research from the Cambridge Learner Corpus to help students avoid common mistakes that exam candidates make.

IELTS Overview Two IELTS Modules The world’s most popular English test for higher education and global migration IELTS is designed to test English at all CEFR levels and is accepted by over 9,000 institutions, employers and government bodies worldwide. More than 2.5 million IELTS tests are taken each year around the world. Key Facts • IELTS assesses all four language skills – listening, reading, writing and speaking. • Everyone takes the same Listening and Speaking tests. • There are different Reading and Writing tests for IELTS Academic and General Training. • The total test time is 2 hours and 45 minutes: – Listening 30 minutes – Reading 60 minutes – Writing 60 minutes – Speaking 11–14 minutes

IELTS Academic The Academic module is for candidates wishing to study at undergraduate or graduate levels or seeking professional certification. IELTS General Training The General Training module is for candidates wishing to move to an English-speaking country and those wishing to train or study at pre-college level.


Our IELTS Courses

MINDSET, PAGE 79

COMPLETE, PAGE 77

OBJECTIVE, PAGE 78

No. Levels

4

3

2

Target Band Score

Intro to IELTS / 5.5 / 6.5 / 7.5

4–5 / 5–6.5 / 6.5-7.5

5–6 / 6–7

Module

ACADEMIC

ACADEMIC

BOTH

Topic/Skill based

Topic, organized by skill

Topic

Topic

Hours (per level)

Foundation: 40–130

50–70

80–120

Student’s Book and Teacher’s Book

Student’s Book, Workbook and Teacher’s Book

Levels 1–3: 60–150 Features

Student’s Book and Teacher’s Book ebook for all levels Online modules including core skills, first language specific, and Academic Study Skills

ebook for bands 4–5

INSIGHT, PAGE 77

OFFICIAL GUIDE, PAGE 76

No. Levels

1

1

Target Band Score

6–6.5

4 and above

Module

BOTH

BOTH

Topic/Skill based

Skill

Skill

Hours (per level)

50–90

Up to 120

Features

Student’s Book and Workbook

Student’s Book Audio and video content via DVD-ROM and App Suitable for class and self-study


Exams

The Official Cambridge Guide to IELTS Pauline Cullen, Amanda French and Vanessa Jakeman ELEMENTARY TO ADVANCED

The Official Cambridge Guide to IELTS is the definitive guide to IELTS from the experts in the exam itself, Cambridge English Language Assessment. The most thorough and authoritative preparation available for this high stakes exam, it includes language and skills development, with a focus on test-taking strategy, to help students maximise their band-score.

• Suitable for students at all levels covering both the Academic and General Training modules. • Exercises are based on research into real IELTS candidates’ exam answers – and the mistakes they make, so that you don’t make the same ones! • Eight practice tests ensure that students are completely familiar with the exam and are able to perform with confidence. • Videos of the Speaking test provide a head start in a part of the exam which is tricky to prepare for.

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

• Includes more than 100 ‘must have’ Exam and Study Tips. Student’s Book with answers with DVD-ROM

$53.20

978-1-107-62069-8

Also available IELTS Lesson Plans available to download from practicemakesperfect.cambridge.org

The Official Cambridge Guide to IELTS Student’s Book

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Contact your ESL Specialist: 888-ESL-BUZZ (375-2899)


Exams

Complete

• Fantastic teacher resources and support are available in the Teacher’s Book and online

Guy Brook-Hart, David McKeegan, Emma Heyderman, Peter May, Simon Haines, Vanessa Jakeman, with Helen Tilouine

• Presentation Plus – provides complete course content, including audio, annotation tools, links to online resources and the ability to save your customized lessons to any computer anywhere.

New Insight into IELTS Vanessa Jakeman and Clare McDowell UPPER INTERMEDIATE 50 teaching hours, extendable to 90

BEGINNING TO ADVANCED

Student’s ebooks

First and Advanced: 90 teaching hours, extendable to 120

• Designed specifically to work on tablets.

IELTS: 50–70 teaching hours per level

These stimulating, topic-based courses covers every part of the exam in detail, ensuring students are fully equipped to tackle each part of every paper. Language work is fully integrated with exam preparation in each unit. The Complete series combines the very best in contemporary classroom practice with first-hand knowledge of the challenges students face. Complete offers an integrated approach with exam information, advice and practice alongside language development

• Available for Complete First Second edition, Complete Advanced Second edition and Complete IELTS Bands 4-5. cambridge.org/complete

• Suitable for classroom or self-study use. • Appropriate for both Academic and General Training candidates. • Includes supplementary activities for use in the classroom or as homework.

Get access to four authentic online practice tests with Testbank editions of the Student’s Books.

• Student’s Book with Testbank offers four online practice tests for IELTS.

cambridge.org/testbank

• Exercises are based on exclusive insights into real exam candidates’ areas of difficulty from the Cambridge Learner Corpus, to help students avoid common mistakes Complete Student’s Book without $36.20 answers with CD-ROM Student’s Book with $38.20 answers with CD-ROM Teacher’s Book* $30.40 Class Audio CDs (2) $53.80 Workbook without answers $20.40 with Audio CD Workbook with answers $22.00 with Audio CD Student’s Pack (Student’s Book without answers with $51.60 CD-ROM, Workbook without answers with Audio CD) Student’s Book Pack (Student’s Book with answers and CD $66.40 -ROM and Audio CDs (2) Presentation Plus DVD-ROM $205.80

Complete First Second edition

This course gradually builds up the skills, language and test techniques that students need to approach IELTS with confidence. It explores the test paper by paper, giving an exam overview as well as looking in detail at the various task types and giving handy test tips for each.

Complete Advanced Second edition

Complete IELTS Bands 4-5 B1

Complete IELTS Bands 5-6.5 B2

Complete IELTS Bands 6.5-7.5 C1

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• Mindset for IELTS Page 79

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• IELTS Practice Tests Page 80

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See also

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• Grammar for IELTS Page 80 • Vocabulary for IELTS Page 80

* For Complete First and Advanced Second edition – Teacher’s Book with Teacher’s Resources CD-ROM ebooks are also available. For further information please visit cambridge.org/ebooks

Also available • Compact Delivers intensive language revision underpinned with exam practice. Ideal for shorter courses. cambridge.org/exams

To place an order, call 800-872-7423 or email, orders@cambridge.org

77


Exams

IELTS Life Skills Official Cambridge Test Practice • Based on research into real exam candidates’ answers from the Cambridge Learner Corpus, exercises target areas that commonly cause difficulty.

Objective Annette Capel, Wendy Sharp, Louise Hashemi, Barbara Thomas, Felicity O’Dell, Annie Broadhead, Erica Whettem, Peter Sunderland, Susan Kingsley, Michael Black

• Exam preparation in separate ‘Exam folders’ makes Objective suitable for classes with general English students.

BEGINNING TO ADVANCED

• English Profile research provides the most targeted and efficient vocabulary syllabus available (First, Advanced and Proficiency).

First and Advanced: 70 teaching hours, extendable to 90 Proficiency: 90 teaching hours, extendable to 120 IELTS: 80 teaching hours, extendable to 120

Looking for a lively, engaging courses to improve students’ general English in tandem with Cambridge English examination and IELTS preparation? Objective provides the perfect solution for the demands of the modern classroom; short units emphasising progress, motivating students and getting results. The Objective series provides solid language development, lively class discussion and thorough training in exam skills. Objective Student’s Book without answers with $33.60 CD-ROM Student’s Book with answers with $35.20 CD-ROM Teacher’s Book $29.60 Class Audio CDs (2)** $46.00 Workbook without answers $16.60 Workbook without answers with $17.80 Audio CD Workbook with answers $16.60 Workbook with answers with Audio $19.40 CD Student’s Book Pack (Student’s Book with answers with CD-ROM and Class $60.80 Audio CDs (2)**) Student’s Pack without answers (Student’s Book with CD-ROM, $40.20 Workbook with Audio CD) Presentation Plus DVD-ROM $205.80 Presentation Plus DVD-ROM $205.80

IELTS Life Skills is an exam for people who need to prove their English speaking and listening skills at CEFR levels A1 or B1 for UK visa requirements. The test is available at two levels: IELTS Life Skills - A1 Speaking and Listening and IELTS Life Skills - B1 Speaking and Listening. • Each Student’s Book includes four practice tests for the exam at the chosen level with full answer key.

• Presentation Plus – provides complete course content*, including audio and video material, annotation tools, links to online resources and the ability to save your customized lessons to any computer anywhere.

• Contains an introduction to the exam with information about what to expect and guidelines for teachers on how to assess students.

cambridge.org/objective

• Ideal for class or group-based study.

Objective First Objective Advanced Fourth edition Fourth edition

Objective IELTS Intermediate

Objective IELTS Advanced

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— —

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**For Objective Advanced Fourth edition and Objective IELTS – Class Audio CDs (3)

78

BEGINNER TO INTERMEDIATE

• Includes model Speaking answers, practice exercises and exam tips to support candidates.

A1 Student's Book with answers and Audio Audio CD B1 Student's Book with answers and Audio Audio CD

$13.00 978-1-316-50712-4 $27.00 978-1-316-50711-7 $15.60 978-1-316-50715-5 $27.00 978-1-316-50714-8

Official IELTS Practice Materials INTERMEDIATE TO PROFICIENCY

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

$17.00 978-1-906438-46-3 $17.00 978-1-906438-87-6

Authentic practice tests are now available for purchase as computer-based tests as well as practice test books. cambridge.org/testbank

Contact your ESL Specialist: 888-ESL-BUZZ (375-2899)


Exams

Get your mind set for IELTS NEW Mindset for IELTS Greg Archer, Joanna Kosta, Lucy Passmore, Jishan Uddin, Susan Hutchison, Claire Wijayatilake, Peter Crossthwaite, Natasha De Souza, Marc Loewenthal INTERMEDIATE TO HIGH INTERMEDIATE 60-90 teaching hours

Step inside a space that lives and breathes IELTS. Cambridge University Press in collaboration with Cambridge English Language Assessment, the organisation that produces the IELTS test, brings you a course that gets you into the MINDSET of the exam. Designed to help students achieve exam excellence, Mindset takes you on a journey that can be tailored to your individual requirements. • Suitable for students preparing for IELTS Academic. • Choose a pathway to suit your students’ precise needs. • Topic-based units deal with all four skills in turn so it’s easy to find what you want. • Each unit provides extra online practice in Speaking, Writing, Reading, Listening and Grammar and Vocabulary to work on weaker areas. • Corpus-informed first language specific modules help students avoid common mistakes. • Academic Study Skills module gives students the confidence they need to start a university course. cambridge.org/mindset See also • IELTS Practice Tests page 80 • Cambridge English Testbank cambridge.org/testbank

Mindset for IELTS Student's Book and Online Modules with Testbank Teacher's Book with Class Audio Presentation Plus DVD-ROM

Visit our website: cambridge.org/esl

$56.60 $29.20 $247.20

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Exams

Cambridge IELTS Practice Tests

IELTS Trainer

BEGINNER TO PROFICIENCY

Six practice tests

Cambridge Grammar and Vocabulary

Official range of authentic practice tests for IELTS.

Louise Hashemi and Barbara Thomas

Grammar and Vocabulary for Advanced

• Cambridge IELTS 12 Academic and Cambridge 12 IELTS General Training each offer candidates four tests to prepare for their specific module.

HIGH INTERMEDIATE TO ADVANCED

Martin Hewings and Simon Haines

cambridge.org/exams Cambridge IELTS 2 Student’s Book with answers Audio CDs (2) Cambridge IELTS 3 Student’s Book with answers Audio CDs (2) Cambridge IELTS 4 Student’s Book with answers Audio CDs (2) Cambridge IELTS 5 Student’s Book with answers Audio CDs (2) Cambridge IELTS 6 Student’s Book with answers Audio CDs (2) Cambridge IELTS 7 Student’s Book with answers Audio CDs (2) Cambridge IELTS 8 Student’s Book with answers Audio CDs (2) Student’s Book Pack ** Cambridge IELTS 9 Student’s Book with answers Audio CDs (2) Student’s Book Pack ** Cambridge IELTS 10 Student’s Book with answers Audio CDs (2) Student’s Book with answers with Audio Cambridge IELTS 11 Academic* Student’s Book with answers Student’s Book with answers with Audio Audio CDs (2) Cambridge IELTS 11 General Training* Student’s Book with answers Student’s Book with answers with Audio Audio CDs (2) Cambridge IELTS 12 Academic* Student’s Book with answers Student’s Book with answers with Audio Audio CDs (2)

$26.80 978-0-521-77531-1 $52.00 978-0-521-17674-3 $26.80 978-0-521-01333-8 $52.00 978-0-521-01336-9 $26.80 978-0-521-54462-7 $52.00 978-0-521-54465-8 $26.80 978-0-521-67701-1 $52.00 978-0-521-67704-2 $26.80 978-0-521-69307-3 $52.00 978-0-521-69310-3 $26.80 978-0-521-73917-7 $52.00 978-0-521-73918-4 $26.80 978-0-521-17378-0 $52.00 978-0-521-17379-7 $55.80 978-0-521-17380-3 $26.80 978-1-107-61550-2 $52.00 978-1-107-66534-7 $55.80 978-1-107-64562-2 $26.80 978-1-107-46440-7 $52.00 978-1-107-46442-1 $51.60 978-1-107-46443-8 $26.80 978-1-316-50385-0 $51.60 978-1-316-50396-6 $52.00 978-1-316-50392-8 $26.80 978-1-316-50388-1 $51.60 978-1-316-50397-3 $52.00 978-1-316-50392-8 $26.80 978-1-316-63782-1 $51.60 978-1-316-63786-9 $52.00 978-1-316-63784-5

Cambridge IELTS 12 General Training* Student’s Book with answers $26.80 978-1-316-63783-8 Student’s Book with answers with Audio $51.60 978-1-316-63787-6 Audio CDs (2) $52.00 978-1-316-63784-5

The Trainer books contain six full practice tests, expert guidance, and exam tips. The first two tests are fully guided, with step-by-step advice on tackling each paper. Answer keys provide clear explanations, including model answers for the Writing papers.

ADVANCED

Practice Tests with answers and Audio CDs (3) Practice Tests without answers Audio CDs (3)

UPPER INTERMEDIATE

$33.00

978-0-521-12820-9

$26.40 $61.00

978-0-521-17110-6 978-0-521-18707-7

Book with answers with Audio

$39.80

978-1-107-48111-4

Cambridge Grammar for IELTS Diana Hopkins and Pauline Cullen

Student’s Book with answers and Audio CD Student’s Book without answers

$32.80

978-0-521-60462-8

$29.80

978-0-521-60463-5

Cambridge Vocabulary for IELTS

Common Mistakes… and how to avoid them Common Mistakes with Testbank Maximise your chances of exam success. ‘With Testbank’ editions include access to four authentic online practice tests. Common Mistakes at First Certificate...and how to avoid them Susanne Tayfoor UPPER INTERMEDIATE Paperback Paperback with Testbank Common Mistakes at CAE... and how to avoid them Debra Powell ADVANCED Paperback Paperback with Testbank Common Mistakes at IELTS... and how to avoid them Pauline Cullen and Julie Moore INTERMEDIATE / BAND 5.0–6.0 ADVANCED / BAND 6.0–7.0 Intermediate Paperback Paperback with Testbank Academic Paperback with Testbank General Training Advanced Paperback Paperback with Testbank Academic Paperback with Testbank General Training

Pauline Cullen UPPER INTERMEDIATE

Book with answers and Audio CD Book without answers

978-0-521-70975-0 978-0-521-70976-7

Cambridge Vocabulary for IELTS Advanced Pauline Cullen ADVANCED

Book with answers and Audio CD Book without answers $8.60 978-0-521-52062-1 $40.40 978-1-316-63012-9

$29.40 $25.80

$29.40 $25.80

978-0-521-17922-5 978-0-521-17921-8

Also available IELTS Lesson Plans available to download from practicemakesperfect.cambridge.org

$8.60 978-0-521-60377-5 $40.40 978-1-316-62932-1

$15.60 978-0-521-69247-2 $40.40 978-1-316-62939-0 $40.40 978-1-316-62942-0 $15.60 978-0-521-69246-5 $40.40 978-1-316-62952-9 $40.40 978-1-316-62953-6

*Online versions of these tests also available on **Student’s Book with answers and Audio CDs (2)

80

Contact your ESL Specialist: 888-ESL-BUZZ (375-2899)


Business English

Cambridge Business Skills Business Advantage

www.cambridge.org/elt/business

Michael Handford, Martin Lisboa, Almut Koester and Angela Pitt

Writing for Impact

International Negotiations

INTERMEDIATE TO ADVANCED

Tim Banks

Mark Powell

A flexible, modular course with up to 100 teaching hours of material

HIGH INTERMEDIATE TO ADVANCED

INTERMEDIATE TO ADVANCED

15-20 hour short course

15-20 hour short course

Writing for Impact covers all aspects of writing, from writing emails and letters to report-writing. The course also focuses on communication skills and provides a progressive syllabus on the process of writing. The Audio CD provides input from real business people, meetings and phone conversations.

English is the language used in international business and no skill is more central to professional life than negotiation. International Negotiations gives learners the essential skills, language and techniques they will need to ensure their negotiations are successful.

Reflecting the diverse reality of today’s business, Business Advantage brings the outside world into the classroom and presents learners with insights into organizations from all over the globe, from a multitude of different industry sectors, and of all sizes. • The course is based on a unique syllabus that combines current business theory, business in practice and business skills – all presented using authentic, expert input. • Business Advantage is the first business course to benefit from a spoken business English corpus, guaranteeing relevant, up-to-date language. • “Business Writing” sections help learners write effective business communications. • The website contains lots of additional online activities, giving teachers the opportunity to supplement the coursebook material. • Presentation Plus – provides the complete Student’s Book content with built-in annotation tools and embedded audio in an easy-to-operate format for interactive whiteboards or computers and projectors. • ebook versions make it easy to study on the go, with all the content from the Student’s Books available digitally, plus integrated audio and video. cambridge.org/businessadvantage

Student’s Book with Audio CD

$39.80 $17.60 $39.80 $51.60 $205.80

INTERMEDIATE TO HIGH INTERMEDIATE

15-20 hour short course

20-30 hour short course

Packed with tips and advice from some of the world’s leading business and communication experts, Dynamic Presentations systematically develops the key language and presentation techniques learners need to give an effective, professional and memorable performance. The Dynamic Presentations DVD includes expert advice from the author and examples from business presentations to illustrate best practice. It can be used alongside the Student’s Book or on its own as an independent resource. The DVD is supported by free online photocopiable worksheets. $22.80 $22.80

Upper Intermediate 978-0-521-13217-6 978-0-521-28130-0 978-1-107-42231-5 978-0-521-13218-3 978-1-107-60778-1

978-0-521-15004-0 978-0-521-15006-4 Advanced 978-0-521-18184-6 978-1-107-63783-2 978-0-521-17932-4 978-1-107-66634-4 978-0-521-17929-4

Working across different cultures and continents is an increasingly valuable skill for today’s business people. Drawing on inspirational advice from leading figures in the world of cross-cultural communication, this book covers all types of written and spoken communications and prepares learners to work effectively with colleagues the world over. Student’s Book with Audio CD DVD

$22.80 $22.80

978-0-521-18198-3 978-0-521-18202-7

Communicating in Business Second Edition Simon Sweeney INTERMEDIATE TO ADVANCED

This short course helps learners communicate better when socializing, telephoning, presenting, taking part in meetings, and negotiating. With a focus on listening and speaking, this course builds confidence and fluency by encouraging students to analyze tasks and take part in realistic activities. Student’s Book Teacher’s Edition Audio CDs (2)

To place an order, call 800-872-7423 or email, orders@cambridge.org

978-0-521-14992-1

Bob Dignen

INTERMEDIATE TO ADVANCED

For further information about the ebooks please visit cambridge.org/ebooks

$22.80

Communicating Across Cultures

Mark Powell

Intermediate 978-0-521-13220-6 978-1-107-69264-0 978-1-107-63770-2 978-0-521-13221-3 978-1-107-60779-8

Student’s Book with Audio CDs (2)

978-1-107-60351-6

Dynamic Presentations

Student’s Book with Audio CDs (2) DVD Business Advantage Student’s Book with DVD Personal Study Book with Audio CD Teacher’s Book Class Audio CDs Presentation Plus DVD-ROM

$25.40

$30.80 $25.40 $48.40

978-0-521-54912-7 978-0-521-54913-4 978-0-521-54915-8

81


Business English

NEW Business Vocabulary in Use

English for Business Studies

Second and Third editions

A course for Business Studies and Economics students Third edition

Bill Mascull ELEMENTARY TO ADVANCED

Business Vocabulary in Use is a must for any teacher or learner of business English. Ideal for self-study, class use and one-to-one lessons, each unit gives clear explanations of new language plus exercises to practise using the language. The revised and updated Intermediate and Advanced levels are now available with ebooks that can be used on iPads and Android tablets, as well as desktop and laptop computers. cambridge.org/inuse Elementary to Pre-intermediate Second edition Book with answers and CD-ROM $39.20 978-0-521-74923-7 Book with answers $35.00 978-0-521-12827-8 NEW Intermediate Third edition Book with answers and Enhanced ebook $39.20 978-1-316-62997-0 Book with answers $35.00 978-1-316-62998-7 Enhanced ebook (Cambridge Bookshelf $25.00 978-1-316-63000-6 version) NEW Advanced Third edition Book with answers and Enhanced ebook $39.20 978-1-316-62822-5 Book with answers $35.00 978-1-316-62823-2 Enhanced ebook (Cambridge Bookshelf $25.00 978-1-316-62825-6 version)

Business Start-up Mark Ibbotson and Bryan Stephens

Ian MacKenzie UPPER INTERMEDIATE TO ADVANCED 60–90 teaching hours

This best-selling course helps students to understand and talk about key concepts in business and economics. Reflecting recent changes in the world’s business and economic environment, the course features new subjects such as wikinomics, viral marketing, hedge funds and the subprime crisis. Student’s Book Teacher’s Book Audio CDs (2)

$34.00 $34.00 $40.60

978-0-521-74341-9 978-0-521-74342-6 978-0-521-74343-3

BEGINNER TO PRE-INTERMEDIATE 55 teaching hours

Designed for complete beginners, this course teaches English as it’s really spoken, using natural language, realistic contexts and a regular focus on pronunciation. By the end of the course, students will be ready to begin preparation for the BEC Preliminary examination. Level 1 Student’s Book Workbook with CD-ROM/Audio CD Teacher’s Book Audio CDs (2) Level 2 Student’s Book Workbook with CD-ROM/Audio CD Teacher’s Book Audio CDs (2)

$29.40 $20.20 $25.80 $44.00

978-0-521-53465-9 978-0-521-67207-8 978-0-521-53466-6 978-0-521-53468-0

$29.40 $20.20 $25.80 $44.00

978-0-521-53469-7 978-0-521-67208-5 978-0-521-53470-3 978-0-521-53472-7

Company to Company A task-based approach to business emails, letters and faxes Fourth edition Andrew Littlejohn PRE-INTERMEDIATE TO UPPER INTERMEDIATE

Suitable for anyone studying or working in business, commerce or administration, this course teaches and practises correspondence in English. Student’s Book Teacher’s Book

$27.80 $28.40

978-0-521-60975-3 978-0-521-60976-0

Words at Work, Vocabulary development for Business English David Horner and Peter Strutt Intermediate to Upper Intermediate Paperback $28.00 978-0-521-43872-8 Audio CDs (2) $43.80 978-0-521-58534-7 Essential Telephoning in English Tony Garside and Barbara Garside Pre-intermediate to Intermediate Student’s Book $28.60 978-0-521-78388-0 Teacher’s Book $29.40 978-0-521-78389-7 Audio CD $24.20 978-0-521-78391-0 Telephoning in English, Third edition B. Jean Naterop and Rod Revell Intermediate to Upper Intermediate Student’s Book $28.00 978-0-521-53911-1 Audio CDs (2) $41.60 978-0-521-53913-5

82

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Business English and Vocational

Professional English in Use

Cambridge English for…

Good Practice

INTERMEDIATE TO ADVANCED

Series Editor: Jeremy Day

Communication Skills in English for the Medical Practitioner

This best-selling series offers reference and practice of specialist vocabulary for training and in-service professionals who need English to communicate at work. Written by both subject and ELT experts, the series is informed by the Cambridge English Corpus to ensure relevant language. • Presents key topics through case studies and realistic professional contexts. • Relevant specialist vocabulary in real contexts, for example Management is ideal for MBA candidates. • Ideal for self-study and classroom use. cambridge.org/inuse Professional English in Use Engineering by Mark Ibbotson Book with answers $33.20 978-0-521-73488-2 Professional English in Use Finance by Ian MacKenzie Book with answers $25.40 978-0-521-61627-0 Professional English in Use ICT by Santiago Remacha Esteras and Elena Marco Fabré Book with answers $25.40 978-0-521-68543-6 Professional English in Use Law by Gillian D. Brown and Sally Rice Book with answers $25.40 978-0-521-68542-9 Professional English in Use Management by Arthur Mckeown and Ros Wright Book with answers $25.40 978-0-521-17685-9 Professional English in Use Marketing by Cate Farrall and Marianne Lindsley Book with answers $25.40 978-0-521-70269-0 Professional English in Use Medicine by Eric Glendinning and Ron Howard Book with answers $25.40 978-0-521-68201-5

Grammar for Business Michael McCarthy, Jeanne McCarten, David Clark and Rachel Clark INTERMEDIATE TO HIGH INTERMEDIATE

$34.40

Marie McCullagh and Ros Wright HIGH INTERMEDIATE TO ADVANCED

This popular short courses series is designed for learners who need to use English in a professional environment. Written by professionals for professionals, each book combines the best in ELT methodology with real professional practice to help develop the specialist language and communication skills needed by professionals in their daily work. • Glossary of specialist terms in each Student’s Book. • Free online Teacher’s Books with background information on specialist subject and extra activities. • Free additional case studies online. • Cambridge English for Engineering is now available as an ebook. cambridge.org/english-for-specific-purposes Cambridge English for Engineering by Mark Ibbotson Student’s Book with Audio CDs (2) $28.20 978-0-521-71518-8 Cambridge English for Human Resources by George Sandford Student’s Book with Audio CDs (2) $28.60 978-0-521-18469-4 Cambridge English for Job-hunting by Colm Downes Student’s Book with Audio CDs (2) $28.20 978-0-521-72215-5 Cambridge English for the Media by Nick Ceramella and Elizabeth Lee Student’s Book with Audio CDs (2) $28.20 978-0-521-72457-9 Cambridge English for Marketing by Nick Robinson with CIM Student’s Book with Audio CDs (2) $28.20 978-0-521-12460-7 Cambridge English for Nursing by Virginia Allum and Patricia McGarr Pre-intermediate Student’s Book with Audio CDs (2) $28.20 978-0-521-14133-8 Intermediate Student’s Book with Audio CDs (2) $28.20 978-0-521-71540-9 Cambridge English for Scientists by Tamzen Armer Student’s Book with Audio CD’s (2) $28.20 978-0-521-15409-3

Flightpath Aviation English for pilots and ATOCs

Providing clear explanations and authentic practice of essential business language, Grammar for Business focuses on both spoken and written grammar to help students improve their communication skills in realistic situations. Book with Audio CD

LOW INTERMEDIATE TO ADVANCED 40-60 teaching hours per book

978-0-521-72720-4

Pre- and in-service training 60–65 teaching hours WINNER The David Riley Award for Innovation in Business English and ESP

This award winning course prepares doctors to communicate with patients in a wide range of medical scenarios in English. Uniquely, students learn not only functional language and medical terminology but also interpersonal skills and non-verbal communication illustrated on the course DVD. DVD worksheets are available online. cambridge.org/goodpractice Student’s Book Teacher’s Book Audio CDs (2) DVD

$38.20 $25.40 $48.40 $164.80

978-0-521-75590-0 978-0-521-75591-7 978-0-521-75592-4 978-0-521-75593-1

Be My Guest English for the hotel industry Francis O’Hara BEGINNING TO LOW-INTERMEDIATE

Through short, manageable units, this course focuses on the everyday language needed by hotel employees. It deals with a range of customer-facing situations, including reception and bar work, and answering the telephone. Student’s Book Teacher’s Book Audio CDs (2)

$21.40 $19.20 $48.40

978-0-521-77689-9 978-0-521-77688-2 978-0-521-77686-8

Philip Shawcross HIGH INTERMEDIATE TO ADVANCED

Developed in collaboration with a panel of experts in aviation communication and safety, Flightpath enables pilots and Air Traffic Control Officers to achieve an ICAO4 or higher level proficiency in English. cambridge.org/flightpath Student’s Book with Audio CDs (3) and DVD Teacher’s Book

Visit our website: cambridge.org/esl

$47.20

978-0-521-17871-6

$51.00

978-0-521-17870-9

83


Teacher Development

Cambridge Online Teacher Development Over 50 online courses, from 2 to 20 hours long, written by experts and designed to meet your development needs. Topics include: classroom management; CLIL; teaching grammar; teaching IELTS; teaching with technology; critical thinking; special educational needs; teaching mixed-ability learners.

Start planning your professional development with Cambridge:

cambridge.org/ctd 84

Contact your ESL Specialist: 888-ESL-BUZZ (375-2899)


Teacher Development Background to Teaching and Learning

NEW Scott Thornbury’s 30 Language Teaching Methods

NEW The Cambridge Guide to Learning English as a Second Language

Curriculum Development in Language Teaching

Approaches and Methods in Language Teaching

Second edition

Third edition

Scott Thornbury

Edited by Anne Burns and Jack C. Richards

Jack C. Richards

Jack C. Richards and Theodore S. Rodgers

This easy-to-read book takes a fresh look at a range of language teaching methods, grouping them by what they have in common, rather than by chronology. Some forgotten methods are rehabilitated and some current orthodoxies challenged. Paperback

$13.00

This book provides an up-to-date and comprehensive coverage of second language learning. The focus is primarily on language learning, but chapters also discuss the implications for pedagogy, thus informing both understanding and practice.

978-1-108-40846-2 Paperback

$53.80

A new edition of a successful title, which has been fully revised and updated to reflect contemporary issues in curriculum. The book covers the issues involved in planning, developing and managing effective language programmes. Paperback

$43.40

978-1-316-62554-5

This popular and accessible book surveys the major approaches and methods in language teaching such as Grammar Translation, Audiolingualism, Communicative Language Teaching, and the Natural Approach. Paperback

$39.80

978-1-107-67596-4

978-1-108-40841-7

Also available

Learner English Second edition Edited by Michael Swan and Bernard Smith This practical reference guide compares the relevant features of a student’s own language with English, helping teachers to predict and understand the problems their students have. Chapters focus on major problems of pronunciation, grammar, vocabulary, and other errors. Paperback

$34.80

978-0-521-77939-5

The Cambridge Guide to Pedagogy and Practice in Second Language Learning

Methodology in Language Teaching

Edited by Anne Burns and Jack C. Richards This collection of original articles provides a state-of-the-art overview of key issues and approaches in contemporary language teaching.

This book provides an overview of current approaches, issues, and practices in the teaching of English to speakers of other languages. It illustrates the complexity underlying many of the practical planning and instructional activities teaching English involves.

Paperback

Paperback

$46.00

978-1-107-60200-7

Edited by Jack C. Richards and Willy A. Renandya

$46.80

Key Issues in Language Teaching by Jack C. Richards Paperback $59.80 978-1-107-45610-5 Apple iBook $30.20 978-1-107-66329-9 Cambridge Guide to Teaching English to Speakers of Other Languages, The by Ronald Carter and David Nunan Paperback $40.60 978-0-521-80516-2 Genre analysis by John Swales Paperback $41.60 978-0-521-33813-4 Teaching Languages to Young Learners by Lynne Cameron Paperback $39.80 978-0-521-77434-5 Meaningful Action Edited by Jane Arnold and Tim Murphey Paperback $36.00 978-1-107-61043-9 Motivating Learners, Motivating Teachers by Zoltan Dornyei and Magdalena Kubanyiova Paperback $36.00 978-1-107-60664-7 CLIL by Do Coyle, Philip Hood and David Marsh Paperback with $50.60 978-0-521-13021-9 CD-ROM Motivational Strategies by Zoltan Dornyei Paperback $36.00 978-0-521-79377-3 Educating Second Language Children by Fred Genesse Paperback $41.20 978-0-521-45797-2

978-0-521-00440-4

For a full listing of teacher development titles, visit cambridge.org/ctd

*Also available as an ebook

85


Teacher Development Language for Teachers Also available

About Language Second edition

Grammar for English Language Teachers

Teaching Pronunciation

Scott Thornbury

Second edition

Marianne Celce-Murcia, Donna Brinton, Jane Goodwin, Barry Griner

Martin Parrott

A fully revised and updated edition, incorporating recent developments in language description. This popular book contains tasks to help you develop your language awareness and encourages you to consider the pedagogical implications and classroom applications.

This highly-successful book helps you develop your understanding of English grammar and how to teach it. It provides clear explanations, as well as practical ideas for planning lessons, and addresses typical problems that learners encounter.

Paperback

Paperback

$40.00

978-1-107-66719-8

$31.20

978-0-521-71204-0

Second edition

This reference and activity book in one provides comprehensive coverage of the sound system of North American English, as well as new practices in pronunciation pedagogy. Paperback with Audio CD

$58.20

English for the Teacher by Mary Spratt Paperback* $51.60 978-0-521-42676-3 Audio CDs (2) $23.40 978-0-521-15497-0 NEW Discourse of the IELTS Speaking Test by Paul Seedhouse and Fumiyo Nakatsuhara Paperback $60.00 978-1-108-43769-1 NEW Defining Integrated Reading-intoWriting Constructs by Sathena Chan Paperback $60.00 978-1-108-44241-1 Corpora in Applied Linguistics by Susan Hunston Paperback $41.60 978-0-521-80583-4 Discourse Analysis for Language Teachers by Michael McCarthy Paperback $38.20 978-0-521-36746-2 English Phonetics and Phonology Fourth edition by Peter Roach Paperback with $53.80 978-0-521-71740-3 Audio CDs (2) Apple iBook $38.00 978-1-139-79545-6 World Englishes by Andy Kirkpatrick Paperback with $155.80 978-0-521-61687-4 Audio CDs Multilingual Education Second edition Edited by Jasone Cenoz and Durk Gorter Paperback $43.80 978-1-107-47751-3

978-0-521-72976-5

Teaching Language Skills Also available

NEW Teaching and Developing Reading Skills Peter Watkins Drawing on current reading theory, this very accessible book contains activities to support and develop learners’ reading skills and strategies. Activities cover aspects such as developing fluency, exploiting digital sources, using learner-generated texts and assessing reading. Paperback

86

$47.80

978-1-316-64731-8

Teaching Speaking Christine Goh and Anne Burns This book provides an introduction to the theory and practice of teaching speaking. It considers issues and features related to speaking and the language learner, along with the implications for teaching. Paperback

$44.80

978-1-107-64833-3

Second Language Writing Ken Hyland This text is a highly accessible and authoritative approach to the theory and practice of teaching writing. It considers the strategies for drafting and revising, as well as the importance of an understanding of genre when structuring writing. Paperback

$37.40

Discussions and More by Penny Ur Paperback* $47.40 978-1-107-44275-7 Reading in a Second Language by William Grabe Paperback $43.80 978-0-521-72974-1 Listening in the Language Classroom by John Field Paperback $39.60 978-0-521-68570-2 Teaching Listening Comprehension by Penny Ur Paperback $43.50 978-0-521-28781-4 Keep Talking by Friederike Klippel Paperback $43.50 978-0-521-27871-3 Second Language Listening by John Flowerdew and Lindsay Miller Paperback $37.40 978-0-521-78647-8 Instant Academic Skills by Sarah Lane Paperback $53.40 978-0-521-12162-0 Conversation by Scott Thornbury and Diana Slade Paperback $34.60 978-0-521-89116-5 Agendas for Second Language Literacy by Sandra Lee McKay Paperback $36.40 978-0-521-44664-8 Literature in the Language Classroom by Joanne Collie Paperback $34.00 978-0-521-31224-0

978-0-521-53430-7

For a full listing of teacher development titles, visit cambridge.org/ctd *Also available as an ebook


Teacher Development Teaching Language Systems

NEW Lexical Grammar Leo Selivan Supported by insights from research, this practical book provides an important resource for teachers interested in the role of chunks in language learning and teaching. Activities are user friendly and generalisable and can be used in a range of contexts. Paperback

$47.80

978-1-316-64475-1

Grammar Practice Activities

Pronunciation Practice Activities

Pronunciation Games

Second edition

Martin Hewings

This photocopiable resource contains pronunciation games for use in the classroom. Activities raise awareness of aspects of English pronunciation, including individual sounds, word stress, sentence stress and intonation. The games are supported by step-by-step teacher’s notes.

Penny Ur This classic handbook is an invaluable resource, containing a wealth of imaginative and engaging grammar practice activities. It contains clear teaching guidelines, along with an explanation of the principles of effective practice. Paperback

$41.00

This resource book provides an accessible introduction to teaching pronunciation, and over 90 practical activities for classroom use. Activities range from awareness-raising to connected speech, stress and intonation, to testing pronunciation. Paperback

Mark Hancock

Paperback $41.00

978-0-521-75457-6

$49.60

978-0-521-46735-3

978-0-521-73232-1

Also available

Games for Grammar Practice by Maria Lucia Zaorob and Elizabeth Chin Book $49.60 978-0-521-66342-7 Collocations Extra by Elizabeth Walter and Kate Woodford Book with CD-ROM $53.40 978-0-521-74522-2

Vocabulary Activities Penny Ur This text provides a wealth of ideas for introducing, presenting, expanding, exploring and practising vocabulary. These teacher-friendly activities are clearly written and wide-ranging, and the book also contains a detailed guidelines section outlining the key principles involved in teaching and practising vocabulary. Paperback

$82.40

978-0-521-18114-3

Vocabulary in Language Teaching Norbert Schmitt This text offers a comprehensive introduction to vocabulary for language teachers who would like to know more about the way vocabulary works. It provides the background knowledge necessary for practitioners to make informed choices about vocabulary teaching and testing. Paperback with CD-ROM

$37.40

978-0-521-66938-2

Learning Vocabulary in Another Language Second edition I. S. P Nation This title is a key work in the area of second and foreign language vocabulary studies. It provides a survey of research and theory on the teaching and learning of vocabulary, along with pedagogical suggestions for teachers and learners. Paperback

$43.80

Singing Grammar by Mark Hancock Book $66.75 978-1-107-63190-8 Using Corpora in the Language Classroom by Randi Reppen Paperback $37.40 978-0-521-14608-1 Primary Pronunciation Box by Caroline Nixon Paperback $53.40 978-0-521-54545-7 Rules, Patterns and Words by David Willis Paperback $38.20 978-0-521-53619-6 From Corpus to Classroom by Anne O’Keeffe, Michael McCarthy and Ronald Carter Paperback $41.60 978-0-521-61686-7

978-1-107-62302-6

For a full listing of teacher development titles, visit cambridge.org/ctd

*Also available as an ebook

87


Teacher Development Classroom Practice

Penny Ur’s 100 Teaching Tips Penny Ur Drawing on the author’s extensive experience as a teacher and trainer, this book contains clear and concise advice. The tips are broad-ranging, covering areas such as error correction, mixedlevel classes, discipline, homework, testing and assessment. Paperback

$13.00

978-1-316-50728-5

Classroom Management Techniques

CLIL Activities Liz Dale and Rosie Tanner

Jim Scrivener This essential book offers a huge range of practical suggestions and techniques to help you create the right conditions for effective learning, delivering real solutions for real classrooms. Paperback

$34.80

This book offers a clear explanation of the benefits and challenges of CLIL, along with a wide range of accessible activities. Dedicated subject pages demonstrate how language is used in subjects such as geography, science, maths and ICT. Paperback

$41.00

978-0-521-14984-6

Translation and Own-language Actvities Philip Kerr This award-winning title outlines the theoretical basis for using the learners’ own language in the language classroom, and considers the implications of this, providing a range of effective practical activities, some drawing on easy-to-use web tools.

978-0-521-74185-9 Paperback

$34.80

978-1-107-64578-3

Also available

Planning Lessons and Courses

Games for Language Learning

Tessa Woodward

Andrew Wright, David Betteridge and Michael Buckby

This book provides a step-by-step approach to designing sequences of work for the language classroom. Grounded in educational theory, the book contains clear explanations of key principles and easily accessible ideas. Paperback

$43.50

This hugely popular title contains a wealth of games for the language classroom, from warmers and icebreakers to activities related to language skills and systems. Containing over 100 games, the activities both engage and challenge learners.

A Practicum in TESOL Graham Crookes This book addresses practical teaching matters, including lesson planning, motivation, classroom management, as well as moral and political issues. It is a valuable source book for both teacher educators and classroom teachers. Paperback

$37.40

Five-Minute Activities by Penny Ur and Andrew Wright Paperback $34.80 978-0-521-39781-0 Teaching Large Multilevel Classes by Natalie Hess Paperback* $34.80 978-0-521-66785-2 Lessons from Nothing by Bruce Marsland Paperback $34.80 978-0-521-62765-8 Activities for Very Young Learners by Herbert Puchta and Karen Elliott Paperback* $34.80 978-1-316-62273-5 Drama Techniques Third edition by Alan Maley and Alan Duff Paperback with $34.80 978-0-521-60119-1 Audio CD Developments in English for Specific Purposes by Tony Dudley-Evan and Maggie Jo St John Paperback $41.60 978-0-521-59675-6 Materials Development in Language Teaching Second edition Edited by Brian Tomlinson Paperback $39.60 978-0-521-15704-9 Communicative Activities for EAP by Jenni Guse Paperback with $41.00 978-0-521-14057-7 CD-ROM

978-0-521-52998-3

978-0-521-63354-3 Paperback

$34.80

978-0-521-61822-9

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Teacher Development Teaching with Technology

Language Learning with Technology Graham Stanley With pedagogy given a central position, this very practical book is an essential resource for anyone using technology in their classroom. It contains over 130 activities, incorporating a wide range of tools, such as mobile technologies and social networking. Paperback

$38.80

978-1-107-62880-9

Interaction Online Lindsay Clandfield and Jill Hadfield This valuable book supports interaction between people, and is relevant for online, blended or face-to-face courses. It contains a range of triedand-tested activities which provide opportunities for online interaction, and makes use of generic tools for ease of use. Paperback

$38.00

978-1-316-62917-8

Language Learning with Digital Video Ben Goldstein and Paul Driver This book is an ideal resource for anyone using video in the classroom. There are a wealth of activities, requiring minimal preparation, which are either based on using existing video content or on making and using learner-generated video. Paperback

$46.80

978-1-107-63464-0

The Cambridge Guide to Blended Learning for Language Teaching Edited by Michael McCarthy This research-informed book is concerned with best practice in blended language learning. It considers the theory underpinning language acquisition and provides insights into designing and delivering blended learning programmes. Paperback

$51.60

978-1-316-50511-3

Testing and Assessment Also available

Testing for Language Teachers Second edition Arthur Hughes

The Cambridge Guide to Second Language Assessment Edited by Christine Coombe, Peter Davidson, Barry O’Sullivan and Stephen Stoynoff

This best-seller is a comprehensive and practical guide to testing in language teaching. It considers the theory behind test construction, the purposes of testing, a range of test techniques, and the relationship between testing, teaching and learning.

This title provides a theoretical background of the key issues associated with language testing, as well as practical advice on how to improve the effectiveness of tests.

Paperback

Paperback

$39.60

978-0-521-48495-4

$60.40

Learning Oriented Assessment Neil Jones and Nick Saville With fresh insights into the role of assessment in supporting learning, this volume will be of considerable interest to assessment practitioners, teachers and academics, educational policy-makers and examination board personnel. Paperback

$53.60

NEW Second Language Assessment and Action Research Edited by Anne Burns and Hanan Khalifa Paperback $64.60 978-1-108-43670-0 NEW Examining Young Learners by Szilvia Papp and Shelagh Rixon Paperback $41.20 978-1-316-63820-0 Assessing Speaking by Sari Luoma Paperback $39.40 978-0-521-80487-5 Assessing Young Language Learners by Penny McKay Paperback $39.40 978-0-521-60123-8 Testing Spoken Language by Nic Underhill Paperback $42.50 9978-0-521-31276-9 NEW Applying the Socio-Cognitive Framework to the BioMedical Admissions Test by Kevin Y.F. Cheung and Sarah McElwee Paperback $64.60 978-1-108-43931-2 Language Assessment for Multilingualism Edited by Coreen Docherty and Fiona Barker Paperback $67.25 978-1-316-50500-7 Assessing Grammar by James E. Purpura Paperback $00.00 978-0-521-003344-5 Assessing Language Teachers’ Professional Skills and Knowledge Edited by Rosemary Wilson and Monica Poulter Paperback $56.60 978-1-107-49978-2

978-1-316-50788-9

978-1-107-67707-4

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89


Teacher Development Teacher Training and Development Also available

NEW Jack C Richards’ 50 Tips for Teacher Development Jack C. Richards This practical book looks at different aspects of teacher development, such as critical reflection and developing knowledge and skills. It includes clear strategies, for individuals or groups, and outlines activities to facilitate teacher development. Paperback

$13.00

978-1-108-40836-3

A Course in English Language Teaching Penny Ur This highly-regarded book provides a comprehensive introduction to English Language Teaching. It combines theory and practice, with both reflection and classroom-based tasks. It is ideal for use in initial teaching training and as a reference for practising teachers. Paperback

$40.80

978-1-107-68467-6

Practice Teaching Jack C. Richards and Thomas Farrell Written for language teachers in training at the diploma, undergraduate, or graduate level, this volume surveys issues and procedures in conducting practice teaching. It adopts a reflective approach and shows student teachers how to explore and reflect on the nature of language teaching through their experience of practice teaching. Paperback with CD-ROM

$40.60

The Cambridge Guide to Research in Language Learning and Teaching Edited by James Dean Brown and Christine Coombe Paperback* $51.60 978-1-107-48555-6 Mentor Courses by Angi Malderez and Caroline Bodoczky Paperback $39.60 978-0-521-56690-2 Classroom Observation Tasks by Ruth Waynryb Paperback $46.75 978-0-521-40722-9 Literature and Language Teaching by Gillian Lazar Paperback $39.60 978-0-521-40651-2 Action research for Language Teachers by Michael J. Wallace Paperback $47.60 978-0-521-55535-7 Teacher Training Essentials by Craig Thaine Paperback $49.60 978-0-521-17224-0 Teaching Children English, A training course for teachers of English to children by David Vale and Anne Feunteun Paperback $51.60 978-0-521-42235-2 From Teacher to Manager by Ron White, Andrew Hockley, Julie van der Horst Jansen and Melissa S. Laughner Paperback $38.80 978-0-521-70909-5

978-0-521-18622-3

We also offer a range of online methodology courses and modules. Please refer to page 84 for further information, or visit cambridge.org/ctd

Teaching Qualifications

TKT Course Modules 1, 2 and 3 Second edition Mary Spratt, Alan Pulverness and Melanie Williams A comprehensive course for teachers and trainee teachers preparing for the Cambridge ESOL Teaching Knowledge Test (TKT), or other initial teacher training qualifications. It contains concepts, guidance, activities and practice tests. Paperback

$25.80

TKT Course CLIL Module

The CELTA Course Trainee Book

The CELTA Course Teacher’s Manual

Kay Bentley

Scott Thornbury and Peter Watkins

Scott Thornbury and Peter Watkins

This book provides full coverage of the CELTA syllabus, and is endorsed by Cambridge English Language Assessment. It includes a range of material to be used in input sessions, helpful advice, and a wealth of reference material.

This user-friendly book is covers the requirements of the CELTA qualification. It includes suggestions on using the material with trainees, as well as advice on how to prepare trainees for teaching practice, lesson observations, written assessment and tutorials.

Paperback

Paperback

A self-study preparation course for the Content and Language Integrated Learning (CLIL) Module of the Teaching Knowledge Test. This book covers theory and practice and is suitable for both content and language teachers. Paperback

$21.40

978-0-521-15733-9

978-0-521-12565-9

$43.00

978-0-521-69206-9

$53.80

978-0-521-69207-6

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Other Titles

Presentation Plus

Interchange Fourth edition Jack C. Richards with Jonathan Hull and Susan Proctor BEGINNER TO INTERMEDIATE 90–120 teaching hours

The underlying philosophy of Interchange is that language is best learned when used for meaningful communication. The features that have made Interchange the world’s most popular and successful English course continue to be the hallmarks of this fourth edition: • A trusted communicative methodology and proven approach. • Greater flexibility for use in any teaching situation. • A wealth of resources for teacher training and professional development.

• Provides complete course content, including audio and video material, interactive activities, annotation tools, links to online resources and the ability to save your customized lessons to any computer anywhere. Online Workbook: Complete Interactive Practice • Accessible from a computer or iPad, the Online Workbook provides extensive practice activities with immediate feedback, automated class reports, including activity scores and time-on-task, and free teacher access.

Teacher’s Edition with Assessment Audio CD/CD-ROM • Each interleaved lesson includes complete teaching notes with additional lesson options, audio scripts, lesson vocabulary, and activity answer keys. The Assessment Audio CD/CD-ROM includes PDF and editable versions of all tests and quizzes for complete assessment customization. Video Program DVD and Video Resource Book • Each video reinforces each unit’s target language skills through relevant, real-world scenarios. The Video Resource Book includes Video Activity Worksheets, video teaching notes, answer keys, and transcripts.

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• Included with each Student’s Book, the Self-Study DVD-ROM reinforces each lesson with additional vocabulary, grammar, listening, and speaking activities. The full Video Program is also included.

• Choose from hundreds of downloadable reproducible, and customizable teaching resources for expansion and additional practice in class, or for homework assignments.

Interchange Arcade: Fun, Interactive Online Self-Study

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• This free self-study website provides additional skills practice in an engaging game-like format, includes MP3s of the entire audio program and is free to students. Interchange Fourth edition Student’s Book with Self‑Study DVD-ROM Student’s Book A with Self‑Study DVD-ROM Student’s Book B with Self‑Study DVD-ROM Workbook Workbook A Workbook B Online Workbook Online Workbook A Online Workbook B Student’s Book with Self‑Study DVD-ROM and Online Workbook Pack Student’s Book A with Self‑Study DVD-ROM & Online Workbook Pack Student’s Book B with Self‑Study DVD-ROM & Online Workbook Pack *Super Value Pack *Super Value Pack A (Split Edition) *Super Value Pack B (Split Edition) Teacher’s Edition with Assessment Audio CD/CD-ROM **Full Contact with Self-Study DVD-ROM **Full Contact A with Self-Study DVD-ROM **Full Contact B with Self-Study DVD-ROM Class Audio CDs (3) Presentation Plus DVD-ROM Presentation Plus Site License Pack Video Program DVD Video Resource Book

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Basic/Intro Level 978-1-107-64866-1 978-1-107-68031-9 978-1-107-61155-9 978-1-107-64871-5 978-1-107-67020-4 978-1-107-61537-3 978-1-139-44867-3 978-1-139-40058-9 978-1-139-39733-9 978-1-107-67383-0 978-1-107-65395-5 978-1-107-63372-8 978-1-107-65847-9 978-1-107-66828-7 978-1-107-66153-0 978-1-107-64011-5 978-1-107-61495-6 978-1-107-68000-5 978-1-107-69456-9 978-1-107-61034-7 978-1-107-67132-4 978-1-107-65708-3 978-1-107-69753-9

Level 1 Level 2 978-1-107-64867-8 978-1-107-64869-2 978-1-107-69443-9 978-1-107-64410-6 978-1-107-67396-0 978-1-107-62676-8 978-1-107-64872-2 978-1-107-64873-9 978-1-107-61687-5 978-1-107-61698-1 978-1-107-69959-5 978-1-107-65075-6 978-1-139-43954-1 978-1-139-44355-5 978-1-139-54709-3 978-1-139-40675-8 978-1-139-57059-6 978-1-139-43542-0 978-1-107-68555-0 978-1-107-67471-4 978-1-107-62238-8 978-1-107-67461-5 978-1-107-68626-7 978-1-107-68848-3 978-1-107-68062-3 978-1-107-68297-9 978-1-107-66993-2 978-1-107-66953-6 978-1-107-65330-6 978-1-107-69521-4 978-1-107-69917-5 978-1-107-62527-3 978-1-107-67993-1 978-1-107-62500-6 978-1-107-61136-8 978-1-107-63719-1 978-1-107-63780-1 978-1-107-65092-3 978-1-107-64725-1 978-1-107-62941-7 978-1-107-64198-3 978-1-107-66251-3 All Levels 978-1-107-62231-9 978-1-107-62524-2 978-1-107-66521-7 978-1-107-64367-3 978-1-107-65180-7

Level 3 978-1-107-64870-8 978-1-107-69720-1 978-1-107-65269-9 978-1-107-64874-6 978-1-107-64685-8 978-1-107-68752-3 978-1-139-44785-0 978-1-139-48364-3 978-1-139-50787-5 978-1-107-66770-9 978-1-107-69827-7 978-1-107-61416-1 978-1-107-68092-0 978-1-107-66229-2 978-1-107-69472-9 978-1-107-61506-9 978-1-107-66684-9 978-1-107-62042-1 978-1-107-63667-5 978-1-107-66870-6 978-1-107-69001-1 978-1-107-62067-4 978-1-107-63693-4

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91


Other Titles English for Academic Purposes: Integrated series Interactions/Mosaic Fifth edition

Writing A Writer’s Workbook Fourth edition Trudy Smoke

Lida R. Baker, Robert Baldwin, Laurie Blass, Jami Hanreddy, Pamela Hartmann, Darcy Jack, Margaret Keenan Segal, Elaine Kirn, Miki Knezevic, James Mentel, Paul Most, John Nelson, Cheryl Pavlik, Meredith Pike-Baky, Judith Tanka, Emily Austin Thrush, Brenda Wegmann, Patricia Werner, Elizabeth Whalley, Lawrence J. Zwier

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Interactions Writing Student's Book $54.00 978-0-073-53385-8 978-0-073-53386-5 Teacher's Edition cambridge.org/interactions5e

Student’s Book Teacher’s Manual

Interactions Grammar Student's Book $54.00 978-0-073-40640-4 978-0-073-25860-7 Teacher's Edition cambridge.org/interactions5e Mosaic Writing Student's Book Teacher's Edition

Student’s Book with Answers Teacher’s Manual

$38.80 978-0-521-54489-4 $13.60 978-0-521-54490-0

In Our Own Words Third edition Rebecca Mlynarczyk, Steven B. Haber

$38.80 $13.60

978-0-521-54028-5 978-0-521-54029-2

Academic Writing Second edition Ilona Leki LOW ADVANCED TO ADVANCED/FRESHMAN COMP

$39.20 978-0-073-53389-6 978-0-073-25184-4 cambridge.org/mosaic5e

Mosaic Grammar Student's Book $47.60 978-0-073-40641-1 978-0-073-25850-8 Teacher's Edition cambridge.org/mosaic5e

Student’s Book Instructor’s Manual

$36.80 $12.80

978-0-521-65768-6 978-0-521-65767-9

Inspired to Write Jean Withrow, Gay Brookes, Martha Clark Cummings LOW ADVANCED TO ADVANCED/FRESHMAN COMP

Student’s Book Teacher’s Manual

$38.80 $13.60

978-0-521-53711-7 978-0-521-53712-4

Writing from Within Second edition Curtis Kelly, Arlen Gargagliano BEGINNING TO PRE-INTERMEDIATE

Level 1 Student’s Book Teacher's Manual

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978-0-521-18827-2 978-0-521-18831-9

Level 2 Student’s Book Teacher's Manual

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Write to Be Read Second edition William R. Smalzer HIGH INTERMEDIATE TO LOW ADVANCED

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From Writing to Composing Second edition Beverly Ingram, Carol King HIGH BEGINNING TO LOW INTERMEDIATE

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Title Index A About Language Second edition.....................................................86 Academic Encounters.....................................................................38 Academic Vocabulary in Use ..........................................................48 Action Research for Language Teachers..........................................90 Active Listening..............................................................................69 Activities for Very Young Learners...................................................88 Advanced Grammar in Use.............................................................47 Agendas for Second Language Literacy...........................................86 Applying the Socio-Cognitive Framework to the BioMedical Admissions Test............................................................................89 Approaches and Methods in Language Teaching.............................85 Assessing Grammar........................................................................89 Assessing Language Teachers’ Professional Skills and Knowledge............................................................................89 Assessing Speaking........................................................................89 Assessing Young Language Learners...............................................89 B Basic Grammar in Use....................................................................46 Basic Vocabulary in Use..................................................................48 Be My Guest..................................................................................83 Business Advantage.......................................................................81 Business Start-up ..........................................................................82 Business Vocabulary in Use ............................................................82 C Cambridge Academic Content Dictionary........................................71 Cambridge Business Skills..............................................................81 Cambridge Dictionary.....................................................................70 Cambridge English Readers............................................................55 Cambridge English for Engineering.................................................83 Cambridge English for Human Resources........................................83 Cambridge English for Job-hunting.................................................83 Cambridge English for Marketing....................................................83 Cambridge English for Nursing.......................................................83 Cambridge English for Scientists.....................................................83 Cambridge English for the Media....................................................83 Cambridge English Pronouncing Dictionary.....................................71 Cambridge Experience Readers.......................................................54 Cambridge Grammar and Vocabulary..............................................80 Cambridge Guide to Blended Learning for Language Teaching, The................................................................................89 Cambridge Guide to Learning English as a Second Language, The..............................................................................85 Cambridge Guide to Pedagogy and Practice in Second Language Teaching, The................................................................85 Cambridge Guide to Research in Language Teaching and Learning, The................................................................................90 Cambridge Guide to Second Language Assessment, The..................89 Cambridge Guide to Teaching English to Speakers of Other Languages, The...................................................................85 Cambridge IELTS Practice Tests........................................................80 Cambridge Preparation for the TOEFL® Test.....................................71 CaMLA..........................................................................................72 CaMLA English Placement Test (EPT)..............................................72 CaMLA Speaking Test.....................................................................73 CaMLA Writing Test........................................................................73 CELTA Course Teacher’s Manual, The...............................................90 CELTA Course Trainee Book, The......................................................90 Classroom Management Techniques...............................................88 Classroom Observation Tasks..........................................................90 Clear Speech..................................................................................67 CLIL...............................................................................................85 CLIL Activities.................................................................................88 College and Career Readiness Standards..........................................8 Collocations Extra..........................................................................87 Common Mistakes… and how to avoid them.................................80 Communicating Across Cultures.....................................................81 Communicating in Business............................................................81 Communicative Activities for EAP...................................................88 Company to Company ...................................................................82 Complete.......................................................................................77 Conversation..................................................................................86 Corpora in Applied Linguistics.........................................................86 Course in English Language Teaching, A..........................................90 Curriculum Development in Language Teaching..............................85 D Defining Integrated Reading-into- Writing Constructs......................86 Developments in English for Specific Purposes................................88 Discourse Analysis for Language Teachers.......................................86 Discourse of the IELTS Speaking Test...............................................86

Visit our website: cambridge.org/esl

Discovering Fiction.........................................................................53 Discussions and More.....................................................................86 Drama Techniques Third edition......................................................88 Dynamic Presentations...................................................................81

N

E

O

Educating Second Language Children.............................................85 English Collocations in Use.............................................................48 English Idioms in Use.....................................................................48 English Phonetics and Phonology Fourth edition.............................86 English Phrasal Verbs in Use...........................................................48 English for Business Studies............................................................82 English for the Teacher...................................................................86 Examining Young Learners..............................................................89

Objective........................................................................................78 Official Cambridge Guide to IELTS, The............................................76 Official IELTS Practice Materials.......................................................78

F Final Draft......................................................................................60 Five-Minute Activities.....................................................................88 Flightpath......................................................................................83 Four Corners..................................................................................20 From Corpus to Classroom..............................................................87 From Teacher to Manager...............................................................90 G Games for Grammar Practice..........................................................87 Games for Language Learning........................................................88 Genre analysis................................................................................85 Good Practice.................................................................................83 Grammar Practice Activities............................................................87 Grammar and Beyond....................................................................40 Grammar for Business....................................................................83 Grammar for English Language Teachers.........................................86 Grammar in Use.............................................................................47 Guide to IELTS................................................................................76 Guidelines......................................................................................66 I IELTS Life Skills Official Cambridge Test Practice...............................78 IELTS Trainer...................................................................................80 Idioms for Everyday Use.................................................................48 Instant Academic Skills...................................................................86 Interaction Online...........................................................................89 Interactions/Mosaic........................................................................34 Interchange Fifth edition................................................................15 Interchange Fourth edition..............................................................91 International Negotiations..............................................................81 International Story, The...................................................................66 J Jack C Richards’ 50 Tips for Teacher Development...........................90 K Keep Talking...................................................................................86 Key Issues in Language Teaching.....................................................85 L Language Assessment for Multilingualism.......................................89 Language Learning with Digital Video.............................................89 Language Learning with Technology...............................................89 Learner English..............................................................................85 Learning Oriented Assessment........................................................89 Learning Vocabulary in Another Language.......................................87 Lessons from Nothing.....................................................................88 Let’s Talk........................................................................................69 Lexical Grammar............................................................................87 Listening in the Language Classroom..............................................86 Literature and Language Teaching..................................................90 Literature in the Language Classroom.............................................86 M Making Connections......................................................................49 Materials Development in Language Teaching Second edition..........88 Meaningful Action..........................................................................85 Mentor Courses.............................................................................90 Methodology in Language Teaching................................................85 Michigan English Test (MET), The....................................................73 Michigan Test of English Language Proficiency (MTELP)...................73 Mindset for IELTS............................................................................79 Motivating Learners, Motivating Teachers........................................85 Motivational Strategies...................................................................85 Multilingual Education Second edition............................................86

New Directions...............................................................................66 New Insight into IELTS....................................................................77

P Passages........................................................................................18 Penny Ur’s 100 Teaching Tips..........................................................88 Planning Lessons and Courses........................................................88 Power of Process............................................................................33 Practice Teaching............................................................................90 Practicum in TESOL, A.....................................................................88 Present Yourself..............................................................................69 Primary Pronunciation Box..............................................................87 Prism.............................................................................................28 Professional English in Use.............................................................83 Professional English in Use Engineering..........................................83 Professional English in Use Finance................................................83 Professional English in Use ICT.......................................................83 Professional English in Use Law......................................................83 Professional English in Use Management........................................83 Professional English in Use Marketing.............................................83 Professional English in Use Medicine..............................................83 Pronouncing Dictionary .................................................................71 Pronunciation Games.....................................................................87 Pronunciation Pairs........................................................................68 Pronunciation Plus.........................................................................68 Pronunciation Practice Activities.....................................................87 R Read This!......................................................................................52 Reading in a Second Language.......................................................86 Rules, Patterns and Words..............................................................87 S Scott Thornbury’s 30 Language Teaching Methods...........................85 Second Language Assessment and Action Research.........................89 Second Language Listening............................................................86 Second Language Writing...............................................................86 Singing Grammar...........................................................................87 Skills for Effective Writing...............................................................64 Strategic Reading...........................................................................52 T TKT Course CLIL Module................................................................90 TKT Course Modules .....................................................................90 Teacher Training Essentials..............................................................90 Teaching Children English, A training course for teachers of English to children........................................................................................90 Teaching Languages to Young Learners...........................................85 Teaching Large Multilevel Classes...................................................88 Teaching Listening Comprehension.................................................86 Teaching Pronunciation..................................................................86 Teaching Speaking.........................................................................86 Teaching and Developing Reading Skills..........................................86 Testing Spoken Language...............................................................89 Testing for Language Teachers........................................................89 Touchstone....................................................................................22 Touchstone Online Course..............................................................25 Translation and Own-language Activities.........................................88 U Using Corpora in the Language Classroom......................................87 V Ventures........................................................................................10 Viewpoint......................................................................................23 Viewpoint Online Course................................................................25 Vocabulary Activities.......................................................................87 Vocabulary in Language Teaching...................................................87 Vocabulary in Use..........................................................................48 W World Englishes.............................................................................86 Writers at Work..............................................................................65 Writing..........................................................................................92 Writing for Impact..........................................................................81

93


Author Index A

E

K

Adams, Kate...................................................................................28 Allum, Virginia...............................................................................83 Aquino-Cutcher, Andrew.................................................................60 Archer, Greg...................................................................................79 Armer, Tamzen................................................................................83 Arnold, Jane...................................................................................85 Aspinall, Patricia.............................................................................55 Asplin, Wendy.......................................................................... 28, 60 Austen, Michael.............................................................................55

Eckstut-Didier, Samuela..................................................................52 Elliott, Karen..................................................................................88 Esling, John....................................................................................71 Espeseth, Miriam............................................................................38 Everett-Camplin, Helen...................................................................54

Kanaoka, Yoneko............................................................................38 Kay, Judith.....................................................................................53 Kelly, Curtis....................................................................................92 Kennedy, Alan S........................................................................ 28, 60 Kerr, Philip......................................................................................88 Kershaw, George............................................................................55 Khalifa, Hanan...............................................................................89 King, Carol.....................................................................................92 Kingsley, Susan..............................................................................78 Kirkpatrick, Andy............................................................................86 Kirn, Elaine............................................................................... 34, 92 Klippel, Friederike...........................................................................86 Knezevic, Miki.......................................................................... 34, 92 Koester, Almut................................................................................81 Kosta, Joanna.................................................................................79 Kubanyiova, Magdalena.................................................................85

B Baker, Ann......................................................................................68 Baker, Lida R...................................................................... 28, 34, 92 Baldwin, Robert....................................................................... 34, 92 Banks, Tim......................................................................................81 Barker, Fiona..................................................................................89 Barrell, Jania..................................................................................55 Battersby, Alan...............................................................................55 Bauer, Jill.......................................................................................60 Bentley, Kay...................................................................................90 Bentley, Marla................................................................................54 Betteridge, David............................................................................88 Bitterlin, Gretchen..........................................................................10 Black, Michael................................................................................78 Blackwell, Angela...........................................................................28 Blass, Laurie................................................................. 34, 40, 65, 92 Bodoczky, Caroline.........................................................................90 Bohlke, David........................................................................... 20, 60 Boyle, Mike S..................................................................................60 Brennan, Frank......................................................................... 54, 55 Brinton, Donna...............................................................................86 Broadhead, Annie...........................................................................78 Brook-Hart, Guy.............................................................................77 Brookes, Gay..................................................................................92 Broukal, Milada..............................................................................48 Brown, Gillian D.............................................................................83 Brown, James Dean........................................................................90 Brown, Kristine...............................................................................38 Brown, Steven................................................................................69 Buckby, Michael.............................................................................88 Bunting, John D........................................................................ 40, 48 Burns, Anne........................................................................ 85, 86, 89

F FabrĂŠ, Elena Marco.........................................................................83 Farrall, Cate...................................................................................83 Farrell, Thomas...............................................................................90 Feunteun, Anne..............................................................................90 Field, John......................................................................................86 Flowerdew, John............................................................................86 French, Amanda.............................................................................76 G Gardner, Peter S..............................................................................66 Gargagliano, Arlen.........................................................................92 Gear, Jolene...................................................................................71 Gear, Robert...................................................................................71 Gelshenen, Rosemary.....................................................................53 Genesse, Fred.................................................................................85 Gershon, Steven.............................................................................69 Gilbert, Judy B................................................................................67 Glendinning, Eric............................................................................83 Goh, Christine................................................................................86 Goldstein, Ben................................................................................89 Goldstein, Sharon...........................................................................68 Goodwin, Jane...............................................................................86 Gordon, Deborah...........................................................................65 Gorter, Durk...................................................................................86 Grabe, William................................................................................86 Griner, Barry...................................................................................86 Guse, Jenni....................................................................................88

L Lambert, Jeanne.............................................................................60 Lane, Sarah....................................................................................86 Lansford, Lewis..............................................................................28 Laughner, Melissa S........................................................................90 Lazar, Gillian..................................................................................90 Leather, Sue...................................................................................55 Lee, Elizabeth.................................................................................83 Leki, Ilona......................................................................................92 Lewis, Michele................................................................................28 Lindsley, Marianne.........................................................................83 Lisboa, Martin................................................................................81 Littlejohn, Andrew..........................................................................82 Loader, Mandy......................................................................... 54, 55 Lockwood, Robyn Brinks........................................................... 28, 60 Loewenthal, Marc..........................................................................79 Luoma, Sari....................................................................................89

H

M

Haber, Steven B..............................................................................92 Hadfield, Jill...................................................................................89 Haines, Simon.......................................................................... 77, 80 Hancock, Mark...............................................................................87 Hancock, Penny..............................................................................55 Handford, Michael..........................................................................81 Hanreddy, Jami......................................................................... 34, 92 Hardy, Thomas................................................................................54 Harmer, Jeremy...............................................................................55 Hartmann, Pamela.............................................................. 34, 60, 92 Hashemi, Louise....................................................................... 78, 80 Herdon, Tim....................................................................................54 Hess, Natalie..................................................................................88 Hewings, Martin........................................................... 47, 68, 80, 87 Heyderman, Emma.........................................................................77 Hill, David A...................................................................................55 Hockley, Andrew.............................................................................90 Hood, Philip...................................................................................85 Hood, Susan...................................................................................38 Hopkins, Diana...............................................................................80 Howard, Ron..................................................................................83 Hughes, Arthur...............................................................................89 Hull, Jonathan................................................................................15 Hunston, Susan..............................................................................86 Hutchison, Susan............................................................................79 Hyland, Ken....................................................................................86 Iannuzzi, Susan..............................................................................40 Ibbotson, Mark......................................................................... 82, 83 Ingram, Beverly..............................................................................92

MacAndrew, Richard................................................................ 54, 55 MacKenzie, Ian......................................................................... 82, 83 Mackey, Daphne.............................................................................52 Malderez, Angi...............................................................................90 Maley, Alan.............................................................................. 55, 88 Mansfield, Katherine......................................................................54 Marsh, David..................................................................................85 Marsland, Bruce.............................................................................88 Mascull, Bill...................................................................................82 May, Peter......................................................................................77 McCarten, Jeanne........................................................ 22, 23, 25, 83 McCarthy, Michael................................ 22, 23, 25, 48, 83, 86, 87, 89 McCullagh, Marie...........................................................................83 McDowell, Clare.............................................................................77 McElwee, Sarah..............................................................................89 McEntire, Jo...................................................................................49 McGarr, Patricia..............................................................................83 McGiffin, Janet...............................................................................55 McKay, Penny.................................................................................89 McKay, Sandra Lee.........................................................................86 McKeegan, David...........................................................................77 Mckeown, Arthur............................................................................83 Mentel, James.......................................................................... 34, 92 Miller, Lindsay................................................................................86 Mlynarczyk, Rebecca......................................................................92 Morrison, David..............................................................................54 Moses, Antoinette.................................................................... 54, 55 Most, Paul................................................................................ 34, 92 Murgatroyd, Nicholas.....................................................................54 Murphey, Tim.................................................................................85 Murphy, Raymond.................................................................... 46, 47

D

J

N

Dale, Liz.........................................................................................88 Davidson, Peter..............................................................................89 Day, Jeremy....................................................................................83 De Souza, Natasha.........................................................................79 Dignen, Bob...................................................................................81 Dimond-Bayir, Stephanie.................................................................28 Diniz, Luciana.................................................................................40 Docherty, Coreen............................................................................89 Dornyei, Zoltan...............................................................................85 Downes, Colm................................................................................83 Driver, Paul.....................................................................................89 Dudley-Evan, Tony..........................................................................88 Duff, Alan.......................................................................................88

Jack, Darcy............................................................................... 34, 92 Jacobe, Monica F............................................................................60 Jakeman, Vanessa..................................................................... 76, 77 Johnson, Dennis.............................................................................10 Johnson, Margaret................................................................... 54, 55 Jones, Leo......................................................................................69 Jones, Neil......................................................................................89 Jordan, Nancy................................................................................28

Nakatsuhara, Fumiyo......................................................................86 Nation, I. S. P.................................................................................87 Naylor, Helen..................................................................................55 Neilsen, Rod...................................................................................55 Nelson, John............................................................................ 34, 92 Newsome, J. M...............................................................................55 Nixon, Caroline..............................................................................87

C CIM...............................................................................................83 Cameron, Lynne.............................................................................85 Campbell, Colin..............................................................................55 Capel, Annette...............................................................................78 Carter, Ronald.......................................................................... 85, 87 Celce-Murcia, Marianne.................................................................86 Cenoz, Jasone................................................................................86 Ceramella, Nick..............................................................................83 Chan, Sathena...............................................................................86 Chapple, Joseph.............................................................................46 Cheung, Kevin Y.F...........................................................................89 Chin, Elizabeth...............................................................................87 Clandfield, Lindsay.........................................................................89 Clark, David...................................................................................83 Clark, Rachel..................................................................................83 Clover, Louise.................................................................................54 Collie, Joanne.................................................................................86 Coombe, Christine.................................................................... 89, 90 Coyle, Do.......................................................................................85 Crookes, Graham............................................................................88 Crossthwaite, Peter.........................................................................79 Cullen, Pauline......................................................................... 76, 80 Cummings, Martha Clark................................................................92

94

I

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Author Index O

T

Ostrowska, Sabina.........................................................................28 O'Dell, Felicity.......................................................................... 48, 78 O'Hara, Francis...............................................................................83 O'Keeffe, Anne...............................................................................87 O'Neill, Richard..............................................................................28 O'Sullivan, Barry.............................................................................89

Tanka, Judith............................................................................ 34, 92 Tanner, Rosie..................................................................................88 Thaine, Craig..................................................................................90 Thomas, Barbara...................................................................... 78, 80 Thornbury, Scott................................................................. 85, 86, 90 Thrush, Emily Austin................................................................. 34, 92 Tilouine, Helen...............................................................................77 Tims, Nicholas................................................................................54 Tomlinson, Brian...................................................................... 55, 88

P Pakenham, Kenneth J......................................................................49 Papp, Szilvia...................................................................................89 Parrott, Martin...............................................................................86 Passmore, Lucy...............................................................................79 Pavlik, Cheryl........................................................................... 34, 92 Peterson, Susan..............................................................................28 Pike-Baky, Meredith.................................................................. 34, 92 Pitt, Angela....................................................................................81 Poulter, Monica..............................................................................89 Powell, Mark..................................................................................81 Prentis, Nicola................................................................................54 Price, Donna...................................................................................10 Proctor, Susan................................................................................15 Prowse, Philip.................................................................................55 Puchta, Herbert..............................................................................88 Pulverness, Alan.............................................................................90 Purpura, James E............................................................................89 R Redman, Stuart..............................................................................48 Remacha Esteras, Santiago.............................................................83 Renandya, Willy A...........................................................................85 Reppen, Randi.................................................................... 40, 48, 87 Rice, Sally.......................................................................................83 Richards, Jack C.................................................15, 18, 20, 52, 85, 90 Rixon, Shelagh...............................................................................89 Roach, Peter...................................................................................71 Roach, Peter...................................................................................86 Robinson, Nick...............................................................................83 Rodgers, Theodore S.......................................................................85 Rollason, Jane................................................................................54 Russell, Kimberly............................................................................28 S Sanabria, Carlos.............................................................................38 Sanabria, Kim.................................................................................38 Sandford, George...........................................................................83 Sandiford, Helen................................................................. 22, 23, 25 Sandy, Chuck.................................................................................18 Savage, Alice............................................................................ 40, 52 Savage, K. Lynn..............................................................................10 Saville, Nick....................................................................................89 Seedhouse, Paul.............................................................................86 Schmitt, Norbert.............................................................................87 Scott-Malden, Sarah.......................................................................55 Scrivener, Jim..................................................................................88 Seal, Bernard..................................................................................38 Segal, Margaret Keenan........................................................... 34, 92 Selivan, Leo....................................................................................87 Setter, Jane....................................................................................71 Sharp, Wendy.................................................................................78 Shawcross, Philip............................................................................83 Singleton, Jill..................................................................................65 Slade, Diana...................................................................................86 Smalzer, William R.............................................................. 46, 47, 92 Smith, Bernard......................................................................... 55, 85 Smith, Dorolyn...............................................................................69 Smoke, Trudy..................................................................................92 Sowton, Chris.................................................................................28 Spack, Ruth....................................................................................66 Spratt, Mary............................................................................. 86, 90 St John, Maggie Jo.........................................................................88 Stafford-Yilmaz, Lynn......................................................................65 Stanley, Graham.............................................................................89 Stapleton, Sara...............................................................................60 Stephens, Bryan..............................................................................82 Stoynoff, Stephen...........................................................................89 Strauch, Ann O...............................................................................65 Sunderland, Peter...........................................................................78 Swales, John..................................................................................85 Swan, Michael................................................................................85 Sweeney, Simon.............................................................................81

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U Uddin, Jishan.................................................................................79 Underhill, Nic.................................................................................89 Ur, Penny...................................................................... 86, 87, 88, 90 V Vale, David.....................................................................................90 Van der Horst Jansen, Julie.............................................................90 Vittorio, Pamela..............................................................................49 W Walker, Carolyn..............................................................................55 Wallace, Michael J..........................................................................90 Walter, Elizabeth............................................................................87 Watkins, Peter.......................................................................... 86, 90 Waynryb, Ruth................................................................................90 Wegmann, Brenda................................................................... 34, 92 Werner, Patricia........................................................................ 34, 92 Westbrook, Carolyn........................................................................28 Whalley, Elizabeth.................................................................... 34, 92 Wharton, Jennifer...........................................................................38 Whettem, Erica...............................................................................78 White, N.M.....................................................................................28 White, Ron.....................................................................................90 Wiese, David..................................................................................49 Wijayatilake, Claire.........................................................................79 Williams, Jessica................................................................. 28, 38, 49 Williams, Melanie...........................................................................90 Willis, David...................................................................................87 Wilson, Judith................................................................................55 Wilson, Rosemary...........................................................................89 Withrow, Jean................................................................................92 Woodford, Kate..............................................................................87 Woodward, Tessa...........................................................................88 Wright, Andrew..............................................................................88 Wright, Ros....................................................................................83 Z Zaorob, Maria Lucia........................................................................87 Zemach, Dorothy E.........................................................................65 Zwier, Lawrence J............................................................... 34, 48, 92

95


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Our Cover Does our cover remind you of another cover? Make sure you keep an eye out for the competition coming soon! The fun crowd standing together within our Cambridge University scene, under our Better Learning sky, are all connected to Cambridge, but do you know how? We have some famous Cambridge University Alumni like John Cleese, Ian McKellen and Eddie Redmayne, bumping shoulders with the Duke of Cambridge himself, Prince William. They are joined by some of our authors and characters from our courses too! Here at Cambridge, we are creating Better Learning experiences with you, and that’s why our customers are there too! (Special thanks to Bo Huot, Dr Louis Dash, and Lulwa Bordcosh.)

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Acknowledgements The authors and publishers acknowledge the following sources of copyright material and are grateful for the permissions granted. While every effort has been made, it has not always been possible to identify the sources of all the material used, or to trace all copyright holders. If any omissions are brought to our notice, we will be happy to include the appropriate acknowledgements on reprinting and in the next update to the digital edition, as applicable.

Photographs: Photo of John Cleese by David M. Benett/Getty Images Entertainment. Reproduced with kind permission of Maxwell Wade; Photo of Ian McKellen by Target Presse Agentur Gmbh/Getty Images Entertainment. Reproduced with kind permission of Louise Hardy; Photo of Eddie Redmayne by Jim Spellman/WireImage. Reproduced with kind permission of Sarah Roberts; Photo of Prince Williams by Chris Jackson/Getty Images Entertainment. Reproduced with kind permission of Charlotte Pool; Photo of Albert Einstein by Fred Stein Archive/Archive Photos; Photo of Charles Darwin by Print Collector/Hulton Archive; Image of King Henry VIII by Hans the Younger Holbein; Image of Sir Isaac Newton by Fine Art/ Corbis Historical.


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