Brochure Ready For series

OUR BEST-SELLING EXAMS SERIES IS NOW COMPLETE

TARGETED AND IN-DEPTH LANGUAGE SKILLS PRACTICE

READY FOR EXAMS, READY FOR LIFE The best-selling Ready for series is a 4-level exam preparation course that has been successfully supporting students and teachers for over twenty years.

Written by trusted expert authors and developed by listening to teachers’ needs, this popular exam series gives students of all levels everything they need to stay motivated and on track. Whether students are getting ready for the exam, or ready for life, every level in this series provides the tools and skills for success.

Ready for is ideal for any teaching scenario: online teaching, face-to-face lessons, or blended learning courses.

With an abundance of exam tasks, Ready for sections focus on each paper of the exam to equip students with the key skills and strategies needed, ensuring that they feel fully confident before taking their exam.

In each unit, all four language skills are systematically developed and practised. Whether they choose to take the exam or not, students gain confidence in effective communication and comprehension.

GRAMMAR MADE EASY

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The Ready for Grammar reference sections give clear explanations of grammar concepts and provide extra practice.

ENGAGING AND CONTEMPORARY TOPICS

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Reading and listening texts have been carefully chosen to be contemporary and relevant to students’ lives.

What does Ready for offer?

EXAM CONFIDENCE AND SUCCESS

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FLEXIBLE DIGITAL RESOURCES FOR STUDENTS AND TEACHERS The MEE App provides teachers and students with flexible and practical learning solutions, all in one place. Teachers have access to simple lesson planning, presentation and class management tools, giving more time to focus on student progress. Students benefit from enjoyable and regular exam-style practice.

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EXAM CONFIDENCE AND SUCCESS Students taking Cambridge English exams need to feel confident and prepared for the different papers they will see. Ready for provides plenty of scaffolded exam-style tasks, strategies and tips, giving students a solid foundation for exam success.

Ready for sections focus on each paper of the exam in detail, providing information, strategies, advice and practice.

Exam-style tasks throughout each unit ensure practice of essential skills, grammar and vocabulary to build students’ confidence before the exam.

WHAT TO EXPECT IN THE EXAM boxes give key information about each exam task to familiarise students with the structure of each paper.

HOW TO GO ABOUT IT exam tips appear throughout the course.

REVIEW sections at the end of every unit help students revise and consolidate language and exam skills to build proficiency.

a cHange foR tHe betteR?

Word formation Nouns 1

WORD FORMATION sections focus on the most important aspects of word building, ensuring that students are properly prepared for this part of the exam.

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1 Write the correct noun form of the words in brackets to complete these extracts from the listening. You may need to use a plural form.

1 The

(compete) is usually organised in a different country every year.

2 And that can be anything from storytelling to a dance or a theatre

(perform).

3 It’s good

(entertain) and a great way for the public to learn about the (develop) in robot technology.

latest

4 … the robots have to follow their designers’ spoken

(instruct) …

2 Use the suffixes in the box to create nouns from the words in 1–6. The same suffix is required for all four words in each group. The final word in each group also requires a spelling change. There is an example at the beginning (0).

-ance

-ation

0 object

ence

-ion -ity

-ness

-ment

react

predict

convert

reaction

prediction

conversion

1 enjoy

treat

govern

argue

2 original

popular

major

able

3 appear

assist

annoy

tolerate

4 sad

weak

careless

lonely

5 inform

resign

present

explain

6 differ

exist

depend

obey

objection

3 Use the word given in capitals at the end of some of the lines to form a noun that fits in the gap in the same line. You may need to use a plural form. The first one has been done for you.

1 Carla could not hide her amusement at the sight of her father’s

AMUSE COLLECT

2 One of the many

ACTIVE PAY

3 Aunt Gwen’s

GENEROUS DECIDE

first-ever laptop. He had quite a of what he called ‘technological antiques’ and this was his favourite. It had plenty of to her own model, but it was the weight and of it that caused her to smile.

during our Science Week this year is a trip to the Technology Museum. A single of £15 should be made by Friday, 7 October. Please also sign the attached form giving for your child to attend.

Key VOCABULARY for each level is presented to help increase and develop students’ range of vocabulary.

on birthdays was unquestionable but it had to be said that most of her present-buying were not the best – a pink jumper and a romantic novel, for example.

Prepared for , Paul unwrapped her gift and was amazed to find a top-of-the-range smartphone.

SIMILAR THICK

PERMIT

DISAPPOINT

Vocabulary Technology SPEAK Look at the choices below. Which, if any, of the alternatives do you do? Which do you prefer doing? Give reasons for your answers.

• call people using a landline, smartphone, tablet, laptop or desktop computer • communicate with people via email, text or social media • use predictive text, abbreviations or whole words when messaging people • access the internet via smartphone, tablet, laptop, desktop or other device • comment on posts, threads, blogs or photos • share memes, GIFs or links on social media • use a headset or chat to communicate with other players when gaming • take photos with a camera, phone, tablet or other device

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TARGETED AND IN-DEPTH LANGUAGE SKILLS PRACTICE The Ready for methodology understands that learners need to develop both their language skills and their exam awareness in order to succeed. Exam-style tasks are balanced with regular and relevant practice of the reading, writing, speaking and listening skills needed for success in the exam and for life.

SPEAKING sections offer a diverse range of communicative and collaborative activities that reflect the speaking tasks students face in the exam.

Strategies for approaching the task help to develop students’ All IN A DAY’S WORK listening skills.

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Clearly-explained PRONUNCIATION tips and activities boost students’ confidence to communicate clearly in the Speaking exam, so they can pick up these crucial marks.

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doing wHat you Have to

Pronunciation Connected speech: intrusive sounds 1

Tasks support skills development with careful guidance around new topics, with a focus on the skills needed for the exam.

Listening texts offer the right level of challenge to reflect the level of the exam.

5.3 In connected speech, an extra, ‘intrusive’ sound is sometimes added to link vowel sounds in two different words. Look at these examples from the listening on page 75, then listen and repeat.

1 Trying to ensure our teenage children do their fair share is no easy task.

/w/

/w/

2 But it’s best to try and avoid them before they actually happen.

/j/

/j/

3 … the chore itself is not negotiable … the job gets done sooner or later.

/r/

/r/

2 SPEAK Work in pairs. Look again at the examples in Exercise 1 and discuss when /w/, /j/ and /r/ are added in connected speech.

3 Find two intrusive sounds in each of the following sentences.

1 They’ll get the idea eventually.

2 We always go upstairs on the bus.

3 I had to wear a tie and jacket for dinner.

4 I’d like to ask you about your latest film.

5 We saw a good drama on television last night.

6 The only day it rained on holiday was Monday.

7 Everyone thought the exam was too easy.

8 We’re going on a tour of Canada in autumn.

Listening Part 2 Senten

ce completion

1 SPEAK Work in pairs

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questions. skills do you think an apprentice chef wou ld need? most difficult and rewa rding aspects of their job?

2 4.2 You will hear a head chef called Alex Chris apprentice chef. For takis givin g a talk on training to questions 1–8, complete be an the sentences with a word or short phrase.

How 1 What qualities and

5.4 Listen to check. Then practise saying the sentences.

5 Find your way out of the maze by choosing any phrases with intrusive sounds /r/, /j / and /w/.

. Discuss the following

2 What might be the

to go about it

HigH eneRgy

rative task

2

Speaking Part 3 Collabo

ve are important if s that many people belie . Here are some thing these things are for our 1 SPEAK Work in pairs about how important other each to Talk y. we want to feel happ personal happiness.

How important are these for our personal happiness?

2 Now decide which

doing a job you like rtant for our personal

two things are most impo

happiness.

think, and respond your partner what they ons. your own opinions, ask reasons for your opini task. As well as giving a further comment. Give g • Part 3 is an interactive addin or g reein know what agreeing, disag the exam you will not to their comments by you are doing task 1. In while 2 task for ions your decis • Do not start to make finished task 1. task 2 is until you have your final decision. partner when making practising for have to agree with your not do you 2 task 2. However, while task In • and then one minute for 1 task for tes minu have two elf more time. yours allow • In the exam you will can you units of Ready for First, the exam, in the early

come here

APPRENTICE CHEF

have some

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For Advance_SB_withAK

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tennis and football

go out

nine and ten

do it

they are

I agree

want to eat

they can

they don’t

law and order

pen and paper

I want

must go

piece and quiet

glass of water

too late

be there

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SPEAKING EXAM VIDEOS provide realistic exam scenario models for the different parts of the Speaking exam, giving students a clear idea of what to expect on their own exam day.

Speaking

9781380018076 Ready

go home

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Alex explains it is norm al for apprentices to be under constant (1) in a kitchen.

According to Alex, being a (2) a key quality for all chefs is starting out.

By their fourth week of training, Alex’s apprentic es must be able to prepare a simple (3) Alex says that the best . apprentices pay atten tion to (4) as they cook. ion uss disc her Alex Furt 4 uses the phrase (5) Part to show what apprentic tions which are es must develop to keep iner will ask you ques producing a perfect dish.

Speaking test the exam In Alex’s experience, appr questions.

SPEAK In Part 4 of the ing follow entices really miss havin the ss Part 3. Discu ga (6) related to the topic in after three months in the job.

Alex regrets not recor exam ding (7) both be asked the his may you What to expect in the ely, nativ Alter early er. years as a chef. from ly at you or your partn may be directed specifical Alex her. is toget glad • A particular question ideas that there are many (8) uraged to discuss your ns for your opinions. for young chefs nowa same question and enco tions asked, with reaso ques the to days ers . answ expected to give full • In either case, you are you feel happy? ier?

• What other things make make people feel happ longer holidays would • Do you think having y is to the best way to be happ • Some people say that y. What do you think? make other people happ it better to ng you feel unhappy, is • If something is maki s or your family? friend your talk about it with ing to happy music when • Some people like listen sad. music when they feel they feel happy, and sad is? this think you do Why time? the of all y ible to be happ • Do you think it is poss

in and out

drama and music

need to drink

TRAINING AS AN

having a lot of money

How to go about it

9781380018069_text.in

come or go

being physically fit

listening to good music

having good friends

lie on

• Read through all the questions and predict the type of informati listening. on required before • Underline key word s before or after each gap. Think how thes paraphrased in the reco e might be rding.

• Be aware that you will hear distractors for most gaps – word speaker uses, and whic s or phrases the h seem to fit the gap.

However, they do not sentence in a way that complete the reflects the speaker’s intention or purpose.

For example, for Ques tion 1, Alex talks abou t receiving ‘supervisio ‘supervision’ does collo n’, and cate with ‘under cons tant’. But Alex actually apprentices are not explains that always supervised. Ther efore ‘supervision’ is a distractor.

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SPEAK tasks give students an opportunity to reflect on ideas learned, personalise language and communicate their own ideas and opinions.

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GRAMMAR MADE EASY

The student-friendly READY FOR GRAMMAR reference has clear explanations and further grammar practice, making grammar easy to understand and use.

Students build up a solid knowledge of grammar concepts throughout the course, with regular explanations and practice tailored to each level.

READY FOR GRAMMAR 1 The present A The present continuous vs the prese

LANGUAGE FOCUS sections clearly present grammar points before testing understanding.

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I need to crowdsource a new projec t and I hope / I’m hoping you can lend a hand.

THIS IS US

• with indefinite adverbs of freque ncy, such as always, constantly to show that something happens so often that it is characteristic of that person , group or thing.

My cousin is so helpful. She always offers / she’s always offering to check my homew ork.

• to show the speaker is less confid ent about something.

Our horse always runs well on this track, so we expect / are expecting him to qualify for the final.

• to add a tone of disapproval or annoyance, or to emphasise the surprising/undesira ble nature of events.

My four-year-old son always knock s / is always knocking over cups during breakf ast. (= it’s annoying) We are constantly finding the kids’ toys hidden in odd places around the house. (= it’s surpris ing)

Language focus The present

nt continuous are both the present simple and prese 1 Read sentences 1–4, in which ions. quest the er answ and possible s looks / is always ient in Portuguese, but she alway 1 Alisa is already quite profic it. looking for ways to improve tic of that person? happens so often it is characteris Which form shows that something set up for the children’s concert. help to ble availa be you’ll g 2 i hope / ’m hopin more direct and less polite?

Which form makes the request sound g harder. oring content only gets / is only gettin monit , anies comp media l socia 3 For a state of change? in is ion situat a that asises Which form emph in Hamburg.

Federica spends / is spending July 4 To improve her German, al? is only temporary instead of habitu action the that tes indica form Which whether on ding depen ings have different mean 2 SPEAK Work in pairs. Some verbs discuss the ic action. Read sentences 1–4 and they describe a state or a dynam differences in meaning. mouth appear to work like dentists, referrals and word of 1 A For some professionals, fine. just first time. are appearing on stage for the very B i hear several of these actors wit. is her sparkling 2 A What first attracts me visitors from the refurbished palace is attracting B Marked by radiant splendour, over. world the ng is closely related t conclude that contagious yawni 3 A The authors of the repor to empathy. the trade negotiators are finally concluding B After days of wrangling, the s will be made public shortly. agreement as we speak and detail sary, and may hold a enquiries as they consider neces 4 A The court may make such . hearing for the purposes of so doing a sitter or a kennel. y options for our dog – probably either B We’re considering holida explanations rules, r section on page 204 for furthe 3 Go to the Ready for Grammar ice. and pract the correct option in italics.

4 Read the anecdote. Underline

B Narratives

Students are given extra practice in the READY FOR GRAMMAR sections at the back of the Student’s Book.

adores / is absolutely My dog, Bella – she (1) absolutely (2) hang / ’re hanging about adoring water. This one day, we s / is just wanting to at the pool and Bella (3) just want we (4) put / ’re putting point one At time. whole the swim te later she leaps up minu a than less but e, garag the her in / ’s hitting the ground hits (5) She w. windo open an through ing right back in the pool. running and she (6) jumps / ’s jump

5

ers.

1.3 Listen and check your answ

advice 6 Read the social media post with er for telling anecdotes. Did the speak in Exercise 5 follow all the tips?

7 Prepare to tell an anecdote about or something that happened to you someone you know. Make sure you 6. follow the tips in Exercise 8 SPEAK Work in small groups.

Take turns telling your anecdotes.

Tell each other which details from the story you found most interesting or amusing.

2 3 4 5

present tenses helps ensure the headlines are short, punch y and dramatic.

Man bites dog (= a man bit a dog)

2 in rhetorical questions, both

the present simple and continuous can be used. in speec h, these are often used to call attention to negative situations: What’s the world coming to? (I’m disillusioned.)

Do you know what time it is? (You’re late.)

3 have to have + past partici ple is used to express a present obligation about experiencing a past action.

It’s indescribable – you have to have seen it for yourself. (= the only way for you to understand is if you see it for yourself)

D Stative verbs

Stative verbs are rarely used in contin uous forms. These verbs include those which descri be:

1 the experience of our senses

2 appearance: e.g. appear, be,

3 possession: e.g. belong to,

: e.g. feel, hear, notice look, resemble, seem

have, own, possess e.g. agree, astonish, deny, doubt, gather (= understand), guess , imagine, impress 5 attitudes and emotional states : e.g. appreciate, desire, despise, envy. NB two exceptions are long for and enjoy 6 other: e.g. concern, consis t, contain, depend, hold ( = contain), owe, reach, require, signify, weigh Novakivsky’s style during his Cracow period resembles that of his contemporary Stanislawski .

Some verbs can have different meani ngs in their stative and dynamic forms, e.g. appear, attract, conclude, consider, depend, expect, feel, fit, have, imagine, look, measure, see, smell, taste, think, weigh It’s a chewy, perfect cookie that is loaded with chocolate and tastes faintly of toffee.

The cook is tasting the sauce to see if it has enough salt.

NB the verb be can be used in a dynamic way to talk about behaviour and actions, but not feeling s.

He is being extremely nice. He is being pleased.

4 mental states or processes:

E Performative verbs

We use performative verbs to perfor m an action by saying them, e.g. acknowledge, assure, authorise, congratulate, contend, declare, demand, deny, forgive, guarantee, order, pledge, predict, promise, quit, refuse , resign, second, swear, vow, warn.

I second the idea of taking a novel approach to this article.

We acknowledge the complex reality of the situation.

Modals can be used with performative verbs to make a statement sound either more tentati ve or more polite.

I must apologise for being somew hat tardy in my reply. introductory phrases with perfor mative verbs can be used with a present perfect or past simple meaning, e.g. I gather, I see, I understand.

I hear you’re getting married. (I’ve heard…)

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TOP FIVE TIPS FOR TELLING ANECDOTES 1

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The present tenses can be used for certain types of narratives. Generally, the presen t simple is used for quicker actions and events, while the present continuous describes longer actions and situati ons.

1 in live commentary (e.g. sporting events or ceremonies). Here, the present contin uous captures actions that are unfolding at the time of speaking.

There’s 35 seconds to go, this is the one. It’s coming back for Johnny Wilkinson. He drops for World Cup glory. It’s up, it’s over, he’s done it.

2 When giving directions, instruc tions or demonstrations.

Okay, let’s go over it again. You wait behind the hedge until Dad arrives. Then you signal to Francesca, who’s crouching behind the car.

3 in storytelling – whether in jokes, anecdotes or works of literature. The present tenses are used to make a story sound more vivid, as if it were happe ning now.

Two goldfish are in a tank. One looks at the other and says, ‘You know how to drive this thing?’

So, one day I’m heading home from work and the traffic slows to a crawl. I’m waiting for it to get going when THUD! A deer jumps onto the bonne t.

4 in summaries of films, books or TV series to give a sense of immediacy.

It’s easy to find gaps in existing laws, the author argues, as they fail to keep pace with techno logical change.

C Other uses of the present tenses

1 in headlines, the use of the

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Identify the purpose of your anecdote: , etc. tell a joke, make a point, teach a lesson Skip long introductions. Jump right into

the action. .

Bring the story to life with relevant details But avoid overwhelming your story with unnecessary information. like Use present tenses. They make it feel the action is happening right now. count.

Finish with a bang. Make your ending

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nt simple

The present continuous is used: • to emphasise that a situation is temporary or takes place for a period of time around the present.

Our dogs are staying with our neighb our while our house is being refurbished.

• to emphasise change, development or progress.

As information is more readily availab le and accessible, we remember / are remembering less about the past.

• to make requests or demands sound less direct and more polite.

On-the-Go practice activities, found in the next generation MEE app, are available for each unit, so that students are consolidating and practising wherever they are.

ENGAGING AND CONTEMPORARY TOPICS

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Captivating images throughout the unit paired with relevant and thought-provoking subjects engage students in meaningful discussions.

Attention-grabbing topics motivate students to develop their language skills as well as their world knowledge.

Contemporary topics and exam-style reading tasks offer interesting insights, while demonstrating vocabulary in context and allowing students to perfect their reading skills and strategies.

8 E V O M E H T N O erview

Speaking Part 1 Int

KEY LANGUAGE

iday? ally spend your hol r next

usu 1 Where do you

going to spend you 2 Where are you

The future Contrast linkers Make and do Travel and holidays

holiday?

holiday?

Phrasal verbs Adjectives

English Parts 1, Reading and Use of Writing Parts 1 & 2 3 Listening Parts 1 & 2 & 1 ts Par Speaking

your

going on holiday on

t 5 What is the bes

r had holiday you have eve

And the worst?

ere 6 Is there anywh like to visit? Why?

Chunking

on

oy 4 Would you enj own?

PRONUNCIATION EX AM PR ACTICE

gs do you like doing

thin 3 What types of

?

y

you would particularl

3, 4 & 5

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Ready For digital tools streamline teaching with next generation planning features that save teachers time. Elevate your classes with engaging content and gamified practice, while gaining insights to boost outcomes and support students’ specific needs. Enjoy offline access, flexible assessments, and seamless progress tracking with the Macmillan Education Everywhere Platform (MEE).

FOR STUDENTS

FOR TEACHERS

• Student’s Book with Key with App and Digital Student’s Book

• Teacher’s Book with App • Digitaal Teacher’s Book with App

• Student’s Book without Key with App and Digital Student’s Book • Digital Student’s Book with App • Digital Student’s Book with App and Digital Workbook • Workbook and Digital Workbook with Key and access to Audio • Workbook and Digital Workbook without Key and access to Audio • Digital Workbook with Student’s Resources

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For complete course information visit:

macmillanenglish.com/ready-for-4e