2020 ESL Cambridge University Press Catalog US

Page 1

English Language Teaching Download the Cambridge Experience app and see this catalog come to life!


Cambridge University Press and Cambridge Assessment English work in partnership to share expertise and strengthen the link between language education and language assessment.

Digital tools & online learning

over 2.5 million

Cutting edge technology

teachers and learners using our digital learning platform

We deliver the materials you tell us you need. The result is a unique Exam Journey in each exam course.

Our bank of over

2 billion words The Cambridge English Corpus guarantees that the language in our products is relevant to students and allows us to identify typical areas of difficulty for learners

... growing every day

and conferences


Curriculum design

Custom publishing Learning Oriented Assessment (LOA)

World class teacher development initiatives

Certified teacher training and webinars

Consultancy and support

Conference in Cambridge, held annually

Become a Cambridge partner

Cambridge English Placement Test Measures existing language levels for matching onto Cambridge English exams and courses

English Profile An open resource for teachers showing which vocabulary and grammar is relevant to learners at each CEFR level

Over

Cambridge Learning Solutions

A joint consultancy service offering curriculum design, policy development, and teacher development for customers such as education ministries and larger institutions

34 million users every month

The most popular online dictionary and thesaurus for learners of English. In the top 500 websites worldwide dictionary.cambridge.org


Recommended for 2020 Adult Education – Page 16 Basic

3rd Edition

3rd Edition

STUDENT’S BOOK

STUDENT’S BOOK

1

3rd Edition

STUDENT’S BOOK

2

3rd Edition

STUDENT’S BOOK

3

3rd Edition

STUDENT’S BOOK

4

2nd Edition

STUDENT’S BOOK

Gretchen Bitterlin ∙ Dennis Johnson Donna Price ∙ Sylvia Ramirez

Gretchen Bitterlin ∙ Dennis Johnson Donna Price ∙ Sylvia Ramirez

Gretchen Bitterlin ∙ Dennis Johnson Donna Price ∙ Sylvia Ramirez

Gretchen Bitterlin ∙ Dennis Johnson Donna Price ∙ Sylvia Ramirez

Gretchen Bitterlin ∙ Dennis Johnson Donna Price ∙ Sylvia Ramirez

Gretchen Bitterlin ∙ Dennis Johnson Donna Price ∙ Sylvia Ramirez

K. Lynn Savage (Series Editor)

K. Lynn Savage (Series Editor)

K. Lynn Savage (Series Editor)

K. Lynn Savage (Series Editor)

K. Lynn Savage (Series Editor)

K. Lynn Savage (Series Editor)

NEW Integrated Series – Page 22

NEW Teacher Development – Page 80 and 84

Grammar – Page 38

1

2

3

4

Randi Reppen

Randi Reppen

Laurie Blass Susan Iannuzzi Alice Savage with Randi Reppen

John D. Bunting Luciana Diniz Susan Iannuzzi Alice Savage with Randi Reppen

ONLINE WORKBOOK INCLUDED

ONLINE WORKBOOK INCLUDED

SEE INSIDE FRONT COVER

SEE INSIDE FRONT COVER

ONLINE WORKBOOK INCLUDED SEE INSIDE FRONT COVER

ONLINE WORKBOOK INCLUDED SEE INSIDE FRONT COVER

Reading – Page 46

Listening and Speaking – Page 66

For information on how to order our titles, please see page 88

Grammar – Page 42


Contents Skill Level Chart Adult Education

12 14

Ventures Third Edition...................................... 16

Integrated Series

21

NEW Evolve..................................................... 22

Interchange Fifth Edition..................................26 Passages Third Edition..................................... 29 Four Corners Second Edition..........................30 Touchstone Second Edition............................. 32 Viewpoint............................................................ 32

Grammar 35 Grammar and Beyond ..................................... 36 Grammar and Beyond Essentials....................38 Basic Grammar in Use Fourth Edition............ 42 Grammar in Use Intermediate Fourth Edition.................................................... 42 Advanced Grammar in Use Third Edition...... 42

Vocabulary and Idioms

43

Vocabulary in Use..............................................43 English Collocations in Use Second Edition..................................................43 English Idioms in Use Second Edition............43 English Phrasal Verbs in Use Second Edition..................................................43

Dictionaries and Reference

44

Reading 45 Prism Reading.................................................... 46 Making Connections.........................................48 Interactions/Mosaic Reading...........................50

Join us:

World of Better Learning cambridge.org/wobl @cambridgeupelt

Download the Cambridge Experience app to bring the pages and cover of our catalog to life! See page 10

Read This!........................................................... 51 Strategic Reading.............................................. 51 Discovering Fiction........................................... 51 Cambridge English Readers............................ 52

Reading and Writing

56

Prism Reading and Writing.............................. 56 Academic Encounters Reading and Writing.........................................................58

Writing 59 Final Draft...........................................................60 Writers at Work.................................................. 64 Writing Skills Interactive................................... 64 Skills for Effective Writing................................. 64 Cambridge Academic Writing Collection..... 65

Listening and Speaking

66

Prism Listening and Speaking......................... 66 Academic Encounters Listening and Speaking.....................................................68 Interactions/Mosaic Listening and Speaking..................................................... 69 Let’s Talk.............................................................. 69 Present Yourself................................................. 69 Active Listening.................................................. 69 Pronunciation.....................................................70

Pronunciation 70 Clear Speech......................................................70 Pronunciation Pairs............................................70 Pronunciation Plus.............................................70

Exams 71 Business English

78

Teacher Development

79

Teacher Training and Development.......... 80 NEW Teaching Adult English Language Learners..............................................................80 NEW Lessons from Good Language Teachers..............................................................80 Background to Teaching and Learning......81 NEW The Cambridge Encyclopedia of the English Language.............................................. 81 NEW Task-Based Language Teaching.......... 81 Language for Teachers.............................. 82 Teaching with Technology......................... 82 Teaching Language Systems and Language Skills......................................... 83 NEW Second Language Writing Second Edition..................................................83 NEW Feedback in Second Language Writing................................................................83 NEW Intelligibility, Oral Communication and the Teaching of Pronunciation.................83 Classroom Practice.................................... 84 NEW Engaging Language Learners in Contemporary Classrooms.............................. 84 NEW Herbert Puchta’s 100 Tips for Teaching Teenagers........................................... 84 Testing and Assessment............................ 84 NEW Testing for Language Teachers Third Edition....................................................... 84 NEW Research and Practice in Assessing Academic Reading: The case of IELTS.................................................................... 84 Teaching Qualifications............................. 85

Other Titles

85

Title and Author Index

86

Ordering Information

88

Cambridge ELT Specialists

89

Key to symbols Cambridge English Corpus

App

ebook

Presentation Plus – classroom presentation software

Online tools – cambridge.org/clms

New-generation online tools – cambridge.org/one


Contents

Better Learning is our approach, connecting teachers and learners from around the world with the latest research and materials, to build brighter futures together. cambridge.org/betterlearning

How does Better Learning work? It’s a continuous cycle where our insights shape content that drives results.

Insights

1. Our researchers discover unique insights to create modern, vibrant materials

Content

Results

4 | Find out about our range of classroom teaching tools – see page 8

2. Teachers get effective material to help their learners achieve the results they need 3. With every learner’s success, we build further insights that shape the future of learning


Contents

"Cambridge provides extensive opportunities and professional development for educators. Our students are the ones benefiting from all the resources and collaboration that is provided to the instructors. A top organization that focuses on student academic success." Miguel Veloso Principal, Florida

Find out about our range of classroom teaching tools – see page 8 | 5


Building brighter futures with Cambridge digital tools Helping teachers

create rich learning experiences Powered by the latest innovations and digital pedagogy, our interactive tools enable flexibility in learning and help you deliver demonstrable results. Join 36 million teachers and learners worldwide and choose a digital tool that works for you!


Grow

Adapt

Enrich

Develop great digital teaching skills and build your confidence with our online training courses.

Customize your lessons using easy-to-download worksheets, tests, videos and audio. Check the resources section for your course.

Enhance your classroom with our interactive Presentation Plus. It’s full of additional resources and customization tools – ideal for whiteboards.

cambridge.org/ctd

cambridge.org/elt

Ask your rep for a demo!

Explore

Encourage

Engage

Discover new trends in ELT and digital by following our World of Better Learning blog, and join our social community.

Inspire students to learn on their own by encouraging them to use our mobile-friendly dictionary, classroom apps and educational games.

Stimulate student engagement and track progress with our interactive workbooks and online tests, ideal for homework or lab work.

dictionary.cambridge.org wordable.co

cambridge.org/clms cambridge.org/one

cambridge.org/wobl

Sofia

Student


Contents

Powerful insights into language, learning and teaching When we learn together, we learn more. Every day we talk to people from all over the world about what would make their experiences of teaching and learning English better. At Cambridge, our team of expert researchers focus on how the English language is evolving, how it is used in everyday life and how best to teach it.

One of our most valuable tools is the Cambridge English Corpus, a bank of over two billion words that’s growing every day. It helps us to ensure the language we use in our material is useful in the real-world and not just the classroom.

We actively help to shape a brighter future by using our insights to create effective, relevant content.

Focus on the skills needed for success in and beyond the classroom, with the Cambridge Life Competencies Framework

Analyze the language-learning journey with the Cambridge Learner Corpus

Language as it’s used around the world today, informed by the 2 billion word Cambridge English Corpus

8 | Find out about our range of classroom teaching tools – see page 8


Contents

Building brighter futures together Research with people, not on people

Research on how the human brain works and the science behind it

How we teach, as well as what to teach

Personalized resources to make learning more rewarding

Global network of researchers

Materials driven by learner goals

Conversations with thousands of teachers and students all over the world

World-class teacher development initiatives

“ Our ELT publishing stands out for being principlesand evidence-based; from corpus linguistics to language pedagogy, to the development of robust frameworks, our research is unparalleled in terms of its range and depth.� Laura Grimes, Senior Research Manager Find out about our range of classroom teaching tools – see page 8 | 9


Contents

Explore beyond the catalog with augmented reality Within these pages is so much more than words and pictures. This catalog really does show you our products, not just tell you about them.

Here’s how it works

Student’s Book Basic

1 Download Visit the App Store or Google Play and search for Cambridge Experience. Download the app.

2 Open Check you have an internet connection and open the Cambridge Experience app.

Grammar Video

3 Scan

4 Experience

Wherever you see the symbol, there is free content for you to explore. Scan the image and the material will be revealed.

After a short animation, you will see a menu pop up on your screen. Click on the icons to learn more about our courses through sample content, video, audio and more.

Have a go!

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Download the Cambridge Experience app, have a look through the catalog, find the pages that interest you and uncover the hidden content!


Contents

A new edition from Dr. Randi Reppen.

Scan code to request a desk copy.

For more information see page 38.

Find out about our range of classroom teaching tools – see page 8 | 11 Visit Cambridge.org/GrammarandBeyond


Skill Level Chart

Academic English

Grades 9–12

Kahoot!

Online Resources

Online Practice

Classroom Presentation

ebook

Career Readiness

6

CEFR

Number of Levels

14

Proficiency Level

Page

Technology

Adult Education Ventures

Literacy to High Intermediate

A0–B2

Integrated Series Evolve

22

6

Beginner to Advanced

A1–C1

Four Corners

30

4

Beginner to Intermediate

A1–B1+

Interchange

26

4

Beginner to Intermediate

A1–B1+

Passages

29

2

High Intemediate to Advanced

B2–C1

Touchstone

32

4

Beginner to Intermediate

A1–B1+

Viewpoint

32

2

High Intermediate to Advanced

B2–C1

Basic Grammar In Use

42

1

High Beginner to Low Intermediate

A1+–B1

Grammar in Use Intermediate

42

1

Intermediate to High Intermediate

B1–B2

Advanced Grammar In Use

42

1

High Intermediate to Advanced

B2–C1

Grammar and Beyond

36

4

Beginner to Advanced

A1–C1

Grammar and Beyond Essentials

38

4

Beginner to Advanced

A1–C1

Academic Vocabulary in Use

43

1 Intermediate to High Intermediate

B1–B2

English Collocations In Use

43

2 Intermediate to Advanced

B1–C2

English Idioms In Use

43

2 Intermediate to Advanced

B1–C2

English Phrasal Verbs In Use

43

2 Intermediate to Advanced

B1–C2

Vocabulary In Use

43

2 High Beginner to High Intermediate

A1–B2

44

1

Intermediate to High Intermediate

B1–B2

Cambridge Advanced Learner’s Dictionary 44

1

High Intermediate to Advanced

B2–C1

Cambridge English Pronouncing Dictionary

44

1

High Intermediate to Proficiency

B2–C2

Cambridge Dictionary of American English 44

1

Intermediate to High Intermediate

B1–B2

Grammar

• •

Vocabulary and Idioms

Cambridge Dictionaries and Reference Cambridge Academic Content Dictionary

Reading Cambridge English Readers

52

7 Beginner to Advanced

A1–C1

Discovering Fiction

51

3 Low Intermediate to Advanced

A2–C1

Interactions Reading

50

3 Beginner to Advanced

A1–C1

Making Connections

48

5 High Beginner to Advanced

A2–C1

Mosaic Reading

50

2 Beginner to Advanced

A1–C1

Prism Reading

46

5 Beginner to Advanced

A1–C1

Read This!

51

4 High Beginner to High Intermediate

A1–B2

Strategic Reading

51

3 Low Intermediate to High Intermediate A2–B2

12 |

• • •

• •

• •

• •


Skill Level Chart

Online Practice

Classroom Presentation

ebook

A1–C1

Final Draft

60

4 Low Intermediate to Advanced

A2–C1

Guidelines

65

1 Advanced/Freshman Comp

C2

New Directions

65

1 Advanced/Freshman Comp

C2

Skills for Effective Writing

64

4 Beginner to Advanced

A1–B2

The International Story

65

1 Advanced/Freshman Comp

C2

Writing Skills Interactive

64

4 Beginner to Advanced

A1–C1

Writers at Work

64

4 Beginner to High Intermediate

A1–B2

Academic Encounters Listening and Speaking

68

4 Low Intermediate to Advanced

A2–C1

Active Listening

69

3 Beginner to Advanced

A1–B1

Interactions Listening and Speaking

69

5 Beginner to Advanced

A1–C1

Mosaic Listening and Speaking

69

5 High Beginner to Intermediate

A1–C1

Let’s Talk

69

3 High Beginner to High Intermediate

A1–B2

Present Yourself

69

2 Low Intermediate to Intermediate

A2–B2

Prism Listening and Speaking

66

5 Beginner to Advanced

A1–C1

Clear Speech

70

2 Beginner to High Intermediate

A1–B2

Pronunciation Pairs

70

1 High Beginner to Low Intermediate

A2

Pronunciation Plus

70

1 Low Intermediate to Intermediate

A2–B2

Be My Guest

78

1

Elementary to Low Intermediate

A2–B1

Business Vocabulary In Use

78

3

Elementary to Advanced

A2–C1

Cambridge Business Skills

78

4

Intermediate to Advanced

B1–C2

Cambridge English For Job-hunting

78

1

High Intermediate to Advanced

B2–C1

English for Business Studies

78

1

High Intermediate to Advanced

B2–C1

Flightpath

78

1

High Intermediate to Advanced

B2–C1

Grammar for Business

78

1

Intermediate to High Intermediate

B1–B2

Grades 9–12

A2–C1

5 Beginner to Advanced

Academic English

4 Low Intermediate to Advanced

56

CEFR

58

Prism Reading and Writing

Proficiency Level

Academic Encounters Reading and Writing

Page

Online Resources

Kahoot!

Career Readiness

Number of Levels

Technology

Reading and Writing •

Writing

Listening and Speaking •

• •

• •

Pronunciation •

Business English •

| 13


As Adult Education continues to undergo changes, let us help you be prepared.

As Adult Education continues to undergo changes, let us help you be prepared. The next couple of years promise continued change in Adult Education, as CASAS, BEST, and TABE are all due to expire in February 2021. The new, updated tests must reflect the federal government’s new focus on College and Career Readiness. What will these new tests look like and how will this shift require federally funded programs to adapt? This increased focus on College and Career Readiness will shift the defined focus of Adult Education to address 3 key areas:

1

Vocabulary Development

2

Reading Comprehension

As your partner we’re here to help you navigate this shift from life skills to College and Career Readiness. 14 |

3

Higher-order Thinking Skills

Get some tips on teaching with the College and Career Readiness worksheets.


It is key that programs find solutions that support the increased the focus on College and Career Readiness. Ventures Third Edition addresses these three key areas, to ensure your programs deliver results in the years ahead.

1

Vocabulary Development College and Career Readiness (CCR) worksheets focus on academic words and rigorous vocabulary skills development while the Picture Dictionary helps lower-level students learn new words.

2

Reading Comprehension

While reading lessons develop reading skills and expand vocabulary, CCR worksheets use informative texts to bring text complexity into the classroom. Students learn to read independently and proficiently, helping them master the more complex CCR standards.

3

Higher-order Thinking Skills CCR worksheets build critical thinking and empower students for the workplace as they learn crucial soft skills such as collaboration and problem-solving.

Adult Education is changing ‌ are you ready? | 15


Adult Education

Basic

3rd Edition

STUDENT’S BOOK

rd

Gretchen Bitterlin ∙ Dennis Johnson Donna Price ∙ Sylvia Ramirez K. Lynn Savage (Series Editor)

Bring this page to life! Scan this image with the Cambridge Experience app for samples, videos and audio content

Gretchen Bitterlin, Dennis Johnson, Donna Price, Sylvia Ramirez Series Editor: K. Lynn Savage Literacy to High Intermediate 6 Levels Adult Education is changing … are you ready? Ventures is a six-level, four-skills series that helps students develop the skills needed to be college and career ready, and function successfully in their community. Researched and authored by a team of teachers and administrators with unparalleled classroom experience, Ventures Third Edition meets the demands of today’s adult ESL classroom. Aligned with the National Reporting System, English Language Proficiency Standards, and the College and Career Readiness Standards, Ventures helps programs meet requirements set by WIOA and is the most complete course for student success.

See also • NEW Teaching Adult English Language Learners Second edition Page 80

cambridge.org/ventures 16 | Contact your ESL Specialist: 888-ESL-BUZZ (375-2899)

How does the Third Edition meet today’s Adult Education needs? • A dedicated College and Career Readiness (CCR) section from Level 1 to Transitions helps students develop the skills they need to succeed in college and the workplace. • Problem-solving activities in each unit cover critical thinking and soft skills key to workplace readiness. • A wealth of resources provide instructors with the tools for any teaching situation, making Ventures the most complete program. • Developed with students in mind, Ventures offers easy access to the course audio and video via QR codes that promote mobile learning and 21st century skills.


Adult Education

The most complete course for student success 3rd Edition

STUDENT’S BOOK

1

3rd Edition

STUDENT’S BOOK

2

3rd Edition

STUDENT’S BOOK

3

3rd Edition

STUDENT’S BOOK

4

2nd Edition

STUDENT’S BOOK

Lesson F Another view 1 Life-skills reading Gretchen Bitterlin ∙ Dennis Johnson Donna Price ∙ Sylvia Ramirez

Gretchen Bitterlin ∙ Dennis Johnson Donna Price ∙ Sylvia Ramirez

Gretchen Bitterlin ∙ Dennis Johnson Donna Price ∙ Sylvia Ramirez

Gretchen Bitterlin ∙ Dennis Johnson Donna Price ∙ Sylvia Ramirez

Gretchen Bitterlin ∙ Dennis Johnson Donna Price ∙ Sylvia Ramirez

K. Lynn Savage (Series Editor)

K. Lynn Savage (Series Editor)

K. Lynn Savage (Series Editor)

K. Lynn Savage (Series Editor)

K. Lynn Savage (Series Editor)

Application for Employment A Read the questions. Look at the job application. Fill in the answer.

The Big Picture Every unit of Ventures visually introduces the unit topic to activate students’ prior knowledge, preview the unit vocabulary, and create an opportunity for classroom discussion.

1. Name

2. Soc. Sec. No.

3. Address

4. Phone

5. Are you 16 years or older? Yes

No

000-99-9103

6. Position desired

Employment History (List most recent job first.) Dates

Employer Name and Address

Position

7. 8. 9. 10. Important: Show your Social Security card at the time you present this application.

A Read the questions. Look at the job application. Fill in the answer. 1. Where do you write the job you want?

3. What do you show with your application?

A

line 5

A

a library card

B

line 6

B

a photograph

C

line 8

C

a driver’s license

D

line 10

D

a Social Security card

2. The form says List most recent job first. Which of the following dates is the most recent? A B

2012–2014 2015–2017

C

2015–present

D

2010–2016

4. Where do you write your phone number? A

line 4

B

line 5

C

line 8

D

line 9

B Solve the problem. Which solution is best? Circle your opinion. Carla is filling out a job application. She had two jobs before, but she can’t remember the dates. What should she do? 1. Leave it blank.

3. Call her old employer.

2. Take the application home.

4. Other:

106 Students UNIT 8 are tasked to connect unit themes to real-life situations and evaluate potential

solutions, developing the critical thinking and problem-solving skills required by WIOA.

Visit our website: cambridge.org/esl | 17


Adult Education

Lesson B I was a teacher. 1 Grammar focus: simple past of be Use was with I, he, she, and it. Use were with you, we, and they.

QUESTIONS

ANSWERS

Were

you

a student?

I was.

I wasn’t. I was a teacher.

Was

he

a student?

he was.

he wasn’t. He was a teacher.

Was

she

a student?

Were

you

students?

we were.

Were

they

students?

they were.

Yes,

she was.

Watch

she wasn’t. She was a teacher.

No,

Animated Grammar videos allow for self-directed learning and develop digital literacy.

we weren’t. We were teachers. they weren’t.. They were teachers. wasn’t = was not | weren’t = were not

2 Practice A Write. Look at the pictures. Complete the sentences. Use is, are, was, or were. JOB HISTORY FOR

Amy Cho

2010 – present 2005 – 2010

was

1. She

Nurse Teacher

a

teacher before. Now she

is

a nurse.

JOB APPLICATION

Jane’s experience 2015 – present

Manager

2010 – 2015

Cashier

2. She She

students before. Now a

Employment history

2009 – present Construction Worker 2005 – 2009 Server

Adam Hill

4. He

a server

before. Now

Work experience for SARA AND RAUL LOPEZ

2017 – present

Nursing Assistant

2010 – 2017

Server

5. He

a server

2015 – present

Managers

2010 – 2015

Cooks

Point-of-use student audio and grammar presentation linked to QR codes promotes mobile learning.

6. Now they are .

before. Now

a construction worker.

they electricians.

Ben Liao

JOB HISTORY:

John and Jack’s work history 2016 – present Electricians 2010 – 2016 Students 3. They

a manager now. cashier before.

JOB APPLICATION FOR

Grammar naturally progresses from controlled to communicative activities for students to ask and answer questions about familiar text, topics, and experiences.

EMPLOYMENT HISTORY

a nursing assistant.

cooks before.

Listen and repeat.

Try it! 98

UNIT 8

CD2, Track 22

How to use a QR code • Open the camera on your smartphone. • Point it at the QR code • Camera will automatically* scan the code. If not, press the button to take a picture. Not all cameras automatically scan QR codes. You may need to download a QR code reader. Search “QR free” and download an app

*

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


Adult Education

A 3-step reading approach highlights the skills and strategies students need to be successful. Reading, combined with writing and listening practice ensures better comprehension.

Critical thinking skills are developed using informational texts to help master more complex CCR standards. Additional reading practice in the CCR section connects across the skills. Purposeful writing practice helps students meet the challenges of work and the classroom.

Easy-to-follow writing tips help students avoid common mistakes, improving their confidence.

Visit our website: cambridge.org/esl | 19


Adult Education

Digital Resources

Online Workbook Self-grading Online Workbook with instant feedback helps learners understand their problem areas. Teachers can track time-on-task and check students’ progress with just a few clicks.

Over 1,200 Online Teacher Resources Presentation Plus

• Career and Educational Pathways Worksheets

Provides all the resources needed in one place, to digitally transform Ventures into a truly interactive classroom.

• Civics Worksheets • Collaborative Activities • Multi-level Worksheets • Picture Dictionary and Flashcards • Projects ... and more.

NEW Energize your classroom with Kahoot! quizzes for Ventures. With game-based learning, practice and formative assessment can be fun and engaging. See page 25 for details.

Ventures Third edition Student's Book Workbook Literacy Workbook Teacher’s Edition Class Audio CDs (2) Presentation Plus

Basic 978-1-108-44953-3 978-1-108-44998-4 978-1-108-44966-3 978-1-108-57321-4 978-1-108-44919-9

Level 1 978-1-108-44955-7 978-1-108-45053-9 – 978-1-108-68985-4 978-1-108-44920-5

Level 2 978-1-108-44956-4 978-1-108-45000-3 – 978-1-108-66609-1 978-1-108-44921-2

Level 3 978-1-108-44957-1 978-1-108-45056-0 – 978-1-108-63615-5 978-1-108-44922-9

Level 4 Transitions 978-1-108-44958-8 978-1-108-44959-5 978-1-108-45062-1 978-1-108-45068-3 – – 978-1-108-68517-7 978-1-316-98669-1 978-1-108-44923-6 978-1-108-44924-3 Download from esource.cambridge.org

Value packs 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/Workbook/Online Workbook) Classroom Pack (25 Student's Books & Workbooks/Class Audio CDs/Teacher's Edition / Career Pathways Worksheets)

Price $24.20 $16.20 $16.20 $38.80 $40.00 Price $29.00 $29.00 $29.00 $37.00

978-1-108-55748-1 978-1-108-57730-4 978-1-108-66524-7 978-1-108-55454-1

978-1-108-64601-7 978-1-316-99792-5 978-1-108-55459-6

978-1-108-59692-3 978-1-108-58756-3 978-1-108-63719-0

978-1-108-64552-2 978-1-108-57240-8 978-1-108-55460-2

978-1-108-68725-6 978-1-108-55280-6 978-1-108-60281-5

978-1-108-61510-5 978-1-108-55639-2 978-1-108-62899-0

978-1-108-62798-6

978-1-108-67470-6

978-1-108-68404-0

978-1-108-58002-1

978-1-108-63879-1

978-1-108-67920-6 $625.80

Value packs Save more with these special offers • Value Pack with Student’s Book and Workbook for $29.00 • Classroom Pack with 25 Student’s Books & Workbooks, Class Audio CDs, Teacher’s Edition, and Career & Educational Pathways Worksheets for $625.80 20 | Contact your ESL Specialist: 888-ESL-BUZZ (375-2899)


Integrated Series Overview

Levels

Proficiency

Evolve page 22 A new course that gets students speaking with confidence. Covers all skills and focuses on the most effective and efficient ways to progress in English.

Includes Digital

• Online Practice for mobile 6

Beginner to Advanced

• Online Teacher Training Module • Teacher Development • Test Generator • Classroom Presentation

• Online Workbook

Interchange page 26 Proven and popular integrated skills syllabus with an emphasis on speaking and listening.

Integrated Series

4

Beginner to Intermediate

• Online Teacher Training Module • Classroom App • Online Placement Test • Classroom Presentation

Four Corners page 30 CEFR-informed syllabus with Can-do statements to benchmark students’ progress.

4

Beginner to Intermediate

2

High Intermediate to Advanced

Passages page 29 Proven and popular integrated skills syllabus with an emphasis on discussion and oral fluency.

• Classroom Presentation

• Online Workbook • Assessment Audio CD/CD-ROM • Online Placement Test • Classroom Presentation

• Online Practice

Touchstone page 32 Corpus-informed, research-based syllabus with an inductive learning methodology in a blended learning approach.

• Online Workbook

6

Beginner to Advanced

• Online Teacher Training Module • Assessment CD-ROM • Online Placement Test • Classroom Presentation

Visit our website: cambridge.org/esl | 21


Integrated Series

Speaking Matters

Bring this page to life! Scan this image with the Cambridge Experience app for samples, videos and audio content

NEW Lindsay Clandfield, Ben Goldstein, Leslie Anne Hendra, Mark Ibbotson, Ceri Jones, Philip Kerr, Kathryn O’Dell Beginner to Advanced 6 Levels Evolve is a general English course that gets students speaking with confidence.

Peer models (Levels 1–4)

This student-centered course covers all skills and focuses on the most effective and efficient ways to progress in English.

• Levels A1–B1+ feature short videos of real student ‘peer models’ talking about topics in the Student’s Book. • These videos provide achievable speaking role models to prompt speaking in class and are easily accessed by scanning a QR code.

What makes Evolve special? • Peer models and content from real students. • Bite-sized learning and mobile phone activities for inside and outside the classroom.

Expert speakers (Levels 5–6)

• Dedicated speaking lessons based on immersive tasks.

• Levels B2–C1 feature highly proficient non-native speakers of English who live and work in the United States.

• Integrated teacher development in the Teacher’s Edition.

“Fantastic! Students who are normally shy spoke naturally because they had more time to develop their speaking.” María Azucena Rivera, Teacher, Mexico

Try it!

• Videos and ideas from these ‘expert speakers’ give students authentic content to respond and react to. Smartphone activities • ‘Find it’ smartphone activities allow students to bring live content into the class and personalize the learning experience with research and group activities that are engaging and meaningful.

cambridge.org/evolve 22 | Contact your ESL Specialist: 888-ESL-BUZZ (375-2899)


Integrated Series

Speaking matters

You spoke. We listened. Students told us that they most enjoy material which is relevant to their lives and thought-provoking. Teachers told us that they wanted material which motivates and enthuses their students. Therefore, Evolve prioritizes cognitivelyengaging activities over mechanical practice and includes critical thinking in every skills lesson.

1.5 A

DECIDE Answer the questions with what you think. (Answers are at the bottom of the page.) Are you surprised? 1 Imagine you have a group of 23 people. What is the probability that two people have the same birthday? a 50% b 23% c 0.056% 2 Imagine you have a group of 30 people. What is the probability that two people have the same birthday? a 25% b 70% c 4% 3 Now imagine you have 60 people. What is the probability that two people have the same birthday? a 50% b 10% c 99%

B

AGREE Think of your answers to the questions below.

Dedicated speaking lessons • Based around immersive tasks that involve information sharing, problemsolving, and decision making, ‘Time to Speak’ is a lesson dedicated entirely to developing speaking skills.

TIME TO SPEAK Things you have in common

LESSON OBJECTIVE ■

talk about what you have in common

Then ask and answer the questions in a small group. When you have something in common with another person, put a check (✓). Where are your grandparents from? When is your birthday? How many brothers and sisters do you have? What’s in your bag? What is your favorite possession? Who’s your favorite famous person? Are you the first/second/third-born child? How many friends do you have on Facebook? What city are your parents from?

• ‘Time to Speak’ creates a buzz in the classroom where speaking can really thrive, evolve, and take off, resulting in more confident speakers of English. • Research shows that students learn better in contexts where they feel confident, motivated, supported, and able to experiment with language. Evolve helps teachers create a safe speaking environment in which students have space to develop their speaking skills freely.

C

Count the checks in your group. Tell the class what you and the others in the group have in common. How many people have the same birthday in your group? In the class?

D

DISCUSS Work in groups of four. Find more things you have in common and write the information below. Use the questions and phrases at the bottom of the page to help you. 3 Two people 1 Everyone 2 Three people 4 One person

E

PRESENT Read your sentences to the class. Don’t say the names! Can they guess who the people are?

Designed for success To check your progress, go to page 153.

• ‘Insider English’ focuses on the informal language and colloquial expressions frequently found in everyday situations, boosting students’ confidence in the real world.

Answers: 1 a 2 b 3 c

• ‘Accuracy check’ targets common learner errors. It can be used as a self-editing checklist and helps students learn to actively avoid common errors in their written and spoken English.

USEFUL PHRASES DECIDE I think … Because … Do you agree?

AGREE Me, too! / Same here! Not me. / I don’t.

DISCUSS What’s your favorite … ? Do you like … ? What’s your … called? How many … do you have?

Do you have a/an … ? When is … ? Where are your … from?

10

• The ‘Pronunciation’ sections highlight the aspects of speaking and listening the most affect communication, meaning pronunciation work in class is maximized. • ‘Register check’ helps students to transition confidently between written and spoken English and recognize how to use different levels of formality appropriately. Bite-sized learning and mobile phone activities • ‘Practice Extra’ offers bite-sized activities and games that allow students to easily fit homework into their busy lives.

Choose the correct words to complete the conversation.

00:38

01:26

Do you have some cash

Yes. I have about twenty dollars.

?

• Mobile friendly as well as accessible on a desktop or tablet, ‘Practice Extra’ means students can study at home or on the go.

Correct! Next

Visit our website: cambridge.org/esl | 23


Integrated Series Teacher development Evolve offers a unique, integrated development program for teachers. It offers practice activities that teachers can include in their Evolve lessons, opportunities for reflection on the activities, and follow-up reading material and videos to consolidate the theory behind the activities.

“With the teacher’s notes, it was like baking a cake, it was so easy to follow the steps.” Salvador Coyotecatl Sánchez, Teacher, Mexico

There are three development themes integrated into each Evolve level. • Teaching and developing speaking skills • Support in the classroom and learner management • Language acquisition Each theme is divided into manageable strategies, which are explored individually in separate units. The structure of the program as it appears in each unit is as follows: • Each strategy is introduced at the beginning of the unit, with a reading text or video suggested as an extra development resource. • There are two suggested activities based around practicing the strategy within the teacher’s notes for each unit. A reflection box at the end of the unit offers questions to think about individually or to discuss with other colleagues. Designed for success • A safe speaking environment is one that helps to relieve the anxiety that many students feel about speaking. It’s an environment where producing the language is not an end in itself, but more a ‘tool’ in which they can practice speaking English while achieving a collaborative goal. • Evolve’s ‘Time to Speak’ lessons offer teachers the opportunity to create a safe speaking environment, and the teacher’s notes provide the support to help them do this.

The notes provide tips on: • giving students preparation time before they speak

Time to Speak teacher’s notes • The teacher’s notes offer a step-by-step guide for the teacher for all elements of the lesson, including classroom and time management.

• monitoring • how and when to give feedback • giving positive feedback

Online teacher training

• error correction

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

Evolve Student's Book with Practice Extra* Workbook with Audio* Full Contact*+ Class Audio CDs Teacher's Edition with Test Generator Video Resource Book and DVD Presentation Plus

An illustrated indicator shows the recommended portion of class time for each activity in the lesson. Level 1 978-1-108-40522-5 978-1-108-40894-3 978-1-108-41200-1 978-1-108-41201-8 978-1-108-40512-6 978-1-108-40791-5

*Available in split volume editions + Full Contact includes Student’s Book, Workbook, and Video Resource Book with DVD

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

Level 2 978-1-108-40526-3 978-1-108-40898-1 978-1-108-41446-3 978-1-108-41202-5 978-1-108-40516-4 978-1-108-40788-5

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Price $46.40 $17.80 $48.20 $57.40 $43.40 $23.80


WE’RE

We have partnered with KAHOOT! to bring interactive quizzes into your classroom. KAHOOT! is a social learning platform where students can join a front-of-class game using their mobile devices. Use KAHOOT! in your classroom for additional vocabulary practice, listening activities, class polls, and formative assessment. We now offer fun and engaging KAHOOT! content specially created to be used with many of our key titles.

KAHOOT! has Available for

become a pop culture phenomenon in

3 Edition rd

schools and learning environments. -The New York Times Scan to learn more

cambridge.org/kahoot

Are you ready to play KAHOOT!?


Integrated Series

Bring this page to life! Scan this image with the Cambridge Experience app for samples, videos and audio content

Jack C. Richards with Jonathan Hull and Susan Proctor Beginner to Intermediate 4 Levels* More than 50 million students have learned to speak English with the help of Interchange. Key features

FREE Interchange Classroom app

• Students speak from the very beginning and this helps to build their confidence, thanks to the tried and true communicative methodology.

• Extend the course material with polling, surveys, and picture prompts to get students speaking even more.

• 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 for the Fifth edition? • Insights from around the world have helped us 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. • New Listenings and new Readings, updated with fresh, modern topics. • New Conversations that provide speaking and listening practice, and serve as models for conversations that students can use in their daily lives. • 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 save teachers time and helps them to see how well their students are learning.

*Extendable to 6 levels with Passages. See page 29.

cambridge.org/interchange 26 | Contact your ESL Specialist: 888-ESL-BUZZ (375-2899)

• Easy to use and allows the teacher to remain in control.

Try it!


Integrated Series

The world’s most popular English course

Easy-to-use resources for busy teachers • The Teacher’s Edition comes with a full assessment package, including placement test, quizzes, mid-term tests, final tests, and even customizable versions!

“I strongly believe that our institution’s success is due to our consistency and the support we have gotten from the book.” Andres Paredes

• Save time with hundreds of ready-made activities and worksheets, freely available on the website. • Get tips on how to integrate the activities into your lessons, with downloadable overviews.

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

Visit our website: cambridge.org/esl | 27


exercises in an uncomplicated way, zoom in on a page to more efficiently focus students’ attention on an activity or image, and even annotate pages for future lessons.

Integrated Series

Online Self-study

Introduction

Presentation Plus

Hundreds of interactive online exercises free with each Student’s Book.

Everything in one place for classroom presentation: Student’s Book, Workbook, Audio, Video Resource Book, and Video.

Interchange_TB0_Book_4p.indb 19

Online Workbook with Games

xix

15/11/2016 13:10

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

See also

• Passages Page 29

• Jack C. Richards’ 50 Tips for Teacher Development Page 80

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

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*Full Contact includes the Student’s Book, Workbook, Video Activity Sheets, and Online Self-Study 28 | Contact your ESL Specialist: 888-ESL-BUZZ (375-2899)

Level 1 Level 2 978-1-316-62031-1 978-1-316-62023-6 978-1-316-62247-6 978-1-316-62269-8 978-1-316-62044-1 978-1-316-62034-2 978-1-316-62390-9 978-1-316-62399-2 978-1-316-62301-5 978-1-316-62371-8 978-1-316-62226-1 978-1-316-62228-5 cambridge.org/interchange 978-1-316-62268-1 978-1-316-62272-8 978-1-108-40305-4 978-1-108-40306-1 978-1-316-62233-9 Contact your local Cambridge representative Download free from the App Store or Google Play Level 1 978-1-316-62035-9 978-1-316-62042-7 978-1-316-62254-4 978-1-316-62266-7 978-1-316-62045-8 978-1-316-62047-2 978-1-316-62391-6 978-1-316-62392-3 978-1-316-62302-2 978-1-316-62303-9

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Integrated Series

The perfect follow-up to Interchange and Four Corners!

Passages Third edition Jack C. Richards and Chuck Sandy HIGH INTERMEDIATE TO ADVANCED Passages Third edition is one of the world’s most successful upper-level American English courses, opening the door for students to communicate with greater fluency and proficiency.

Online Vocabulary Accelerator

Thought-provoking and challenging

Extra vocabulary practice for Passages, using the award-winning memrise app.

• Discussions, academic writing activities and challenging topics for listening and reading activities.

• Designed to increase the speed and ease of acquiring and using Passages vocabulary.

Lots of grammar and vocabulary practice • Grammar and vocabulary in every lesson, ‘Grammar Plus’ and ‘Vocabulary Plus’ sections at the back of the Student’s Book, and online practice with the Vocabulary Accelerator.

• Perfect for bite-sized learning on smartphones, but also accessible on computers and tablets. Access codes provided in the Student’s Book with Online Vocabulary Practice.

Compelling, real-world video • Thematically linked to unit topics to reinforce target language through realistic sources such as news reports, documentaries and interviews. Teacher’s Edition with Assessment Audio • Interleaved Student’s Book with page-by-page teaching notes. • Ready-to-print quizzes and tests, with audio. • Lesson plans and answer keys. Presentation Plus classroom software • Complete Student’s Book content with built-in annotation tools. • Embedded audio and class video. • Easy to use with interactive whiteboards or computers and projectors. Online Workbook for extra practice • Hundreds of interactive activities with instant feedback and grading. • Progress monitoring and reporting tools for teachers. cambridge.org/passages

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

Level 1 Level 2 978-1-107-62705-5 978-1-107-62707-9 978-1-107-44700-4 978-1-107-44709-7 978-1-107-62725-3 978-1-107-62726-0 978-1-107-44694-6 978-1-107-44705-9 978-1-107-62768-0 978-1-107-62766-6 978-1-107-62754-3 978-1-107-62749-9 978-1-107-62769-7 978-1-107-62773-4 978-1-107-62762-8 978-1-107-62764-2 978-1-107-66626-9 978-1-107-68650-2 All Levels 978-1-107-63846-4

Split editions Student’s Book A Student’s Book B Student’s Book A with Online Workbook A Student’s Book B with Online Workbook B Workbook A Workbook B Online Workbook A Activation Code Card Online Workbook B Activation Code Card Full Contact A Full Contact B

Level 1 978-1-107-62701-7 978-1-107-62706-2 978-1-107-44702-8 978-1-107-44704-2 978-1-107-62718-5 978-1-107-62720-8 978-1-107-44696-0 978-1-107-44699-1 978-1-107-62771-0 978-1-107-62772-7

Level 2 978-1-107-62714-7 978-1-107-62715-4 978-1-107-44710-3 978-1-107-44711-0 978-1-107-62734-5 978-1-107-62780-2 978-1-107-44706-6 978-1-107-44707-3 978-1-107-62774-1 978-1-107-62777-2

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

Visit our website: cambridge.org/esl | 29


Integrated Series

Second Edition

Bring this page to life! Scan this image with the Cambridge Experience app for samples, videos and audio content

Jack C. Richards and David Bohlke Beginner to Intermediate 4 Levels* Four Corners Second edition combines effective, communicative methodology with a practical, ‘can-do’ approach. This second edition has a fresh design with a real-world feel that students can relate to. The Readings have been updated for the second edition and new vocabulary has been introduced, covering such modern, relevant topics as mobile apps and fake news. This means students will be well equipped to understand the language they are likely to encounter outside of the classroom. Can-do • ‘Can-do’ statements in every lesson, linked to the Common European Framework of Reference (CEFR), help students measure the progress they are making. Confidence • ‘Interactions’ lessons and personalized speaking activities give students the language they need to speak with confidence in everyday situations.

*Extendable to 6 levels with Passages. See page 29.

cambridge.org/fourcorners 30 | Contact your ESL Specialist: 888-ESL-BUZZ (375-2899)

Communication • A manageable grammar and vocabulary syllabus provides a firm foundation for effective written and spoken communication. Clarity • Clear and carefully staged lessons, with measurable outcomes, help teachers to deliver successful classes and help students to see the results of their learning.

Super Value Pack • Student’s Book with Online Self-study and Online Workbook, Workbook, Class Video and Video Activity Worksheets ONLY $38.00! Also available in split editions – $19.80


Integrated Series

The ‘can-do’ course with measurable results

Teacher’s Edition with Complete Assessment Program • Interleaved Student’s Book with page-by-page teaching notes, lesson plans and answer keys. • Audio and video scripts, plus video activity worksheets. • Full assessment program with assessment audio files. Digital resources • Presentation Plus provides the complete Student’s Book content with built-in annotation tools, embedded audio, and class video. • Class Video Program for practice of each unit’s vocabulary, grammar and functional language, in real world contexts. Also serves as models for students to create their own videos in unique class video projects.

Four Corners Second edition Student's Book with Online Self-study Workbook Online Workbook Student's Book with Online Self-study and Online Workbook Pack Super Value Pack* Teacher’s Edition with Complete Assessment Program Full Contact with Online Self-study** Class Audio Download (All Levels) Presentation Plus

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Split editions Student's Book A with Online Self-study Student's Book B with Online Self-study Workbook A Workbook B Online Workbook A Online Workbook B Student's Book A with Online Self-study and Online Workbook A Pack Student's Book B with Online Self-study and Online Workbook B Pack Super Value Pack A (Full Contact A with Online Self-study and Online Workbook A) Super Value Pack B (Full Contact B with Online Self-study and Online Workbook B) Full Contact A with Online Self-study Full Contact B with Online Self-study

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

Visit our website: cambridge.org/esl | 31


Integrated Series

50%

50% 100% Online

100% Classroom Bring these pages to life! Scan this image with the Cambridge Experience app for samples, videos and audio content

Michael McCarthy, Jeanne McCarten, and Helen Sandiford Beginner to Advanced 4 Levels* Touchstone, together with Viewpoint is an English program based on research from the Cambridge English Corpus. It presents natural language in authentic contexts. • Corpus research ensures that the language taught is the language people really use. • Conversation strategies enable students to interact with fluency and confidence. • An inductive learning approach encourages students to work out grammatical structures and English usage for themselves. Viewpoint follows on from Touchstone for higherlevel learners: • Specially designed writing syllabus focuses on the key processes and skills essential for academic and professional writing. • Vocabulary syllabus helps students master essential words and collocations, and includes effective vocabulary learning strategies.

*Extendable to 6 levels with Viewpoint.

cambridge.org/touchstone2 32 | Contact your ESL Specialist: 888-ESL-BUZZ (375-2899)


Integrated Series

The ultimate in blended learning

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: in class, 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. Touchstone and Viewpoint Online Course The rich and immersive online environment provides complete instruction and practice. It is carefully scaffolded to develop language ability in gradual steps. • Language is presented in short videos, so students can work at their own pace. • ‘Figure it out’ tasks encourage students to work out how language is formed and used before it is presented.

Fun online games with clear learning outcomes

• Blogs and forums provide freer practice, build student confidence, and improve fluency. • Teachers can identify areas of strength and weakness at a class and individual level, leading to more effective class planning. The Viewpoint Online Course has extra features for higher-level learners including: • Writing tasks to help students build their academic and professional writing skills. • Study tips and strategies to boost study skills. Touchstone and Viewpoint Online Workbooks Accessed through the Cambridge Learning Management System, the Online Workbooks save valuable time with automated marking and allow teachers to track students’ progress. Students can do further practice to consolidate what they have learned in the classroom.

Print 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 Print and Online edition Student's Book with Online Workbook Student's Book A with Online Workbook Student's Book B with Online Workbook Student's Book with Online Course and Online Workbook Student's Book with Online Course and Online Workbook A Student's Book with Online Course and Online Workbook B Online Courses

Online teacher training Get the most out of your print and digital resources with the FREE online training modules at cambridge.org/ctd/online-training Video activities based on authentic Bloomberg news clips are ideal for the higher levels

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Academic English with Cambridge cambridge.org/academic-english


Grammar 1 Randi Reppen ONLINE WORKBOOK INCLUDED SEE INSIDE FRONT COVER

Overview

Grammar and Beyond page 36

Grammar and Beyond Essentials

A contextualized grammar series offering real-world information, a strong emphasis on practice, and avoiding common mistakes. Every unit offers explicit application of the target grammar in writing.

Perfect to use on its own or as a companion text alongside other coursebooks. Each Student’s Book includes access to online practice.

page 38

Grammar in Use page 42 A self-study series with simple explanations and lots of practice exercises that has helped millions of people around the world to communicate in English.

Number of Levels

4

4

3

Proficiency Level

Beginner to Advanced

Beginner to Advanced

High Beginner to Advanced

Topic/Skills Based

Topic Based

Topic Based

Skills Based

Explicit/ Contextualized

Contextualized

Contextualized

Explicit

• Online Practice • ebook • App • Kahoot! games • Writing Skills Interactive

• Online Practice • ebook • Classroom Presentation • App • Kahoot! games

• Interactive ebook with audio

Includes Digital


Grammar

GRAMMAR AND BEYOND

J o h n D. B u n t i n g Luciana Diniz with Randi Reppen

4

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 Teach students to master the grammar used in real-world speech and academic writing and prepare them for success beyond the classroom. Grammar and Beyond draws on the most commonly used English grammar structures and practices all four skills in a variety of authentic and communicative contexts. Relevant and useful grammar Based on extensive research, the carefully selected grammar syllabus connects students to real-world language. Academic writing practice Students develop valuable skills for college composition and mainstream classes by applying the grammar to writing at the end of each unit. Grammar for writing Students learn grammar that helps them successfully accomplish a range of writing assignments.

NEW Extended learning

Scan to learn more

Quiz your English app enables students to practice, improve, and test their English in a fun new way.

Rigorous vocabulary development Vocabulary is introduced in the readings to support the unit theme and is then recycled in charts and activities throughout the unit to help students acquire the meaning naturally. cambridge.org/grammarandbeyond

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

NEW Energize your classroom with Kahoot! quizzes for Grammar and Beyond. With game-based learning, practice and formative assessment can be fun and engaging. See page 25 for details.


Grammar Extensive digital practice Whether you assign it for homework or as an in-class activity, every Student’s Book includes access to extra online practice. • Online Workbook provides an opportunity for additional practice and for students to assess their mastery of the grammar points. • Writing Skills Interactive helps students master writing skills such as avoiding repetition, paragraph unity, and concluding sentences (for more information, see page 64).

Data from the Real World takes students beyond traditional information and shows how grammar is used in authentic situations, including differences between spoken and written use.

Past Perfect and Past Perfect Progressive

Data from the Real World In writing, these verbs are commonly used in the past perfect: come, have, leave, make, and take. Had been is the most common past perfect form in speaking and writing.

The twins had not gone to the same school as children. The family thought that they had made the right decision. Psychologists praised the study because the researchers had been very careful in their work. The researchers had not been aware of each other’s work on twins until they met.

5  Avoid Common Mistakes  1. Use the past perfect or past perfect progressive to give background information for a past tense event. had I have never seen my sister in real life, so I was nervous the first time we met. had been dreaming I have dreamed about meeting her, and I finally did.

‘Avoid Common Mistakes’ helps students to identify and correct their most commonly made errors to develop self-editing skills and improve their speaking and writing.

2. Use the past perfect or past perfect progressive to give a reason for a past event. had been crying Her eyes were red and puffy because she cried.

Grammar Application

3. Use the past perfect (not the past perfect progressive) for a completed earlier event. arranged They had been arranging a time to meet, but both of them forgot about it.

Exercise 2.1 Past Perfect Complete the sentences about twins who met as adults. Use the past perfect form of the verbs in parentheses. 1. Two separate Illinois families

Past Perfect and Past Perfect Progressive

had adopted

(adopt) Anne

4. Use the past perfect (not present perfect) to describe a completed event that happened before a past event. had I have visited her in Maine twice before she came to visit me.

Green and Annie Smith before the twins were three days old.

Editing Task

2. When the girls met, they were fascinated by their similarities. For (live) near each other before

example, they

Find and correct seven more mistakes in the paragraphs about sibling differences. had I have never really thought about sibling differences until my own children were

the Greens moved away.

Exercises related to the theme allow students to apply the grammar in a variety of natural contexts.

(go) to

3. As children, both Anne and Annie

born. When we had our first child, my husband and I have lived in Chicago for just a few

the same summer camp.

months. We have not made many friends yet, so we spent all our time with our child. Baby

(not / go) to college, and Annie

4. Anne

Gilbert was happy to be the center of attention. He depended on us for everything.

(not / attend) college, either. 5. Both

(marry) for the first time by the age of 22.

6. Anne

(get) divorced and

friends and a busier social life. We frequently visited friends and left the children at home

(remarry).

with a babysitter. As a result of our busy schedules, Chase was more independent. One

(not / get) divorced and was still married.

Annie

7. Both Anne and Annie were allergic to cats and dogs and

day I had just been hanging up the phone when Chase came into the room. Chase picked

never

up the phone and started talking into it. I thought he was pretending, but I was wrong. He

(own) pets. (give) the same name – Heather – to their daughters.

8. Both 9. Both

previously

10

had been figuring out how to use the phone! When my husband came home, he was tired because he worked all day. When I

(work) in the hospitality industry. (work) as a hotel manager. However, Annie

10. Anne

By the time our second son, Chase, was born, we have developed a community of

5

(not / work) in hotels; she

told him about Chase’s phone conversation, though, he became very excited. Gilbert has (be) a

never used the phone as a child. At first, we were surprised that Chase was so different

restaurant manager.

from Gilbert. Then we realized that because of our busy lifestyles, Chase had learned to be 15

independent.

Nature vs. Nurture 49

Nature vs. Nurture 59

Past Perfect and Past Perfect Progressive

Grammar for Writing connects the grammar from the unit to specific applications in writing A Pre-writing Task uses a model to guide students’ analysis of grammar in writing.

6 Grammar for Writing  Using Past Perfect to Provide Background Information and Reasons Writers use the past perfect to provide background information and reasons for past situations and actions. Read these examples: I had always thought that I was an only child, but I recently discovered that I have a sister. My parents had given me up for adoption. When I was 15, I decided to find my biological parents.

The final writing exercise brings everything together as students apply their knowledge of the unit's grammar in a levelappropriate writing task.

Writing Task 1 Write

Use the paragraph in the Pre-writing Task to help you write about different conditions that influence people’s behavior. Give examples from events and situations you have observed to support your opinion.

2 Self-Edit

Use the editing tips to improve your paragraph. Make any necessary changes.

1. Did you use the past perfect to give background information and provide reasons? 2. Did you use time words and time clauses to clarify the time periods in your sentences or emphasize that some events happened earlier than others? 3. Did you avoid the mistakes in the Avoid Common Mistakes chart on page 59?

Pre-writing Task 1 Read the paragraph. What does the writer believe about the influence of the

environment on relationships? What example does the writer use to explain this? The Effects of Friends on Sibling Relationships I believe that the experiences that a person has outside the home can be as influential as experiences inside the home. Examples of this are siblings who start out very similar but become very different from one another as they grow older. For example, Andy and Frank are two brothers who are only two years apart. They did everything together 5

and were best friends until they started junior high. After Andy had been in seventh grade for a little while, he started to change. He had made new friends at school, so he and Frank did not see each other much during the day. Frank had made new friends, too. In fact, Andy’s new friends did not like Frank very much, so Andy did not feel comfortable asking Frank to spend time with them. By the time Andy and Frank were in high school, they had

10

grown very far apart. They had made different friends and they had developed different interests. They had been similar when they were young, but Andy and Frank had very little in common as young adults.

2 Read the paragraph again. Underline the sentences that contain both simple past and

past perfect verbs. Double underline the sentences with verbs only in the past perfect. Circle the time clauses. Notice how the time clauses help clarify the earlier time period.

60    Unit 4  Past Perfect and Past Perfect Progressive

Grammar and Beyond Student’s Book and Writing Skills Interactive Pack Student’s Book, Workbook, and Writing Skills Interactive Pack Student’s Book, Online Workbook, and Writing Skills Interactive Pack Class Audio CD (1) Enhanced Teacher’s Manual with CD-ROM ebook

Nature vs. Nurture

61

Level 1 Level 2 Level 3 Level 4 978-1-107-69571-9 978-1-107-62985-1 978-1-107-67721-0 978-1-107-64520-2 978-1-107-66817-1 978-1-107-69214-5 978-1-107-64309-3 978-1-107-69969-4 978-1-107-66235-3 978-1-107-69824-6 978-1-107-67078-5 978-1-107-69730-0 978-0-521-14330-1 978-0-521-14335-6 978-0-521-14339-4 978-0-521-14343-1 978-1-107-65857-8 978-1-107-66795-2 978-1-107-69069-1 978-1-107-65573-7 Available for purchase on Blink Learning: shopusa.blinklearning.com

Price $48.80 $57.20 $60.00 $34.80 $34.00 $34.99

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Grammar

1 Randi Reppen ONLINE WORKBOOK INCLUDED SEE INSIDE FRONT COVER

Bring these pages to life! Scan this image with the Cambridge Experience app for samples, videos and audio content

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 4 Levels Perfect to use on its own or as a companion text to other coursebooks, Grammar and Beyond Essentials teaches grammar in a real-world context that students can apply outside the classroom. Every Student’s Book includes access to an Online Workbook for extra practice. • Clear grammar presentation and practice guide learners to understand the form, meaning, and usage of each grammar point.

Extended learning

Teacher resources on eSource

• Online Workbook provides an opportunity for additional practice and for students to assess their mastery of the grammar points.

• Teacher’s Manual

• Quiz your English app enables students to practice, improve, and test their English in a fun new way.

• Presentation Plus

Lesson Mapping Guides Designed to use easily alongside these academic English courses, Lesson Mapping Guides help you see how each course maps to Grammar and Beyond Essentials. Download them at cambridge.org/essentials/LessonMaps

NEW Energize your classroom with Kahoot! quizzes for Grammar and Beyond Essentials. With game-based learning, practice and formative assessment can be fun and engaging. See page 25 for details.

cambridge.org/essentials 38 | Contact your ESL Specialist: 888-ESL-BUZZ (375-2899)

• Communicative activities

Scan to learn more

• Clear charts and engaging activities allow teachers to cover a broad range of learner outcomes. • ‘Avoid Common Mistakes’ sections help students to identify and correct their most commonly made errors to develop self-editing skills and improve their speaking and writing.

• Complete assessment with unit quizzes, midterm and final exams


Grammar

A foundation for academic success and beyond

2

3

4

Randi Reppen

Laurie Blass Susan Iannuzzi Alice Savage with Randi Reppen

John D. Bunting Luciana Diniz Susan Iannuzzi Alice Savage with Randi Reppen

ONLINE WORKBOOK INCLUDED SEE INSIDE FRONT COVER

ONLINE WORKBOOK INCLUDED

ONLINE WORKBOOK INCLUDED

SEE INSIDE FRONT COVER

SEE INSIDE FRONT COVER

‘Grammar in the Real World’ presents the unit’s grammar in a realistic context using contemporary texts.

Simple Past, Time Clauses, Used To, and Would

1 2 3 4 5 6 7 8

Before TV existed, families listened to the radio together.

‘Notice’ activities draw students’ attention to the structure, guiding their own analysis of form, meaning, and use.

B Pair Work

Compare your sentences with a partner. How many different ways are there to say the same thing? A I wrote, “Before free education was available, most people did not read or write.” What did you write? B I wrote, “Until free education was available, most people did not read or write.”

C Over to You

Think of three more sentences like the ones in B. Use your own ideas and the words after, before, when, until, or as soon as. Share your sentences with a partner. Before there were microwave ovens, it took a long time to heat up food.

‘Grammar Presentation’ begins with an overview that describes the grammar in an easy-tounderstand summary.

‘Data from the Real World’ takes students beyond traditional information and teaches them how the unit’s grammar is used in authentic situations, including differences between spoken and written use.

3 Past with Used To and Would Grammar Presentation Before we had the Internet, we used to go to the library a lot.

Used to and would describe repeated past actions, habits, and situations.

Before there was refrigeration, people would use ice to keep food cool.

Exercise 2.3 Answering Questions with Time Clauses Data from the Real World

3.1 Statements with Used To

Charts provide clear guidance on the form, meaning, and use of the target grammar for ease of instruction and reference.

AFFIRMATIVE

Subject

Used To

I You He / She / It used to We They

We often answer information questions about time (e.g., When . . . ?, What time . . . ?, and How long . . . ?) with time clauses. In conversation, these answers do not usually contain a main clause.

NEGATIVE Base Form of Verb

listen

Did + Subject Not

to the radio.

I You He / She / It We They

did not didn’t

Use To

Base Form of Verb

use to

watch

A When did you start studying English? B After I got my job at the museum. A How long did you study at a community college? B Until I got my degree.

A Listen to a radio interview with an inventor of a new printer. Match the interview questions

TV.

with the answers.

d

1 When did you come to the United States? Science and Society

2 So, when did you get the idea for your invention?

51

b After I graduated from college.

3 And how long did you study at college? 4 When did you build your first printer?

c As soon as we got the money to start.

5 And when did you start your printer company?

d After I graduated from high school.

QR codes give easy access to audio 6 So, when did you get the money for your company? at point of use.

e Until I got my degree. f When I was a student in college.

7 And when did the company start making a profit?

B

Grammar and Beyond Essentials Student’s Book with Online Workbook ebook Presentation Plus, Teacher’s Manual, Unit Quizzes and Answer Keys

a As soon as my first printer reached the stores.

g After I presented my idea to some banks and investors.

Listen again and check your answers.

Level 1 Level 2 Level 3 Level 4 Exercise 2.4 More Time Clauses 978-1-108-69723-1 978-1-108-69718-7 978-1-108-69717-0 978-1-108-69716-3 A Write sentences in the simple past about inventions and discoveries. Use an event in Available for purchase on BlinkColumn A, Learning:anshopusa.blinklearning.com event in Column B, and after, before, when, until, or as soon as. A B Download from esource.cambridge.org 1 TV / exist

a people / start to fly more

2 cheap air travel / become possible

b credit cards / become popular

3 everyone / have a cell phone

c families / listen to the radio together

4 people / pay for things with cash or checks

d millions of people / learn to drive

5 free education / be available

e roads / become safer

6 traffic lights / come into our cities

f people / buy food from small local stores

7 Ford / make the first mass-produced car

g people / make calls from pay phones

8 the first supermarket / open

h most people / not read or write

Price $36.20 $29.99

50 Unit 5 Simple Past, Time Clauses, Used To, and Would

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Trusted by millions,

RIGHT FOR YOU.

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The ‘in Use’ family has been recommended by teachers for 35 years. Written for adult and young adult learners of American English, from complete beginner through to advanced level, these reference and practice books are perfect for self-study or as supplementary classroom material.

To find out more, turn to page 42. cambridge.org/chooseinuse Includes audio!


Grammar

The world’s best-selling grammar series for learners of English Grammar in Use All language learners need a little extra help from time to time. Perfect for both classroom teaching and self-study, teachers have been recommending Grammar in Use for over 30 years. 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.

Grammar in Use Intermediate Fourth Edition available with interactive ebook plus audio.

ebook

Flexible content and formats • The units can be taught in any order, allowing teachers to use the books as part of any curriculum.

Raymond Murphy

• Basic, Intermediate and Advanced levels are available with or without answer keys.

with William R. Smalzer and Joseph Chapple

• All levels are available with interactive ebooks which work on PCs, Macs, iPads and Android tablets. Comprehensive instruction and reference

w

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

Unit

1

Exercises

Present Continuous (I am doing) A

1.1

Study this example situation:

cross

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

Unit

1

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

1

hide

scratch 2

take

tie

wave

3

4

5

6

This means: she is driving now, at the time of speaking. The action is not finished. am/is/are + ‒ing is the present continuous: I he/she/it we/you/they

am is are

(= I’m) (= he’s, etc.) (= we’re, etc.)

1 She’s taking a picture. 2 He 3

driving working doing, etc. 1.2

B

I am doing something = I started doing it, and I haven’t finished. I’m in the middle of doing it. Please don’t make so much noise. I’m trying to work. (not I try) “Where’s Mark?” “He’s taking a shower.” (not He takes a shower) Let’s go out now. It isn’t raining anymore. (not It doesn’t rain) How’s your new job? Are you enjoying it? What’s all that noise? What’s going on? or What’s happening? Steve is talking to a friend on the phone. He says: I’m reading a really good book right now. It’s about a man who …

C

You can use the present continuous with today, this week, this year, etc. (periods around now): a: You’re working hard today. (not You work hard today) b: Yes, I have a lot to do. The company I work for isn’t doing so well this year. We use the present continuous when we talk about a change that has started to happen. We often use these verbs in this way: getting becoming

changing improving

increasing growing

rising falling

starting beginning

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

2

Present Continuous and Simple Present ➜ Units 3–4

Present Tenses with a Future Meaning ➜ Unit 18

Please don’t make so much noise. We need to leave soon. I don’t have anywhere to live right now. I need to eat something soon. They don’t need their car anymore. Things are not so good at work. What they say isn’t true. We’re going to get wet.

a b c d e f g h

I’m getting hungry. They’re lying. It’s starting to rain. They’re trying to sell it. It’s getting late. I’m trying to work. I’m staying with friends. The company is losing money.

1 2 3 4 5 6 7 8

f

1.3

Write questions. Use the present continuous. 1 What’s all that noise? What’s happening? (what / happen?) (why / you / cry?) 2 What’s the matter? (she / work / today?) 3 Where’s your mother? (what / you / do / these days?) 4 I haven’t seen you in ages. (what / she / study?) 5 Amy is a student. (what / they / do?) 6 Who are those people? (you / enjoy / it?) 7 I heard you started a new job. (why / you / walk / so fast?) 8 We’re not in a hurry.

1.4

Put the verb into the correct form, affirmative (I’m doing, etc.) or negative (I’m not doing, etc.). 1 Please don’t make so much noise. I’m trying (I / try) to work. 2 Let’s go out now. It isn’t raining (it / rain) anymore. (I / listen) to it. 3 You can turn off the music. (She / have) 4 Kate called last night. She’s on a trip with friends. a great time and doesn’t want to come back. (He / learn) Japanese. 5 Andrew started evening classes recently. (they / speak) 6 Jason and Sarah have had an argument and now to each other. (it / get) worse. 7 The situation is already very bad, and now (work) today. He’s taken the day off. 8 Tim (I / look) for Allison. Do you know where she is? 9 (It / work) now. 10 The washing machine has been repaired. (They / build) a new hospital. It will be finished next year. 11 (He / enjoy) his courses. 12 Ben is a student, but he’s not very happy. (The weather / change). I think it’s going to rain. 13 (He / start) to get 14 Dan has been in the same job for a long time. bored with it.

Steve says “I’m reading …” but he is not reading the book at the time of speaking. He means that he has started reading the book but has not finished it yet. He is in the middle of reading it. Some more examples: Kate wants to work in Italy, so she’s learning Italian. (but perhaps she isn’t learning Italian at the time of speaking) Some friends of mine are building their own house. They hope to finish it next summer.

his head. behind a tree. to somebody.

The sentences on the right follow those on the left. Which sentence goes with which? 1 2 3 4 5 6 7 8

Sometimes the action is not happening at the time of speaking. For example:

4 5 6

his shoelaces. the road.

3

Visit our website: cambridge.org/esl | 41


Grammar

Basic Grammar in Use Self-study reference and practice for students of American English Fourth edition Raymond Murphy with William R. Smalzer and Joseph Chapple HIGH BEGINNER TO LOW INTERMEDIATE Basic Grammar in Use Fourth edition is a self-study reference and practice book for beginning-level learners. With simple explanations, clear examples, and easy to understand exercises, it is perfect for students who are studying on their own, but can also be used in the classroom. The interactive ebook has the same grammar explanations and exercises found in the printed book, plus other great features such as audio for all of the example sentences and an easy-to-use answer key. The Study Guide helps learners to identify the most useful language areas to study. cambridge.org/chooseinuse

Grammar in Use Intermediate

Advanced Grammar in Use

Self-study reference and practice for students of American English

Self-study reference and practice for students of English

Fourth edition

Third edition

Raymond Murphy with William R. Smalzer and Joseph Chapple

Martin Hewings

INTERMEDIATE TO HIGH INTERMEDIATE Grammar in Use Intermediate is the first choice for intermediate learners and covers all the grammar required at this level. With simple explanations, clear examples, and easy to understand exercises, it is perfect for students who are studying on their own, but can also be used in the classroom. The interactive ebook has the same grammar explanations and exercises found in the printed book, plus other great features such as audio for all of the example sentences and an easy-to-use answer key. The Study Guide helps learners to identify the most useful language areas to study.

HIGH INTERMEDIATE TO ADVANCED This advanced-level reference and practice book is perfect for self-study, but also ideal for supplementary grammar activities in the classroom. It provides ideal support for learners preparing for IELTS, Cambridge English: Advanced and Cambridge English: Proficiency examinations. The interactive ebook makes it easier to study on the go, with all of the content from the printed book plus integrated audio to help with listening and pronunciation practice. The Study Planner helps learners to select areas of grammar they need to work on most and is a useful diagnostic test for use by teachers. cambridge.org/chooseinuse

cambridge.org/chooseinuse

Student's Book with answers and Interactive ebook Student's Book with answers Student's Book without answers

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

Basic Grammar in Use Fourth edition 978-1-316-64673-1 978-1-316-64674-8 978-1-316-64675-5

Grammar in Use Intermediate Fourth edition 978-1-108-61761-1 978-1-108-44945-8 978-1-108-44939-7

Advanced Grammar in Use Third edition 978-1-107-53930-3 978-1-107-69738-6 978-1-107-61378-2

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Vocabulary and Idioms

Whatever your students’ vocabulary needs … choose in Use

Vocabulary in Use The Vocabulary series gives you the words you need to communicate with confidence. Whether the focus is on general vocabulary, Academic vocabulary, or on specific areas such as collocations, idioms and phrasal verbs, there’s an in Use book to meet your needs.

Vocabulary in Use Michael McCarthy, Felicity O’Dell, Stuart Redman with John D. Bunting, Randi Reppen, Lawrence J. Zwier HIGH BEGINNER TO HIGH INTERMEDIATE Ideal for classroom use or self-study, these popular books organize vocabulary into manageable groups of the most common words and phrases, offering complete coverage of the most important words for learners at each level. The unique 2-page format teaches vocabulary on the left, and offers practice on the right, so students immediately apply what they are studying. The series is informed by the Cambridge English Corpus, ensuring the words taught as well as the examples provided represent the way English is really used. cambridge.org/chooseinuse Basic Vocabulary in Use Second edition Student's Book with answers 978-0-521-12367-9 Vocabulary in Use Intermediate Second edition Student's Book with answers 978-0-521-12375-4 Vocabulary in Use High Intermediate Second edition Student's Book with answers 978-0-521-12386-0

See also • Business Vocabulary in Use Page 78

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Second edition

English Collocations in Use English Idioms in Use English Phrasal Verbs in Use

Michael McCarthy and Felicity O’Dell

Michael McCarthy and Felicity O’Dell

INTERMEDIATE TO HIGH INTERMEDIATE

INTERMEDIATE TO ADVANCED

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 color.

Explanations and practice of English idioms, phrasal verbs, and collocations, fully revised, updated and now in full color.

Academic Vocabulary in Use

• 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. cambridge.org/chooseinuse

“Really good book for self-study. Clear explanations and examples. Not only vocabulary, also collocations, phrasal verbs and common expressions.”

• English Collocations in Use presents and practices hundreds of collocations in typical contexts to help students improve their written and spoken English. • English Idioms in Use presents and practices over 1,000 idioms in typical contexts to help students understand the everyday English spoken by native speakers. • Using short texts, dialogues, tables and charts, English Phrasal Verbs in Use explains and practices over 1,000 phrasal verbs at each level to help students develop more natural-sounding English. cambridge.org/chooseinuse English Collocations in Use Second edition Book with answers Intermediate 978-1-316-62975-8 Book with answers Advanced 978-1-316-62995-6 English Idioms in Use Second edition Book with answers Intermediate 978-1-316-62988-8 Book with answers Advanced 978-1-316-62973-4 English Phrasal Verbs in Use Second edition Book with answers Intermediate 978-1-316-62815-7 Book with answers Advanced 978-1-316-62809-6

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Keira, Amazon customer Book with answers

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Make your words meaningful Free, trustworthy, corpus-informed dictionaries, grammar reference and language learning resources.

def

Definitions, audio, translations and grammar

Written especially for learners of English, our definitions are clear and easy to understand. You’ll also find American and British English audio pronunciations for each word, grammar advice, lots of example sentences, and translation dictionaries in more than 20 languages.

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

dictionary.cambridge.org

Always up to date Follow our blog to find out about new words and to get advice on grammar, vocabulary, phrasal verbs and idioms. Join us on Facebook, Twitter and Instagram for our Word of the Day and to become part of our community.

Personalized for you Create and share personalized wordlists, quiz yourself and be the first to receive information about new features by signing up for Cambridge Dictionary +Plus.

@cambridgewords @cambridgewords @cambridgedictionariesonline Cambridge Dictionary


Reading Skills Overview

Levels

Proficiency

Topic/ Skills Based

Academic/ General English

Prism Reading 5

Beginner to Advanced

Topic Based

General English

• Online Workbook • Classroom Presentation • ebook • Kahoot! games

5

High Beginner to Advanced

Skills Based

Academic English

• ebook • Online Audio • Kahoot! games

5

Beginner to Advanced

Topic Based

Academic English

• Online Practice • Power of Process

Academic English

• Online Workbook • Classroom Presentation • ebook • Kahoot! games • Online Teacher Training Module

page 46 A moderately paced skill building course, featuring engaging, high-interest topics, video, and a strong emphasis on critical thinking.

Includes Digital

Making Connections page 48 An academic reading course with systematic practice of reading and vocabulary skills to prepare students for the challenges of reading college textbooks. This series emphasizes critical thinking and increasing reading speed.

Interactions / Mosaic page 50 Intensive skill development course that includes modern topics and vocabulary practice using the Academic Word List.

Prism Reading / Writing page 56 A coursebook designed for academic programs that combine reading and writing. In addition to supporting key reading/writing outcomes, this course features videos and emphasizes critical thinking and grammar.

5

Beginner to Advanced

Topic Based


Reading

Bring these pages to life! Scan this image with the Cambridge Experience app for samples, videos and audio content

Intro: Kate Adams, Sabina Ostrowska Level 1: Michele Lewis, Richard O’Neill Level 2: Lida Baker, Carolyn Westbrook Level 3: Alan S. Kennedy, Chris Sowton Level 4: Jessica Williams

SKILLS

Beginner to Advanced 5 Levels

CRITICAL THINKING

Captivating readings, videos, academic reading skills, strategies, and critical thinking skills in Prism Reading help students to become well-rounded thinkers and build confidence to succeed in and outside of the classroom.

COLLABORATION

• A wide variety of reading genres in different formats expose and prepare students to understand real-life text they may face in or outside the classroom. • Students work together to apply new skills and language in task-based collaborative activities that extend each reading and video. • Topics, vocabulary, academic skills and integration of critical thinking skills to build students’ confidence and prepare them for college courses were shaped by conversations with teachers at over 500 institutions. • The Online Workbook has one extra reading, additional practice for each unit, and recordings of the readings for students to review.

NEW Energize your classroom with Kahoot! quizzes for Ventures. With game-based learning, practice and formative assessment can be fun and engaging. See page 25 for details.

• Teachers can deliver effective and engaging lessons using Presentation Plus. NEW Test security – Keep assessments secure with our regularly updated tests. Download from esource.cambridge.org

Prism Reading Student's Book with Online Workbook Teacher's Manual ebook Presentation Plus, Teacher’s Manual, Unit Quizzes and Answer Keys

cambridge.org/prismreading 46 | Contact your ESL Specialist: 888-ESL-BUZZ (375-2899)

Intro Level 1 Level 2 Level 3 Level 4 978-1-108-55618-7 978-1-108-55619-4 978-1-108-62200-4 978-1-108-60114-6 978-1-108-63848-7 978-1-108-45529-9 978-1-108-45530-5 978-1-108-45531-2 978-1-108-45534-3 978-1-108-45535-0 Available for purchase on Blink Learning: shopusa.blinklearning.com Download from esource.cambridge.org

Price $34.80 $24.80 $29.99


Reading

Engage Equip Excel

Unit Opener Introduces and generates interest in the unit theme with an engaging visual, sets learning objectives, and makes connections between students’ background knowledge and the unit topic/theme.

Readings Two reading passages in each unit provide different angles, viewpoints, and genres related to the unit theme and give students exposure to and practice with language and reading skills.

Visit our website: cambridge.org/esl | 47


Reading

The academic reading and vocabulary skills your students need for college

Making Connections

Integrated digital learning

Skills and Strategies for Academic Reading

Student’s Books include access to online audio.

Intro: Jessica Williams, David Wiese 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

Keep assessments secure with our regularly updated tests. Download from esource.cambridge.org

NEW Test security

NEW Energize your classroom with Kahoot! quizzes for Making Connections. With game-based learning, practice and formative assessment can be fun and engaging. See page 25 for details.

HIGH BEGINNER TO ADVANCED Making Connections prepares students for the challenges of reading college textbooks through systematic practice of reading and vocabulary building skills.

Extensive skill building Students develop skills and strategies for reading academic texts to help them succeed in college classes.

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. 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.

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?

Intensive vocabulary building

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?

Student’s expand their academic knowledge by learning key academic words, including words from the Academic Word List. They also develop understanding of synonyms, word families, and placing words into their correct context.

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?

Improving reading speed Special sections help students learn to read more quickly to help and prepare students for the extensive reading they will encounter in universities.

cambridge.org/makingconnections

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.

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 ● 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. 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.

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

Making Connections Student’s Book with Integrated Digital Learning Teacher’s Manual ebook

Intro Level First edition 978-1-108-65143-1 978-1-107-51609-0

6 There were separate lines for visitors and citizens. This made it faster for citizens to come back into the country. MAKING CONNECTIONS ● 31

Level 1 Level 2 Level 3 Second edition Second edition Third edition 978-1-108-58368-8 978-1-108-65782-2 978-1-108-66226-0 978-1-107-61023-1 978-1-107-65062-6 978-1-107-65054-1 Available for purchase on Blink Learning: shopusa.blinklearning.com

Level 4 First edition 978-1-108-57023-7 978-1-107-51616-8

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Teacher’s Manual, Unit Quizzes, and Answer Keys are available to download from esource.cambridge.org Contact your ESL Specialist for details.

Visit our website: cambridge.org/esl | 49


Reading

Interactions/Mosaic Reading Sixth edition

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

Interactions Access: Pamela Hartmann, James Mentel Interactions Level 1: Elaine Kirn, Pamela Hartmann Interactions Level 2: Pamela Hartmann, Elaine Kirn Mosaic Level 1: Brenda Wegmann, Miki Knezevic Mosaic Level 2: Brenda Wegmann, Miki Knezevic

PA R T

1

Connecting to student needs Reading Skills and Strategies

Connect ESL is an online environment custom-designed for students academically bound. Homework is completed online with automatically graded exercises.

Before You Read 1

Previewing the Topic Look at the descriptions of the photos the photos. Next to each description, write the number matching photo.

Relaxing in a messy room

At home relaxing with friends At home studying

In a dorm room studying

• More practice helps students learn what they study in class. Photo 1

• Automatically graded activities give students immediate feedback and save teachers time spent correcting homework.

BEGINNER TO ADVANCED

• A full ebook can be projected in class or used by students for out-of-class reference.

Photo 3

A 21st-Century Course

• Powerful instructor tools allow you to choose what homework is assigned.

Photo 2

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

Interactions/Mosaic Reading prepares students for college classes by fully integrating every aspect of student life: from analyzing textbooks to online homework.Intensive skill development. • Intensive skill development and modern topics that cover every aspect of student life.

• You can even create your own exercises, allowing for a fully customized experience.

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

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

2. Imagine the conversation in each picture. Photo 4

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

• Access Power of Process directly in Connect! Click “Add Assignment” to get started.

3. How is each situation like your own?

How is it different?

4

CHAPTER 1

kir95076_ch01-Rnd02.indd 4

7/6/12 4:57 PM

• Extensive vocabulary work. Students are introduced to 15-25 new words in every chapter of Interactions/Mosaic Reading, helping them to understand much more of what they read and hear. The full ebook serves as a reference for students and a presentation tool for instructors.

• Online, students complete automatically graded exercises that extend their practice of reading skills and vocabulary. • Connect ESL is an online environment customdesigned for students academically bound. Homework is completed online with automatically graded exercises. Now with access to Power of Process. cambridge.org/interactions cambridge.org/mosaic 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 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

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Reading

2

Strategic Reading Second Edition

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

Strategic Reading Second Edition

7/7/11 2:11 PM

3

Jack C. Richards Samuela Eckstut-Didier CUP_StrategicReading_Covers-MkgPDFs.indd 3

7/7/11 2:11 PM

Strategic Reading

Discovering Fiction

Read This!

Second edition

Second edition

Fascinating Stories from the Content Areas

Jack C. Richards, Samuela Eckstut-Didier

Judith Kay, Rosemary Gelshenen

LOW INTERMEDIATE TO HIGH INTERMEDIATE

LOW INTERMEDIATE TO ADVANCED

Daphne Mackey, Alice Savage

Students develop reading fluency by focusing on reading speed and key skills as they read authentic and adapted texts.

Equip 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. Attention to teaching key skills for reading literature, such as guessing meaning from context and understanding literary devices are taught throughout the course.

HIGH BEGINNER TO HIGH INTERMEDIATE Students develop reading fluency by reading and interacting with high-interest, content-rich texts written in an accessible narrative style. The readings tie in with academic subject areas while pedagogic tasks aid reading comprehension skills, critical thinking skills, and the development of both content-specific and general academic vocabulary knowledge. cambridge.org/readthis Intro Level Student’s Book Teacher’s Manual with Audio CD Level 1 Student’s Book Teacher’s Manual with Audio CD Level 2 Student’s Book Teacher’s Manual with Audio CD Level 3 Student’s Book Teacher’s Manual with Audio CD

• Readings are adapted from authentic sources to prepare students for reading outside the classroom. • 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. • Key vocabulary is practiced throughout, building students’ reading readiness. • Instruction on one reading strategy per reading facilitates student learning.

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• Expanded post-reading activities help students develop essential critical thinking skills. cambridge.org/strategicreading

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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. cambridge.org/discoveringfiction Intro Level Student’s Book Level 1 Student’s Book Level 2 Student’s Book All levels Instructor’s Manual

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See also • Teaching and Developing Reading Skills Page 83

Visit our website: cambridge.org/esl | 51


Reading Horror

Let Me Out! Camb r

ders ea

ngl ge E ish R id

Antoinette Moses WINNER Language Learner Literature Award

Always Original

Nolan is a robot created by a lonely electronics expert, John, to run his home, cook and do the ironing. But Nolan is not content; he wants to be human. When he realizes that this is not possible, he turns against John, who finds there is no escape from his malevolence.

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

Paperback

Series Editor: Philip Prowse

Human Interest

BEGINNER TO ADVANCED

The Best of Times?

Winner Language Learner Literature Award

978-0-521-68329-6

$7.60

Alan Maley

With the widest selection of genres, settings and modern thought-provoking topics, this award-winning original fiction series is designed to captivate learners of any level of English.

WINNER Language Learner Literature Award Chee Seng, a 16-year-old Malaysian boy, has to grow up fast as he lives through the best and the worst of times. He suffers heartbreak as his parents’ marriage falls apart and experiences the joys and heartache of first love.

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

Paperback

cambridge.org/readers

978-0-521-73545-2

$10.80

Thriller

Berlin Express

Try out these popular stories!

Michael Austen

Romance

FINALIST Language Learner Literature Award

Staying Together

Hiro, a Japanese student, sits next to an old man on a train to Berlin. By mistake they exchange phones and read each other’s text messages. Hiro believes that the man’s messages show he is going to Berlin to kill someone. But is the plot real or does it exist only in Hiro’s imagination?

Judith Wilson FINALIST Language Learner Literature Award Ikuko goes to England to study English, promising her boyfriend she will return to marry him. But she discovers a whole new world and falls in love with another overseas student. Ikuko’s journey not only teaches her about different ways of life but also becomes a voyage of self-discovery. Paperback

978-0-521-79848-8

$9.80

Paperback

Also available • Cambridge Experience Readers This series of graded readers for teenagers has something for everyone, with a lively mix of original fiction, adapted fiction and factbooks. cambridge.org/experiencereaders

Murder Mystery

Bad Love Sue Leather Detective Flick Lane meets handsome Dr Jack Daly at a party in Denver. When Daly calls later, inviting her to meet him, she accepts. But before they can talk, the doctor is found dead in an apparent case of suicide. How did the doctor die? And what has love to do with it? Paperback

978-0-521-53653-0

$8.40

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.

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

978-0-521-17490-9

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

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Comedy

The Ironing Man by Colin Campbell

978-0-521-66621-3

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Ghost Story Horror Murder Mystery

How I Met Myself by David A. Hill The Beast by Carolyn Walker A Puzzle for Logan by Richard MacAndrew FINALIST Language Learner Literature Award Not Above the Law by Richard MacAndrew FINALIST Language Learner Literature Award Strong Medicine by Richard MacAndrew FINALIST Language Learner Literature Award Tales of the Supernatural by Frank Brennan Double Cross by Philip Prowse Eye of the Storm by Mandy Loader No Place To Hide by Alan Battersby The House by the Sea by Patricia Aspinall The Lahti File by Richard MacAndrew

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Murder Mystery Murder Mystery Short Stories Thriller Thriller Thriller Thriller Thriller

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 by Frank Short Stories 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.

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Reading

Extensive reading in ELT: Why and how? Part of the Cambridge Papers in ELT series January 2018

Support reading skills development and linguistic proficiency Learners who engage with extensive reading are more autonomous, motivated students.

6

Scan to read

Engage • Equip • Excel Research on extensive reading shows a wide range of material on a variety of topics is the cornerstone of any extensive reading program. Variety and highly engaging topics should also be the foundation of your reading skills program. When students can relate to content, it makes readings more powerful. Captivating readings, videos, academic reading skills, strategies, and development of critical thinking skills in Prism Reading help students become well-rounded thinkers and build confidence to succeed in and outside the classroom. To learn more about Prism Reading, turn to page 46.

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Reading Dr. Peter Watkins has written the Extensive

Check out more from our research team:

Reading in ELT: Why and how? whitepaper as

part of the Cambridge Papers in ELT series to discuss why extensive reading is important

classroom •

and how to best implement this strategy in the classroom.

On speaking: Giving feedback in the language What do successful language teachers and learners do?

Being Strategic: Adult learners and speaking

Visual literacy in English language teaching

Here are 5 principles, drawn from the research:

Using mobile devices in the language classroom.

1. The reading material is easy.

Developing critical thinking

2. Learners choose what they want to read. 3. Learners read as much as possible. 4. Reading is its own reward. 5. Teachers orient and guide their students. We invite you to read the complete whitepaper to view the full list of principles. Our Language Research Team explores best practices and trends in language teaching. They commission and collate the Cambridge Papers in ELT, written by ELT specialists across the globe. Scan to see the whitepapers.

Visit our website: cambridge.org/esl | 55


Reading

Reading and Writing Bring these pages to life! Scan this image with the Cambridge Experience app for samples, videos and audio content

Intro: Sabina Ostrowska, Kate Adams Level 1: Richard O’Neill, Michele Lewis Level 2: Carolyn Westbrook, Lida Baker Level 3: Chris Sowton, Alan S. Kennedy Level 4: Jessica Williams Beginner to Advanced 5 Levels A 5-level paired Reading and Writing skills course, with a fresh approach that focuses strongly on critical thinking, skills for academic life, and teaches the most useful language. Students develop a range of academic skills, learn how to analyze information, look at things in new ways, formulate their own opinions, and express themselves clearly. Prism is built on a solid foundation of research; classroom teachers shaped everything about Prism – the topics, exercises, critical thinking activities, and ‘On Campus’ sections.

The most important words

Engagement through videos

NEW Test security

Carefully selected videos spark students’ interest and prepare them to explore the unit’s topic in greater depth.

Keep assessments secure with our regularly updated tests. Download from esource.cambridge.org

Reading skills aligned with program requirements Students study key vocabulary to prepare them for each reading and to develop academic reading skills.

cambridge.org/prism 56 | Contact your ESL Specialist: 888-ESL-BUZZ (375-2899)

Prism focuses on the language students need in their academic studies integrating the General Service List, the Academic Word List, and the Cambridge English Corpus.

NEW Energize your classroom with Kahoot! quizzes for Prism. With game-based learning, practice and formative assessment can be fun and engaging. See page 25 for details.

Explicit grammar instruction With a focus on using grammar to accomplish rhetorical goals, students learn the most useful grammar for their writing tasks.

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


Reading and Writing

More critical thinking. More college skills.

Critical thinking and productive skills

WRITING CRITICAL THINKING At the end of this unit, you are going to write an argumentative essay about factors that are important in choosing a career. Your essay should include some form of graphical support. Look at this unit’s Writing Task below.

SKILLS

Considering what you know about the job market, what is a good choice for a career path with a secure future?

Prepare students for exercises that focus on writing skills like grammar, leading into a structured writing task where students apply the skills and language they have developed over the course of the unit.

Practical skills for life ‘On Campus’ Unique lessons that support the development of skills to build students’ confidence, supporting their success.

Analyzing information in graphs and other figures Information in academic texts is often presented visually in graphs or other types of figures. It is important to be able to connect this information with the information in the text.

UNDERSTAND

1  Work with a partner. Read the information about the annual 100 Best Jobs report and study the figure. Take turns explaining each of the components in your own words. Every year, the news magazine U.S. News and World Report publishes a report on the year’s 100 best jobs. Figure 5 shows how the report’s authors measured job quality. Figure 5. Components of Best Job measure Stress level*, 5%

Students need good sources for their research papers, but they often don’t know how to find a reliable source. UNRELIABLE SOURCES

Work–life balance*, 5%

Projected demand, 10% Median salary, 30% 10-year growth (percentage), 15% 10-year growth (number of jobs), 15%

FINDING RELIABLE SOURCES

Employment rate, 20%

Blogs: Anyone can write a blog. The writer may not be an expert or even have any real knowledge of the subject. Blogs often include biased information and personal opinions, not factual data or research. Company websites: Sites that end in “.com” are commercial sites. These sites may provide information for customers, but they are often designed to sell products or services. These sites may present a biased point of view.

Wikipedia: Many different people contribute to the pages of Wikipedia. The writers are not necessarily experts in the field. Students should never use Wikipedia as a source, but there are a few ways that Wikipedia may be useful in your research: you can get general background information on your topic, find key words to do other searches, and find reliable sources in their list of resources.

RELIABLE SOURCES *based on interviews with current job holders 148

Source: U.S. News and World Report 2016

UNIT 6

Educational sites: Sites that end in “.edu” are typically reliable sources. People that contribute to these sites are often professors or researchers. Articles on these sites are based on studies and research. Government sites: Websites that end in “.gov” can be trusted. They often present data or statistics from government agencies. Often, there is no author for these sources, but they are written by experts.

Online professional journals: These sources are based on research and present balanced information. The articles are written by professionals for other people in their field. Newspapers: Newspapers respected for their accuracy and balanced reporting are good sources.

SITES THAT NEED MORE RESEARCH

OTHER SOURCES

Nonprofit sites: A website that ends in “.org” is nonprofit. Nonprofit organizations include groups like the Red Cross, an international relief organization. However, they can also include groups who have a religious or political bias. Always do your own research to learn more.

Article and research databases: The college subscribes to over 200 databases of research, data, and scholarly articles. With your student ID, you can use these databases and find good, reliable sources. A reference librarian can show you how to find the right database.

REMEMBER THAT THE LIBRARIANS ARE ALWAYS HERE TO HELP YOU.

REAL-WORLD APPLICATION 4  With your partner, imagine you are writing a paper on the attitudes of young people about online privacy. Find some reliable sources. a one government source: b one educational source: c one news source: IDENTIFYINGRELIABLEONLINE ON CAMPUS SOURCES

Prism Reading and Writing Student's Book with Online Workbook Teacher’s Manual ebook Presentation Plus, Teacher’s Manual, Unit Quizzes and Answer Keys

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

Level 1 Level 2 Level 3 978-1-316-62427-2 978-1-316-62431-9 978-1-316-62445-6 978-1-316-62508-8 978-1-316-62513-2 978-1-316-62519-4 Available for purchase on Blink Learning: shopusa.blinklearning.com Download from esource.cambridge.org

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

85

Price $51.20 $31.00 $39.99

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Reading and Writing

Preparing students for academic coursework

Academic texts and tasks

Academic Encounters Reading and Writing

Reading 3

Second edition

EARTHQUAKES

Level 1: Jennifer Wharton Level 2: Jessica Williams Level 3: Jessica Williams, Kristine Brown, Susan Hood Level 4: Bernard Seal

5

10

LOW INTERMEDIATE TO ADVANCED Prepare students for university study by replicating the texts and tasks that they will encounter in different academic disciplines.

15

fault a large break in the surface of the earth

Academic skills

20

To help students succeed in college, Academic Encounters teaches critical academic skills. Skills and Learning Outcomes are noted at the beginning of each unit, with icons throughout to highlight which skills are being practiced in each exercise.

25

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.

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. 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.

Authentic and adapted texts Students interact with authentic academic content (adapted at lower levels). Readings mirror university textbooks, ensuring that students not only practice reading authentic texts, but also receive an authentic university experience. Sustained content

San Andreas fault in California

40 Unit 1 Planet Earth

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

Example Skills

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. Integrated digital learning Student’s Book includes Writing Skills Interactive. cambridge.org/academicencounters

NEW Energize your classroom with Kahoot! quizzes for Academic Encounters. With game-based learning, practice and formative assessment can be fun and engaging. See page 25 for details.

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

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

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Level 2 978-1-107-45758-4 978-1-107-62722-2

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Writing Skills Overview

Proficiency

Topic/ Skills Based

Academic/ General Includes English Digital

4

Beginner to Advanced

Topic Based

Academic English

• Writing Skills Interactive • ebook • Kahoot! games

4

Beginner to High Intermediate

Skills Based

Academic English

• Writing Skills Interactive

4

Beginner to Advanced

Skills Based

Academic English

1

Advanced/ Freshman Comp

Skills Based

Academic English

Levels

Final Draft page 60 A corpus-informed coursebook that models writing from students and the real world. Also covers vocabulary, grammar, and avoiding plagiarism.

Writers at Work page 64 A coursebook designed for programs that teach process writing. This series builds student understanding of editing and working through multiple drafts.

Skills for Effective Writing page 64 A perfect series for students who need more support, this course offers extensive focus on a single skill in each unit.

New Directions / Guidelines page 65 New Directions is a thematic writing skills text that bridges the gap between ESL and college writing courses. Guidelines teaches academic essay and research writing with the use of cross-cultural readings.

Grammar and Beyond page 36 A contextualized grammar series offering real-world information, a strong emphasis on practice, and avoiding common mistakes. Every unit offers explicit application of the target grammar in writing.

4

Beginner to Advanced

Skills Based

Academic English

• Online Practice • Writing Skills Interactive • ebook • App • Kahoot! games

Academic English

• Online Practice • Online Teacher Training Module • Classroom Presentation • ebook • Kahoot! games

Prism Reading / Writing page 56 A coursebook designed for academic programs that combine reading and writing. In addition to supporting key reading/writing outcomes, this course features videos and emphasizes critical thinking and grammar.

5

Beginner to Advanced

Topic Based


Writing

Final Draft Each unit features two writing models, the first one models how the rhetorical mode they are studying is applied in a real-world setting, helping them recognize that academic writing is all around them.

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 Level 4: Pamela Hartmann, Monica F. Jacobe, Alan S. Kennedy Series Editor: Jeanne Lambert LOW INTERMEDIATE TO ADVANCED A four-level academic writing series that prepares students to become confident and effective writers and succeed in their future studies. Students are given the tools to master academic writing by learning a systematic approach to writing that focuses on foundational and higher-level skills. • Real-world and student writing models help students make connections between their writing class and their future studies. • Based on extensive research, students focus on the most relevant grammar, vocabulary, collocations, and phrases while learning how to avoid common mistakes. • A pedagogical approach to plagiarism helps students develop an understanding of and techniques for avoiding these situations through realistic examples and practical activities. • Additional online writing instruction and additional self-graded practice help students improve discrete writing skills.

cambridge.org/finaldraft NEW Energize your classroom with Kahoot! quizzes for Final Draft. With game-based learning, practice and formative assessment can be fun and engaging. See page 25 for details.

Final Draft Student's Book and Writing Skills Interactive Pack Teacher's Manual ebook

Level 1

Level 2

Level 3

Level 4

Price

978-1-107-49541-8

978-1-107-49550-0

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$48.00

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$23.00 $39.99

978-1-107-49537-1

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Writing

With the right tools,

7

every student can be a great writer

proceSS eSSAyS SociAL Work: SociAL ActiViSiM

“Be the change that you wish to see in the world.” Mahatma Gandhi (1869–1948)

Work with a partner. Read the quotation about change. Then answer the questions. 1

Gandhi believed that anyone could help change the world. Do you agree or disagree? Why?

2

What are some social problems in today’s world?

3

What steps can you take to start changing the world and helping to solve social problems?

About the Author: Mahatma Gandhi used peaceful and nonviolent protest to fight for freedom, civil rights, and justice in India. Throughout history, he inspired many leaders, such as Dr. Martin Luther King, Jr.

In the unit opener students begin to explore the unit theme and structure or rhetorical mode and connect it to their everyday lives.

proceSS eSSAyS 195

Students develop an extensive skill set, preparing them for every aspect of academic writing.

Visit our website: cambridge.org/esl | 61


Writing

Learning corpus-informed academic vocabulary and collocations helps prepare students for writing assignments.

Exposure to phrases used in academic writing helps students become familiar with the language they will learn in mainstream academic texts.

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

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Writing

4

ShArpen your SkiLLS

d

A

Writing Skill 1: Clarity

Writers need to use precise adjectives so that ideas are really clear. They also need to use correct pronoun references when referring to nouns to make sure the reader can follow the ideas more easily.

long, triangular

Precise Adjectives: First, cut the paper into shapes.

^

It

Pronoun Reference: The varnish is clear. The varnish makes the beads hard and shiny. preciSe AdJectiVeS Below are some guidelines for using precise adjectives. uSing preciSe AdJectiVeS Use specific adjectives. Try to avoid general words, such as the following: a lot of, big/small, good/bad, nice, old/young, and some.

Doctors without Borders provides assistance for

millions

a lot of people around the world.

drop

Put a small amount of glue on the end of the piece of paper.

Avoiding Plagiarism

The Internet is a wonderful resource, but sometimes it is not clear how to cite sources from the Internet.

In this section, you will learn writing and grammar skills that will help make your writing more academic and accurate.

Developing more refined writing skills and learning to acknowledge others’ work and ideas helps students avoid plagiarism and other common mistakes to become more proficient academic writers.

I found some interesting Internet articles about starting up a volunteer program in a community. I’m not sure if I can use these articles because I’m having trouble finding information, like the name of the authors or the date. I think these sources are helpful, but I don’t want to plagiarize. Can you give me some tips on citing Internet sources? Zainab

Dear Zainab, Citing sources from the Internet can be a little different from citing sources from books and magazines. Often information you usually include in a citation is missing from an Internet source. You can still use those articles, though. Be sure to provide as much information as you can from the site. Good luck! Professor Wright citing internet SourceS

disastrous

Citing print and online sources is very similar. However, online sources often do not include the same amount of source information. It is common to have page numbers, dates, or even author’s names and article titles missing from online sources. All sources, in spite of any missing information, should be cited in-text and in the Works Cited at the end of the essay.

It helps people in bad situations, such as wars, natural calamities, or extreme poverty.

bright, multi-colored

Customers often like nice beads.

six-year-old

In-text citations

Even young children can become volunteers in service‑learning projects.

1

If the page number is missing: Treat the citation as you treat print citations, but do not include a page number at the end of the sentence.

The primary goal of the project was to raise

one thousand dollars

some money for Honduran students to buy books.

Avoiding Common Mistakes Research tells us that these are the most common mistakes that students make when using phrasal verbs in academic writing.

2

If the author’s name is missing: Treat the citation as you treat print citations, but include the name of the website or article instead of the author’s name.

1 use fill out, not write or answer, when talking about forms.

fill out

Kathy Tully reports that volunteers picked crops from already picked fields and donated the crops to food banks. Over 88,000 pounds of produce were gathered last year (Tully). According to Habitat.org, volunteers helped bring safer and cleaner water to the village of Chazanga in Zambia. According to a Habitat for Humanity newsletter, volunteers helped build a safe water system for 400 residents in Fiji. (“Safe Water in Fiji and Zambia”).

You must write an application form. 2 use find out, not know, learn, or check, when the meaning is “to discover.”

found out

I knew that the company helps immigrants.

find out

Go to the organization’s website to learn if they need volunteers. proceSS eSSAyS 211 3 use sign up (for), not sign in or subscribe to, when you talk about joining something officially, such as a class at school, a program, or an organization.

218 unit 7

sign up

It is easy to get people to sign in for the organization.

sign up for

I am going to subscribe to a volunteer program at the library.

4.7 editing Task Find and correct six more mistakes in the paragraph below. First, decide the date and location for your blood drive. You need to work with the Red

find out

Cross to choose a date when they are available. Also, know how much space the Red Cross requires for their equipment. Learn if your location will work well. After that, you can begin advertising the event. The Red Cross recommends that you begin advertising four weeks before the event. At the same time, you can subcribe donors. Sign people in to give blood and schedule appointments. On the day of the event, call donors to remind them of their appointment times. Next, greet the Red Cross workers and show them where to set up. When donors arrive, the Red Cross staff will do everything. They help donors write the necessary paperwork. After all the paperwork is answered, the staff safely takes the blood donations. Finally, check how many people gave blood so that you can announce the results and thank all of the donors.

proceSS eSSAyS 217

Equipped with the skills and language they have developed throughout the unit, students pull their ideas into the writing process to produce a successful final draft.

Visit our website: cambridge.org/esl | 63


Writing

Writers at Work

Writing Skills Interactive

From Sentence to Paragraph: Laurie Blass, Deborah Gordon The Paragraph: Jill Singleton The Short Composition: Ann O. Strauch The Essay: Dorothy E. Zemach, Lynn Stafford-Yilmaz

BEGINNER TO ADVANCED

Skills for Effective Writing

Writing Skills Interactive offers instruction and practice across a range of discrete skills. Every exercise is automatically graded, helping students improve independently and giving instructors time to focus on other aspects of writing.

BEGINNER TO ADVANCED

BEGINNER TO HIGH INTERMEDIATE

• Access online in the Cambridge Learning Management System.

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.

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

The process approach at all levels 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. Additional downloadable practice activities and tests are available at

• 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. Available free with Academic Encounters Reading and Writing, Final Draft, Grammar and Beyond, and Writers at Work.

Student’s Book and Writing Skills Interactive Pack Teacher’s Manual

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. cambridge.org/skillsforeffectivewriting

cambridge.org/waw/teacher Writers at Work Student’s Book and Writing Skills Interactive Pack Teacher’s Manual

Students are better writers when they master discrete 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.

From Sentence to Paragraph 978-1-107-45764-5 978-0-521-12032-6 The Short Composition 978-1-107-45768-3 978-0-521-54497-9

Writing Skills Interactive 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

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

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Writing

Guidelines

New Directions

The International Story

A Cross-Cultural Reading and Writing Text

Reading, Writing, and Critical Thinking

Third edition

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 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. 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. Student’s Book Teacher’s Manual

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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 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. 978-0-521-54172-5 978-0-521-54173-2

• Emphasizes the connection between reading and writing, and between literature and composition. Student’s Book Instructor’s Manual

Analysis of academic writing

Student’s Book Teacher’s Manual

• Fosters reflection, creativity, and critical thinking through interactive discussion activities.

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See also • A Writer’s Workbook Fourth edition • In Our Own Words Third edition • Inspired to Write • Writing from Within Second edition • Write to Be Read Second edition • From Writing to Composing Second edition Page 85

Visit our website: cambridge.org/esl | 65


Listening and Speaking

Listening and Speaking Bring these pages to life! Scan this image with the Cambridge Experience app for samples, videos and audio content

Intro: N.M. White, Susan Peterson Level 1: Stephanie Dimond-Bayir, Kimberly Russell Level 2: Sabina Ostrowska, Nancy Jordan Level 3: Lewis Lansford, Robyn Brinks Lockwood Level 4: Jessica Williams Beginner to Advanced 5 Levels A 5-level paired Listening and Speaking skills course that takes a fresh approach by focusing strongly on critical thinking, skills for academic life, and teaching the most useful language. Students develop a range of academic skills, learn how to analyze information, look at things in new ways, formulate their own opinions, and express themselves clearly. Prism is built on a solid foundation of research; classroom teachers shaped everything about Prism – the topics, exercises, critical thinking activities, and ‘On Campus’ sections. Engagement through videos Carefully selected videos spark students’ interest and prepare them to explore the unit’s topic in greater depth. Academic listening skills aligned with program requirements Students study key vocabulary to develop academic listening skills and improve their listening abilities through a sequence of proven activities.

cambridge.org/prism 66 | Contact your ESL Specialist: 888-ESL-BUZZ (375-2899)

Rigorous critical thinking practice Critical thinking activities focus on speaking skills, functional language, and pronunciation leading up to a structured speaking task, in which students apply the skills and language they have developed over the course of the entire unit.

NEW Energize your classroom with Kahoot! quizzes for Prism. With game-based learning, practice and formative assessment can be fun and engaging. See page 25 for details.

Pronunciation, grammar, and vocabulary for academic success • Language development lessons support academic studies and focus on vocabulary and grammar that were chosen based on research. • Students learn how to decode spoken English, developing listening skills that focus on detail and nuance. NEW Test security Keep assessments secure with our regularly updated tests. Download from esource.cambridge.org

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


Listening and Speaking

More critical thinking. More college skills.

Critical thinking and productive skills Prepare students for exercises that focus on speaking skills like functional language and pronunciation, leading into a structured speaking task where students apply the skills and language they have developed over the course of the unit.

SPEAKING CRITICAL THINKING At the end of this unit, you are going to do the Speaking Task below. Choose a group of events from a festival and persuade your group to go to them. UNDERSTAND

1 Read the website about the Winter Carnival in Minnesota. Find one group of events you would like to attend.

Winter Carnival Parades If you love parades, the Winter Carnival has three! The nighttime Moon Glow Parade has hot chocolate and treats. Marchers carry colorful glowing lights. Or how about watching the king of winter, King Boreas, as he comes to town with marching bands, floats, and people in costumes? And don't miss the last parade with the lively Vulcan Krewe. They fight for warm weather, marching through town to battle King Boreas so the cold weather will go away. Celebrate their win with fantastic fireworks!

ON CAMPUS SETTING SMART GOALS

Competitions and Races

PREPARING TO LISTEN

Do you like competitions and sports? Why not watch college teams compete to build robots to clean the snow? Or you can join the competitions for snow or ice sculpture to win prizes. You could also run a race through the city with thousands of people. How about watching ice skaters race down a hill? Or watch the bouncing teams use a blanket to bounce people high into the air? See who bounces the highest!

1 You are going to listen to a lecture about SMART goals. Before you listen, look at the list of goals. Circle three goals that you have. be a better student eat better food get a good job get good grades get more exercise graduate on time have more free time help my family learn a new skill speak English well transfer to a four-year college

Buried Treasures Are you good at puzzles? Do you want to find treasure? Be sure to read the newspaper for clues to find a $10,000 prize hidden in the city snow. Sometimes it takes two weeks with hundreds of people looking to find the prize. Kids should try the children’s treasure hunt at the snow park for candy and coins.

2 Work with a partner and compare your goals. Discuss the questions. 1 Why is each goal important to you? 2 What other goals do you have?

Snow and Ice Events

3 Work with a partner. Look at the words below and discuss the questions.

At the Snow Park, you can see snow sculptures, slide down a giant snow slide, or make giant snow walls. How about going ice skating at the ice palace? Why not take a photo with the blue-costumed King Boreas and his royal family? Or take a ride on a fire truck with the Vulcan Krewe, the red-costumed group that fights for warm weather. 50

1 What does each word mean? 2 How might each word apply to goal-setting? specific

measurable

achievable

relevant

time-bound

WHILE LISTENING

UNIT 2

4

SMART goals

Practical skills for life ‘On Campus’ specific measurable

Unique lessons that support the development of skills to build students’ confidence, supporting their success.

achievable relevant time-bound

78

Prism Listening and Speaking Student's Book with Online Workbook Teacher’s Manual ebook Presentation Plus, Teacher’s Manual, Unit Quizzes and Answer Keys

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

3.9 Listen to the lecture and complete the notes.

. e.g., What is a good job? Identify (1) ? How will you (2) ? e.g., how many hours in the gym, how much (3) e.g., not “A in all classes” but (4) = more realistic. ? What steps do I need to take? Ask yourself, (5) Relevant = linked to (6) objectives Ask yourself, “how important in long term?” . Decide on a (7) What will you do this week/ next week, etc.?

UNIT 3

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Listening and Speaking

Preparing students for academic coursework

Academic Encounters Listening and Speaking Second edition

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

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.

Level 1: Yoneko Kanaoka Level 2: Kim Sanabria, Carlos Sanabria Level 3: Kim Sanabria Level 4: Miriam Espeseth LOW INTERMEDIATE TO ADVANCED Prepares students for university study by replicating the tasks that they will encounter in different academic disciplines.

a. hard to stop or give up 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

2 Organizing your notes as a map

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 =

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

Academic skills Teaches critical academic skills to help students succeed in college. Skills and Learning Outcomes are noted at the beginning of each unit, with icons throughout to highlight which skills are being practiced in each exercise. Authentic and adapted texts Students interact with authentic academic content (adapted at lower levels). Academic lectures were created using transcripts of actual classroom lectures. These lectures are available online with the Student’s Books. Sustained content The 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.

N L

A Look at the following map. It is a map for all of Part 1 of the lecture. Notice that you

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

)

2 • “Couch potato”

Academic lectures online

Advances Dangers

3

• imp. decisions:

• Subway booth:

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

Chapter 6  Impact of the Media on Our Lives  119

NEW Energize your classroom with Kahoot! quizzes for Academic Encounters. With game-based learning, practice and formative assessment can be fun and engaging. See page 25 for details.

Lectures were recorded in real college classrooms, complete with interactions between professors and students.

Integrated digital learning Each Student’s Book includes access to online audio and video. cambridge.org/academicencounters

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

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Listening and Speaking

Interactions/Mosaic Listening and Speaking Sixth edition Interactions Access: Emily Austin Thrush, Robert Baldwin, Laurie Blass Interactions Level 1: Judith Tanka, Paul Most Interactions Level 2: Judith Tanka, Lida R. Baker Mosaic Levels 1 and 2: Jami Hanreddy, Elizabeth Whalley BEGINNER TO ADVANCED

Let’s Talk

Active Listening

Second edition

Second edition

Leo Jones

Steven Brown, Dorolyn Smith

HIGH BEGINNER TO HIGH INTERMEDIATE

HIGH BEGINNER TO INTERMEDIATE

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.

This popular listening series for adult and young adult learners 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.

cambridge.org/letstalk

Interactions/Mosaic Listening and Speaking prepares students for college classes by fully integrating every aspect of student life: from analyzing textbooks to online homework. • Intensive skill development and modern topics that cover every aspect of student life. • Introduces students to important vocabulary. • Automatically graded exercises enable students to see how well they are progressing. • Instructors can assign speaking tasks and even create their own activities.

Let’s Talk Level 1 Student’s Book with Self-study Audio CD Teacher’s Manual with Audio CD Class Audio CDs (3) Level 2 Student’s Book with Self-study Audio CD Teacher’s Manual with Audio CD Class Audio CDs (3) Level 3 Student’s Book with Self-study Audio CD Teacher’s Manual with Audio CD Class Audio CDs (3)

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• Homework is completed online using Connect ESL with automatically graded exercises. Now with access to Power of Process.

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cambridge.org/interactions cambridge.org/mosaic 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 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

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See also • Present Yourself Second Edition cambridge.org/presentyourself

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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-to-face conversations.” Judy Gilbert

Clear Speech Judy B. Gilbert BEGINNER TO HIGH INTERMEDIATE 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

Sentence Focus: Emphasizing Content Words

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

Hundreds of clear, effective exercises 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 pronunciation faster and better than they thought possible.

“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.

Integrated digital learning

/i y/ peak vowel

• Student’s Books include access to online audio.

eas stressed syllable

• Download MP3s for all the listening activities in the Student’s Book, and review and practice all the sounds, intonation, and rhythm patterns presented and practiced in class. cambridge.org/clearspeech cambridge.org/clearspeechfromthestart

Also available • Pronunciation Pairs An Introduction to the Sounds of English cambridge.org/pronunciationpairs/support

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

• Pronunciation Plus Practice Through Interaction cambridge.org/pronunciationplus

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Our aim is to deliver the materials you tell us you need. Exclusive insights from test development and candidate performance guarantee expert content. The result is a unique Exam Journey in each course, ensuring every student is ready on exam day. From skill development to exam tasks, language discovery to real world usage, we create better learning experiences, together.

Our IELTS Courses Overview

Levels

Target Band Score

Module

Topic / Skills Based

Hours (per level)

Mindset Page 72 • Student’s Book and Teacher’s Book • Online modules including core skills, first language specific, and Academic Study Skills

Foundation: 40–130

4

Intro to IELTS 5.5 6.5 7.5

ACADEMIC

Topic, organized by skill

1

4 and above

BOTH

Skill

Up to 120

2

5–6 6–7

BOTH

Topic

80–120

1

4 and above

BOTH

Skill

Up to 120

3

4–5 5–6.5 6.5–7.5

ACADEMIC

Topic

50–70

Levels 1–3: 60–150

Official Guide Page 72 • Student’s Book • Audio and video content via DVD-ROM and App • Suitable for class and self-study

Objective Page 73 • Student’s Book, Workbook and Teacher’s Book

New Insight into IELTS Page 73 • Student’s Book and Workbook

Complete Page 74 • Student’s Book and Teacher’s Book • ebook for bands 4–5


Exams

The Official Cambridge Guide to IELTS Pauline Cullen, Amanda French and Vanessa Jakeman BEGINNER TO ADVANCED The Official Cambridge Guide to IELTS is the definitive guide to IELTS from the experts in the test itself, Cambridge Assessment English. The most thorough and authoritative preparation available for this high stakes exam, it includes language and skills development, with a focus on test-taking strategy, to help students maximize their band-score.

Mindset for IELTS Greg Archer, Joanna Kosta, Lucy Passmore, Jishan Uddin, Susan Hutchison, Claire Wijayatilake, Peter Crossthwaite, Natasha De Souza, Marc Loewenthal

• Suitable for students at all levels covering both the Academic and General Training modules.

60-90 teaching hours

• 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!

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

• Eight practice tests ensure that students are completely familiar with the exam and are able to perform with confidence.

• Suitable for students preparing for IELTS Academic.

• Videos of the Speaking test provide a head start in a part of the exam which is tricky to prepare for.

ELEMENTARY TO HIGH INTERMEDIATE

• Choose a pathway to suit your students’ precise needs.

• Includes more than 100 ‘must have’ Exam and Study Tips.

• 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

Online teacher training

Student’s Book with answers with DVD-ROM

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The Official Cambridge Guide to IELTS Student’s Book

Practice makes perfect! Download IELTS Lesson Plans from

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$56.80

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

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

Amazon customer

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Exams

The Objective series provides solid language development, lively class discussion and thorough training in exam skills.

Objective

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

Annette Capel, Wendy Sharp, Louise Hashemi, Barbara Thomas, Felicity O’Dell, Annie Broadhead, Erica Whettem, Peter Sunderland, Susan Kingsley, Michael Black First and Advanced: 70 teaching hours, extendable to 90

HIGH INTERMEDIATE

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

Proficiency: 90 teaching hours, extendable to 120 IELTS: 80 teaching hours, extendable to 120 Objective provides the perfect solution for the demands of the modern classroom; short units emphasising progress, motivating students and getting results.

Objective Student’s Book without answers with CD-ROM Student’s Book with answers with CD-ROM Teacher’s Book Class Audio CDs (2)** Workbook without answers Workbook without answers with Audio CD Workbook with answers Workbook with answers with Audio CD Student’s Book Pack (Student’s Book with answers with CD-ROM and Class Audio CDs (2)**) Student’s Pack without answers (Student’s Book with CD-ROM, Workbook with Audio CD) Presentation Plus DVD-ROM

Vanessa Jakeman and Clare McDowell

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

HIGH INTERMEDIATE TO ADVANCED

cambridge.org/objective

Objective First Objective Advanced Fourth edition Fourth edition 978-1-107-62834-2

978-1-107-67438-7

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

Objective IELTS Intermediate

Objective IELTS Advanced

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New Insight into IELTS

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Also available • Common Mistakes at IELTS ... and how to avoid them • Cambridge Grammar for IELTS • Cambridge Vocabulary for IELTS cambridge.org/esl

Visit our website: cambridge.org/esl | 73


Exams

Trainers

Complete

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

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Teacher Development Teacher Training and Development Also available NEW Lessons from Good Language Teachers Edited by Carol Griffiths and Zia Tajeddin Paperback 978-1-108-70221-8 c.$35.99

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book has been completely revised and updated for the second edition. This book provides a comprehensiveThe and accessible overview of teaching Chapters are clear and informative. They include tasks and opportunities for teachers to reflect on and apply what they have learned. Each chapter also principles and practices for working with adult English language learners. includes a list of recommended reading and resources to further develop of the subject. From Teacher Classroom Observation Practice It is a valuable guide forto both noviceknowledge and experienced teachers. 3rd Edition

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Second STUDENT’S BOOK STUDENT’S BOOKEdition

STUDENT’S BOOK

Tasks for teachers of English

Second Edition

Tasks for teachers of English

Scott Thornbury

Gretchen Bitterlin ∙ Dennis Gretchen Johnson Bitterlin ∙ Dennis Gretchen Johnson Bitterlin ∙ Dennis Gretchen Johnson Bitterlin ∙ Dennis Gretchen Johnson Bitterlin ∙ Dennis Gretchen Johnson Bitterlin Johnson ∙ Dennis About Language Second Edition is ideal for teachers on Donna Price ∙ Sylvia Donna Price ∙ Sylvia Donna Price ∙ Sylvia Donna Price ∙ Sylvia Donna Price ∙ Sylvia Ramirez RamirezPrice ∙ Sylvia Donna Ramirez Ramirez Ramirez Ramirez training courses, and will also appeal pre-service or in-service academics, teachers and other English language teaching K. Lynn Savage (Series Editor) K. Lynn Savage (Series Editor) K. Lynn Savage (Series Editor) K. Lynn Savage (Series Editor) K. Lynn Savage (Series Editor) K. Lynn to Savage (Series Editor) professionals who are interested in how language works. There is a full key and commentary, making the book just as suitable for self-study as it is for training courses.

Betsy Parrish

This second edition has been fully revised and updated, incorporating recent developments in language description, whilst keeping the organisation and structure of the successful first edition. It consists of 31 units, with new material focusing on varieties of English, models of grammar, spoken grammar, and phraseology. Each unit contains up to 12 tasks and the language is illustrated with authentic sources, from corpora and websites to novels and newspapers.

About Language

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Teachers of English need to have a good productive command of the language. However, this alone is not enough; they also need to know how the language works. About Language Second Edition asks: ‘What is it that a teacher needs to know about English in order to teach it effectively?’ The book develops teachers’ language awareness through a wide range of tasks, which involve them in analysing English to discover its underlying systems.

3rd Edition

9781 1 076 8467 6 Penny Ur, A Course in English Language Teaching CMYK

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978 0 521 17224 0 THAINE: CCC: TEACHER TRAINING ESSENTIALS

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Grammar for Craig Thaine English Language Teachers The essential resource for new and experienced teacher trainers.

With exercises This and booka of key ready-to-use teacher training workshops is designed to provide you with a bank of perfectly planned and structured sessions Second edition with accompanying photocopiable worksheets. The sessions develop

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workshops are suitable for a range of teaching experience: • The pre-service, new in-service and experienced teachers. Teachers will benefit from learning about teaching methodology in • training sessions which are models of good teaching practice.

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Cambridge Handbooks for Language Teachers

Series Editor Scott Thornbury

Workshops for professional development

Teacher Training Essentials

978 0 521 71204 0 Parrott Grammar for English Language Teachers Second Edition Cover. C M Y K

Teacher Training Essentials

Thaine

Parrott Grammar for English Language Teachers

‘ Some of the explanations are the most accurate and easy to understand I have ever seen in any grammar book.’ The TEFL Farm

‘ An ideal introduction to English grammar for the new teacher.’ Bell International Teacher

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Classroom Management Techniques

Also available: Planning Lessons and Courses, Tessa Woodward The CELTA Course Trainee Book, Scott Thornbury and Peter Watkins The CELTA Course Trainer’s Manual, Scott Thornbury and Peter Watkins Grammar for English Language Teachers, Martin Parrott

Martin Parrott

Craig Thaine

Jim Scrivener

ISBN 978 0 521 71204 0

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ISBN 978 0 521 74185 9

A Course in Language Teaching

‘ Some of the explanations are the most accurate and easy to understand I have ever seen in any grammar book.’ The TEFL Farm

A Course in

‘ An ideal introduction to English grammar for the new teacher.’ Bell International Teacher

English Language Teaching

‘ For prospective and practising teachers and teacher trainers, I consider the book an invaluable bank of ideas, tasks and inspiration.’ Teacher Trainer

you to test grammar rules against real language use. Learner Corpus develops your ability to deal with common mistakes.

• A section on researching language helps you to

evaluate the way grammar is treated in published materials.

• Chapter-by-chapter extension exercises to accompany the book appear at www.cambridge.org/elt/gelt.

Penny Ur

you to test grammar rules against real language use. Learner Corpus develops your ability to deal with common mistakes.

evaluate the way grammar is treated in published materials. the book appear at www.cambridge.org/elt/gelt.

Also available: Grammar Practice Activities Cambridge Grammar of English

Grammar for English Language Teachers provides invaluable support to teachers in training and those with more experience. As well as clearly explaining and illustrating the grammar, it examines difficulties learners often encounter, and provides help and advice in planning lessons. It explores the complexity of grammatical choices in an accessible way, and raises awareness of how these differ from the ‘rules of thumb’ often presented to learners. This edition contains new material which reflects the latest developments in linguistics and language teaching, including a chapter on ‘Combining words’, informed by lexico-grammar. It also includes insights and examples of language use from the Cambridge International Corpus. Increased cross-referencing and an extended index mean that the book can be easily used as a quick reference tool, as well as to explore major topics in depth.

• Exercises using a range of authentic materials enable • Analysis of real learner errors from the Cambridge

Also available: Grammar Practice Activities Cambridge Grammar of English

The Cambridge International Corpus (CIC) is a collection of over 1 billion words of real spoken and written English. The texts are stored in a database that can be searched to see how English is used. The CIC also includes the Cambridge Learner Corpus, a unique collection of over 30 million words taken from student exam papers from Cambridge ESOL. It shows real mistakes students make and highlights the parts of English which cause problems for students. www.cambridge.org/corpus

Grammar for English Language Teachers With exercises and a key Second edition

Second edition

Penny Ur is a teacher and teacher-trainer, with extensive experience of training teachers in mainstream education. She is the author of several successful books in the Cambridge Handbooks for Language Teachers series: Discussions that Work, Five-Minute Activities (with Andrew Wright), Grammar Practice Activities, Teaching Listening Comprehension and Vocabulary Activities.

Grammar for English Language Teachers

Grammar for English Language Teachers provides invaluable support to teachers in training and those with more experience. As well as clearly explaining and illustrating the grammar, it examines difficulties learners often encounter, and provides help and advice in planning lessons. It explores the complexity of grammatical choices in an accessible way, and raises awareness of how these differ from the ‘rules of thumb’ often presented to learners. This edition contains new material which reflects the latest developments in linguistics and language teaching, including a chapter on ‘Combining words’, informed by lexico-grammar. It also includes insights and examples of language use from the Cambridge International Corpus. Increased cross-referencing and an extended index mean that the book can be easily used as a quick reference tool, as well as to explore major topics in depth.

• Exercises using a range of authentic materials enable • Analysis of real learner errors from the Cambridge • A section on researching language helps you to

• Chapter-by-chapter extension exercises to accompany

Grammar for English Language Teachers A completely revised and updated edition of

A Course in English Language Teaching

• English as an international language

• Language acquisition theories and teaching methodologies • Using digital supplementary materials

• Content and Language Integrated Learning (CLIL)

Parrott Grammar for English Language Teachers

This book provides a comprehensive introduction to English language teaching, and is suitable for teachers in a variety of educational settings, including compulsory education. It has been completely revised and updated to cover essential new topics for the modern English language teacher. These include:

A Course in English Language Teaching is ideal for use in initial teacher training and as a reference guide for practising teachers. It covers the core principles of teaching English, taking into account the specific needs of younger, teenage and adult learners. It also prepares teachers for common teaching challenges, such as mixed ability classes, classroom discipline, and assessment and testing. The book combines theory and practice, with each unit containing tasks that encourage reflection and discussion, plus action tasks such as classroom observation and practice. Teachers can check their progress using the review sections and explore the topics in more depth using the suggestions for further reading.

978 0 521 71204 0 Parrott Grammar for English Language Teachers Second Edition Cover. C M Y K

Other titles of interest:

A Course in English Language Teaching A completely revised and updated edition of A Course in Language Teaching

Scott Thornbury

Martin Parrott

Penny Ur

ISBN 978 0 521 73232 1

ISBN 978 0 521 58846 1

ISBN 978 1 107 68467 6

Teacher Training Essentials by Craig Thaine Paperback* 978-0-521-17224-0 $52.80 Mentor Courses by Angi Malderez and Caroline Bodsczky Paperback 978-0-521-56690-2 $42.20 The Cambridge Guide to Research in Language Teaching and Learning Edited by James Dean Brown and Christine Coombe Paperback* 978-1-107-48555-6 $55.00 Action Research for Language Teachers by Michael J. Wallace Paperback 978-0-521-55535-7 $42.20

ISBN 978 0 521 71204 0

ISBN 978 0 521 17224 0

cambridge.org/ventures

978-1-108-40841-7

978-1-107-66719-8

through the process of observing,

A completely revised and updated edition of Teaching Adult ESL

Teaching Adult English Language Learners A practical introduction

Betsy Parrish

graduate, or graduate level, this book

book provides an introduction What is Better Learning? surveys issues and procedures in The This book has been completely revised and updated for the second analysing and reflecting, and which edition. Better Learning is our approach, to the key concepts required by connecting teachers and learners conducting practice teaching. Chapters are clear and informative. They include tasks and opportunities for develop the skills of observation. from around the world with the managers of language teaching latest research and materials, to teachers to reflect on and apply what they have learned. Each chapter also build brighter futures together. organizations, covering topics from Paperback with Paperback 978-0-521-40722-9 $40.00 978-0-521-18622-3 includes a list of recommended financial management, sales and reading and resources to further develop CD-ROM knowledge the subject. marketingofand customer service Insights

Content

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Basic

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STUDENT’S BOOK STUDENT’S BOOK

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STUDENT’S BOOK

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3 4 978-0-521-70909-5 About Language

3rd Edition

2nd Edition

Second STUDENT’S BOOK STUDENT’S BOOKEdition

STUDENT’S BOOK

Tasks for teachers of English

3rd Edition

About Language Second Edition

Scott Thornbury

Gretchen Bitterlin ∙ Dennis Gretchen Johnson Bitterlin ∙ Dennis Gretchen Johnson Bitterlin ∙ Dennis Gretchen Johnson Bitterlin ∙ Dennis Gretchen Johnson Bitterlin ∙ Dennis Gretchen Johnson Bitterlin Johnson ∙ Dennis About Language Second Edition is ideal for teachers on Donna Price ∙ Sylvia Donna Price ∙ Sylvia RamirezPrice ∙ Sylvia Donna RamirezPrice ∙ Sylvia Donna RamirezPrice ∙ Sylvia Donna RamirezPrice ∙ Sylvia Donna Ramirez Ramirez training courses, and will also appeal pre-service or in-service academics, teachers and other English language teaching K. Lynn Savage (Series Editor) K. Lynn Savage (Series Editor) K. Lynn Savage (Series Editor) K. Lynn Savage (Series Editor) K. Lynn Savage (Series Editor) K. Lynn to Savage (Series Editor) professionals who are interested in how language works. There is a full key and commentary, making the book just as suitable for self-study as it is for training courses.

A valuable guide for both novice and experienced teachers

Betsy Parrish

This second edition has been fully revised and updated, incorporating recent developments in language description, whilst keeping the organisation and structure of the successful first edition. It consists of 31 units, with new material focusing on varieties of English, models of grammar, spoken grammar, and phraseology. Each unit contains up to 12 tasks and the language is illustrated with authentic sources, from corpora and websites to novels and newspapers.

$41.40

Second Edition

Teachers of English need to have a good productive command of the language. However, this alone is not enough; they also need to know how the language works. About Language Second Edition asks: ‘What is it that a teacher needs to know about English in order to teach it effectively?’ The book develops teachers’ language awareness through a wide range of tasks, which involve them in analysing English to discover its underlying systems.

About Language

3rd Edition

Tasks for teachers of English

9781 1 076 8467 6 Penny Ur, A Course in English Language Teaching CMYK

• Using digital supplementary materials • Content and Language Integrated Learning (CLIL)

Grammar for English Language Teachers A completely revised and updated edition of Grammar for English Language Teachers provides invaluable support to teachers in training and those with more experience. As well as clearly explaining and illustrating the grammar, it examines difficulties learners often encounter, and provides help and advice in planning lessons. It explores the complexity of grammatical choices in an accessible way, and raises awareness of how these differ from the ‘rules of thumb’ often presented to learners.

A Course in Language Teaching

‘ Some of the explanations are the most accurate and easy to understand I have ever seen in any grammar book.’ The TEFL Farm

A Course in

‘ An ideal introduction to English grammar for the new teacher.’ Bell International Teacher

English Language Teaching

This edition contains new material which reflects the latest developments in linguistics and language teaching, including a chapter on ‘Combining words’, informed by lexico-grammar. It also includes insights and examples of language use from the Cambridge International Corpus. Increased cross-referencing and an extended index mean that the book can be easily used as a quick reference tool, as well as to explore major topics in depth.

‘ For prospective and practising teachers and teacher trainers, I consider the book an invaluable bank of ideas, tasks and inspiration.’ Teacher Trainer

• Exercises using a range of authentic materials enable you to test grammar rules against real language use.

Parrott Grammar for English Language Teachers

• English as an international language • Language acquisition theories and teaching methodologies

A Course in English Language Teaching is ideal for use in initial teacher training and as a reference guide for practising teachers. It covers the core principles of teaching English, taking into account the specific needs of younger, teenage and adult learners. It also prepares teachers for common teaching challenges, such as mixed ability classes, classroom discipline, and assessment and testing. The book combines theory and practice, with each unit containing tasks that encourage reflection and discussion, plus action tasks such as classroom observation and practice. Teachers can check their progress using the review sections and explore the topics in more depth using the suggestions for further reading.

A Course in English Language Teaching

This book provides a comprehensive introduction to English language teaching, and is suitable for teachers in a variety of educational settings, including compulsory education. It has been completely revised and updated to cover essential new topics for the modern English language teacher. These include:

978 0 521 71204 0 Parrott Grammar for English Language Teachers Second Edition Cover. C M Y K

Other titles of interest: A Course in English Language Teaching A completely revised and updated edition of A Course in Language Teaching

Grammar for English Language Teachers With exercises and a key Second edition

Workshops for professional development

CMYK CVR THAINE: CCC: TEACHER TRAINING ESSENTIALS

The essential resource for new and experienced teacher trainers.

teachers’ knowledge of three key areas: methodology, language and theory. They also encourage teachers to actively reflect on their own prior learning and experience. These workshops are ideal for in-house and in-service teacher training as well as preparation courses for awards such as CELTA, CertTESOL, DELTA and DipTESOL.

Training Essentials is divided into three distinct • Teacher sections for ease of use: Classroom methodology, Developing language awareness and Background to teaching.

Each teacher training workshop consists of two to three • photocopiable worksheets accompanied by comprehensive trainer’s notes.

978 0 521 17224 0

workshops are suitable for a range of teaching experience: • The pre-service, new in-service and experienced teachers. Teachers will benefit from learning about teaching methodology in • training sessions which are models of good teaching practice.

Also available: Planning Lessons and Courses, Tessa Woodward The CELTA Course Trainee Book, Scott Thornbury and Peter Watkins The CELTA Course Trainer’s Manual, Scott Thornbury and Peter Watkins Grammar for English Language Teachers, Martin Parrott

Martin Parrott

ISBN 978 0 521 63354 3

ISBN 978 0 521 69206 9

ISBN 978 0 521 69207 6

Teacher Training Essentials

Classroom Management Techniques

Craig Thaine

Jim Scrivener

ISBN 978 0 521 71204 0

ISBN 978 0 521 71204 0

Cambridge Handbooks for Language Teachers

Series Editor Scott Thornbury

Workshops for professional development

P H OTO CO P I A B L E

Second edition

978 0 521 71204 0 Parrott Grammar for English Language Teachers Second Edition Cover. C M Y K

Teacher Training Essentials

Grammar for Craig Thaine English Language Teachers With exercises This and booka of key ready-to-use teacher training workshops is designed to provide you with a bank of perfectly planned and structured sessions Second edition with accompanying photocopiable worksheets. The sessions develop

Teacher Training Essentials

The Cambridge International Corpus (CIC) is a collection of over 1 billion words of real spoken and written English. The texts are stored in a database that can be searched to see how English is used. The CIC also includes the Cambridge Learner Corpus, a unique collection of over 30 million words taken from student exam papers from Cambridge ESOL. It shows real mistakes students make and highlights the parts of English which cause problems for students. www.cambridge.org/corpus

Thaine

ISBN 978 0 521 58846 1

Parrott Grammar for English Language Teachers

‘ Some of the explanations are the most accurate and easy to understand I have ever seen in any grammar book.’ The TEFL Farm

‘ An ideal introduction to English grammar for the new teacher.’ Bell International Teacher

‘ For prospective and practising teachers and teacher trainers, I consider the book an invaluable bank of ideas, tasks and inspiration.’ Teacher Trainer

you to test grammar rules against real language use. Learner Corpus develops your ability to deal with common mistakes.

evaluate the way grammar is treated in published materials. the book appear at www.cambridge.org/elt/gelt.

ISBN 978 0 521 73232 1

ISBN 978 0 521 17224 0

ISBN 978 0 521 74185 9

Learner Corpus develops your ability to deal with common mistakes.

evaluate the way grammar is treated in published materials.

• Chapter-by-chapter extension exercises to accompany the book appear at www.cambridge.org/elt/gelt.

Penny Ur

Grammar for English Language Teachers

Grammar for English Language Teachers provides invaluable support to teachers in training and those with more experience. As well as clearly explaining and illustrating the grammar, it examines difficulties learners often encounter, and provides help and advice in planning lessons. It explores the complexity of grammatical choices in an accessible way, and raises awareness of how these differ from the ‘rules of thumb’ often presented to learners. This edition contains new material which reflects the latest developments in linguistics and language teaching, including a chapter on ‘Combining words’, informed by lexico-grammar. It also includes insights and examples of language use from the Cambridge International Corpus. Increased cross-referencing and an extended index mean that the book can be easily used as a quick reference tool, as well as to explore major topics in depth.

• Exercises using a range of authentic materials enable • Analysis of real learner errors from the Cambridge • A section on researching language helps you to

• Chapter-by-chapter extension exercises to accompany

Also available: Grammar Practice Activities Cambridge Grammar of English

• Analysis of real learner errors from the Cambridge • A section on researching language helps you to

Also available: Grammar Practice Activities Cambridge Grammar of English

The Cambridge International Corpus (CIC) is a collection of over 1 billion words of real spoken and written English. The texts are stored in a database that can be searched to see how English is used. The CIC also includes the Cambridge Learner Corpus, a unique collection of over 30 million words taken from student exam papers from Cambridge ESOL. It shows real mistakes students make and highlights the parts of English which cause problems for students. www.cambridge.org/corpus

Second edition

Scott Thornbury 80 | Contact your ESL Specialist: 888-ESL-BUZZ (375-2899) Penny Ur is a teacher and teacher-trainer, with extensive experience of training teachers in mainstream education. She is the author of several successful books in the Cambridge Handbooks for Language Teachers series: Discussions that Work, Five-Minute Activities (with Andrew Wright), Grammar Practice Activities, Teaching Listening Comprehension and Vocabulary Activities.

Martin Parrott

Penny Ur

ISBN 978 0 521 73232 1

ISBN 978 0 521 58846 1

ISBN 978 1 107 68467 6

cambridge.org/ventures

ISBN 978 0 521 71204 0

ISBN 978 0 521 17224 0

978-1-107-66719-8

978-1-108-40841-7

*Also available as an ebook

A


Teacher Development Background to Teaching and Learning

Scott Thornbury’s 30 Language Teaching Methods

The Cambridge Guide to Learning English as a Second Language

Scott Thornbury

Edited by Anne Burns and Jack C. Richards 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.

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

Paperback

This easy-to-read book takes a fresh look at a range of language teaching methods, grouping them by what they have in common, rather than by chronology. Some forgotten methods are rehabilitated and some current orthodoxies challenged. Paperback

978-1-108-40846-2

$13.40

978-1-108-40841-7

$57.40

Curriculum Development in Language Teaching

Approaches and Methods in Language Teaching

Second edition

Third edition

Jack C. Richards

Jack C. Richards and Theodore S. Rodgers

978-1-316-62554-5

$46.40

An extensively revised and up-to-date edition of this popular book. The section on current communicative methodology has been updated to include new material on CLIL, text and genre-based teaching. Further new material deals with other directions in language teaching. Paperback

978-1-107-67596-4

$42.40

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

978-0-521-77939-5

$37.00

The Cambridge Guide to Pedagogy and Practice in Second Language Teaching

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

978-1-107-60200-7

$49.00

Edited by Jack C. Richards and Willy A. Renandya

978-0-521-00440-4

NEW The Cambridge Encyclopedia of the English Language, Third edition by David Crystal Paperback 978-1-108-43773-8 $39.99 NEW Task-Based Language Teaching by Rod Ellis, Peter Skehan, Shaofeng Li, Natsuko Shintani and Craig Lambert Paperback 978-1-108-71389-4 $39.99 The Cambridge Guide to Teaching English to Speakers of Other Languages by Ronald Carter and David Nunan Paperback 978-0-521-80516-2 $43.20 CLIL by Do Coyle, Philip Hood and David Marsh Paperback 978-0-521-13021-9 $54.00 Genre Analysis by John Swales Paperback 978-0-521-33813-4 $44.20 Key Issues in Language Teaching by Jack C. Richards Paperback 978-1-107-45610-5 $63.80 Apple iBook 978-1-107-66329-9 $30.80 Motivating Learners, Motivating Teachers by Zoltan Dornyei and Magdalena Kubanyiova Paperback 978-1-107-60664-7 $38.20 Motivational Strategies in the Language Classroom by Zoltan Dornyei Paperback* 978-0-521-79377-3 $38.20

$49.80

*Also available as an ebook Visit our website: cambridge.org/esl | 81


Teacher Development Language for Teachers

Scott Thornbury’s 101 Grammar Questions Scott Thornbury

Also available

Grammar for English Language Teachers

English Phonetics and Phonology

Second edition

Fourth edition

In this compact, user-friendly reference book, Scott Thornbury answers the most frequent grammar questions that regularly confront both novice and experienced teachers. The book is designed to fulfil this everyday need, and is informative and pleasurable to read.

Martin Parrott

Peter Roach

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.

This course has established itself as the most practical, comprehensive text in the field. It presents the basic theoretical material needed to understand phonetics, phonology and the pronunciation of English, along with supporting exercises.

Paperback

Paperback

Paperback with Audio CDs (2) Apple iBook

978-1-108-70145-7

$13.40

978-0-521-71204-0

$34.00

978-0-521-71740-3

$57.40

978-1-139-79545-6

$40.60

About Language Second edition by Scott Thornbury Paperback* 978-1-107-66719-8 $42.60 English for the Teacher by Mary Spratt Paperback 978-0-521-42676-3 $55.00 Audio CDs (2) 978-0-521-15497-0 $25.00 World Englishes by Andy Kirkpatrick Paperback with 978-0-521-61687-4 $75.00 Audio CD Teaching Pronunciation Second edition by Marianne Celce-Murcia, Donna M. Brinton, Janet M. Goodwin with Barry Griner Paperback with 978-0-521-72976-5 $62.20 Audio CD Multilingual Education by Jasone Cenoz and Durk Gorter Paperback 978-1-107-47751-3 $46.80 Common European Framework of Reference for Languages by Council of Europe Paperback 978-0-521-00531-9 $40.80 The CEFR in Practice by Brian North Paperback 978-1-107-41459-4 $82.40 English Profile in Practice Edited by Julia Harrison and Fiona Barker Paperback 978-1-107-49398-8 $45.80 The Discourse of the IELTS Speaking Test by Paul Seedhouse and Fumiyo Nakatsuhara Paperback 978-1-108-43769-1 $51.20 Defining Integrated Reading-intoWriting Constructs by Sathena Chan Paperback 978-1-108-44241-1 $49.60 Corpora in Applied Linguistics by Susan Hunston Paperback* 978-0-521-80583-4 $44.20 Discourse Analysis for Language Teachers by Michael McCarthy Paperback 978-0-521-36746-2 $40.80

Teaching with Technology

Language Learning with Technology

Interaction Online Lindsay Clandfield and Jill Hadfield

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

978-1-107-62880-9

Language Learning with Digital Video

$41.40

Ben Goldstein and Paul Driver

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

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

978-1-316-62917-8

$40.60

978-1-107-63464-0

$49.80

The Cambridge Guide to Blended Learning for Language Teaching Edited by Michael McCarthy This research-informed book is concerned with best practice in blended language learning. It considers the theory underpinning language acquisition and provides insights into designing and delivering blended learning programmes. Paperback

978-1-316-50511-3

$55.00

*Also available as an ebook 82 | Contact your ESL Specialist: 888-ESL-BUZZ (375-2899)


Teacher Development

Teaching Language Systems and Language Skills

NEW Second Language Writing

Listening in the Language Classroom

Second edition

John Field

Ken Hyland Authoritative and accessible, this introduction to the theory and practice of teaching writing has been completely revised. It includes up-to-date work on automated feedback, plagiarism, social media, Virtual Learning Environments and teacher workload issues. Paperback

978-1-108-45641-8

This book considers the processes which make up the skill of listening. It proposes an alternative to the comprehension approach of teaching listening and provides detailed examples of appropriate exercise types. Paperback

978-0-521-68570-2

Teaching and Developing Reading Skills

Teaching Speaking Christine C. M. Goh and Anne Burns This book provides an introduction to the theory and practice of teaching speaking. It considers issues and features related to speaking and the language learner, along with the implications for teaching. Paperback

978-1-107-64833-3

$56.00

$42.20

$34.99

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

Grammar Practice Activities Second edition

Penny Ur This classic handbook is an invaluable resource, containing a wealth of imaginative and engaging grammar practice activities. It contains clear teaching guidelines, along with an explanation of the principles of effective practice. Paperback with CD-ROM 978-0-521-73232-1 $43.60

Also available NEW Feedback in Second Language Writing Second edition Edited by Ken Hyland and Fiona Hyland Paperback 978-1-108-43997-8 $34.99 NEW Intelligibility, Oral Communication and the Teaching of Pronunciation by John M. Levis Paperback 978-1-108-40401-3 $34.99 *Also available as an ebook

Vocabulary Activities

Lexical Grammar

978-1-316-64731-8

$51.00

Pronunciation Games

Penny Ur

Leo Selivan

Mark Hancock

This book provides a wealth of activities for introducing, presenting, expanding, exploring and practising vocabulary, along with detailed guidelines on the key principles involved in teaching and practising vocabulary. It also contains an extra chapter of activities for advanced learners and a CD-ROM of print-ready materials which can be put to immediate use in class.

Supported by insights from research, this practical book provides an important resource for teachers interested in the role of chunks in language learning and teaching. Activities are user friendly and generalisable and can be used in a range of contexts.

This photocopiable resource contains pronunciation games for use in the classroom. Activities raise awareness of aspects of English pronunciation, including individual sounds, word stress, sentence stress and intonation. The games are supported by step-by-step teacher’s notes.

Paperback

978-1-316-64475-1

$51.00 Book

978-0-521-46735-3

$52.80

Paperback with CD-ROM 978-0-521-18114-3 $87.80 Learning Vocabulary in Another Language Second edition by I. S. P. Nation Paperback* 978-1-107-62302-6 $46.80 Pronunciation Practice Activites by Martin Hewings Paperback 978-0-521-75457-6 $43.60 Discussions and More Second edition by Penny Ur Paperback* 978-1-107-44275-7 $50.60

Reading in a Second Language by William Grabe Paperback 978-0-521-72974-1 $46.80 Games for Grammar Practice by Maria Lucia Zaorob and Elizabeth Chin Book 978-0-521-66342-7

$52.80

Collocations Extra by Elizabeth Walter and Kate Woodford Book with CD-ROM 978-0-521-74522-2 $57.00 Teaching Listening Comprehension by Penny Ur Paperback 978-0-521-28781-4 $37.00 Keep Talking by Friederike Klippel Paperback 978-0-521-27871-3 $37.00

Visit our website: cambridge.org/esl | 83


Teacher Development Classroom Practice

NEW Engaging Language Learners in Contemporary Classrooms Sarah Mercer and Zoltan Dorynei This book offers a fresh perspective on engagement, with an emphasis on how teachers can create the conditions for active engagement and the role learners can play in shaping the way they learn. The book provides clear principles and practical strategies for teachers. Paperback

Also available

Alan Maley’s 50 Creative Activities

Classroom Management Techniques

Alan Maley An engaging book of practical classroom activities designed to promote creative language use. Alan Maley considers how fostering creativity and exploring new ideas helps the formation of critical mind-sets, among both students and their teachers. Paperback

978-1-108-45776-7

$13.40

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

978-0-521-74185-9

$37.00

978-1-108-44592-4 c.$39.00

Available March 2020

NEW Herbert Puchta’s 100 Tips for Teaching Teenagers by Herbert Puchta Paperback 978-1-108-73875-0 $13.40 Activities for Very Young Learners by Herbert Puchta and Karen Elliott Paperback 978-1-316-62273-5 $37.00 CLIL Activities by Liz Dale and Rosie Tanner Paperback 978-0-521-14984-6 $43.60 Communicative Activities for EAP by Jenni Guse Paperback 978-0-521-14057-7 $43.60 Five-Minute Activities by Penny Ur and Andrew Wright Paperback 978-0-521-39781-0 $37.00 Five-Minute Activities for Business English by Paul Emmerson and Nick Hamilton Paperback* 978-0-521-54741-3 $37.00 Games for Language Learning Third edition by Andrew Wright, David Betteridge and Michael Buckby Paperback* 978-0-521-61822-9 $37.00 Materials Development in Language Teaching Second edition Edited by Brian Tomlinson Paperback 978-0-521-15704-9 $42.20 Penny Ur’s 100 Teaching Tips by Penny Ur Paperback* 978-1-316-50728-5 $13.40 Planning Lessons and Courses by Tessa Woodward Paperback* 978-0-521-63354-3 $37.00 A Practicum in TESOL by Graham Crookes Paperback 978-0-521-52998-3 $40.00 Teaching Languages to Young Learners by Lynne Cameron Paperback* 978-0-521-77434-5 $42.40 Teaching Large Multilevel Classes by Natalie Hess Paperback* 978-0-521-66785-2 $37.00 Translation and Own-language Activities by Philip Kerr Paperback* 978-1-107-64578-3 $37.00

Testing and Assessment Also available

NEW Testing for Language Teachers Third edition

Arthur Hughes and Jake Hughes

NEW Research and Practice in Assessing Academic Reading: The case of IELTS Cyril J Weir and Sathena Chan, Edited by Lynda Taylor and Nick Saville

This highly accessible book describes concepts in language testing and the testing of specific skills and systems. It has been updated to include recent developments in the field, such as the integration of learning and teaching with assessment, and new content on technology, such as computer adaptive testing and the use of online resources.

This book explores the assessment of academic reading and the IELTS Academic Reading test and suggests potential task formats and criterial features that any future test of academic reading per se should exhibit.

Paperback

Paperback

978-1-108-71482-2 c.$46.00

Available March 2020 84 | Contact your ESL Specialist: 888-ESL-BUZZ (375-2899)

The Cambridge Guide to Second Language Assessment Edited by Christine Coombe, Peter Davidson, Barry O’Sullivan and Stephen Stoynoff This title provides a theoretical background of the key issues associated with language testing, as well as practical advice on how to improve the effectiveness of tests. Paperback

978-1-107-67707-4

NEW Lessons and Legacy: A tribute to Professor Cyril J Weir (1950–2018) Edited by Lynda Taylor and Nick Saville Paperback 978-1-108-74573-4 c.$65.00 Second Language Assessment and Action Research Edited by Anne Burns and Hanan Khalifa Paperback 978-1-108-43670-0 $69.00 Learning Oriented Assessment by Neil Jones and Nick Saville Paperback 978-1-316-50788-9 $57.20 Assessing Speaking by Sari Luoma Paperback* 978-0-521-80487-5 $42.00 Assessing Young Language Learners by Penny McKay Paperback* 978-0-521-60123-8 $42.00 Applying the Socio-Cognitive Framework to the BioMedical Admissions Test by Kevin Y.F. Cheung and Sarah McElwee Paperback 978-1-108-43931-2 $55.00 Assessing Grammar by James E. Purpura Paperback* 978-0-521-00344-5 $43.60 Assessing Language Teachers’ Professional Skills and Knowledge Edited by Rosemary Wilson and Monica Poulter Paperback 978-1-107-49978-2 $60.20 Examining Young Learners by Szilvia Papp and Shelagh Rixon Paperback 978-1-316-63820-0 $43.80

$64.40

978-1-108-73361-8 c.$65.00 *Also available as an ebook


Teacher Development

Other Titles Adult Education:

Teaching Qualifications

Ventures Second edition

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

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

978-0-521-12565-9

$27.60

TKT Course CLIL Module Kay Bentley A self-study preparation course for the Content and Language Integrated Learning (CLIL) Module of the Teaching Knowledge Test. This book covers theory and practice and is suitable for both content and language teachers. Paperback

978-0-521-15733-9

$22.80

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)

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 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)

Grammar

Scott Thornbury and Peter Watkins

Grammar and Beyond Student’s Book A and Writing Skills Interactive Pack Student’s Book B and Writing Skills Interactive Pack Student’s Book A, Workbook A, and Writing Skills Interactive Pack Student’s Book B, Workbook B, and Writing Skills Interactive Pack Student’s Book A, Online Workbook A, and Writing Skills Interactive Pack Student’s Book B, Online Workbook B, and Writing Skills Interactive Pack

Trainee Book Trainer’s Manual

978-0-521-69206-9 978-0-521-69207-6

$45.80 $57.40

Level 1

Level 2

978-1-107-61230-3 978-1-107-68114-9

978-1-107-65921-6 978-1-107-65126-5

Price $28.20 $28.20 $28.20

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Level 3 978-1-107-62187-9 978-1-107-61873-2

Level 4 978-1-107-64924-8 978-1-107-64959-0

Transitions 978-1-107-66061-8 978-1-107-67641-1

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978-1-107-68157-6 978-0-521-18613-1 978-1-107-66194-3 978-0-521-18614-8 ** 978-1-139-88349-8 978-1-107-65131-9 978-1-107-69841-3 978-0-521-18615-5* 978-1-107-63513-5 978-1-107-61945-6 978-1-107-67612-1

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All Levels $47.80 $21.00 $1,365.80

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*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.

Available for a limited period.

The CELTA Course The Trainee Book provides full coverage of the CELTA syllabus, and is endorsed by Cambridge Assessment English. It includes a range of material to be used in input sessions, helpful advice, and a wealth of reference material. The Trainer’s Manual gives suggestions and advice on using the course materials in training sessions.

Basic/Intro Level 978-1-107-66223-0 978-1-107-68720-2 978-1-107-69134-6

Level 1

Level 2

Level 4

Price

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978-1-107-67836-1 978-1-107-63863-1

Level 3

$28.60

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978-1-107-64624-7 978-1-107-67208-6

$28.60

978-1-107-67418-9

978-1-107-69349-4

978-1-107-67387-8 978-1-107-67228-4

$34.80

978-1-107-67644-2

978-1-107-63661-3

978-1-107-66630-6 978-1-107-67954-2

$34.80

978-1-107-65483-9

978-1-107-67340-3

978-1-107-63107-6 978-1-107-67572-8

$41.20

978-1-107-68452-2

978-1-107-69560-3

978-1-107-67142-3 978-1-107-63011-6

$41.20

*Also available as an ebook Visit our website: cambridge.org/esl | 85


Title Index

Other Titles Writing A Writer’s Workbook Fourth edition Trudy Smoke LOW ADVANCED TO ADVANCED/FRESHMAN COMP Student’s Book with Answers Teacher’s Manual

978-0-521-54489-4 978-0-521-54490-0

$41.40 $14.40

In Our Own Words Third edition Rebecca Mlynarczyk, Steven B. Haber HIGH INTERMEDIATE TO ADVANCED/ FRESHMAN COMP Student’s Book Teacher’s Manual

978-0-521-54028-5 978-0-521-54029-2

$41.40 $14.40

Academic Writing Second edition Ilona Leki LOW ADVANCED TO ADVANCED/FRESHMAN COMP Student’s Book Instructor’s Manual

978-0-521-65768-6 978-0-521-65767-9

$39.40 $13.60

Inspired to Write Jean Withrow, Gay Brookes, Martha Clark Cummings LOW ADVANCED TO ADVANCED/FRESHMAN COMP Student’s Book Teacher’s Manual

978-0-521-53711-7 978-0-521-53712-4

$41.40 $14.40

Writing from Within Second edition Curtis Kelly, Arlen Gargagliano BEGINNING TO LOW INTERMEDIATE Level 1 Student’s Book Teacher's Manual

978-0-521-18827-2 978-0-521-18831-9

$29.00 $26.80

Level 2 Student’s Book Teacher's Manual

978-0-521-18834-0 978-0-521-18833-3

$29.00 $26.80

Write to Be Read Second edition William R. Smalzer HIGH INTERMEDIATE TO LOW ADVANCED Student’s Book Teacher’s Manual

978-0-521-54746-8 978-0-521-54747-5

$41.40 $14.00

From Writing to Composing Second edition Beverly Ingram, Carol King HIGH BEGINNING TO LOW INTERMEDIATE Student’s Book Instructor’s Manual

978-0-521-53914-2 978-0-521-67136-1

$31.40 $20.20

A About Language Second edition.....................................................82 Academic Encounters Listening and Speaking.................................68 Academic Encounters Reading and Writing.....................................58 Academic Vocabulary in Use ..........................................................43 Academic Writing...........................................................................86 Action Research for Language Teachers..........................................80 Active Listening..............................................................................69 Activities for Very Young Learners...................................................84 Advanced Grammar in Use.............................................................42 Advanced Trainer............................................................................74 Alan Maley’s 50 Creative Activities.................................................84 Applying the Socio-Cognitive Framework to the BioMedical Admissions Test............................................................................84 Approaches and Methods in Language Teaching.............................81 Assessing Grammar........................................................................84 Assessing Language Teachers’ Professional Skills and Knowledge..........84 Assessing Speaking........................................................................84 Assessing Young Language Learners...............................................84 B Basic Grammar in Use....................................................................42 Be My Guest..................................................................................78 Business Vocabulary in Use ............................................................78 C C1 Advanced Trainer.......................................................................74 Cambridge Business Skills..............................................................78 Cambridge Dictionary.....................................................................44 Cambridge Encyclopedia of the English Language, Third edition, The.......81 Cambridge English for Job-hunting.................................................78 Cambridge English Readers ...........................................................52 Cambridge Guide to Blended Learning for Language Teaching, The..............................................................................................82 Cambridge Guide to Learning English as a Second Language, The..........81 Cambridge Guide to Pedagogy and Practice in Second Language Teaching, The................................................................81 Cambridge Guide to Research in Language Teaching and Learning, The................................................................................80 Cambridge Guide to Second Language Assessment, The..................84 Cambridge Guide to Teaching English to Speakers of Other Languages, The.............................................................................81 Cambridge IELTS Practice Tests........................................................75 CEFR in Practice, The......................................................................82 CELTA Course, The..........................................................................85 Classroom Management Techniques...............................................84 Classroom Observation Tasks..........................................................80 Clear Speech..................................................................................70 CLIL...............................................................................................81 CLIL Activities.................................................................................84 Collocations Extra..........................................................................83 Common European Framework of Reference for Languages............82 Communicating Across Cultures.....................................................78 Communicative Activities for EAP...................................................84 Complete.......................................................................................74 Corpora in Applied Linguistics.........................................................82 Course in English Language Teaching, A..........................................80 Curriculum Development in Language Teaching..............................81 D Defining Integrated Reading-into-Writing Constructs.......................82 Discourse Analysis for Language Teachers.......................................82 Discourse of the IELTS Speaking Test, The........................................82 Discovering Fiction.........................................................................51 Discussions and More.....................................................................83 Dynamic Presentations...................................................................78 E Engaging Language Learners in Contemporary Classrooms.............84 English Collocations in Use.............................................................43 English for Business Studies ...........................................................78 English for the Teacher...................................................................82 English Idioms in Use.....................................................................43 English Phonetics and Phonology ...................................................82 English Phrasal Verbs in Use...........................................................43 English Profile in Practice................................................................82 Evolve............................................................................................22 Examining Young Learners..............................................................84 F Feedback in Second Language Writing Second edition.....................83 Final Draft......................................................................................60 First Trainer....................................................................................74 Five-Minute Activities.....................................................................84 Flightpath......................................................................................78 Four Corners Second edition...........................................................30 From Teacher to Manager...............................................................80

G Games for Grammar Practice..........................................................83 Games for Language Learning........................................................84 Genre Analysis...............................................................................81 Grammar and Beyond....................................................................36 Grammar and Beyond Essentials.....................................................38 Grammar for Business....................................................................78 Grammar for English Language Teachers.........................................82 Grammar in Use Intermediate.........................................................42 Grammar Practice Activities............................................................83 Guidelines......................................................................................65 H Herbert Puchta’s 100 Tips for TeachingTeenagers.............................84 I IELTS Trainer...................................................................................74 In Our Own Words..........................................................................86 Inspired to Write............................................................................86 Intelligibility, Oral Communication and the Teaching of Pronunciation...............................................................................83 Interaction Online...........................................................................82 Interactions/Mosaic Listening and Speaking....................................69 Interactions/Mosaic Reading...........................................................50 Interchange Fifth edition................................................................26 International Negotiations..............................................................78 International Story, The...................................................................65 J Jack C Richards’ 50 Tips for Teacher Development...........................80 K Keep Talking...................................................................................83 Key Issues in Language Teaching.....................................................81 L Language Learning with Digital Video.............................................82 Language Learning with Technology...............................................82 Learner English..............................................................................81 Learning Oriented Assessment........................................................84 Learning Vocabulary in Another Language.......................................83 Lessons and Legacy: A tribute to Professor Cyril J Weir (1950–2018)...............................................................................84 Lessons from Good Language Teachers...........................................80 Let’s Talk........................................................................................69 Lexical Grammar............................................................................83 Linguaskill......................................................................................75 Listening in the Language Classroom..............................................83 M Making Connections......................................................................48 Materials Development in Language Teaching.................................84 Mentor Courses.............................................................................80 Methodology in Language Teaching................................................81 Michigan English Test, The..............................................................77 Michigan English Placement Test....................................................77 Mindset for IELTS............................................................................72 Motivating Learners, Motivating Teachers........................................81 Motivational Strategies in the Language Classroom........................81 Multilingual Education...................................................................82 N New Directions...............................................................................65 New Insight into IELTS....................................................................73 O Objective........................................................................................73 Official Cambridge Guide to IELTS, The............................................72 Official IELTS Practice Materials.......................................................74 P Passages Third edition....................................................................29 Penny Ur’s 100 Teaching Tips..........................................................84 Planning Lessons and Courses........................................................84 Practice Teaching............................................................................80 Practicum in TESOL, A.....................................................................84 Present Yourself..............................................................................69 Prism Listening and Speaking.........................................................66 Prism Reading ...............................................................................46 Prism Reading and Writing.............................................................56 Pronunciation Games.....................................................................83 Pronunciation Pairs........................................................................70 Pronunciation Plus.........................................................................70 Pronunciation Practice Activites......................................................83

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Author Index R Read This!......................................................................................51 Reading in a Second Language.......................................................83 Research and Practice in Assessing Academic Reading: The case of IELTS..........................................................................84 S Scott Thornbury’s 101 Grammar Questions......................................82 Scott Thornbury’s 30 Language Teaching Methods...........................81 Second Language Assessment and Action Research.........................84 Second Language Writing...............................................................83 Skills for Effective Writing...............................................................64 Strategic Reading...........................................................................51 T Task-Based Language Teaching.......................................................81 Teacher Training Essentials..............................................................80 Teaching Adult English Language Learners......................................80 Teaching and Developing Reading Skills..........................................83 Teaching Languages to Young Learners...........................................84 Teaching Large Multilevel Classes...................................................84 Teaching Listening Comprehension.................................................83 Teaching Pronunciation Second edition...........................................82 Teaching Speaking.........................................................................83 Testing for Language Teachers........................................................84 TKT Course CLIL Module................................................................85 TKT Course Modules 1, 2 and 3......................................................85 Touchstone Second edition.............................................................32 Touchstone Online Course Second edition.......................................33 Trainers..........................................................................................74 Translation and Own-language Activities.........................................84 V Ventures Third edition.....................................................................16 Ventures Second edition.................................................................85 Viewpoint .....................................................................................32 Viewpoint Online Course................................................................33 Vocabulary Activities.......................................................................83 Vocabulary in Use..........................................................................43 W World Englishes.............................................................................82 Writers at Work..............................................................................64 Writer’s Workbook, A......................................................................86 Writing for Impact..........................................................................78 Writing from Within........................................................................86 Writing Skills Interactive.................................................................64 Write to Be Read............................................................................86

A Adams, Kate.....................46, 56 Aquino-Cutcher, Andrew........ 60 Archer, Greg.......................... 72 Aspinall, Patricia.................... 53 Asplin, Wendy....................... 60 Austen, Michael...............52, 53

Goodwin, Janet M................. 82 Gordon, Deborah.................. 64 Gorter, Durk.......................... 82 Grabe, William....................... 83 Griffiths, Carol....................... 80 Griner, Barry.......................... 82 Guse, Jenni........................... 84

B Baker, Lida..................46, 56 69 Baldwin, Robert.................... 69 Banks, Tim............................. 78 Barker, Fiona......................... 82 Barrell, Jania......................... 53 Battersby, Alan...................... 53 Bauer, Jill.............................. 60 Bentley, Kay.......................... 85 Bitterlin, Gretchen............16, 85 Black, Michael....................... 73 Blass, Laurie.........36, 38, 64, 69 Bodsczky, Caroline................ 80 Bohlke, David...................30, 60 Boyle, Mike S......................... 60 Brennan, Frank...................... 53 Brinks Lockwood, Robyn...60, 66 Brinton, Donna M.................. 82 Broadhead, Annie.................. 73 Brook-Hart, Guy.................... 74 Brookes, Gay......................... 86 Brown, James Dean............... 80 Brown, Kristine...................... 58 Brown, Steven....................... 69 Buckby, Michael.................... 84 Bunting, John D..........36, 38, 43 Burns, Anne................81, 83, 84

H Haber, Steven B..................... 86 Hadfield, Jill.......................... 82 Haines, Simon....................... 74 Hancock, Mark...................... 83 Hancock, Penny..................... 53 Hanreddy, Jami...................... 69 Harmer, Jeremy...................... 53 Harrison, Julia....................... 82 Hartmann, Pamela............50, 60 Hashemi, Louise.................... 73 Hendra, Leslie Anne............... 22 Hess, Natalie......................... 84 Hewings, Martin...............42, 83 Heyderman, Emma................ 74 Hill, David A.......................... 53 Hockley, Andrew.................... 80 Hood, Philip.......................... 81 Hood, Susan.......................... 58 Hughes, Arthur...................... 84 Hughes, Jake......................... 84 Hull, Jonathan....................... 26 Hunston, Susan..................... 82 Hutchison, Susan................... 72 Hyland, Fiona........................ 83 Hyland, Ken........................... 83

C Cameron, Lynne.................... 84 Campbell, Colin..................... 53 Capel, Annette...................... 73 Carter, Ronald....................... 81 Celce-Murcia, Marianne........ 82 Cenoz, Jasone....................... 82 Chan, Sathena.................82, 84 Chapple, Joseph.................... 42 Cheung, Kevin Y.F.................. 84 Chin, Elizabeth...................... 83 Clandfield, Lindsay...........22, 82 Clark, David.......................... 78 Clark, Rachel......................... 78 Coombe, Christine............80, 84 Council of Europe.................. 82 Coyle, Do.............................. 81 Crookes, Graham................... 84 Crossthwaite, Peter................ 72 Crystal, David........................ 81 Cullen, Pauline...................... 72 Cummings, Martha Clark....... 86 D Dale, Liz................................ 84 Davidson, Peter..................... 84 De Souza, Natasha................ 72 Dignen, Bob.......................... 78 Diniz, Luciana...................36, 38 Dornyei, Zoltan.................81, 84 Downes, Colm....................... 78 Driver, Paul............................ 82 Eckstut-Didier, Samuela......... 51

I Iannuzzi, Susan................36, 38 Ibbotson, Mark...................... 22 Ingram, Beverly..................... 86 J Jacobe, Monica F................... 60 Jakeman, Vanessa.......72, 73, 74 Johnson, Dennis...............16, 85 Johnson, Margaret................ 53 Jones, Ceri............................ 22 Jones, Leo............................. 69 Jones, Neil............................. 84 Jordan, Nancy....................... 66 K Kanaoka, Yoneko................... 68 Kay, Judith............................ 51 Kelly, Curtis........................... 86 Kennedy, Alan S..........46, 56, 60 Kerr, Philip........................22, 84 Kershaw, George................... 53 Khalifa, Hanan...................... 84 King, Carol............................ 86 Kingsley, Susan..................... 73 Kirkpatrick, Andy................... 82 Kirn, Elaine............................ 50 Klippel, Friederike.................. 83 Knezevic, Miki....................... 50 Kosta, Joanna........................ 72 Kubanyiova, Magdalena........ 81

F Farrell, Thomas S. C................ 80 Field, John............................. 83 French, Amanda.................... 72

L Lambert, Craig...................... 81 Lambert, Jeanne.................... 60 Lansford, Lewis..................... 66 Laughner, Melissa S............... 80 Leather, Sue.....................52, 53 Leki, Ilona............................. 86 Levis, John M......................... 83 Li, Shaofeng.......................... 81 Loader, Mandy...................... 53 Loewenthal, Marc................. 72 Luoma, Sari........................... 84

G Gardner, Peter S..................... 65 Gargagliano, Arlen................ 86 Gelshenen, Rosemary............ 51 Gilbert, Judy B....................... 70 Goh, Christine C. M............... 83 Goldstein, Ben..................22, 82

M MacAndrew, Richard............. 53 MacKenzie, Ian...................... 78 Mackey, Daphne.................... 51 Malderez, Angi...................... 80 Maley, Alan................52, 53, 84 Marsh, David......................... 81

E Elliott, Karen......................... 84 Ellis, Rod............................... 81 Espeseth, Miriam................... 68

Mascull, Bill.......................... 78 May, Peter............................. 74 McCarten, Jeanne............32, 78 McCarthy, Michael....32, 43, 78, 82 McDowell, Clare.................... 73 McElwee, Sarah..................... 84 McEntire, Jo.......................... 48 McGiffin, Janet...................... 53 McKay, Penny........................ 84 McKeegan, David.................. 74 Mentel, James....................... 50 Mercer, Sarah........................ 84 Mlynarczyk, Rebecca............. 86 Moses, Antoinette............52, 53 Most, Paul............................. 69 Murphy, Raymond................. 42

Strauch, Ann O...................... 64 Sunderland, Peter.................. 73 Swales, John......................... 81 Swan, Michael....................... 81

N Nakatsuhara, Fumiyo............. 82 Nation, I. S. P......................... 83 Naylor, Helen......................... 53 Neilsen, Rod.......................... 53 Newsome, J. M...................... 53 North, Brian.......................... 82 Nunan, David........................ 81

U Uddin, Jishan........................ 72 Ur, Penny....................80, 83, 84

O O’Dell, Felicity..................43, 73 O’Dell, Kathryn...................... 22 O’Sullivan, Barry.................... 84 Ostrowska, Sabina.....46, 56, 66 P Pakenham, Kenneth J............. 48 Papp, Szilvia.......................... 84 Parrish, Betsy........................ 80 Parrott, Martin...................... 82 Passmore, Lucy...................... 72 Peterson, Susan..................... 66 Poulter, Monica..................... 84 Powell, Mark......................... 78 Price, Donna.....................16, 85 Proctor, Susan....................... 26 Prowse, Philip...................52, 53 Puchta, Herbert..................... 84 Pulverness, Alan.................... 85 Purpura, James E................... 84 R Ramirez, Sylvia.................16, 85 Redman, Stuart..................... 43 Renandya, Willy A.................. 81 Reppen, Randi............36, 38, 43 Richards, Jack C.........26, 29, 30, 51, 80, 81 Rixon, Shelagh...................... 84 Roach, Peter.......................... 82 Rodgers, Theodore S.............. 81

T Tajeddin, Zia.......................... 80 Tanka, Judith......................... 69 Tanner, Rosie......................... 84 Taylor, Lynda.......................... 84 Thaine, Craig......................... 80 Thomas, Barbara................... 73 Thornbury, Scott.........81, 82, 85 Thrush, Emily Austin.............. 69 Tilouine, Helen...................... 74 Tomlinson, Brian..............53, 84

V Van der Horst Jansen, Julie.... 80 Vittorio, Pamela..................... 48 W Wajnryb, Ruth....................... 80 Walker, Carolyn..................... 53 Wallace, Michael J................. 80 Walter, Elizabeth................... 83 Watkins, Peter..................83, 85 Wegmann, Brenda................ 50 Weir, Cyril J........................... 84 Westbrook, Carolyn..........46, 56 Whalley, Elizabeth................. 69 Wharton, Jennifer.................. 58 Whettem, Erica...................... 73 White, N.M............................ 66 White, Ron............................ 80 Wiese, David......................... 48 Wijayatilake, Claire................ 72 Williams, Jessica........46, 48, 56, 58, 66 Williams, Melanie.................. 85 Wilson, Judith..................52, 53 Wilson, Rosemary.................. 84 Withrow, Jean....................... 86 Woodford, Kate..................... 83 Woodward, Tessa.................. 84 Wright, Andrew..................... 84 Z Zaorob, Maria Lucia............... 83 Zemach, Dorothy E................ 64 Zwier, Lawrence J.................. 43

S Sanabria, Carlos.................... 68 Sanabria, Kim........................ 68 Sandiford, Helen.................... 32 Sandy, Chuck........................ 29 Savage, Alice..............36, 38, 51 Savage, K. Lynn................16, 85 Saville, Nick........................... 84 Scott-Malden, Sarah.............. 53 Scrivener, Jim......................... 84 Seal, Bernard......................... 58 Seedhouse, Paul.................... 82 Selivan, Leo........................... 83 Sharp, Wendy........................ 73 Shintani, Natsuko.................. 81 Singleton, Jill......................... 64 Skehan, Peter........................ 81 Smalzer, William R............42, 86 Smith, Bernard.................53, 81 Smith, Dorolyn...................... 69 Smoke, Trudy......................... 86 Sowton, Chris...................46, 56 Spack, Ruth........................... 65 Spratt, Mary.....................82, 85 Stafford-Yilmaz, Lynn............. 64 Stanley, Graham.................... 82 Stapleton, Sara...................... 60 Stoynoff, Stephen.................. 84

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