Prism - Brochure

More critical thinking.

More college skills.

A fresh perspective on EAP.

CEFR Levels: A1 – C1

WHAT IS PRISM? HOW DOES IT WORK? Your students need to develop a range of academic skills. They need to learn how to analyze information, look at things in new ways, formulate their own opinions, and express themselves clearly.

Prism, a 5-level paired skills course, takes a fresh approach by focusing strongly on critical thinking, skills for academic life, and teaching the most useful language.

Available in Listening/Speaking and Reading/Writing strands, Prism adapts to your program’s needs.

Let ’s take a look at a unit.

cambridge.org/prism

WATCH AND LISTEN

PREPARING TO WATCH ACTIVATING YOUR KNOWLEDGE

PREDICTING CONTENT

1 Work with a partner and answer the questions.

1 What are the coldest countries in the world?

2 What do people do there during the winter?

3 How do people in your country use ice? What do they use it for?

2 You are going to watch a video about an ice festival in Harbin, China.

Make a list of things you think you will see in the video. Compare your answers with a partner.

GLOSSARY

bitter (adj) very cold Boeing 747 (n) a type of large airplane certain (adj) if something is certain, we are sure about it melt (v) if something melts, it changes from solid to liquid because of heat spectacle (n) an unusual event that attracts attention or interest thaw (n) a period of warmer weather that melts ice and snow

WHILE WATCHING UNDERSTANDING DETAILS

38

3

Watch the video. Then circle the correct answers.

1 2 3 4 5 6

Harbin is called an ice town / city.

Harbin has an ice festival every year / two years.

The average temperature in Harbin is 7°F / 11°F in the winter.

Four / Seven thousand people worked to put the festival together.

They used enough ice and snow to fill nearly 20 / 200 Boeing 747s.

This ice festival begins on January / February 5.

UNIT 2

VIDEO SET TING THE CONTEX T

Every unit begins with a carefully selected video clip that piques student interest and introduces the topic in an engaging way.

Students develop key skills such as prediction, comprehension, and discussion.

RECEPTIVE, LANGUAGE, AND ANALYTICAL SKILLS LISTENING/READING

READING READING 1 UNDERSTANDING KEY VOCABULARY

PREPARING TO READ 1 Read the definitions. Complete the sentences with the correct form of the words in bold.

celebrate (v) to do something enjoyable because it is a special day culture (n) the habits, traditions, and beliefs of a country or group of people gift (n) something that you give to someone, usually on a special day the ground (n) the surface of the Earth lucky (adj) having good things happen to you traditional (adj) following the ways of behaving or doing things that have continued in a group of people for a long time

1 I always my mother’s birthday by making a big meal for our family. She loves to see everyone get together for a special day. . Each one has specia 2 There are a lot of festivals in Korean food and events. , like cake 3 In Japan, guests usually give a small wrapped or fruit, when they visit someone’s home.

4 For our International Day party, all of my classmates wore clothing from their countries instead of their usual clothes. .

5 In many countries, people believe the color yellow is Wearing yellow will bring you good things like joy and energy.

6 On Arbor Day in the U.S., a lot of people dig holes and plant new . trees in SKILLS

Students improve their receptive skills through a sequence of proven activities. Exposure to key vocabulary helps learners access academic texts and develop listening or reading skills. Synthesis exercises prepare students for college classrooms. Language Development sections teach grammar, vocabulary, collocations, and language structure.

Previewing a text Before you read, look at the photos, title, and subtitles. This gives you a lot of information about the topic of the text before you read. It will help you understand the text better when you read it.

PREVIEWING

2 Look at the photos, title, and subtitles in the article. Circle the topic of the article. a celebrations around the world b weddings around the world c birthdays around the world 3 Read the article and check your answer.

40

UNIT 2

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!

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Competitions and Races 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!

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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.

Snow and Ice Events 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

UNIT 2

CRITICAL THINKING AND PRODUCTIVE SKILLS SPEAKING/WRITING

Multiple critical thinking activities prepare students for exercises that focus on speaking skills like functional language and pronunciation or writing skills like grammar.

These activities lead into a structured speaking or writing task in which students apply the skills and language they have developed over the course of the unit.

ON CAMPUS SKILLS FOR COLLEGE LIFE

This unique section teaches students valuable skills that help them navigate college life. It begins with a context-setting reading or listening activity and moves directly into active practice of skills like asking questions in class, participating in study groups, finding help on campus and much more.

ON CAMPUS SETTING SMART GOALS PREPARING TO LISTEN 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 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?

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

1 What does each word mean?

2 How might each word apply to goal-setting? specific

measurable

achievable

relevant

time-bound

WHILE LISTENING 4

3.9 Listen to the lecture and complete the notes.

SMART goals

specific measurable achievable relevant time-bound

78

. 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

Back

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EXTENDED LEARNING AND TEACHER SUPPORT ONLINE ONLINE WORKBOOKS AND PRESENTATION PLUS

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MORE CRITICAL THINKING BLOOM’S TA XONOMY Prism prepares students for college coursework by explicitly teaching a full range of critical thinking skills. Critical thinking exercises appear in every unit of every level, organized according to the taxonomy developed by Benjamin Bloom.

Each exercise is marked with an icon indicating where the activity falls on Bloom’s taxonomy.

APPLY Show, complete, use, classify, illustrate, solve

UNDERSTAND Compare, discuss, restate, predict, translate, outline

REMEMBER Name, describe, relate, find, write, tell

INTEGRATED CRITICAL THINKING Critical thinking exercises are marked with an icon indicating where the activity falls in Bloom’s taxonomy.

CREATE

CREATE

Create, invent, plan, compose, construct, design, imagine

EVALUATE ANALYZE APPLY

EVALUATE Decide, rate, choose, recommend, justify, assess, prioritize

ANALYZE Explain, investigate, contrast, examine, identify, categorize

UNDERSTAND REMEMBER

LOWER-ORDER THINKING SKILLS

SPEAKING

Apply, Understand, and Remember provide the foundation upon which all thinking occurs. Students need to be able to recall information, comprehend it, and see its use in new contexts. These skills form the foundation for all higher-order thinking, and Prism develops them through exercises that teach note taking, mining notes for specific data, demonstrating comprehension, and distilling information from charts.

CRITICAL TH

At the end of this un

Discuss the probl an apartment bui who work for the uncomfortable, a offices. The comp building one yea accommodation ANALYZE

WRITING problems

CRITICAL THINKING

crowded apartments

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.

1 Work with a partn Speaking Task. The apartment buildin project requirements must have more space

SKILLS

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

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.

EVALUATE

1 Which project r table for solutio 2 Which project r the table for tho 3 What would yo requirements be

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%

2 Look at the three project requireme the questions.

116

UNIT 5

Work–life balance*, 5%

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

*based on interviews with current job holders 148

UNIT 6

Employment rate, 20%

Source: U.S. News and World Report 2016

Icons indicate which critical thinking skill students are learning in the exercise

Solution A: Colton Tower

HINKING

nit, you are going to do the Speaking Task below.

lem and possible solutions. An oil company owns ilding where 200 single workers and 50 families e company live. The apartments are crowded, and too far away from schools and the workers’ main pany needs the workers to move out of the current ar from now. It has $3.8 million to spend on new projects.

ner. In the table, list the problems mentioned in the en make a list of project requirements for the new ng. solution A

solution B

• • • • • •

Available in six months Eight-story office building made of glass and steel Offices could be converted to bedrooms Bathrooms would be shared

• Located 1.8 miles (2.8 kilometers) from

Shower rooms could be added on each floor Could accommodate up to 180 single workers and 40 families

• No facilities (parks, green spaces) for children nearby • Price: $3.2 million • Conversion cost: $600,000

offices/factory

• Within walking distance of public schools or near bus lines for 4.9-mile (7.8-kilometer) trip to private school

Solution B: Avery House Hotel • Available now • Located 42.4 miles (68.2 kilometers) from offices/factory • 1920s hotel made of brick • Located 6.2 miles (9.9 kilometers) from schools • Could accommodate up to 210 single workers • Plenty of open space for children to play and for adults to and 30 families

• Lots of traditional architectural features • Hotel was abandoned 10 years ago

walk, ride bikes, etc.

• Price: $1.6 million • Conversion cost: $2.4 million

solution C Solution C: Land purchase • Land available now • Would need to complete government planning

•

process before building (about 3 months; building would take another 3 months) Could accommodate up to 250 single people and 60 families in up to 6 apartment buildings, option to build more units in future

• Located 3.7 miles (5.9 kilometers) from offices/factory • Located 7.4 miles (11.9 kilometers) from schools; accessible by car, bus, and train

• Plans could include full recreational facilities for adults and children

• Land price: $1.1 million • Estimated building costs: $3 million

3 Work with another pair. Compare your responses to Exercise 2 and answer the questions.

housing solutions on page 117. Compare your list of ents in Exercise 1 to each housing solution and answer

1 Which solution do you think best meets the project requirements?

2 What points does each plan have that might impact your decision?

requirements does each solution meet? Write ✔ in the ons that meet each requirement. requirements does each solution not meet? Write ✘ in ose that don’t meet the project requirements. ou need to change to make each solution fit the project etter?

3 Can you reach a group decision? Why or why not?

CRITICAL THINKING

HIGHER-ORDER THINKING SKILLS

117

Create, Evaluate, and Analyze are critical skills for students in any college setting. Your students’ academic success depends on their ability to derive knowledge from collected data, make educated judgments, and deliver insightful presentations.

Prism helps students gain these skills with activities that teach them to categorize information, compare data, select the best solution to a problem, and develop arguments for a discussion or presentation.

MORE COLLEGE SKILLS ON CAMPUS Students need more than traditional academic skills.

They need to learn how to successfully navigate campus life. On Campus teaches about emailing professors, participating in study groups, and everything in between.

ON CAMPUS UNDERSTANDING COLLEGE EXPECTATIONS PREPARING TO LISTEN

SKILLS

On Campus begins with a context-setting listening then moves directly into active practice of the skill.

At colleges and universities, you are expected to: • plan your course of study • manage your study time

• participate in class • ask for help when necessary

1 You are going to listen to some university graduates discuss advice for students entering college. Work with a partner. Discuss what you think the graduates will say about each of the following topics: choosing classes participating in class

making time to study relationships with teachers

WHILE LISTENING 2

5.6 Listen and number the topics in Exercise 1 in the order you hear them.

3 advice 1 Keep up with course work.

2 3 4

122

UNIT 5

5.6 Listen again. Take notes in the table. reasons

MORE ABOUT PRISM ON CAMPUS

BEYOND THE CLASSROOM Skills include how to utilize campus resources, where to go for help, and how to choose classes.

PROFESSORS Students learn how to take good lecture notes and how to communicate with professors and academic advisors.

ACTIVE LEARNING Students practice participating in class, in online discussion boards, and in study groups.

TEXTS Learners become proficient at taking notes and annotating textbooks as well as conducting research online and in the library.

THE RESEARCH BEHIND PRISM RESEARCH-BASED Prism is built on a solid foundation of research. From conversations with teachers at over 500 institutions, to corpus analysis, we ensure that Prism meets your needs.

INFORMED BY TEACHERS Classroom teachers shaped everything about Prism. The topics. The exercises. The critical thinking skills. The On Campus sections. Everything. We are confident that Prism will help your students succeed in college because teachers just like you helped guide the creation of the series.

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VOCABULARY RESEARCH Students need to learn a wide range of general and academic vocabulary to be successful in college.

Prism carefully selects the vocabulary that students study based on the General Service List, the Academic Word List, and the Cambridge English Corpus.

HELP YOUR STUDENTS SUCCEED Thanks to the deep insights from teachers at over 500 institutions, Prism contains more critical thinking and more skills for college life than any other series. Your students will be better able to understand and analyze complex university texts. They will write and speak with confidence. They will know how to navigate their own colleges successfully. In short, your students will be better prepared for today’s classrooms.

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GET TO KNOW PRISM

FIND OUT MORE

Take a look at full unit samples and other resources.

Contact your ESL specialist 1-888-ESL-BUZZ cambridge.org/cambridgeenglish/contact

deeper insights help shape richer content that drives stronger results.

Discover more: cambridge.org/betterlearning

cambridge.org/betterlearning Discover more: drives stronger results. deeper insights help shape richer content that Better Learning is our simple approach where

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K Y M C SMAILLIW ACISSEJ 4 GNIKAEPS DNA GNINETSIL MSIRP 1 10126 613 1 879

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978 1 316 62099 1 PRISM LISTENING AND SPEAKING 3 LEWIS LANSFORD & ROBYN BRINKS LOCKWOOD C M Y K

and

SEE INSIDE FRONT COVER

N.M. White Susan Peterson

K Y M C NADROJ YCNAN & AKSWORTSO ANIBAS 2 GNIKAEPS DNA GNINETSIL MSIRP 7 79026 613 1 879

Listening

For students • more practice, more autonomy, more feedback with the online workbook

Speaking

ONLINE WORKBOOK INCLUDED

K Y M C DOOWKCOL SKNIRB NYBOR & DROFSNAL SIWEL 3 GNIKAEPS DNA GNINETSIL MSIRP 1 99026 613 1 879

Sabina Ostrowska Nancy Jordan

2

and

Listening and Speaking 4

•

978 1 316 62097 7 PRISM LISTENING AND SPEAKING 2 SABINA OSTROWSKA & NANCY JORDAN C M Y K

Students become well-rounded critical thinkers, thanks to the full integration of Bloom’s taxonomy.

Speaking

The On Campus section in every unit teaches detailed skills on how to be a successful and engaged college student.

SEE INSIDE FRONT COVER

SEE INSIDE FRONT COVER

Listening

Listening and Speaking 3

more student engagement with Presentation Plus on screen

•

SEE INSIDE FRONT COVER

and

ONLINE WORKBOOK INCLUDED

Listening and Speaking 1

with the online workbook

•

ONLINE WORKBOOK INCLUDED

SEE INSIDE FRONT COVER

Easy-to-use, powerful online tools:

more practice, more autonomy, more feedback

For teachers •

•

ONLINE WORKBOOK INCLUDED

Stephanie Dimond-Bayir Kimberly Russell

Easy-to-use, powerful online tools: For students

•

Speaking

Students become well-rounded critical thinkers, thanks to the full integration of Bloom’s taxonomy.

•

and

Speaking

•

ONLINE WORKBOOK INCLUDED

Listening and Speaking 2

978 1 316 62094 6 PRISM LISTENING AND SPEAKING 1 STEPHANIE DIMOND-BAYIR & KIMBERLY RUSSELL C M Y K

student.

•

•

Listening

and

Listening and Speaking Intro

K Y M C NOSRETEP NASUS & ETIHW .M.N ORTNI GNIKAEPS DNA GNINETSIL MSIRP 5 88026 613 1 879

The On Campus section in every unit teaches detailed skills on how to be a successful and engaged college

Listening

Listening

Intro

and

More critical thinking. More college skills. A fresh perspective on EAP. Speaking

Jessica Williams

Comprehensive research ensures that the language taught is the most relevant and important.

2

The On Campus section in every unit teaches detailed skills on how to be a successful and engaged college student.

Speaking

Speaking

Comprehensive research ensures that the language taught is the most relevant andand important.

Intro

and

and

Listening Lewis Lansford & Robyn Brinks Lockwood

•

•

Comprehensive research ensures that the language taught is the most relevant and important.

Listening

Listening

and

Sabina Ostrowska & Nancy Jordan

•

•

• Listening

Stephanie Dimond-Bayir & Kimberly Russell

What makes Prism special: More critical thinking. More college skills. A fresh perspective on EAP. What makes Prism special:

More critical thinking. More college skills. A fresh perspective on Listening EAP.

More critical thinking. More college skills. A fresh perspective EAP.special: What makeson Prism N.M. White & Susan Peterson

978 1 316 62088 5 PRISM LISTENING AND SPEAKING INTRO N.M. WHITE & SUSAN PETERSON C M Y K

cambridge.org/prism

Speaking

978-1-316-62445-6 Speaking and

Listening

978-1-316-62474-6

and Listening

978-1-316-62497-5

Listening 978-1-316-62508-8

978-1-316-62513-2

978-1-316-62519-4

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Prism Listening & Speaking

Intro

Level 1

Level 2

Level 3

Level 4

Student’s Book with Online Workbook

$48.00

978-1-316-62088-5

978-1-316-62094-6

978-1-316-62097-7

978-1-316-62099-1

978-1-316-62101-1

Teacher’s Manual

$29.20

978-1-316-62505-7

978-1-316-62516-3

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978-1-316-62540-8

978-1-316-62546-0

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