is for everyone
2011-2012
ENGLISH LANGUAGE TEACHING CATALOG
Dear Educator, The digital age has created a generation of students who are perpetually “connected”--to other people, to the vast resources and tools of the Internet, and to real-life models of natural English. The barriers of the analog world’s tools of language learning--clunky textbooks and inaccessible language labs--are breaking down, leaving an open field of constant access to natural language that was barely imaginable a decade ago. Harnessing this potential for language acquisition must be the target of any educator, and it is a challenge which we at Richmond Publishing have taken up. Conscious of the changing circumstances and needs of the modern student, we are focusing on the development of digital materials to complement the core instruction of the traditional classroom. Join us in 2011 in exploring the potential of new media as part of the exciting process of language learning. Sincerely,
Alicia Becker Publishing Director, Latin America
KEY TO SYMBOLS American English
Award Winner
British English
Digital Components
Council of Europe Level:
Cambridge ESOL Exams:
A1
BASIC / BEGINNER
A2
PRE-INTERMEDIATE
KET
B1
INTERMEDIATE
PET
B2
UPPER INTERMEDIATE
FCE
C1
ADVANCED
CAE
C2
PROFICIENCY
v
Contents Preschool
Preschool
W E N
Primary
Primary
Media Readers
Readers
Dictionary
CLIL
Young Adult and Adult
Exams
Young Adult and Adult
Secondary
Secondary
Website ALTE Reference Chart Primary Reference Chart Secondary, Young Adult and Adult Language Overview Little Tots Jelly Beans New Sprinkles NEW I Can I Can do Math Tippy Toes Language Overview Join In Fun Way Twistaround W NE Cool Kids Starplayers Lighthouse Amaze Catch Step up Higher W NE Grammar Corner Reading Paths Language Overview W Next Step NE Awesome Can Do W NE Go for it Everything Cool Time Language Overview W NE New American Framework Elevator W NE Essential American English English Express Business Express Tune in Target KET for schools Target PET for schools Target FCE Spotlight on English Science and Geography Science Altogether Handbooks Digital Components First Dictionary Fully Illustrated Dictionary Pocket Dictionary Compact Dictionary Little Readers Infoquest Readers Media Readers Combining textbooks and supplementary material AST Author Index Friends beginners Friends primary Friends
2 3 4 5 6 10 11 12 14 14 15 16 25 26 27 28 30 31 32 32 33 34 36 37 42 44 45 46 47 47 48 54 57 58 60 60 61 64 66 68 72 74 75 76 77 78 81 82 83 84 91 93 95 98 100 102 103 104 105
3
Website
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ALTE
ALTE is the Association of Language Testers in Europe, which produce language examinations. Levels of proficiency in the ALTE Framework ALTE Level 5 (Good User): the capacity to deal with material which is academic or cognitively demanding, and to use language to good effect at a level of performance which may in certain respects be more advanced than that of an average native speaker ALTE Level 4 (Competent User): an ability to communicate with the emphasis on how well it is done, in terms of appropriateness, sensitivity and the capacity to deal with unfamiliar topics. ALTE Level 3 (Independent User): the capacity to achieve most goals and express oneself on a range of topics. ALTE Level 2 (Threshold User): an ability to express oneself in a limited way in familiar situations and to deal in a general way with non-routine information. ALTE Level 1 (Waystage User): an ability to deal with simple, straightforward information and begin to express oneself in familiar contexts. ALTE Breakthrough Level: a basic ability to communicate and exchange information in a simple way. CEFR
General English
C2
Certificate of Proficiency in English
Effective Operational Profeciency
CAE
Certificate of Advanced English
C1
FCE
Vantage
B2
First Certificate in English
Threshold
PET
Preliminary English Test
B1 A2 Break-Through
A1
Professional
CPE
Mastery
Waystage
Academic
YLE
Flyers
IELTS
BULATS
IELTS
BEC
ILEC
ICFE
BULATS
IELTS
BEC
ILEC
ICFE
BULATS
Vantage
Preliminary
IELTS
BULATS
KET
BULATS
Key English Test
YLE
Movers
YLE
Starters Common European Framework of Reference for Languages
Cambridge Young Learners English Test
General English
International English Testing System
Business English Certificate
International Legal English Certificate
International Certificate Financial English
Business Language Testing Service
Taken from University of Cambridge, ESOL Examinations
5
6
ALTE Levels
Common European Framework
Cambridge ESOL Examinations General English
Young Learners English (YLE)
(C2) ALTE Level 5
(C1) ALTE Level 4
(B2) ALTE Level 3
(B1) ALTE Level 2
(A2) ALTE Level 1
(A1) Breakthrough
C2 Mastery
C1 Effective Operational Proficiency
B2 Vantage
B1 Threshold
A2 Waystage
A1 Breakthrough
CPE
CAE
FCE
PET
Level 6
Level 6
Level 6
Level 4
Cool Kids
Level 5
Level 3
Sprint
Level 6
Level 5
Level 6
Level 5
Level 6
Level 6
Twistaround
KET
Level 6
Fun Way
Level 6
Level 6
Join In
Level 6
Level 5
Level 6
Level 5
Level 6
Level 6
Level 5
Level 3
Lighthouse
PRIMARY COURSES
Flyers
Movers
Starters
REFERENCE BENCHMARKS
INTERNATIONAL
Level 6
Level 4
Level 6
Level 4
Level 6
Level 6
Level 4
Level 2
Star Players
Level 6
Level 4
Level 6
Level 4
Level 6
Level 6
Level 4
Level 2
Altogether
Level 6
Level 5
Level 4
Level 6
Level 5
Level 4
Level 6
Level 5
Level 5
Level 4
Level 2
Step Up Higher A-C
Little Readers
5-6
5-6
5-6
5-6
3-4
1-2
Infoquest Readers
3
2
2
3
2
2
3
2
2
1
Starter
Media Readers
RESOURCES
Fully Illustrated
Fully Illustrated
Fully Illustrated
First Dictionary
Picture Dictionary
Dictionaries
Target PET
Target KET for schools
Exams
Reference Chart Primary
7
End of series scores
IELTS
TOEIC
TOEIC BRIDGE
TOEFL
ALTE Levels
Common European Framework
Cambridge ESOL Examinations General English
Level 3
A2 Waystage
70
3.0
46
46
110
115
90
70
3.0
Reading
listening
Reading
Speaking
Writing
90
115
110
46
46
32 -42
IBT
32 - 42
397 - 433
Level 3
Level 2
Level 3
Level 2
Level 3
Go For It
Listening
PBT
(C2) ALTE Level 5
(C1) ALTE Level 4
(B2) ALTE Level 3
397 - 433
Level 3
(A2) ALTE Level 1
(B1) ALTE Level 2
Level 2
(A1) Breakthrough
C2 Mastery
C1 Effective Operational Proficiency
B2 Vantage
B1 Threshold
Level 2
Level 3
Cool Time
A1 Breakthrough
CPE
CAE
FCE
PET
KET
INTERNATIONAL REFERENCE BENCHMARKS
3.0
70
90
115
110
46
46
32 - 42
397 - 433
Level 3
Level 2
Level 3
Level 2
Level 3
Everything
4.5 - 5
120
120
275
275
86
84
43 - 61
437 - 510
Level 4
Level 3
Level 2
Level 4
Level 3
Level 2
Level 4
Level 3
Can Do
4.5 - 5
120
120
275
275
86
84
43 - 61
437 - 510
Level 4
Level 3
Level 2
Level 4
Level 3
Level 2
Level 4
Level 3
Next Step
5.0 - 6.0
150
160
385
400
62 - 91
513 - 587
Level 4
Level 3
Level 2
Level 1
Level 4
Level 3
Level 2
Level 1
Level 4
Level 3
Level 2
Awesome
120 3.5 - 4.5
120 3.5 - 4.5
120
275
275
86
84
43 - 61
437 - 510
Level 2
Level 1
Level 2
Level 1
Level 2
Level 1
Business Express
120
275
275
86
84
43 - 61
437 - 510
Level 3
Level 2
Level 1
Level 3
Level 2
Level 1
Level 3
Level 2
English Express
YOUNG ADULT AND ADULT COURSES
3.5 - 4.5
120
120
275
275
86
84
43 - 61
437 - 510
Level 3
Level 2
Level 1
Level 3
Level 2
Level 1
Level 4 / 5
Level 3
Level 2
Essential American English
5.0 - 6.0
150
160
385
400
62 - 91
513 - 587
Level 4
Level 3
Level 2
Level 1
Level 4
Level 3
Level 2
Level 1
Level 4
Level 3
Level 2
Elevator
5.0 - 6.0
150
160
385
400
62 - 91
513 - 587
Level 2
Level 1
Level 2
Level 1
Level 2
Level 1
Tune In
6.5 - 7.0
200
200
455
490
113 - 120
590 - 637
Level 5
Level 4
Level 3
Level 2
Level 1
Level 5
Level 4
Level 3
Level 2
Level 1
Level 5
Level 4
Level 3
Level 2
New American Framework
3
2
1
3
2
1
3
2
Media Readers
Target FCE
Target PET
Target KET for Schools
Target FCE
Target PET
Target KET for Schools
Target FCE
Target PET
Target KET for Schools
Exams
RESOURCES
Reference Chart Secondary, Young Adult and Adult Courses
Language Overview
Preschool Little Tots Level 1
Level 2
Level 3
• • • • • • • • • • •
• • • • • • • •
• • • • • • • •
Greetings Personal pronouns: she, it, they To be: present simple Imperatives What’s this? It’s a… I like… / I don’t like… How many…? Opposites: happy–sad Numbers: 1-5 Shapes: circle, triangle, square Colors: red, blue, yellow, green, orange, brown, pink • Prewriting activities: horizontal, vertical, zigzag and wavy lines, spirals, half circles
• • • •
Review of Level 1 Present simple Imperatives Where’s the…? Who is he? How many… can you see? Prepositions: in, on Opposites: tall–short, fat–thin, big–small, open–close Prewriting activities: vertical and horizontal lines, arches, crossed circles, waves, spirals Numbers: 1-10 Shape: rectangle Colors: red, blue, yellow, green, orange, brown, pink, black, white, purple, gray
• • • • • •
Review of Level 2 Present simple Present continuous Imperatives Demonstrative pronouns: This / these Where’s the…? I like… Adjectives: happy, sad, angry, surprised, hungry, thirsty Left–right Prewriting activities: vertical, horizontal and curved lines, circles, arches, spirals, tracing letters Prepositions: in, on, under Numbers: 1-20 Colors: red, blue, yellow, green, orange, brown, pink, black, white, purple, gray Shape: rhombus
Jelly Beans Level 1
Level 2
Level 3
• • • • • • • • • • • • • • • • • • • • • • • • • • • •
• • • • • • • • • • • • • • • • • • • •
• • • • • • • • • • • • • • • • • • • •
Hello. Goodbye. My name is ____. This is a chair. What color is it? Blue. What is this? A square. How many__? Two. What are these? Eyes. Touch your head. Open your eyes. Is the clown happy or sad? Happy. Who is she? Sister. Is she young or old? Young. Is daddy sleeping? Yes / No What is this? A flower. Point to the big butterfly. Is it small or big? Big. Let’s walk. Do you like cats? Yes / No Can you run like a dog? Yes / No This is a ball. Where is the doll? It’s on the table. Put the ball in the box. This is a banana. What fruit can you see? An apple. I have a sandwich. I like oranges. Do you like milk? Yes / No
What is your name? My name is ____. What is this? It’s a ______. What are you doing? I am drawing. What color is it? Black. How many___? Two. Who is this? It’s mother. Where is father? He is in the kitchen. What does a pig say? Oink. Raise your right hand. What are these? They are socks. What is the weather like? It’s sunny. What is she wearing? A dress. I’m thirsty. I want water. What meal is it? It’s lunch. I eat breakfast in the morning. Do you like carrots? Yes / No
I draw with a crayon. Do you like to paint? Yes I do. No I don’t. Can you ride a bike? Yes / No There is / are. I see a small green bug. Where is the red bug? It is on the log. What is he doing? He is flying. What are these? They are flowers. Is that healthy or unhealthy? Healthy. He is drinking water. Mother is in the living room. Is it day or night? Day. What is this? It’s a lake. The police officer is wearing a hat. Who works at the bakery? A baker. Where can I buy toys? At the toy store. What are these? They are wings. Which animal has big ears? Elephant. How many___? She is going to the beach.
New Sprinkles Level 1
Level 2
Level 3
• • • • • • • • • • • • • • • • • • • • • • • • • • • • • •
• • • • • • • • • • • • • • • • • • • • • • • • • • • • • •
• • • • • • • • • • • • • • • • • • • • • • • • • • •
Hello. My name´s Mrs. Sanders. Who’s this? It’s David. Good morning. Good-bye. This is a crayon. What color is it? Red. What this? It’s a red balloon. Stand up. Sit down. Hop. Are you a boy or a girl? A boy. What’s your name? What are these? They’re eyes. Is he happy or sad? Happy. What color is the car? Red. Is it a car? Yes. Which one is different? How many dolls? One. Is it big or small? Big. I like sandwiches. I don’t like bananas. Do you like carrots? How many people are in this family? This is Grandma’s hat. These are Grandpa’s glasses. Is he young or old? He is old. What do you see? I see a cat. What pet do you like? Rabbit. How does it move? It jumps. Where’s Nancy? She’s on the swing. Put the ball under the slide. Does it grow? Yes. How many flowers do you see? Five.
8
Who’s this? Eric. It’s a big circle. How many triangles are there? Three. It’s a red schoolbag. What’s this? An arm. Is she a boy or a girl? Girl. What color is this? Purple. How many blue birds? Two. Is it a pig? Yes, it is. What color is the horse? Brown. How many ducks are there? There are six. What does a cow say? Moo-moo. Who’s this? The father. This is the living room. What’s this? It’s a fridge. This is Papa Bear´s bowl. It’s big. How many shells are there? There are eight. What’s he doing? He’s swimming. What are you taking? A towel. What do you want for dessert? I eat pancakes for breakfast. When does Susie eat lunch? In the afternoon. What color are the shorts? They’re white. Where are the shirts? They’re in the closet. He’s wearing a red shirt. She’s washing the clothes. How’s the weather? It’s sunny. They’re swimming. He’s wearing a raincoat and boots. The spider’s under the web.
What can you do? I can sing. I write with my pencil. What are these? They’re scissors. I’m brushing my teeth. What’s he doing? He’s eating junk food. Is it healthy or unhealthy? It’s unhealthy. What shape is the door? It’s a rectangle. What’s the mother doing? She’s washing the dishes. What can you do? I can make my bed. What’s this? It’s a hospital. There’s a police station and a restaurant. What’s he wearing? He’s wearing a red hat. What does he do? He cuts meat. What color is the car? It’s purple. Is it big or small? It’s small. A bike goes on a path. Is it long or short? It’s short. What does a seal eat? Fish. How does a parrot move? It flies. What are they doing? They’re sleeping. Is it day or night? It’s day. Where does it go? In the sky. Where’s the cat? It’s next to the fiddle. Where is she? She’s at the beach. What does she like to do? She likes to swim. What’s he doing? He’s fishing.
Language Overview
Preschool I Can!
Level 1
Level 2
Level 3
• • • • • • • • • • • •
• • • • • • • • • • • • •
• • • • • • • • • • • •
Greetings To be: present simple, all forms Personal pronouns: I, you, he, ... Opposites: big–small / bigger–smaller Can / can’t Imperatives Same / different Do you like...? / I like... Possessive pronouns: my, your, his, ... Prepositions: on, under Numbers: 1–5 Colors: red, blue, yellow, black, white
Review of Book 1 Present simple Present continuous, all forms Imperatives Can / can’t There is / are How many...? A / an I want... Opposites: soft–hard, smooth–rough, good-bad, ... Prepositions: in, on, under, next to, between Numbers: 1–10 Colors
Review of Book 2 Present simple, all forms Present continuous, all forms Past simple, all forms Sequencing events: first, next, last, ... Opposites: soft–hard, smooth–rough, good–bad, ... Telling the time Professions Simple addition Prepositions: next to, between Colors Numbers: 1–20
I Can Do Math! Level A • • • • • • • • • • • • • • • •
Colors: red, blue, yellow, green Shapes: circles, squares, triangles Sizes: big–small Positions: inside–outside, up–down, on–under, in front of–behind, top–bottom, open–closed Logical reasoning Same–different Copying a picture Quantifying: one–a lot of, a lot of–a few, more–less Grouping Grouping by size Colors and shapes Logical sequences Sequences Color sequences Color and shape sequences Numbers: 1–10
Level B
Level C
• Colors: red, blue, yellow, green, black, white • Shapes: circles, squares, triangles, rectangles, ovals • Sizes: big–medium–small, long–short, thick thin, tallest–shortest, bigger–smaller, thinner thicker, taller–shorter • Positions: on-under, in front of–behind, around, near–far, together–apart, first–last, between, one side–the other side, next to between–above • Identifying location • Logical reasoning • Characteristics • Matching • Matching by size • Establishing relationship • Quantifying: more–less, one–less, • same–different, the same–more, none, the same number, one more–one less, some–all • Grouping: same–different • Matching: size and shape • Matching: color and shape • Grouping by size • Logical sequence • Shape / color sequence • Sequence by appearance • Sequence by shape • Numbers: 1–29 • Additions: 3+2, 3+3, 1+3, 5+2, 5+4, 5+5 • Additions: 10+10, 5+2, 4+4, 3+6, 7+5, 6+4, 8+6
• Colors: orange and green • Color by numbers • Shapes: circles, squares, triangles, ovals, rectangles, diamonds • Pictures with shapes • Copying shapes • Copying a picture • Sizes: big–medium–small, long–short, tall–short • Positions: inside–outside, on–under, in front of–behind, up–down, open–closed, first middle–last, left–right • Logical reasoning • Color sequences • Patterns • Matching shapes • Matching • Shapes and colors • Colors, shapes and sizes • Numbers, colors, shapes • Shape and position • Quantifying: one–a lot of, a lot of–a few, the same, everybody–nobody, more–fewer– the same, the same number, some–all • Grouping • Characteristics • Size and color • Numbers and colors • Categories • Logical sequences • Color sequences • Shape sequences • Shape / color sequences • Shape / number sequences • Numbers: 1–100 • Numerical series • Additions: 3+4, 3+5, 3+3, 4+5 • Numbers 11–14 • Subtractions: –1, –2, –3, –4, –6 • Graphic organizing
Tippy Toes Level 1
Level 2
Level 3
• To be: Present Simple • Personal pronouns • Opposites: old-young, big-small, same-different, long-short • Can / can’t • Like / don’t like • I want... • Possessive pronouns • Prepositions: in, on, under • Numbers: 1–5 • Colors
• • • • • • • • • • •
• • • • • • • • •
Review Level 1 To be: Present Simple To be: Present Continuous Can / can’t There is / are How many...? A / an I want... Prepositions: in, on, under, behind, in front of Numbers: 1–10 Colors
Review of Level 2 To be: Present Simple To be: Present Continuous To be: Past Simple Can / can’t Have / has Like / don’t like Sequencing events: first, then, next, finally Opposites: sweet-sour, right-left, hard-soft, smooth-rough • Telling the time • Prepositions: in, on, under, behind, in front of, next to, between • Numbers: 1–20
9
Preschool
Preschool
The world of the preschool child is filled with magic, family and adventure. For children aged 3 – 5 the processes of inquiry and thought are key to their development of knowledge. For this reason, it is necessary that preschool programs involve children in everyday adventures while acquiring the language they need to negotiate the world in which they live. A focus on play as a developmental strategy is key in working with young learners. Preschool students learn best through singing, dancing, talking and doing. They enjoy sharing with their friends and learning about the world around them through doing. Children at this age are learning about themselves as well as the world around them. They best develop the language confidence they need to communicate by playfully interacting with music, pictures, charts, books and other high quality materials. They acquire the sounds of language through rhymes, songs and chants. They acquire new vocabulary through stories, games and projects. They develop fluency through activities designed to encourage them to use their new language in a purposeful way. They develop personal confidence as they master new language forms in a natural, contextually supported environment.
Language time
becomes something both students and teachers look forward to as a fun and exciting part of the school day. Each lesson becomes an adventure in self discovery, in learning about the world at large, and in learning a new language. The best preschool programs supply teachers with a variety of materials and methods to provide input to their students. They additionally provide multiple opportunities and methods to support students in communicating with the teacher and their peers while exploring new ideas while immersed in a supportive, low stress environment. Quality programs for this age children learn language while also learning new concepts. They bring to the young child a joy of learning and a feeling of success. The thinking skills that are developed by being exposed to language learning at the preschool level allow a child to develop confidence as well as abstract reasoning skills. These early skills transfer into all parts of the child’s academic career and make them a better, more proficient student as they progress through their school years. Diana R. Jones Co-author of Spotlight on English
Preschool
s de on lu ipti c In scr he ce de of t ten on a pe ed m lop age o p c ve h de eac
Little Tots is a new and exciting three-level series ideal for preschool children learning English. Little Tots incorporates the most effective and modern teaching methodologies and teaches the whole child: physically, socially and emotionally. Little Tots helps develop all competencies needed at this stage of development.
Key Features
Number of levels 3 Authors
María Gabriela Zapiain Alvarez
• Help for children to develop prewriting skills • Flexibility by including both core and extension activities • Games, hands-on projects and cross-curricular activities • Songs and rhymes to sing along with and role play
Components Students • Student’s Book • Student’s CD • Picture Dictionary • Popout cards Teachers • Teacher’s Guide • Class CD • Posters • Cutouts • Picture Dictionary Teacher’s Edition
From Little Tots Poster Level 2
12
Little Tots
Level 1
Level 2
Level 3
PACK LITTLE TOTS (STD + CD + POP-OUT) PACK LITTLE TOTS (STD + CD + CUT) PICTURE DICTIONARY
7506009819467 9789707393639
7506009819474 9789707393691
7506009819481 9789707393721
Preschool
’s s nt de e u ud cl of St k in es o ag rs Bo 2 p icke st
Jelly Beans is a three-level series for preschool students that aims to engage and motivate young learners in their initial experience with English. Through an array of stimulating components and activities, Jelly Beans exposes children to authentic English while relying on their innate abilities to acquire a second language.
Key Features
Number of levels 3
• Extensive exposure to natural language through varied activities, which encourage students to interact meaningfully
Authors
Rebecca Williams Adela Trabolsi Katy Smith
• Well-developed lessons structured around hands-on projects, songs, rhymes, games and children’s literature
• Cross-curricular, multiple intelligence and values activities to further promote early childhood development
• A wide assortment of activity types, enabling teachers to adjust the program to suit their students’ needs
• Picture dictionary featuring key vocabulary • Interactive, full color posters and poster cutouts • Review pages and photocopiable assessments to facilitate group and individual evaluation
• Teaching tips for improving classroom management • Supplementary readings through Richmond Little Readers
Components Students • Student’s Book • Student’s CD • Stickers • Activity Book Teachers • Teacher’s Guide in Spanish and English • Class CD • Posters • Poster Cutouts • Stick Puppets • Big Book
From Jelly Beans Poster Level 1 Jelly Beans
Level 1
Level 2
Level 3
PACK JELLY BEANS 1 (STD + CD + STCK) ACTIVITY BOOK
7506009803299 9789707394629
7506009803305 9789707394827
7506009803312 9789707395138
13
Preschool
Number of levels 3 Authors
W NE
Rebecca Williams
New Sprinkles is a three-level course course for preschool children which offers extensive exposure to English in a natural way. It encourages learners to interact with the language in meaningful ways through a well-balanced variety of components that will ensure effective learning. The series is based on the theory that language acquisition is different from language learning, where each student assumes language at his or her own paces.
Key Features • Takes advantage of children’s natural ability to acquire language • Incorporates Immersion, the Natural Approach and Total Physical Response • Observes the natural stages of language learning: Preproduction, Early Production and Speech Emergence • Builds on children’s developmental skills • Each Student’s CD includes recordings by native speakers of all the songs, rhymes, chants and stories that appear in the Teacher’s Guide and Big Book for students’ personal use.
Components Students • Student’s Book • Activity Pad • Student’s CD • Stickers Teachers
• Teacher’s Guide (English and Spanish)
• Cutouts • Teacher’s CD • Big Book • CD-ROM with vocabulary Flashcards
• CD-ROM with songs and chants
From New Sprinkles Student’s Book Level 1
14
Preschool
From New Sprinkles Activity Pad Level 1
From New Sprinkles Flashcards
From New Sprinkles Student’s Book Level 1 New Sprinkles
Level 1
Level 2
Level 3
PACK NEW SPRINKLES 1 (SB + CD + STICKERS) ACTIVITY PAD TEACHER´S BOOK DIGITAL PACK TEACHER´S GUIDE CUTOUTS BIG BOOK
7506009831049 9786070604362 9786070604300 7506009831148 9786070604331 7506009809789 9786070604270
7506009831056 9786070604379 9786070604317 9786070604348 7506009831155 7506009809796 9786070604287
7506009831063 9786070604386 9786070604324 9786070604355 7506009831162 7506009809802 9786070604294
“Young children are naturally curious and learn from everything they do, so when teaching them a second language, modern methodologies, interesting literature, cheerful songs and chants, fun activities, attractive materials and creative projects are all needed to create the perfect learning environment.”
Alejandra A. Zapiain Editor, New Sprinkles
15
Preschool
I Can! is an innovative, exciting three-level English series for preschool children. It offers a fascinating opportunity for learning English through a selection of stimulating components and features to develop different abilities and skills.
Key Features
Number of levels 3 Authors
Elizabeth Domoney Rebecca Williams -Series Consultant-
Components Students • • • •
Student’s Book Practice Book Student’s CD I Can Color!
ee ’s Fr e n t d n ud a St ng CD y so or st
• Authentic and traditional children’s literature • Review page in every unit • Skills development and multiple intelligence activities • Projects • Lit Kit (Literature Kit): an exclusive feature that provides teachers with two extra photocopiable activities related to each story in the book
Teachers • • • • • •
Teacher’s Book Storycards Class CD Stick Puppets Interactive Poster Lit Kit
I Can!
Level 1
Level 2
Level 3
PACK I CAN! (STD + CD + COLOR) PRACTICE BOOK
7506009818163 9789707391802
7506009818170 9789707391819
7506009818187 9789707391826
I Can Do Math! is an engaging new threelevel series designed to introduce preschool learners to the world of mathematics. Varied activities develop students’ abilities and allow them to communicate and respond to basic mathematical concepts, all throughout the use of the English language. r’s he rce c a Te sou klet Re oo ded B lu c in
Key Features
Number of levels 3
• Simple instructions to present each activity • List of key vocabulary • Straightforward, easy-to-read icons to facilitate the teacher’s role in the classroom • Additional activities to complement the Student’s Book • Useful information on general preschool teaching methodology in the Teacher’s Resource Booklet
Components Students • Student’s Book
Teachers • Teacher’s Resource Booklet
I Can Do Math!
Level A
Level B
Level C
TEACHER’S BOO K
9789707391970
9789707391987
9789707391994
16
Preschool
Tippy Toes is an exciting preschool series for very young children who are learning English as a second language. It helps students develop six domains that represent crucial areas of learning and development for young children: Personal and Social Development, Language and Literacy, Mathematics, Knowing About the World and the Environment, Artistic Development, and Health Development.
Key Features
Number of levels 3 Authors
Rebecca Williams
• Fun, age-appropriate activities that help children assimilate vocabulary, grammar structures, and concepts
• Original and traditional stories that develop vocabulary and pronunciation skills, model natural language, link written language to spoken language, and develop cognitive skills • A class project, a section on social values, and a language review included in every unit • A phonics program that teaches children basic letter-sound relationships in a fun and practical manner
Components Students • Student’s Book • Stickers • Activity Book • Student’s CD • My first letters & Sounds Teachers • Teacher’s Book • Class CD • Big Book • Posters • Cutouts
From Tippy Toes Poster Level 1 Tippy Toes
Level A
Level B
Level C
TIPPY TOES 1 (SB + STICK + CD + MY FIRST LETTERS) MY FIRST LETTERS AND SOUNDS A ACTIVITY BOOK
7506009808249 9786070603051 9786070602641
7506009808256 9786070603068 9786070602658
7506009808263 9786070603075 9786070602665
17
Language Overview
Primary
Join In Level 1 • Greetings • To be: present simple • Family • Colors, shapes and numbers 1–10 • Fruit and vegetables • Furniture • Parts of the body
Level 2 • Review of Book 1 • To be + adjectives • Possessive adjectives • Can / can’t • Likes and dislikes • Alphabet • Numbers 11–20 • Pets • Days of the week • School subjects • Food • Personal belongings
Level 3 • Review of Book 2 • Imperatives • Present continuous • Prepositions of place • That / those • Collocations • Clothes • Parts of the house • Places • Family • Months of the year and holidays • Numbers 30–100
Level 4 • Review of Book 3 • Advice: should • Telling the time • Present simple • There is / are • Requests: could • Weather • Wild animals • Daily activities • Professions • Musical instruments • Hobbies • Parts of the body • Collocations
Level 5 • Review of Book 4 • Abilities: could • Comparatives • Past simple • Going to • Adverbs • Sports and games • Farm animals • Physical descriptions • School • Countries and nationalities • Places • Transportation • Vacations • Nature
Level 6 • Review of Book 5 • Past simple: regular / irregular verbs • There is / are + some / any • Possessive pronouns • Invitations: would • Outdoor activities • Biographies • Crime • Travel • Food • Space • Personal belongings • Places
Fun Way Level 1 • Greetings • Numbers 1–10 • Verb to be, present simple, all forms • Articles a / an • Personal pronouns: I, it, they • Possessive adjectives: my, your • How many? • Prepositions: in, on, under • Imperatives
Level 2 • Review of Level 1 • Personal pronouns • Possessive adjectives: my, your, his, her • The alphabet • Verb to be: review • Adjectives • Abilities: can, can’t • Present simple: like, love, hate • Have, has • Prepositions: in, on, under, between, behind • Demonstrative pronouns: this, these • Imperatives: affirmative and negative
Level 3 • Review of Level 2 • Demonstrative pronouns: this, that, these, those • Possessive adjectives • Present continuous, all forms • Prepositions: between, in front of, next to, behind • Telling the time: o’clock • Wh- questions: What, When, How many • Present simple: like, don’t like • Numbers 1–100 • Ordinal numbers
Level 4 • Review of Level 3 • Abilities: can, can’t • Present simple, all forms • Telling the time: o’clock, thirty • Wh- questions: What, How much, How many, How long, Where, Whose • Should, shouldn’t • There is, there are: countable nouns • Possessive ’s
Level 5 • Review of Level 4 • Present simple, review • Telling the time: a quarter to, a quarter past • Time expressions: in the morning, in the afternoon, in the evening • Comparatives • Verb to be, past simple, all forms • Superlatives • Adjective order: age-color-material • Asking for prices • Future going to, all forms • Wh- questions: What, Where, When, Who • Abilities in the past: could, couldn’t • Adverbs
Level 6 • Review of Level 5 • Past simple: regular and irregular verbs, all forms • Yes/No and Wh- questions • There is, there are: countable and uncountable nouns • some, any • Present continuous and present simple • Object pronouns • Accepting and refusing invitations • Telling the time
18
Language Overview
Primary
Twistaround Level 1 • Verb to be • Is it a …? • This / these • What color …? • Numbers 1-15 • What is it? • How many …? • Adjectives • Has / have • Prepositions: in, on, under • Imperatives • Where is …? • Present progressive • Prepositions: behind • Let’s… • How old are you? • Time • Present simple: love / like • Do you …? • Can I have…?
Level 2 • Verb to be • Has / have • Like / love / don’t like • Do you like…? No / yes • Prepositions: in, on, under, behind, in front of, between, next to • Present progressive • What color is it? It’s… • Today is windy. • Numbers 1-30 • I am sad / happy / scared, etc. • There is / are • Time • How many …? • How long is …? • Present simple: I get up at …
Level 3 • Has / Have • Do you like…? Yes / no • My favorite color is … • When is your birthday? It’s on … • Present progressive • What time is it? It’s … • Going to • Can / can’t • Verb to be • Present simple • Prepositions: in, on under, behind, in front of, opposite • Where is …? • She’s tall and thin. • I want to be a… • Imperatives • Let’s … • There is / are • Present simple: They eat leaves.
Level 4 • Has/ Have • Present progressive • Prepositions: in, on under, behind, in front of, opposite • Can / can’t • How old are you? I’m … • Countries / nationalities • Where are you from? I’m from … • Physical characteristics • Verb to be • I’m thin and short. • Adjectives • Present simple • Do / Does …? • This / that / these / those • Time • When / Where / Why / When / Who is …? • Comparatives / Superlatives • There is /are • Adverbs of frequency • How often…? • Order of events: first, next, finally • Ordinal numbers • Verb to be in the past
Level 5 • Like + gerund • Good at + gerund • Verb to be in the past • Past simple • Did …? • Present simple • Adverbs of frequency • Has / have • Must / mustn’t • Imperatives • There is / are • Adjectives • Going to • Comparatives / Superlatives
Level 6 • Past simple • Going to • Present Simple • Present Progressive • How much / How many… • Verb to be in past: was / were • Numbers • Past Progressive • Imperatives • Where / What / When / Why….? • Comparatives/superlatives • Prepositions: over, through, down, under • Too much / Too many • Will
Catch! Level 1 • To be: present simple, all forms • How many? • Can / can’t • Like / don’t like • Let’s draw a frog.
Level 2 • Review of Level 1 • Prepositions: in, on, under, behind • Possession: have • Present continuous • Describing the weather • Imperatives
Level 3 • Review of Level 2 • Present simple, affirmative and negative • There is / are • Like + gerund • Possessive pronouns: his / hers • Giving personal information • Present simple: routines • Telling the time
Level 4 • Review of Level 3 • Present simple, interrogative (third person) • Comparatives • Describing animals and habitats • Prepositions: next to, in front of, behind • Future: going to
Level 5 • Review of Level 4 • Frequency adverbs • To be: past simple, all forms • There was / were • Past simple • Superlatives • Demonstrative adjectives • should / shouldn’t • Phrasal verbs
Level 6 • Review of Level 5 • Zero conditional • Past simple, regular and irregular verbs, all forms • Countable / uncountable nouns • Possessive pronouns • May / might
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Language Overview
Primary Cool Kids Level 1
Level 2
Level 3
• Verb to be: Wh questions – Yes / No Questions & Short Answers • Commands • Introducing People • This / that • There is / are • Likes and Dislikes • Is / are • Have • Prepositions: In, on, under • Genitive
• • • • • • • • • • • • • •
• • • •
Level 4
Level 5
Level 6
• • • • • • • • • • • • • • • • • • • • • • • •
• • • • • • • • • • • • • • • • • • • • • • • • •
• • • • •
Apologizing Accepting Apologies Can Wh questions Offering Help Have / has (possession) Whose & mine / yours / his / hers Giving Advice Was / were: Affirmative, Negative Wh questions There was / were There wasn’t / weren’t Offering Accepting and Declining Offers Some / any Much / many Giving Advice Superlative Adjectives (short & long) Asking for Prices Possessive Adjectives: our & their Whose Genitive Should / shouldn’t Expressing Doubt
Thanking Demonstrative Adjectives Present Simple: Affirmative (have / has) Possessive Adjectives There is / There are Present Continuous: Affirmative How many… are there? Present Continuous (all forms) Time Telling Prepositions of Place Expressing Opinion Verb to be: Wh-questions Present Continuous: Wh-questions Expressing Likes and Dislikes
• • • • • • • • • •
Simple and Present Continuous like + ing Past Simple: Affirmative, Negative Sequencers Telling the time Going to: Affirmative, Negative Asking about the weather Giving Directions Past Simple Going to Invitations and responses I don’t really like… I love…too. I disagree. I don’t think so. I prefer… I think… Past Simple: Wh questions I prefer… I think… Imperatives Going to (affirmative & negative sentences) Modal verbs Questions with from Where’s your watch from?
• • • • • • • • • • • • •
have / has Expressing Preference Review: I like / I don’t like Present Simple with regular and irregular verbs (Affirmative) Telling The Time Giving Opinions Imperatives for giving directions Prepositions Offering and Asking For Help Can (negative form) Comparative adjectives (short and long) Possessive Adjectives Review: This, That, These, Those Present Simple with regular and irregular verbs
Giving and Asking for Help How often? Frequency adverb Suggestions everybody / thing / where, somebody / thing / where, nobody / thing / where, anybody / thing / where Expressing Opinions Agreeing and Disagreeing Good / bad at Past Continuous: Affirmative, Negative Accepting and Refusing Suggestions Past Continuous: Wh questions Will: Affirmative, Negative Will: Wh questions Expressing Opinions Might Going to First Conditional Why – because
Star Players Level 1 • • • • • • • • • • • • •
Verb to be Possessive adjectives Imperatives Conjunction and Prepositions of place Articles Plural nouns There is / are Demonstrative pronouns Possessive pronouns Present simple Present continuous Can / can’t
Level 2 • • • • • • • • • • • • • • • •
Level 3
Verb to be There is / are Present simple Present continuous Prepositions Can for requests Can / can’t for ability This / that Where...? Possessive ‘s Negative imperatives Adverbs of frequency Possessive pronouns Let’s + infinitive Questions with how Comparatives
• • • • • • • • • • • • • • • • • • • • • • •
Prepositions of place Present simple review Present continuous review Imperatives Adverbs of frequency Present simple vs. Present continuous Comparatives Superlatives I like / don’t like / love / hate …ing Want + noun Want + infinitive A / some Telling time Countable / uncountable nouns How much / many? Should / shouldn’t Going to Was / were Past simple There was / were Past simple vs. Present simple Possessives Could / couldn’t
Level 4
Level 5
Level 6
• • • • • • • • • •
• • • •
• • • • • • • • • •
Present simple Past simple Wh- questions Conjunctions There is / was Prepositions of time Past simple with ago Past continuous Interrupted past Before / after
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• • • • •
Present simple Present continuous Past simple Countable / uncountable nouns with too much / too many / not enough Present continuous for future plans Past continuous Zero conditional First conditional Passive voice (present)
Present perfect Present perfect continuous Deduction with might be / could be / must be Past perfect Past mixed narrating Past / present tenses, mixed Future tenses, mixed Connectors although / since / for / as / to Need to / don’t need to Let / make / allow
Language Overview
Primary Star Players
Level 4
Level 5
Level 6
• • • • • • • • • • • • •
• • • •
• • • •
Comparatives Superlatives Countable / uncountable nouns Future with will Need to + verb How far / How long Comparatives & superlatives with far / near Zero conditional Relative clauses Must / mustn’t Reported speech Adverbs of manner Prefer
Present perfect Reported speech Tag questions Relative pronouns
Second conditional Reported speech Relative pronouns Wish
Lighthouse Level 1
Level 2
Level 3
• • • • • • • • •
• Present simple for routines • Prepositions of place: behind, between, next to, opposite • There is / isn’t • Can / can’t • Present simple • Possessives • These / those • Countable and uncountable nouns • Verb to have • Plural pronouns • Wh- questions with present simple
• • • • • • • • • • • • • •
This / these / that Verb to be: affirmative, negative, interrogative A /an Possessive adjectives What questions Prepositions: in, on, under Present simple Present continuous There is / are
Present simple What, what time, where Frequency adverbs How often…? A little / a few / a lot of How much / How many…? Imperatives Present continuous Present simple Adjective order Present simple vs. present continuous There was / were Past simple: regular and irregular verbs Past simple: Yes / No, wh- questions
Level 4
Level 5
Level 6
• • • • • • • • • •
• • • • • • • • • • • • • • •
• • • • • • • • • • • • •
Should / shouldn’t Past simple: last / ago Past continuous Could / couldn’t Interrupted past Comparative of short adjectives Superlative of short adjectives Used to Present continuous for future meaning Going to
Have to Before / after Dates Adverbs Comparative of long adjectives Superlative of long adjectives Will for spontaneous decisions How long….? How often….? Reported speech in present with say Will for uncertain predictions Zero conditional Too / enough Might for future possibility Going to (predictions based on evidence)
Present perfect Yet / already Present perfect vs. past simple Object pronouns Reported speech Passive voice: Past simple Relative clauses Reported speech: Past simple For / since Need to First conditional Reflexive pronouns Second conditional
21
Language Overview
Primary
Amaze! Level 1 • Articles: a, an • Verb to be + noun • Verb to be + adjective • Prepositions: in, on, under • Verb to be + preposition • Numbers 1-15 • Personal pronoun • Demonstrative pronouns • Demonstrative adjectives • There is / are • can / can’t • Commands • Possessive adjectives • Present progressive • Simple present
Level 2 • Numbers 1-30 • Verb to be • There is / are • Possessive adjectives • Demonstratives • Prepositions: in, on, under, in front of, behind, next to, between • some / any • Plural nouns • Personal pronouns • Present progressive • Adjective + noun • can / can’t • Commands • Simple present • Telling time
Level 4 • Simple present • Time expressions • Comparatives /superlatives • Irregular adjectives • There was / were • Simple past • Sequencing words: first, next, then • Present progressive • Going to • Simple past vs. present progressive vs. going to • Conjunctions: and / or / but / because • should / shouldn’t • Have / has to • Will / won’t • Passive voice in present • Zero conditional • Problem verbs • Too / not…enough • Commands • Instructions
Level 5 • Present simple – facts • Subject and predicate • Recognition of the parts of speech • Past simple • Used to • Prepositions of movement • Compound nouns • Passive voice - present / past • First conditional • Unless • Need / don’t need to • Offers and polite requests • Would / Could you? • Present perfect + yet, already • Present perfect + since, for • Adjectives -ed /-ing • Possessive adjectives • Whose…? • Possessive pronouns • Make / do • Should / shouldn’t • Have to / don’t have to • Must / mustn’t - obligation • Can / can’t - permission • Will – certainty • Might / may – probability • Present simple – future intention • Gerund vs. infinitive
Level 3 • Personal information • Nationality • Verb to be • Ordinal numbers • Present simple • How often…? • Frequency adverbs • Present simple vs. present progressive • There is / are • How much / How many…? • A little / a lot • Going to • Adjective word order • Simple past • Telling time • Can / could • Subject and object pronouns • Sequencing words Level 6 • Kinds of sentences • Punctuation • Auxiliary verbs: to be, to do, to have • Present perfect • Simple past • Simple past vs. present perfect • Past progressive • Interrupted past • Zero conditional • First conditional • Second conditional • Wish + simple past • Indefinite pronouns • Reflexive pronouns • What does he look like? • Reporting verbs • Reporting orders • Reporting statements • Reporting questions • Past perfect • Passive voice – present/past • Relative pronouns
Step Up Higher Level 1 • Verb to be: Present Simple – Affirmative, negative and interrogative • Adjectives: my, your, his, her • Numbers: 1–10 • How many…? • Imperative • Pronouns: this, that, these, those • Pronouns: he, she • How many… • Where…? • Imperative • Today is (Monday). • Articles a / an • There is / are
22
Level 2 • Verb to be • There is • Present continuous • Imperatives • Subject questions • Present simple for routines • Present simple: third person singular • Will for intention • Possessive ’s • Countable and uncountable nouns • This / these • Whose? • Present continuous: third person singular and plural • Present continuous: questions
Level 3 • Present simple • Wh- questions in the present simple • Comparatives (short and long adjectives) • can / can’t • Zero conditional with when • There is / are a / any / some • Prepositions • How many...? • a lot / a few, no / none, a / some, a little / a lot • How much...? • have / has to • before / after • Frequency adverbs • How often… ? • Present simple and continuous
Language Overview
Primary
Step Up Higher (continued) Level 1 • Present simple: like / want / need / have • Are there any…? • How many… are there? • can / can’t • Present continuous
Level 2 • can / can’t • Comparative adjectives • Present continuous: affirmative and negative • Present simple with how many? • Prepositions of place: between, next to, opposite • There is a / are some… • There aren’t any… • Telling the time • Present simple with frequency adverbs • Present simple: questions • Past simple • Review of tenses • Object pronouns • Rhyming words
Level 4 • Wh- questions • have to / has to • Present simple with frequency adverbs • Past simple • was / were born • like • There is / are, a / any / some • Sequencers • Passive voice • First conditional • Comparative and superlative adjectives • Prepositions of movement • can / can’t • need • for / to • Passive voice in the present • (not) as... as • Past continuous • Zero conditional • Future with going to • Superlative adjectives • not enough, too much / many • must / mustn’t • Past continuous and past simple • Indefinite pronouns • before / after • will / won’t for predictions • Modal verb: might • Question words • Questions in the past • ago • There was / were • Present perfect with ever • as… as • Present perfect
Level 5 • Present simple like + ing • Tag questions • Phrasal verbs • Defining relative clauses • What does he / she look like? / What is he /she like? • Review of past tenses • Past simple • Comparative and superlative adjectives • Passive voice in the present and past • Imperatives • to / for • Present perfect • Might • Relative clauses • Present continuous for future arrangements • Using sequencers • Using slang • Comparative and superlative adjectives • Questions: how + adjective • Wh- questions in the past + at, in, on • Was / were + prepositions of place • Reported speech: statements, questions and commands (present→past) • Using adjectives • Present perfect with ever • Wish (present) • Expressing possibility may / might / could • Making deductions: may / might / could • Too much / too many • (Not) enough • Used to / didn’t use to • Second conditional • Indefinite pronouns • Present perfect continuous • Superlative adjectives • for / to for purpose • Would like to
Level 3 • Adjective order • Future with going to • should/shouldn’t • Reflexive pronouns • Questions with whose • Possessive ‘s • Object pronouns • Sequencers • was / were • Verb to be in present, past and future • Past simple • Too + adjectives • Infinitive of purpose • Past simple with question words • Past continuous • Questions with who • Future with going to • Why...? Because... • before / after • can / could • Review of tenses Level 6 • Tag questions • Indefinite pronouns • interested in, good/bad at, be into, scared of • must / mustn’t, have to / don’t have to, should / shouldn’t • Zero conditional • Passive voice in the present and past • Past simple vs. Present perfect • Present perfect • Relative pronouns • Using prepositions • Past simple: Wh- questions • Past perfect with already and yet • Past perfect with when • Narrative tenses • used to • Present perfect continuous • As… as, not… enough, even… -er than, so… that • Wh- questions • Word building (suffixes) • Zero conditional with when • First conditional • Second conditional • How + adjective • Direct and indirect questions • used to / didn’t use to / would rather • Defining relative clauses: who / that / where • Past modals: could have / might have / must have / should have / can’t have • Using slang • Using linkers • Third conditional • Reported speech • Future with going to
23
Language Overview
Primary
Grammar Corner Level 1 • Alphabet and numbers • a / an + noun • Noun + s / es • Pronouns • Pronoun + be • Pronoun + be + not • Am / are / is…? • What + be…? • This / that • These / those • Using my / your / her / his • a / an / the + noun • Be + preposition + noun • Be + adjective + noun • Noun / pronoun + be • Have / has • Don’t / doesn’t + have • Do / does + have…? • Using my / your / her / his • Can / can’t • Can…? • What / how + be…?
Level 2 • Be verbs: affirmative and negative • Be verbs: yes / no questions • Possessives and this / that / these / those • What / who / whose with be verbs • Singular and plural nouns • Count and noncount nouns • a / an / some + noun • a / an / the + noun • Prepositions of place • Adjectives • Comparatives • Present simple affirmatives • Present simple: has / does / goes • Present simple: negatives • Present simple: yes / no questions • Present continuous: affirmatives • Present continuous: negatives • Present continuous: yes / no questions • What / who in present continuous • There + be + noun • Helping verbs: can / may • Imperatives: do / don’t
Level 4 • Singular and plural nouns • Count and noncount nouns • Subject and object pronouns • Demonstratives and possessives • Present simple: be, there + be • Present simple • Present simple and frequency adverbs • Present continuous • Present simple vs. present continuous • Future: will • Past simple: regular verbs • Past simple: irregular verbs and Be • Helping verbs • Adjectives • Linking verbs and adjectives • Adverbs • Adverbs of frequency • Prepositions of time • Prepositions of place • Statements and yes / no questions • Information questions
Level 5 • Nouns and articles • Quantity words • Pronouns and possessives • Present and past: be • Present simple • Present continuous • Present simple vs. present continuous • Past simple • Past continuous • Future: will / be going to • Helping verbs • Adjectives • Adverbs • Comparisons • Prepositions of time • Prepositions of place and movement • Parts of the sentence • Parts of speech • Statements and yes / no questions • Information questions
24
Level 3 • Present simple: be • Present simple: affirmative and negative • Present simple: yes / no • Present continuous • Future: will / won’t • Future: will…? • Past: was / were • Past: regular verbs • Past: irregular verbs • Past: negatives • Past: yes / no questions • Adjectives • Adverbs • Comparatives • Superlatives • Pronouns • Nouns and articles • Some / any + noun • Prepositions of place and time • Helping verbs: can / may / will / should • What / who / whose with Be verbs • What with common verbs Level 6 • Nouns and articles • Pronouns and possessives • Somebody / nothing / anywhere • Present simple • Present continuous • Past simple • Past continuous • Future • Present perfect • Helping verbs: may / can / should • Helping verbs: may / might • Passive • Participial adjectives • Gerunds • Infinitives • Comparisons • Conjunctions • Parts of the sentence • Types of sentences • Tag questions • Information questions
Primary
Primary
Crafting a motivating lesson! In the primary classroom, particularly the early years, students often not have yet developed reading and writing skills in their first language to a level that will allow them to start learning to read and write in English meaning that the focus of English language development is more often than not on speaking and listening skills. We know that language acquisition takes place when learners are relaxed, motivated, exposed to language and focused on meaning so it is important for teachers to provide these kinds of conditions as often as possible in their classrooms. This means lowering anxiety, motivating the children and focusing their attention on using the language to ‘do things’, and craft activities can do just that! Just about every child enjoys craft activities. They are interesting and engaging for the children (and the teacher!) and the fun element can help create a relaxed atmosphere in class. As well as helping develop motor skills (e.g. through tracing and cutting, etc) and interpersonal skills (e.g. through sharing paints, colours, etc) craft activities also provide teachers with an opportunity to present and recycle language through TPR methodology, as often craft activities rely on imperative verb forms to communicate instructions and many activities use recycled materials so the children are exposed to the vocabulary for many household items (cardboard, newspaper, plastic, etc) The final craft ‘product’ is a satisfying conclusion to the activity and provides a tangible reminder of the child’s linguistic ability and teachers can often make use of the finished crafts in subsequent lessons. Many of Richmond’s primary school series, such as Fun Way, include craft activities and they make a fantastic addition to any course material.
Andrew Starling
Co-author of Fun Way
Primary
s de u l e or c In om es f H iti ts n tiv de Ac stu
Join In is an attractive six-level course for primary school students. Throughout the series, core vocabulary and grammar are presented and practiced in simple, meaningful contexts. Join In places great emphasis on building students’ pronunciation and listening comprehension skills through a variety of stimulating activities. The course includes motivating resources such as stickers, which offer students visual and manual learning support, as well as being fun to use. A section in each unit is dedicated to a different kind of intelligence, enabling students to increase their learning potential progressively.
Key Features
Number of levels 6
• Help for students to develop their listening comprehension skills with five CDs
Authors
of audio material • Ample opportunities for students to practice their pronunciation and stress in sentences, phrases and words • Stickers for learning and practicing grammar and vocabulary • The opportunity for students to develop different intelligences
Justyna Piekarowicz / Amanda Jane Guppy Jeffrey Patricia Cervantes Román María Gabriela Zapiain Alvarez Diana Pombo Viaplana Claudia Bonilla Cassani
CEF levels: Pre-Starters - Starters
Components Students • Student’s Book • Student’s CD • Home Activities • Cutouts Teachers • Teacher’s Book • Posters • Class CD • Home Activities Teacher’s Edition
From Join In Student’s Book Level 1
Join In
Level 1
Level 2
Level 3
Level 4
Level 5
Level 6
PACK JOIN IN (STD + CD + CUT + HOME AC) HOME ACTIVITY PACK JOIN IN (STD + CD + CUT)
7506009805354 9789707392496 7506009806436
7506009805361 9789707392502 7506009806443
7506009805378 9789707392519 7506009806450
7506009805385 9789707392526 7506009806467
7506009805392 9789707392533 7506009806474
7506009805408 9789707393660 7506009806481
27
Primary
Fun Way is an exciting series for elementary school children learning English. It provides attractive and stimulating materials within a well-structured program. This unique series enables children to acquire language while engaging in a wide variety of activities. It provides extensive practice of target vocabulary and grammar, so that children will have ample opportunities to assimilate and produce the new language. Fun Way includes literature and authentic-style texts to stimulate an appreciation for reading. The program also includes songs, games and dialogues to motivate students and encourage active participation in class.
Key Features
Number of levels 6 Authors
Andrew Starling Claudia Bonilla Cassani Ana Foncerrada Roxanne Scott
“ Whatever we teach should be meaningful to our students’ lives. Let’s show interest in our students, and personalize our materials accordingly.”
• Multiple intelligence activities • Interactive cutouts • Pronunciation practice activities • Original stories and authentic-style texts • A review page in every unit • Skills development activities • Values and holiday pages
CEF levels: Pre-Starters - Starters
Joep Van Der Werff Editor, Fun way
Components Students • Student’s Book • Home Practice • Cutouts and Picture Dictionary Booklet • Student’s CD Teachers • Teacher’s Guide • Class CD • Flashcards • Teacher’s Resource CD
From Fun Way Student’s Book level 1
Fun Way
Level 1
Level 2
Level 3
Level 4
Level 5
Level 6
FUN WAY PACK (SB + CD + CUTOUTS) HOME PRACTICE FUN WAY PACK (SB + CD + CUT + HOME)
7506009808126 9786070602436 7506009808188
7506009808133 9786070602443 7506009808195
7506009808140 9786070602450 7506009808201
7506009808157 9786070602467 7506009808218
7506009808164 9786070602474 7506009808225
7506009808171 9786070602481 7506009808232
28
Primary
Twistaround is a fascinating new six-level series for children learning English in primary school that motivates students with up-to-date and highly interesting topics. Twistaround incorporates the most modern methodologies to facilitate the learning of a second language while developing the four skills of speaking, writing, reading and listening. d Pa n r Fu fo nts e d u t S
Key Features
• Exploits children’s innate language-learning skills • Follows the natural stages of language learning • Incorporates immersion, the Natural Approach and Total Physical Response • Offers a wide range of activities for the teacher to adapt according to the needs of the class • Integrates activities to reinforce learning and varied topics including traditional and modern literature
Number of levels 6
Authors
Peter Jeffery Andrea Littlewood Alison Blair Jane Cadwallader Claudia Bonilla Cassani Silvia Zapiain Alvarez
CEF levels: Pre-Starters - Starters
Components Students • • • •
Student’s Book Cutouts and Holidays Student’s CD Fun Pad
Teachers • Teacher’s Book • Posters • Class CD
Twistaround
Level 1
Level 2
Level 3
Level 4
Level 5
Level 6
PACK TWISTAROUND 7506009803329 7506009803336 7506009803343 7506009803350 7506009803367 7506009803374 (STD + CD + CUT & HOL) PAD 9789707394605 9789707394667 9789707394865 9789707395039 9789707395084 9789707395107
29
Primary
Number of levels 6
Authors
W NE
Cool Kids is a new six-level series for elementary-school learners that... • caters to different learning styles • promotes discovery learning • encourages students’ participation • fosters learner autonomy • enhances creativity and problem-solving skills
Gabriela Zapiain / Silvia Zapiain Joep van der Werff Andrew Starling Jeanette Greenwell Ana Foncerrada Martha Fernández Erika Lizárraga Karen Castro-Gustavsson Suzanne Guerrero Michael Rowe Julián Trejo Claudia Bonilla
CEF levels: Starters - A1
In each level, Cool Kids presents a variety of topics appropriate for the age group. Each topic has been chosen carefully in order to satisfy students’ interests. In this way, students feel involved with the subject and are motivated to learn. Cool Kids gives students opportunities to use the English language in a meaningful way. It also promotes the development of the four skills: reading, writing, listening, and speaking.
Key Features
Components
• Cool Cutouts • Cool Pictionary • Cool Expressions • Cool Grammar boxes • Skills development activities • A value in each unit • Cool Review pages • Cool Crafts
Students • Student’s Book • Workbook • Student’s CD-ROM • Cool Comics (Optional)
From Cool Kids Student’s Book Level 2
30
Teachers • Teacher’s Guide • Class CD • Resource CD-ROM • Flashcards
Unit Opener provides an attractive and colorful context to introduce the new vocabulary through discovery
Primary
From Cool Kids Comic Book Level 1 “When I was a kid I used to read comics of the literature classics. As an editor of Cool Kids, it’s rewarding to have a comic book as one of the components of this series.” Jacaranda Ruíz
Editor, Cool Kids
From Cool Kids Student’s Book Level 2 Cool Kids
Level 1
Level 2
Level 3
Level 4
Level 5
Level 6
PACK COOL KIDS 1 (SB + CD) WORKBOOK TEACHER´S BOOK TEACHER´S GUIDE FLASHCARDS CLASS AUDIO + RESOURCE CD
7506009831599 9786070603884 9786070604003
7506009831216 9786070603891
7506009831223
7506009831247 9786070603921
9786070603945 7506009831445
9786070603969
7506009831230 9786070603914 9786070604034 9786070604720 9786070603976 7506009831476
7506009831254 9786070603938 9786070604058 9786070604744 9786070603990 7506009831490
9786070603983
31
Primary
e ng ll e for a s 6 Ch nit s 4U el v le
Star Players is an engaging six-level series for children learning English in primary school. It exposes students to natural language, providing them with varied and exciting opportunities to develop fluency and accuracy, while fostering creativity. Star Players recognizes that each child is unique and the center of his/her own learning process. Using a combination of solid up-to-date methodologies, Star Players guarantees that students will learn English while developing their own learning styles.
Key Features
Number of levels 6
Authors
Robin Newton/Nicole Taylor Melanie Williams Susan House/Katharine Scott Julia Keddle/Martyn Hobbs Claudia Bonilla Cassani Melanie Williams - Series Consultant-
• Topic-based approach that contextualizes language in a meaningful way • Authentic stories and catchy songs • Dynamic projects and tasks that provide students with a genuine sense of achievement
• Communicative activities such as games and role plays • Opportunities to develop values and multiple intelligences • Well-structured grammar syllabus with continuous recycling of material
CEF levels: Starters - A2
Components Students • Student’s Book • Student’s CD • Cutouts and Holidays • Challenge Units (levels 4-6) • Practice Book Teachers • Teacher’s Book • Class CD • Posters • Poster Cutouts • Lotto • CD-ROM Resource • Challenge Units (levels 4-6)
From Star Players Student’s Book Level 2
Star Players
Level 1
Level 2
Level 3
Level 4
Level 5
Level 6
PACK STAR PLAYERS (STD + CD + CUT & HO) PRACTICE BOOK CHALLENGE UNIT
7506009819498 9789707392618 -
7506009819504 9789707392625 -
7506009819511 9789707392632 -
7506009819528 9789707392649 9789707395374
7506009819535 9789707392656 9789707395367
7506009819542 9789707392663 9789707395350
32
Primary
OM -R ing or D C lud es f d c in viti an ns ti es io c a alu rat v leb ce
For centuries, lighthouses have guided ships in their travels and today they continue to light the way in our modern world. Similarly, the six-level Lighthouse series aims to guide primary students through the occasionally rough seas of their adventure in learning English. It seamlessly integrates modern language-teaching practices with traditional classroom needs, helping students successfully navigate through reading, writing, listening, speaking and grammar, to be able to use English in real life.
Key Features
Number of levels 6
• Combines a structural grammar-based program with a functional syllabus to
Authors
promote communicative language use across the four skill areas • Provides ample opportunity for students to understand and use the language at their own pace • Offers frequent pair and group work activities to build students’ confidence and independence • Includes an easy-to-follow self-evaluation for students at the end of each unit • Offers a variety of dynamic materials and activities, including songs, chants, stickers, games, word kits and craft projects • Promotes universal values and celebrates cultural differences through a variety of colorful, in-class craft activities
Robin Newton/ Brendan Dunne David Gray Michael Downie Juan Manuel Jiménez
CEF levels: Starters - A2
Components Students • Student’s Book • Student’s CD • Activity Book • Stickers Teachers • Teacher’s Book • Class CD • Poster with word cards • Puzzles (levels 1-3) • Word Kits (levels 4-6) • CD-ROM
From Lighthouse Student’s Book level 2
Lighthouse
Level 1
Level 2
Level 3
Level 4
Level 5
Level 6
PACK LIGHTHOUSE (STD + CD + STCK) ACTIVITY BOOK
7506009805163 9786076000427
7506009805170 9786076000069
7506009805187 9786076000700
7506009805194 9786076000458
7506009805200 9786076000403
7506009805217 9786076000922
33
Primary
Amaze! is a unique six-level series for primary school students that teaches grammar and vocabulary through critical thinking. The series can be used as a stand-alone course or as a complementary resource book to consolidate and enrich learning. Amaze! provides an innovative approach to the traditional syllabus, developing critical thinking skills and building a solid base for language learning.
Key Features
Number of levels 6
Authors
Patricia Buere Amanda Jane Guppy Jeffrey Justyna Piekarowicz Hilda Martínez Cardenas Claudia Bonilla Cassani Anita Heald
Components Students
M RO r CD fo ers h ac Te
• Your Word Maze - Vocabulary presentation and practice through critical thinking • Your Language Maze - Grammar presented and practiced in a humorous and meaningful context
• Your Practice Maze - Additional review for complex grammar • Your Amazing Raps - Catchy raps and songs accompanied by comprehension tasks
Teachers
• Student’s Book
• • • • •
Teacher’s Book CD-ROM Class CD Picture / Cards Test Booklet
Amaze!
Level 1
Level 2
Level 3
Level 4
Level 5
Level 6
STUDENT’S BOOK 9789707390881 9789685699150 9789707390898 9789707390904 9789707390911 9789707390928
Catch! is a six-level series for primary school English learners. Students and teachers will find the communicative focus of Catch! both effective and enjoyable because of its emphasis on the constant recycling of language.
Key Fe atures
Number of levels 6 Authors
Theressa Zanatta
CEF levels: Starters - A1
Components Students • Student’s Book • Student’s CD • Activity Book
• Songs and games in every unit to help develop production skills • Cross-curricular activities that link English to other subjects • Manual activities to reinforce and expand learning • A picture dictionary that helps develop vocabulary skills • Unit posters which help teachers reinforce structures and vocabulary • Holiday activities to enhance cultural awareness • Unit tests that assess students’ individual progress
Teachers • • • •
Teacher’s Book Posters Class CD Stick Puppets
Catch!
Level 1
PACK CATCH! (STD + CD) ACTIVITY BOOK
9789707390089 9789707390102 9789707390423 9789707390553 9789707390737 9789707390805
34
Level 2
Level 3
Level 4
Level 5
Level 6
7506009814851 7506009814868 7506009814844 7506009815179 7506009815186 7506009815193
Primary
se ur a co es ss e d e Th clu roc g in l p tin l m i fu wr gra o r p
Step up Higher makes English learning a holistic and stimulating experience. It provides solid grammar guidelines and more thorough practice activities such as spelling practice, a full process writing program and a solid reading comprehension program.
Key Features
Number of levels 6
• Grammar and vocabulary boxes as well as reinforcement activities on each page. • Practice activities for every page in the Student’s Book • Photocopiable vocabulary lists • Teacher’s Resource Booklet with cross-curricular activities, hands-on projects,
Authors
Rebecca Williams Jeremy Edgar Michael Thorpe Liz Tomlin Kim Milne
CEF levels: Pre-Starters - B1
grammar reference section, photocopiable spelling and dictation handouts • Teacher‘s Resource CD with editable assessments in Word format, scripts and recordings for the spelling and dictation activities, a diagnostic test, phonics and spelling handouts.
Components Students • Student’s Book • Student’s CD • Practice Book Teachers • Teacher’s Book • Class CD • Resource Booklet • Teacher’s Resource CD • Interactive Posters “In Step Up Higher, children learn about the world. They play, they sing, they create, and all the while, they are learning English.” Ma. del Carmen Zavala
Editor, Step up Higher
From Step Up Higher Student’s Book Level 1
Step Up Higher
Level 1
Level 2
Level 3
Level 4
Level 5
Level 6
PACK STEP UP HIGHER (STD + CD) PRACTICE BOOK
7506009805101 9786076000359
7506009805118 9786076000311
7506009805125 9786076000274
7506009805132 9786076000236
7506009805149 9786076000199
7506009805156 9786076000151
35
Primary
Number of levels 6 Authors
W NE
Casey Kim, Robin Kim, Soo Kim, Jayne Lee, Jason Wilburn
Grammar Corner, a natural approach is a supplementary ESL grammar series to accompany primary-level EFL courses. Grammar Corner presents a grammar curriculum central to mastery of English in a natural way. The grammar concepts and activities are designed to meet the needs of elementary school students from first to sixth grade. Age-appropriate grammar structures and activities, as well as constant linking and cumulative reviews, ensure that students reuse the grammar concepts and build on them. Achievable but challenging grammar targets help students maintain a sense of interest and motivation. Grammar Corner uses a spiral syllabus throughout the six levels. This allows students the freedom to study from any book in the series without missing key grammar points. Each level is comprised of twenty-four lessons, and each lesson provides the content for one standard academic class. The cumulative quizzes and progress tests provided are an easy way to monitor students’ understanding of the material. Designed with clearly arranged notes, the Teacher’s Guide provides the tools to quickly prepare each day’s lesson. Interactive
Key Features • American English • Natural Methodology • Spiral Syllabus • Cumulative Quizzes • Grammar Boxes • Games and Comics • Extra Worksheets for Each Lesson • Two Sets of Complete Progress Tests
games or entertaining comics are used to wrap up the lesson material. Students will consolidate the English grammar concepts taught in each unit, while enjoying the activities.
Components Students • Student’s Book Teachers • Teacher’s Guide -Photocopiable Worksheets -Photocopiable Tests
From Grammar Corner Student’s Book level 2
36
Primary
Link and Review sections at the beginning of each lesson can be used as a cumulative review or a tool for assessment
Look and Learn sections introduce new grammar concepts in a fun, easy, and uncluttered manner.
Look and Say activities allow students a step-by-step approach to using the grammar in context. A natural approach, similar to how native speakers learn grammar, is employed throughout.
Look and Practice activities provide a variety of methods for students to use and practice the material they are learning.
From Grammar Corner Student’s Book level 2
From Grammar Corner Student’s Book level 2 Grammar Corner
Level 1
Level 2
Level 3
Level 4
Level 5
Level 6
STUDENT’S BOOK TEACHER’S BOOK
9786070603716 9786070603761
9786070603709 9786070603778
9786070603723 9786070603785
9786070603730 9786070603792
9786070603747 9786070603808
9786070603754 9786070603815
37
Primary
Reading Paths is a supplementary reading series for primary school at an intermediate to advanced level which can be used with any EFL course. It includes two pages of reading comprehension exercises as well as printable worksheets. The Teacher’s Guide offers an extensive variety of reading comprehension skills, visual aids and Blackline Masters. Number of levels 7
Key Features • Reading lessons introduce the story with activities that develop oral language and concepts about the print; frontload vocabulary of story; and pre- reading activities such as predictions. • Checking, Summarizing and Reflecting lessons provide opportunities for the development of oral fluency and reading comprehension. Additional learning activities such as multiple intelligence are included. • Song lessons provide practice and development of oral fluency and phonemic awareness. • 300 full-color Photo Cards are included on one DVD disc with vocabulary / phonics development activities on the back of each card.
Components Students • Student’s Book Teachers • Teacher’s Guide • Teacher’s Digital Resource Pack: • Audio tracks in mp3 format • printable Worksheets • printable Blackline Masters • Photo Cards DVD (levels 1-6)
• Poster Cutouts (K only)
“Reading facilitates the ability to decode unfamiliar words. It gives motivation and interest to read a passage. It is not just pronouncing words- it requires understanding them. We as a teachers need to teach different strategies in order to help students close the gaps in their learning. Through these strategies it will be clearer for our students to see the whole picture of the story.” Inés Fauchey
Academic Consultant Richmond
From Reading Paths Student’s Book Level 1
Reading Paths
Level 1
Level 2
Level 3
Level 4
Level 5
Level 6
STUDENT’S BOOK
9786070602733
9786070602740
9786070602757
9786070602764
9786070602771
9786070602788
38
Language Overview
Secondary
Next Step Level 1 • Present simple of to be, all forms • This, that, these, those • A, an, the • Possessive adjectives • There is / are • How many • Spelling of plural nouns • Present simple to have • Countable and uncountable nouns • Determiners: some, any, a / an, how much, how many • Whose, ‘s • Possessive pronouns • Present simple: love, like, don’t like, hate • Object pronouns • Word order with adjectives • Love, like, hate + –ing • Present simple for routines • Time expressions • Present simple with he / she / it • Adverbs of frequency • How often and frequency expressions • The present continuous for activities now • Can for ability • The present continuous for arrangements • Past simple to be • There was / were • Past simple regular and irregular verbs • Should • –ed and –ing adjectives • Imperatives • Going to for plans
Level 2 • Question words, questions with do, did and be • Present simple vs. present continuous • Past simple • There was / were • Past continuous • Past simple vs. past continuous • Main verb forms, • Going to for plans and predictions • Will and might for predictions • The first conditional • Adverbs of manner • Can for ability and possibility • Could for past ability and possibility • Present continuous for arrangements • Articles: a / an, the or no article • Countable and uncountable nouns • Some vs. any • Determiners: much, many, a lot of, a little, a few; too, very, enough, too much, too many, not enough • Placement of adjectives • Comparative form of adjectives • Superlative form of adjectives • (Not) as…as • Should • Can for permission and prohibition • Have to, don’t have to, can’t • Copula verbs: feel, look, smell, sound, taste • Modal verbs, must, mustn’t, don’t have to, can’t • Want to, need to, would like to • Will vs. going to
Level 3 • Present simple • Adverbs of frequency • Present continuous • Present simple vs. present continuous • Subject and object questions • Conjunctions • Present perfect for experiences in an unfinished time period, ever and never • Present perfect for ongoing states, how long, for, since • Imperatives • Should, have to, don’t have to, can’t • Could, couldn’t, had to, didn’t have to • Should, ought to, had better • Defining relative clauses and pronouns • Present passive, past passive, uses of the passive, by to introduce the agent in passive sentences • Past simple • Past simple vs. past continuous • Present perfect, already, yet • Past simple vs. present perfect • Want to, would like to, need to • Zero conditional • First conditional, could, may, might • Review of tenses, comparatives and superlatives • Superlative and the present perfect • Used to • Pronoun and possessive adjective review • Prepositions of movement • Infinitives and gerunds • Will vs. going to
Level 4 • Present simple and present continuous • Present perfect vs. past simple • Present perfect continuous • Too, too much, too many, enough + infinitive • Zero conditional • First conditional • Would • Second conditional • Past simple and past continuous • Could, was / were able to, managed to • Past perfect, narrative tenses • Can, can’t, have to, don’t have to • Third conditional • Allowed to, make and let • So, so much, so many, such + adjective / noun that • Reported speech (to be, will, can, present simple, past simple, present perfect) • Reported questions • Verb + object + infinitive for reported requests and commands • Adverbs of frequency, manner and probability • Modals of speculation and deduction • Wish + past simple, could and would • Regrets and criticism with would have and if only • The passive • The causative • So that and in order to • Future verb forms • Defining relative clauses and pronouns • Passive modals • Nondefining relative clauses and pronouns • Future obligation, necessity and ability
Cool Time Level 1 • Imperatives and class commands • Greetings and introductions • Everyday class vocabulary • Apologies • Introductions and personal information • Information questions simple present • A/An, verb BE • Sharing personal information • Adjectives, present progressive • Information Questions verb BE • Present progressive, prepositions of place • Likes and dislikes/gerunds and infinitives • Invitations with let’s and there is/are • Yes/ No questions simple present • Frequency adverbs and Action verbs • Adjectives to describe places • Linkers and sequencers
Level 2 • Can / Can’t • Suggestions with Why don’t you? • Simple Present • Descriptions • Should • Making suggestions • Giving Instructions • Quantifiers • Comparatives • As nice as… • Superlatives • There is / There are • Giving instructions • Describing locations • Verb to be in past • Could • Simple Past
Level 3 • Verbs in past • Yes/No questions in past • Descriptive adjectives • Action verbs/information questions past • progressive • Simple past Vs. Past progressive • Modal must • Adverbs of sequence • Modal Should • Would like • How much and how many • Containers and quantifiers • Adverbs of sequence • Want/Like to • Prepositions of place • Going to • Will • Adjectives
39
Language Overview
Secondary
Awesome Level 1 • Present Simple of verb to be • Indefinite article a / an • Subject pronouns • Possessive adjectives • Question words • There is / are • Spelling of plural nouns • Prepositions of place • Present simple of to have • Present simple for likes • Like / love / hate + ing • Irregular plural nouns • Object pronouns • Spelling of –ing form • Countable /uncountable nouns • some / any • How much / many • This / that / these / those • Whose • Possessive ‘s • Possessive pronouns • Prepositions in time expressions • When vs. what time • Present simple for routines • Adverbs of frequency • How often…? • Present continuous for present activities • Can for ability • Past simple of to be • Comparative form of adjectives • Spelling of comparative forms • Past simple • Spelling of regular past forms • Sequencers • Going to for future plans • Should for advice • Imperatives • Superlative form of adjectives
Level 2 • Present simple • Present continuous • Going to for plans and predictions • Will for predictions • Have to /don’t have to and can’t • Past simple • Prepositions of movement • There was / were • Past continuous • Past simple vs. Past continuous • Main verb forms • Present perfect for experiences and ongoing states • How long...? • For and since • Never and ever • Present perfect vs. past simple • To be in compound verb forms • Defining relative pronouns and clauses • Present passive • Past passive • Passive with by • Can / could (possibility and ability) • How questions • Verb + gerund or infinitive • Zero conditional • Present continuous for arrangements • A few / a little / much / many / a lot of • Yet and already • Copula verbs • Like (prep.) • Too, very and enough • Too much / many and not enough • Going to for future plans • Need to / want to / would like to • Might and adverbs of possibility • First conditional • Modality • Have to / don’t have to / can’t / must / mustn’t /had to / didn’t have to / could / couldn’t • Reported statements • Comparatives and superlatives • Modifiers • Used to • Will vs. going to • (not) as … as • Present perfect + superlative
40
Level 3 • Stative and dynamic verbs • Past simple with just • Present perfect for reporting news • Present perfect continuous • Subject vs. object questions • First conditional • Possibility with may / could / might • Would • The second conditional • Past simple • Indefinite pronouns • Past perfect • Narrative tenses • Comparatives and superlatives • Modifiers • Third conditional • Allowed to • Make and let • So / such … that • Reported statements • Say vs. tell • Reported questions • Reported commands and requests • Verb + object + infinitive • Imperative • Should / ought to / had better • Reflexive pronouns • Have to / don’t have to / can’t • Second conditional • Speculating with must / might / can’t • Wish • Regret and criticism with should have • Defining relative clauses and pronouns • Passive modals • Non-defining relative clauses and pronouns • Gerund and infinitives • Conjunctions • Causative • So that and in order to • Infinitive of purpose • Verb + object + -ing
Level 4 • Review: frequency expressions: occasionally, hardly ever, rarely • Used to and would for past habits (including frequency expressions) • Look: be used to vs. used to • Too…to, not enough…to • Articles: zero, indefinite, definite • Review: narrative tenses and linkers • Future in the past: was going to, would have • After / while / before + –ing form • Past perfect continuous • Review: can, could (+ able to) • Was able to, managed to vs. could • Might be able to, will be able to, will have to, will need to • Future perfect and continuous • Reported speech review • Reported speech: time expressions + no one tense back rule • Indirect questions • Reported verb patterns: verb + object + infinitive, gerund • Review: real conditionals • Review: unreal conditionals • Mixed conditional (second and third) • Unless, provided that with conditionals • Review: defining and non-defining relative clauses • Relative pronouns: that, which, who, whose, where, what, when, why • Defining relative clauses in subjects and objects • Cleft sentences • Review: present speculation and deduction: might, must, can’t • Past speculation and deduction • Regrets: wish + past perfect, should have, third conditional if only • Criticism: should have, third conditional if only • Review: passive voice (present, past, modals), use of passive • Passive: present perfect and present continuous passive • Be vs. get (state and process, including used to in box) • Causative • Comparative review + modifiers, as…as, superlative review + modifiers • Present tense review • Past tense review • Future tense review
Language Overview
Secondary
Can Do Level 1 • To be (all forms) • Question words: who / what / where / how • There is / isn’t, is there...? • How many...? • Prepositions of place • Does... have...? • Plurals: this / these • Prepositions of time: on, at • Telling time, dates • Present simple for routines • Adverbs of frequency • can • Like / love / hate • Possessive pronouns • Present continuous • Countable, uncountable nouns • There was / wasn’t • Where were you? • Past simple • Present continuous for future arrangements • Must / mustn’t • Going to for intentions
Level 2 • To be like • Present simple, have • Adverbs of frequency • Past simple questions • Present continuous for suggestions • Was / were, past simple • Past simple questions • Past continuous • Past simple vs. past continuous • Predictions with will and won’t • Short answers • Should / shouldn’t • Requests with can / could • Comparatives: long and short adjectives • can / could look + adjective • First conditional • I think, I agree, I don’t agree • How... feeling? • Future with present going to vs. will • Gerunds
Level 3 • Like + noun or gerund • How often...? • Present continuous (review) • Will vs. going to • Quantity • can for permission • Past simple vs. past continuous • First conditional • Zero conditional • Present perfect, Have you ever...? • Have to / can / must / had to / couldn’t • Simple past with just • Comparatives & superlatives • Present simple passive • made of & used for • Giving directions • Prepositions of movement • Adverbs of manner • Present perfect with for & since • Me neither / Me too • Need to, it is + adjective
Level 4 • Giving advice: should / had better / ought to • Habits: used to, present simple, present continuous + always • Connectors: addition, contrast, result, reason and purpose • Modifiers with comparatives and superlatives • Gerund and infinitive uses • Past simple, continuous and perfect • Past simple vs. present perfect, present perfect continuous • Future possibility: may / might / could / will • Permission: can / could / to be allowed to / to be able to • Obligation, imperatives, recommendation and prohibition: must (not) / (not) have to / should (not) / ought to • Relative pronouns, defining and non defining relative clauses • Present and past speculation and deduction: must / may / can’t / couldn’t • Like vs. as • Alternate forms with the first, second and third conditionals • Passive voice: simple, perfect and continuous tenses, modals, infinitives • So + adjective + that; such + noun + that • Reported speech: statements, questions, requests, commands, time expressions • Questions ending with a preposition
Everything Level 1 • Subject Pronouns • To be: present simple • Question words: what / where / how / who / how many / when / how often / what time • Articles • Adjectives: position • Demonstrative adjectives and pronouns • Plural of nouns • Possessive case • Possessive adjectives • To have: present simple • There is / are + a / an / some / any • Countable and uncountable nouns • Prepositions of place • can • The imperative • Present simple • Adverbs of frequency • Personal pronouns • Like • Prepositions of time • Present continuous • Present simple vs. present continuous • Time expressions • Must • To be: past simple • Was / were born • There was / were • Past simple: regular and irregular verbs • The future with will • Question tags • The future with going to • The future with the present continuous • Making suggestions • Indefinite pronouns
Level 2 • To be: present simple • Present simple • Adverbs of frequency • Object pronouns • Love / like / don’t like / hate + -ing • Present continuous • Present simple vs. present continuous • Interrogative forms • There is / are • There was / were • Countable and uncountable nouns • Quantity • have to • can / can’t: ability • Must / mustn’t: obligation • Have to / don’t have to • Order of adjectives • Past simple: regular and irregular verbs • Connectors • Past continuous • Past simple vs. past continuous • While, because, when • To be born • Comparatives and superlatives • The future with will • The future with going to / I think • will vs. going to • The future with the present continuous • Relative pronouns: who / that • First conditional • should / shouldn’t • Present perfect • Adverbs: ever / never / just • Present perfect vs. past simple
Level 3 • Present simple • Possessive case • Possessive adjectives and pronouns • Whose? • Adverbs of frequency • Can / can’t • Love / like / dislike / hate + -ing • Why? / Because… • Object pronouns • Present continuous • Comparatives and superlatives • Past simple of to be + born • Past simple of regular and irregular verbs • Present perfect • For, since, just, already, yet • Present perfect vs. past simple • Countable and uncountable nouns • Quantifying expressions: some / any / much / many / a lot of • Too / enough • Should / shouldn’t • Future with going to • Future with present continuous • Future with will • Would you like…? • First conditional with if • Time clauses • Making suggestions: How / What about + -ing? • First conditional with unless • Adverbs of manner • The passive • Past continuous • Second conditional
41
Secondary
Secondary
21st Century Skills An awareness of 21st Century Skills is essential for anyone involved in education today. However, what are these skills and how can we integrate them into the English Language Teaching classroom? There are a number of definitions of “21st Century Skills” but they all include the following elements: 1. Critical thinking and problem solving. Part of learner autonomy is being able to look at information and topics in a critical way and work out answers to problems. 2. Team work. Experience of team work is invaluable as students will be doing this increasingly as they move on to higher education and then professional activities. 3. Knowledge of core subjects and 21st century themes. In Awesome, as in many textbooks for secondary level, there are strong cross curricular elements linking English to other core subjects students are covering as school. 4. Effective communication. This involves students developing the ability to articulate thoughts and ideas effectively using oral, written and nonverbal communication skills in a variety of forms and contexts. 5. Information, Media and Technology Skills. IT skills do have a place in the range of 21st Century Skills but the key thing here is how these skills are applied and used. One basic skill in this area is the ability to access and evaluate information. 6. Life and career skills. In Awesome, we cover life and career skills such as time management, effective study strategies, skimming and scanning for information on the Internet, using a spell checker, using online reference materials, speaking in public, social skills, dealing with stress and improving your memory. The best way to focus on the importance of 21st century learning is to contrast this with traditional learning. Traditional learning • Teacher and classroom centred • Based on memorization of information • Frequent testing • One dimensional in terms of intelligences • Book based • Rigid discipline 21st Century learning • Student centred. • Based on finding and understanding information. • Different types of testing including self evaluation. • More focus on different ways of learning. • Multi components, learning outside as well as inside the classroom. • Different roles and responsibilities for teachers and learners. This gives an overview of how learning and teaching have changed to reflect the need for a different set of skills for learners. This in itself is a result of the changes in the world we live in and developments in technology. 21st Century Skills is a catchy way of labeling a series of skills that students need to acquire to be successful learners at school and effective later on in their academic and professional lives. Integrating these skills into an ELT programme is fairly easy and learning will be much more relevant to student needs if we do this.
Simon Brewster Co-author of Awesome and Next Step
43
Secondary
Number of levels 4 Authors
Carol Lethaby Simon Brewster Paul Seligson - Series Consultant-
CEF levels: Pre-A1 - B1
W NE
Next Step is a four-level course in general English that takes students from an elementary level to an intermediate level. By the end of the course, students will have surpassed the Threshold (B1 or PET) level of the Common European Framework of Reference for languages. Each level of Next Step… • provides material for 80–112 hours of classroom teaching, plus 60 hours of autonomous learner activities in the Practice Book • follows an achievable and comprehensive grammar syllabus • teaches vocabulary in cohesive sets, collocations and phrases • works on all aspects of language, including grammar, vocabulary, functions, skills and pronunciation • encourages the use of new technology and media in English • features projects and a magazine to consolidate and reinforce learning • includes natural texts about relevant topics for teens • gets students communicating in varied situations
Key Features • Learning English for the Future • Motivating, age-appropriate projects • Pairwork to develop productive skills • Grammar reference section for each unit to foster autonomous learning • Special emphasis on pronunciation and speaking activities • Check It Out boxes to make students aware of language features
Components Students • Student’s Book with Grammar Reference and Transcripts • Practice Book with Word List, pronunciation chart and table of irregular verbs • CD-ROM with interactive activities in grammar, vocabulary, reading, listening and pronunciation Teachers • Teacher’s Book with a photocopiable Resource Bank to improve speaking and writing • Class CDs & CD Rom • Tests that can be downloaded and adapted • Posters for language presentation and practice
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Secondary
Strong focus on speaking and discussion throughout
From Next Step Student’s Book Level 1
From Next Step CD-ROM Level 1 Level 1
Level 2
Level 3
PACK NEXT STEP 1 (SB + CD-ROM) STUDENT´S BOOK WITH GRAMMAR REFERENCE
7506009831179 9786070604126
7506009831186 9786070603174
7506009831193 9786070603150
WORKBOOK WITH A LIST OF VOCABULARY
9786070604164
7506009808829
7506009808843
TEACHER´S BOOK WITH RESOURCE BANK
9786070603143
9786070603082
9786070604225
Dominic Wright
POSTERS
9786070603136
9786070603099
7506009808454
CLASS AUDIO 1, 2 & TESTS
7506009808669
7506009808706
7506009808829
Editor, Next Step
CD-ROM
Level 4
“When students get to secondary school, they are ready to take the next step and become more responsible for what they learn and how they learn it.”
Next Step
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Secondary OM -R h e D C wit ctiv y ra tud s e t i n l f- s i t i e se ctiv a
Awesome is a four-level course in general English that takes secondary school students from an elementary level to an upper-intermediate level (FCE). It promotes proficiency in using technology as a learning tool, and every unit features a lesson on Learning English in the 21st Century. Awesome takes the best from Communicative Language Teaching (CLT) and features elements of the Lexical Approach, Task and Content Based Learning, and Integrated Skills teaching.
Key Features • Provides 90 –120 hours of classroom teaching plus 120 hours of autonomous Number of levels 4 Authors
Carol Lethaby Simon Brewster Paul Seligson - Series Consultant-
CEF levels: A1 - B2
learner activities • Integrates grammar, vocabulary, functions, skills, pronunciation and study strategies in a multi-layered syllabus • Contains a magazine with fun activities and natural texts about relevant topics for teens • Presents 21st-century learning skills that foster learner autonomy and promote development of IT literacy • Utilizes 21st-century text types such as e-mails, online chats and Internet forums • Teaches students to use online resources such as dictionaries and search engines • Features projects to consolidate and reinforce learning • Encourages students to discover new grammar in texts and formulate rules about its use • Enables students to communicate in varied situations
Components Students • Student’s Book • Practice Book • Reference Guide • CD-ROM Teachers • Teacher’s Book • Resource Book • Class CDs & Tests CD • Posters
From Awesome Student’s Book level 1
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Awesome
Level 1
Level 2
Level 3
Level 4
PACK AWESOME (STD + CD-ROM) PACK AWESOME (PRACT + REF)
7506009805224 7506009805255
7506009806726 7506009805262
7506009805248 7506009805279
7506009808614 7506009808522
Secondary
Can Do is an innovative four-level intermediate course for junior high and high school students.
Key Features • A variety of contemporary topics of interest to teenagers • Language that is presented in real-world situations • Use of an action-oriented approach • Projects that give students opportunities to use the language creatively • Attainable short-term goals for students and teachers • Presentation and practice of grammar, vocabulary and pronunciation • Integration of listening, speaking, reading and writing skills in every unit • Highlights of key grammar and vocabulary in the Language Summary sections • The ability for students to monitor their own progress • Integrated, ongoing evaluation and reinforcement and extension activities • Detailed guidance for teachers and ideas on how to get the most out of each
Number of levels 4
Authors
David Gray Michael Downie Juan Manuel Jiménez Paul Seligson - Series Consultant-
CEF levels: Pre-A1 - B1
lesson
Components Students • Student’s Book • Interactive CD • Practice Book • Helping Hands Teachers • Teacher’s Book • Class CD • Tests • Resource Pack CD • Worksheets
From Can Do Student’s Book Level 1 Can Do
Level 1
Level 2
Level 3
Level 4
PACK CAN DO (STD + CD-ROM) PACK CAN DO (PRACT + HELPING HAND)
7506009818392 7506009818729
7506009818408 7506009818736
7506009818415 7506009818743
7506009818422 7506009818750
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Secondary
Number of levels 3 Authors
Adriana Dopazo Henderson
CEF levels: Pre-A1 - A2
Go for it! is a three level-series for teenage students of English. It aims
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at making the learning process a steady an enjoyable experience for both students and teachers. The language is presented through real-life texts with activities that allow students to interact with others in order to interpret texts and produce their own in order to participate in society. Its methodology is based on the experiential learning approach which is conceived as a cyclic process of integrating immediate experience, reflection, conceptualization and active experimentation.
Key Features • Includes a variety of real-life oral and written texts that expose students to different language functions and provide them with concrete experience.
• Provides opportunities to focus on different language areas, reflect on them and gradually draw conclusions on how language works.
• Provides ample opportunity for students to understand and use the language at their own pace.
• Offers frequent pair and group work activities to build students’ confidence and independence.
• Includes a wide range of interesting and practical tasks and ongoing projects that promote authentic and practical use of the language.
• Helps integrate language work with the work done in other subjects through varied cross curricular tasks.
Components Students • Student’s Book Teachers • Teacher’s Book • Class CD • Posters
From Go For it! Student’s Book level 1 Go for it!
Level 1L
evel 2
Level 3
PACK GO FOR IT! CONALITEG (TB+CD+POS ) POSTER S
7506009831292 7506009831261
7506009831308 7506009831278
7506009831315 7506009831285
TEACHER´S BOOK
7506009831322
7506009831339
7506009831346
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Secondary
Everything is an exciting three-level course in American English for teenagers. It takes students to an intermediate level and can be used with mixed-ability groups. The course is organized in a clear and structured way, providing students with models and strategies to facilitate learning. With an emphasis on reading and writing strategies, it encourages students to analyze texts. The methodology is always to “teach, not test,” ensuring that the students are guided carefully through the course and that they learn how to use English in real-life situations.
so in Al ble la ai liton Av p S ersi V
Key Features • Clear design and structure that make teaching and learning easy and fun • Ten units divided into four clearly-structured sections covering the four skills • Emphasis on reading and writing strategies r’s • Consolidation units he rce c a • Songs with listening, pronunciation and grammar exercises Te sou OM e -R ed R • Pages of cultural notes related to English-speaking countries CD clud in • Projects linked to the unit themes that facilitate group work • Grammar reference sections and phonetic chart Everything
Level 1
Level 2
Level 3
STUDENT’S BOOK PACK EVERYTHING (PRACTICE + CD) PACK EVERYTHING A SPLIT (STD + CD + CONSOLID) PACK EVERYTHING B SPLIT (STD + CD + CONSOLID)
9786076000786 7506009806276 7506009807860 7506009807877
9786076000793 7506009806283 7506009807884 7506009807891
9786076000687 7506009806290 7506009807907 7506009807914
Number of levels 3 Authors
Jim Lawley Rodrigo Fernández
CEF levels: Pre-A1 - A2
Components Students
Teachers
• Student’s Book • Practice Boook • Audio CD
• Teacher’s Book • CD-ROM with Worksheets and Tests • Class CDs
Cool Time is an English course designed for today’s teenagers. This exciting new threelevel course emphasizes self-expression and reflection on language, and enables students to progress in the four skills: listening, speaking, reading and writing.
Key Features • Activities that encourage the analysis, discovery and acquisition of language • Opportunities to listen to different English accents in meaningful contexts • Practice in oral and written communication • Opportunities to read authentic texts for practice and consolidation • Useful language through stimulating themes • Activities to promote systematic recycling s r as fo Cl rs rs e st he Po e a c T
Number of levels 3 Authors
Yadira Estrada Guevara Adriana Dopazo
CEF levels: Pre-A1 - A2
Components Students
Cool Time
Level 1
PACK COOL TIME (STD + AUDIO’S) 7506009819092
Level 2
Level 3
7506009802483
7506009802476
Teachers
• Student’s Book • Student’s CD
• Teacher’s Book • Class Posters
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Young Adult and Adult
Language Overview
New American Framework Intro • Pronouns • A / an • To be singular (I, you, he, she, it) • Plural nouns • To be plural (we, you, they) • Possessive ‘s • Possessive adjectives • have • Present simple – yes / no questions • Frequency adverbs • There is / are • Some / any • Adjectives • Present simple (information questions) • Can / can’t • Would like to… • Have to • How much …? • Present continuous (positive / negative) • Present continuous (question forms) • Present simple / Present continuous • Regular verbs / Past simple (positive / negative) • Past simple (irregular verbs) • Past simple (question forms) • Past simple to be • Questions with was / were
Level 3 • Present simple, continuous and present perfect • Just • Quantifiers: few, little, enough • Present perfect simple • Past simple • The infinitive • -ing form • Question forms • Indirect questions • Present perfect simple and Present perfect continuous • make, let, be allowed to, be made to • The passive voice • Alternatives to modal verbs • Reported questions • Verb patterns • Unreal conditionals: present and past • Future forms • Articles • Expressing contrast • Defining and non-defining relative clauses • Which • What • Negative words • I wish and If only…
Level 1 • What’s your name? I’m (Mary). • My name’s (John). • Subject pronouns • Question words • The verb be • Indefinite articles a / an • Questions with be and do • Present simple • This, these and plural nouns • Possessives • Questions with do and does • How much …? • Would you like …? • Have you got …? / Do you have …? • There is / are • Have / has (got) • Determiners • The verb like • Go, like, love + -ing • Present continuous • Can for ability • Countable & countable • A pair of • Present continuous for future plans • Past simple • Irregular past verbs • Comparatives and superlatives • Simple past of regular verbs • Adverbs of frequency • Imperatives • must / mustn’t • Object pronouns • should / shouldn’t • Rules and obligations • Quantifiers • Question forms (past and present tenses) • Zero conditional: if and when • going to • Have you ever…? • Present perfect and past simple • Irregular past participles
Level 4 • Intensifiers • Using the to + infinitive • Adjective order • Auxiliary verbs and tenses • The perfect aspect • Past habits • Narrative tenses • Future predictions and intentions • Question tags • Causative have • Future perfect and future continuous • The continuous aspect • Passive constructions • Conjunctions of purpose and reason • Passive tenses • be used to / get used to • Certainty and uncertainty • Modals of deduction • Inversion • Reporting questions, intentions and advice • Reported speech • Hypothetical or imaginary situations • Synonyms of if • Conditional sentences • Using the –ing form • Infinitive or –ing form • Alternatives to relative clauses • Future in the past • Relative clauses • Quantifiers • Emphasis on comparisons
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Level 2 • Subject and object questions • Present simple and past simple • Question words • Past simple and past continuous • used to • Past simp le • Present perfect • for & since • Present perfect + yet • Present perfect and past simple • Modals of obligation: mustn’t / don’t have to /can / can’t / have to / don’t have to / must / mustn’t • will and going to • might • Going to for intentions • (not) as … as • more / less / fewer + noun + than • The most / least + noun • First conditional • should • Comparatives and superlatives • Passive voice – present and past • Present perfect for recent events (with just and already) • Second conditional • Reported statements • Adverbs • Relative pronouns: who / which / that where • -ing form • Adjective order • The infinitive • Definite and zero article speculation: should, could, might, may, must, can’t
Level 5 • Overview of continuous and perfect verb forms • Spoken stance markers • The future with will • Cohesive devices • Adding emphasis • Uses of get • Modal verbs • Overview of passive forms • Distancing devices • Quantifiers with and without of • Present and past habits • Spoken narrative techniques • Regrets • The past with present or future meaning • Discourse markers • Modals in the past • Giving information about things • Inversion after negative expressions • All / every / each • Participle clauses
Language Overview
Young Adult and Adult
Elevator Level 1 • Demonstrative pronouns • The indefinite article: a / an and plurals • Parts of speech • Present simple of to be • Possessive adjectives • Present simple • Countable and uncountable nouns • a / an, some and a lot of • Expressions of quantity • There is / are • Prepositions of place • Possessive ’s and of • Singular and plural nouns • Imperatives • Present continuous • Present continuous vs present simple • can / can’t • Verb and noun collocations with go, play and do • Adverbs of frequency • like / love / hate + -ing • Wh- questions • Modifiers and How + adjective • Past simple • Prepositions of time: in, on, at • Articles: indefinite and definite • Comparatives • Going to • Future intentions: want / hope to • feel vs. have • should / shouldn’t
Level 2 • Present simple vs present continuous; present continuous for future • Expressions of quantity • Articles: definite, indefinite, • zero • Past simple and time phrases • Past continuous vs. past simple • Narrative linkers • Advice, obligation and permis sion: should / shouldn’t, have to / don’t have to, can / can’t • Comparatives and superlatives • Present and past ability: can / could • Linkers: so, because, when • Imperatives and need • Adverbs of manner • Future plans: going to / want to / hope to / thinking about • Will for instant decisions /offers • Predictions with will / won’t • First conditional • Present and past simple passive • Gerunds after like / dislike • Like doing vs. would like to do • Present perfect for experience • for / since / ever / never with present perfect • Present perfect vs. past simple • Present perfect with yet / already / just • Relative clauses with which, that, who and where • Verb patterns with say / ask / tell • Infinitive of purpose • Modals of possibility: might may / probably /definitely • would + infinitive
Level 3 • Present simple • Present continuous • Past simple • used to • can / could and modality • Past continuous • Present perfect vs. past simple • Time expressions • Present perfect simple vs. continuous • Obligation: must, mustn’t, don’t need to • Going to vs. present continuous • Comparatives and superlatives • Modifiers • Quantity expressions • Will vs. going to • May / might and adverbs of probability • First conditional + unless • can, have to, should • Comparative structures • Second conditional • Wish • Gerunds and infinitives • Modals for advice could / ought to / should / had better • Present passive • Past passive • Past perfect • Narrative verb forms • Defining relative clauses and relative pronouns • Nondefining relative clauses • Reported speech • Articles • Causative and reflexive pronouns • so / so that / because / to • Making predictions: will / may / won’t / might / likely
Level 4 • Tag questions • Zero conditional • Third conditional • Mixed conditionals • If only / past wishes (I wish had...) • Past modals • Present modals of deduction • Past modals of deduction • Future continuous • Future perfect • Present simple for timetable future • Used to vs. be used to vs. get used to • Was going to (future in the past) • Prepositional phrases • Present participles in clauses • Past and present habits • will / would vs. used to • Grammar of phrasal verbs • Cleft sentences • so / such as intensifiers • Linkers: contrast, result, addition • First and second conditionals • Present tense forms • Future tense forms • Narrative tenses • Continuous vs. simple aspect • Passive and alternatives to the passive • Causative • Perfect aspect • Use and nonuse of articles • Reported speech • Modals (present forms) • Gerund vs. infinitive • Determiners and quantifiers • Relative clauses • Verb patterns • Expressions of probability
Essential American English Level 1 • Be like • Word order in questions • Present simple and Present continuous • Present continuous for future • Will / won’t and be going to • Past continuous • Should / shouldn’t • Articles • Comparatives • Present perfect • Too and enough • Superlatives • Superlatives and Present perfect • So / such … that • must / have to / mustn’t / don’t have to • Present perfect to join the past and the present • Anybody / everybody / nobody / somebody • Who / which / that • As … as • Subject and Object questions • Phrasal verbs • -ing form • Will and might • First conditional
Level 2 • Indefinite article: a, an • Adjective + noun • Verb be (I, you) • Plurals • Verb be (it, they) • Wh-questions • This, that, these, those • Verb be (you, we) • Wh- questions • Indefinite article v. zero article • Can / can’t • Prepositions of time & place on, in • Verb be (he, she,it) • Who • Possessive pronouns • Possessive ’s • Present simple (I, you, we, they) questions & short answers • Present simple (I, you, we, they) in wh- questions • Prepositions of time in, on, at • Can for requests • Let’s + verb for suggestions • Present simple (he, she, it) positive forms • Present simple (he, she) • Questions & short answers
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Language Overview
Young Adult and Adult
Essential American English (continued) Level 1 • Much, a lot, a little, a bit + comparative • Used to • Verb + back
Level 3 • Review • Present simple • To / for • Articles: a / an, the , zero • Present continuous • A lot of, some, not any • How much + singular and plural • Which one(s)? • There is / There are many = lots = a lot of • Prepositions of place • Is there / Are there? • Countable and uncountable nouns • Was / were • There was / There were • Past simple (regular) • Past simple (irregular) • Past simple negativesPast simple: Wh-? short answers • Linking ideas: present and past • How much / How many? • None. Some. • Can for ability • Could / couldn’t • Well / quite well / a little • Adjectives and adverbs • He’s got … for description • Adjective + noun • Question formation • General fluency practice • Have to / don’t have to / had to • Countable and uncountable nouns • Some / any • Offering and inviting • why / because • Would you like to…? • Let’s ..? • Be going to + infinitive for plans • How do you get to…? • How long … take? • How far …? • Prepositions in questions • Be going to + infinitive for plans
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Level 2 • Questions & short answers • Present simple (it) • Questions • When, It’s on ... at (about) … • Present simple (he, she, it) • Wh-questions • Adverbs of frequency • How many...? • Present simple (it, they) • Prepositions of time in, on • Object pronouns • Verb + -ing (for activities) • How often …? • Prepositions of time at, in, on • Prepositions of place & movement at, to
Level 4 • Word order in questions • Simple and continuous tenses • Present perfect for experience • For and since • Questions with How long …? • Present perfect with already / just / yet • Every- / Some- /Any- / No- + body / one / thing / where • Verbs with two objects • Present perfect or past simple • Ever / never • Articles and some / any • Can / could / be able to / managed to • Must(n’t) / (don’t) have to (all forms) • How? questions with adjectives /adverbs • Auxiliary verbs • So / Neither • Question tags • Should(n’t) / ought (not) to • Comparing with adverbs • Present continuous or going to • Will or going to for predictions • Modals of deduction (present tense) • Present perfect simple or continuous • Zero and first conditionals • Other future sentences with unless / in case /as soon as … • Relative clauses with who / which / that / where / when / whose • Passive voice (present simple) • Other forms of the passive • Second conditional for unreal /unlikely situations • Past perfect • Reported speech • Reported questions, requests and commands
Level 5 • Tense review • Phrasal verbs • Narrative tenses • Be used to • Get used to • Zero conditional • First conditional • Second conditional • Future forms (will, going to, present continuous) • Defining and non-defining relative clauses • Question tags • Reported speech • Reported questions • Verb patterns • Infinitive vs. gerund • Future simple, Future continuous, Future perfect for predictions • Past modals • Articles (1) • Indirect questions • Present perfect simple vs. Present perfect continuous • Wish and if only • Third conditional • Further irregular past participles • The future in the past • Quantifiers • The passive • Mixed conditionals • Making comparisons • Linking phrases
Language Overview
Young Adult and Adult
English Express Level 1A • The verb to be • Questions with who and what • Possessivze adjectives: my, your, his, her, its, our and their • Articles: A and an • Demonstrative pronouns: this / that / these / those • Questions with how much • Questions with whose • Genitive case –’s • Can and can’t • Imperatives • Prepositions of time in, on and at • Present Continuous • Prepositions of location in, on and at • Simple present • Adverbs of frequency • Questions with how often • Like to • Object pronouns: me, you, him, her, it, us and them • Simple present with stative verbs • Let’s, how about and why don’t we
Level 1B • Can and could for requests • Advice with should • There is / are • Use prepositions of locations • Present continuous for future plans • Questions with what … like • Comparatives • Going to for future plans • Superlatives • Would like • Some and any • Simple past of to be • There was / were • Simple past tense of irregular verbs • Simple past tense of regular verbs
Level 2A • Past continuous • Too and either • Future with will and going to • First conditional • May and might for possibilities • Present perfect • Present perfect with already and yet • Simple past and present perfect • Present perfect with for and since • Negative questions • Indefinite pronouns and adverbs • Possessive pronouns • Contrast possessive pronouns and possessive adjectives
Level 2B • Verbs followed by a gerund or an infinitive • Causative form • Countable and uncountable nouns with units of measurement • Restrictive relative clauses • wish • Present perfect continuous • Present perfect continuous and the present perfect • Passive voice with simple present and simple past • Passive voice with modals • Too and enough • Second conditional • Reporting statements and commands • Report questions • used to • used to and would
Level 3A • Review personal questions • Review relative clauses • Review the present perfect continuous • Tag questions • Questions ending in prepositions • Past perfect • Adverbial clauses with before, after and when • Separable and inseparable phrasal verbs • Object pronouns with phrasal verbs • Third conditional • Wish and the past perfect • Regrets with should have • Reflexive pronouns • Zero conditional • Future continuous • may and might • must and can’t • so and such • Infinitives of purpose
Level 3B • Review used to and would • Review wish • Review should have and the third conditional to express regret • Use supposed to • Use causative passives • Use rejoinders • Use relative pronouns as objects • Use relative clauses with prepositions • Use the gerund as a subject • Use participial adjectives • Use would rather and had better • Use do and make • Use may have, might have and must have to express possibility and probability • Talk about possibility with could have and couldn’t have • Reported speech: statements and questions • Use the future perfect tense • Use to be able to
Business Express Level 1 • Simple present • Simple past • Present simple vs. present continuous • can / can’t for permission and ability • should / shouldn’t for obligation • There is / are • Comparatives • Superlatives • will for predictions • Future with be going to • might, may and could • First conditional • Present perfect with already and yet • Ever and never • Indefinite pronouns and adverbs • Negative Questions • too and either • Present perfect continuous • Present perfect with for and since • Questions with how long
Level 2 • Past tense review • Simple past • Present perfect • Past continuous • Future tense review • will • Present continuous • going to • Verbs followed by gerund and / or infinitives • Causative form with and without an agent • Restrictive relative clauses with who and other relative clauses • Present perfect continuous • Present perfect continuous vs. present perfect • Passive voice with simple present and past • Passive voice with modals • too • enough
53
Young Adult and Adult
Young Adult and Adult
Global English and Identity In today’s globalized world, proficient non-native speakers of English now outnumber native speakers by five to one. Latest statistics estimate there are now more learners of English in China than native English speakers. The distinctions between native varieties such ‘British’ or ‘American’ English are starting to blur and, due to shifting populations and bilingual households, it is hard for some people to say what their mother tongue is these days. Faced by such facts and figures, what implications are there for us as English teachers? How should publishers and writers such as myself face the challenge of creating materials for a language whose status is changing by the day? One clear implication is that sounding like a native speaker may no longer be as desirable as it once was, particularly in contexts in which no native speakers are present. For many teachers and students of English, this could be seen as a form of liberation. If we are teaching English as a lingua franca to be used on the world stage, we simply need to insist that intelligibility in international contexts be the benchmark to follow. The Common European Framework supports this idea by promoting the idea of the successful user of a language and partial competence, in other words encouraging learners to feeling good about what they can achieve in a language. Of course, retaining some aspect of one’s nationality in our particular accents is a way for teachers and learners of English to retain something of their identity, as well. This is crucial, for as the applied linguist Deborah Cameron states: “The acquisition of a new language raises questions of subjectivity and desire; the problems confronted by the learner are not just technical or mechanical but involve complex issues of identity; who am I when I speak this language? Or alternatively: Can I be me when I speak it?” As a writer, I think another way we can empower our students is by writing tasks and designing courses with plenty of opportunities for personalization and localization. Rather than just presenting students with examples of AngloAmerican culture that may be distant from their lives, we need to make our students reflect on their own language and culture whilst acquiring another. However, because we produce materials for many different markets all over the world, we also need to cover global issues which should be relevant to people’s lives wherever they may live. It is this balance between the global and local – the glocal – that we have to try and strike. Bearing in mind the above points, I feel that a series such as New Framework and New American Framework represents a step in the right direction. Here, we present English as it is spoken today with non-native speakers alongside natives in international speech communities. We encourage intercultural awareness through tasks which challenge stereotypes in an adult, non-patronising fashion. We expose learners to situations in which we believe they will find themselves, and focus on the kind of language they will need in both social and professional contexts. Keeping up with the pace at which the English language is evolving is quite a challenge. I believe that celebrating linguistic diversity and English’s changing status is the way forward, representing the language and its culture as it really is. We hope that Richmond’s New Framework series helps to do just that, bridging that gap between the classroom world and the real world. Ben Goldstein Co-author of New American Framework www.webframework.net
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Young Adult and Adult
Number of levels intro + 5 Authors
Ben Goldstein / Leanne Gray Gill Holley / Peter Jeffery Ceri Jones / Mark Lloyd Rob Metcalf / Lucy Norris
CEF levels: A1 - C1
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New American Framework is an exciting six-level general English course which highlights oral communication, personalization and debate through dynamic, contemporary topics. New American Framework substantially refines and updates American Framework while retaining all the best features of the original course’s approach to skills work, inductive grammar, natural English and fresh, motivating themes. so in Al ble la ai liton Av p S ersi V
Key Features
• Flexible format for courses up to 120 hours • Developed in line with the Common European Framework objectives • Dynamic, challenging topic areas and authentic texts • Inductive approach to grammar, with meaningful practice activities • Focus on natural English through The Real Thing and Takeout English sections • Integrated World English DVD with authentic interviews for cross-cultural comparison
• Reference guide containing further grammar explanations, vocabulary and transcripts
• Emphasis on learner autonomy encouraged through How to… learning strategies and Language Passport objectives
New American Framework Supports Students will: • Have ample opportunities for speaking practice and discussion • Feel comfortable using new structures presented through reading and listening texts • Improve their reading and listening skills through authentic and engaging texts • Work autonomously on self-study activities in Workbook, CD-ROM and companion website: www.webframework.net Teachers will: • Find clearly presented unit aims and unit structure to aid lesson planning • Be able to adapt the course for mixed ability classes • Capture and maintain students’ interest through stimulating topics • Have a wide range of extra classroom materials to choose from
Components Students • Student’s Book • Workbook • Student’s CD-ROM • Workbook CD • DVD
56
Teachers • Teacher’s Book • Teacher’s Resource book • Class audio CDs • Website
Young Adult and Adult
Awarded to Framework Survey review of eight current Adult EFL courses, ELT Journal No 62 / 3, July 2008
Authentic, stimulating content provides opportunities for discussion and debate
Pre-reading / listening tasks give additional support to skills work
Strong focus on speaking and discussion throughout
Eye-catching artwork provides springboard for discussion
Structured listening and reading activities develop sub-skills and build confidence
Clear Language Focus boxes provide an inductive approach to new structures
Extended practice activities consolidate the Language Focus boxes
Extra vocabulary and pronunciation practice in context
From New American Framework Student’s Book level 1
"New American Framework has all the features that made the original series such a success, plus updated content and technology and more extensive practice for students, making it more indispensable than ever"
so in Al ble la shn ai i v t A i o BrVersi
Ben Goldstein
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Young Adult and Adult
Platform
New American Framework A blended learning solution, New American Framework Online has the following key features.
A students’ area
• Each student has an access code
included in their student’s book
stories from around the world
• Up-to-the-minute news pages with • A blog which is frequently updated and where students can leave their comments • Interactive games – students can save their scores to appear in a world-wide ranking • Complete access to the audio and video that comes with the series • Interactive activities to practice language structures learned during the course • A grade book where the students’ scores on interactive activities appear
A teacher’s area
• • • • • •
Each teacher has an access code included in their teacher’s book Teachers have access to all the activities that the students can see Teachers have access to their students’ grade books Teachers will be able to assign homework and send messages to their students Test generator Downloadable teaching resources to use in class
New American Framework (NAF )
IntroL
evel 1
Level 2L
evel 3
Level 4L
evel 5
PACK NAF INTRO (SB + CD -ROM) PACK NAF 1 (WB + AUDIO CD) TEACHER´S BOOK RESOURCE BOOK CLASS CD CD-ROM INTERACTIVO & TESTS DVD PACK NEW AMERICAN FRAMEWORK A (SB + CD-ROM + DVD) PACK NEW AMERICAN FRAMEWORK B (SB + CD-ROM + DVD) STUDENT´S BOOK & WORKBOOK A STUDENT´S BOOK & WORKBOOK B CD-ROM INTERACTIVE & TESTS SPLIT EDITION A CD-ROM INTERACTIVE & TESTS SPLIT EDITION B DVD SPLIT EDITION A DVD SPLIT EDITION B
7506009831209 9786070603266 7506009809222 -
7506009809826 7506009809871 9786070603143 9786070603136 7506009808652 7506009808669 7506009808683 7506009809925 7506009809932 9786070603310 9786070603377 7506009808669 7506009808669 7506009808683 7506009808683
750600980983 37 7506009809888 9786070603082 9786070603099 7506009808690 750600980870 67 750600980872 07 7506009809949 7506009809956 9786070603334 9786070603341 7506009808706 7506009808706 7506009808720 7506009808720
506009809840 75060098 09895 97884668 19466 97860706 03235 75060098 08812 506009808829 506009808843 7506009809963 7506009809970 9786070603358 9786070603365 7506009808829 7506009808829 7506009808843 7506009808843
7506009809857 7506009809901 9786070603204 9786070603129 7506009808850 7506009808867 7506009808881 7506009809987 7506009809994 9786070603358 9786070603365 7506009808867 7506009808867 7506009808881 7506009808881
750600980986 4 750600980991 8 978607060329 7 978607060330 3 978607060330 3 750600980926 0 750600980928 4 --
58
Young Adult and Adult
so in Al ble la ai liton Av p S ersi V
Elevator is a motivating new four-level general English course that takes adults from an elementary to an upper intermediate level. Combining topic-based content with a straightforward, easy-to-teach methodology, Elevator provides students with enjoyable and fast-paced lessons which offer a real sense of progress. The course provides carefully graded reading and listening sections, systematic help with pronunciation and lots of opportunities for communication practice.
Key Features
Number of levels 4
• Clear presentation and practice of grammar in the Grammar Elevator sections • Carefully selected reading and listening material graded to the level • Strong focus on high-frequency vocabulary, lexical sets, collocations and idioms • Clearly structured guided writing activities in the Workbook that deal with real life situations • Varied speaking tasks that will get students communicating • Regular consolidation of key grammar and vocabulary provided in the Student’s Book review units
Authors
Thomas Ottway/ Lucy Norris Lynda Edwards David Gray Michael Downie Juan Manuel Jiménez
CEF levels: A1 - B2
Components Students • Student’s Book • Language Lift • Workbook • Workbook CD • CD-ROM • Website www.richmondelt.com/Elevator Teachers • Teacher’s Book • Teacher’s Resource Bank • Class CD • Placement Test • Website www.richmondelt.com/Elevator
From Elevator Student’s Book Level 1 Elevator
Level 1
PACK ELEVATOR (STD + LANG + CD-ROM VISTA) 7506009805750 PACK ELEVATOR (WORKBOOK + AUDIO CD) 7506009801851
Level 2
Level 3
Level 4
7506009805767 7506009801868
7506009805774 7506009801875
7506009819993 7506009801882
PACK ELEVATOR A (SPLIT + CD-ROM + AUDIO)
7506009805897
7506009805910
7506009805934
7506009802216
PACK ELEVATOR B (SPLIT + CD-ROM + AUDIO)
7506009805903
7506009805927
7506009805941
7506009802223
59
Young Adult and Adult
Number of levels 5 Authors
Paul Seligson
CEF levels: A1 - B2
W NE
Essential American English Course is a five-level course with a comprehensible digital book for interactive whiteboards. The course is designed for learners who want to improve their English quickly, and the contemporary, real world content combined with straightforward methodology makes it a popular choice for both students and teachers. The integrated Activity Book and vocabulary, writing, grammar and self-study sections facilitate independent learning.
Key Features
Components Course Book Pack • Course Book with Integrated Activity Book • Student’s CD-ROM Teacher’s Pack • Teacher’s Book with Photocopiable Resources • Class Audio CD • Digital Book
For students: • The complete and comprehensive Course Book provides everything the student needs in one easy-to-use volume • All the course components available in a digital format • Rapid progress builds students’ confidence • Entertaining contemporary content and real-life situations relevant to adults and young adults provide new information and stimulate learning • Independent learning is encouraged throughout • Personalization is encouraged to help students assimilate the new language more effectively For teachers: • The exciting new interactive digital book allows you to present all of the Student’s and Activity Book pages via an interactive whiteboard or data projector • Easy-to-teach, familiar methodology makes the classroom time focused and effective • Full teacher support in the Teacher’s Book which contains photocopiable resource material and a wealth of tips and ideas for extra activities
Essential American English Course Support
“What we need is the essence of a course and the liberty to teach”
Paul Seligson Main Author, Essencial American English
• Teacher’s digital book available for interactive whiteboards • The combined Course Book provides a one-stop component for learners • Full range of support materials for teacher and student • Fully flexible and suitable for courses from 30 up to 60 hours • Student’s CD-ROM provided with every Course Book • Global real world content • Self-standing with built in recycling, review and test material for each level
60
Young Adult and Adult
so in Al ble la shn ai i v t A i o BrVersi
l ls Al ve e le l e lab v i f vai a
If you prefer British English, use the Richmond Essential English Course call 01800 7180 313 for more information
ith l W ita or s g Di ok f ard o Bo teb hi w
Vocabulary presented here and extended through Word Banks
Language presented through clear, contemporary contexts
More controlled practice in the Activity Book
Assists with pronunciation of all new vocabulary, focusing on word stress
Clear, deductive grammar boxes use examples from the texts reinforced by the Essential Grammar self- study section
Moves from controlled to free practice
Plenty of opportunities for personalization
From Essential American English Course Student’s Book 1
Essential American English Course
Level 1
Level 2
PACK ESSENTIAL AMERICAN ENGLISH 1 (SB + CD-ROM) TEACHER´S BOOK
7506009809697 9786070603655
7506009809680 9786070603662
CLASS CD
7506009809482
7506009809499
Level 3
Level 4
Level 5
DIGITAL BOOK
61
Young Adult and Adult
English Express is a three-level, general coursebook for young adults that takes students from a beginner to an upperintermediate level. The series gives students a real sense of progress, and allows them to communicate effectively in situations of real interest to their professional and social requirements. English Express combines topic-based content with an easy-to-teach approach to provide students with enjoyable, fast-paced lessons.
Key Features
Number of levels 3 Authors
Dan Brogan Cris Gontow Debbie Skibelski
CEF levels: A1 - B1
Components Students • Student’s Book • Student’s CDs
Teachers • Teacher’s Book • Class CDs
• Text designed with young adult students’ needs in mind • Clearly defined objectives for each unit • Self-check quizzes • Dynamic, attractive design • Clear organization • Up-to-date topics • Real-life content that is immediately useful and relevant • Reading material chosen to prepare learners to read authentic texts • Pronunciation section in each unit • Review units that help consolidate and recycle language • Grammar reference with extra exercises English Expres
Level 1
CLASS & WORKBOOK COMB A 9788516054854 CLASS & WORKBOOK COMB B 9788516054878
Level 2
Level 3
9788516054892 9788516054915
9788516057527 9788516057541
Business Express is an American English course designed for professional people in all walks of life who need to communicate in English at work and in their personal lives. It is a two-level course that takes students from an elementary to an upperintermediate level. Business Express is part of the English Express package and is based on its two principles: Express Progress – which gives learners a real sense of advancement and Express Yourself – which enables learners to communicate effectively in English in situations of real interest to their professional and social requirements. Number of levels 2
Authors
Evania Alves Neto Marcos Carvalho Eugenia Witzler Paulo Henrique Robert David Wyatt Vidal Varella Filho Dan Brogan
CEF levels: A2 - B1
Components Students • Student’s Book • Audio CD
Teachers • Teacher’s Book • Audio CDs
Key Features • Covers the business, travel and social needs of professional people • Clear organization • Real-life content of immediate use and relevance • Wide range of reading genres prepares learners to deal with authentic texts • Frequent review to consolidate and recycle language • Interesting and motivating case studies • Grammar reference with extra exercises Business Express
Level 1
Level 2
INTEGRATED COURSEBOOK
9788516057565
9788516057589
62
Young Adult and Adult
Tune In is a unique new two-level course for high school students that encourages them to extend their knowledge of English grammar and vocabulary, while consolidating and reinforcing previously studied language. Tune In provides integrated skills practice, and teaches strategies to turn students into successful communicators in English.
Key Features • Stimulating and varied topics • Exam-taking and skills strategies • Speaking sections that focus on interaction as well as production • A variety of listening activities to build understanding of spoken English • Grammar points contextualized through listening • Accessible approach to exam writing with model texts
Number of levels 2 Authors
David Gray Michael Downie Juan Manuel Jiménez
Components Students • Student’s Book • Student’s CD-ROM • Workbook • Workbook CD • Language Reference Teachers • Teacher’s Book • Resource Book • Class CDs
From Tune In Student’s Book 1
63
If you liked them in the movies, For more information about our Richmond Media Readers turn to page 93
64
Exams
Why take an international certification? In a globalised world, people are becoming more and more interested in certifying their skills to remain competitive in their academic and working lives. As part of this trend, never before has there been such an interest from teachers, governments, universities and companies in English language competency. As an example, last year over 1.4 million people took the IELTS and the exam is recognized by over 6,000 institutions worldwide. Other major testing bodies also report a steady increase in candidature as well as in the recognition of their tests. For our students, speaking English, when combined with other life skills, will give them access to higher paying jobs. Increasingly, companies are asking for a certification so they can confirm the real language level of interview candidates. In September 2010, Educational Testing Services (ETS) reported that a record 10,000 companies now recognize their TOEIC exam worldwide and that this will continue to increase. In the academic world, there is also evidence that taking a recognized international English language certification will give us access to a better education. Most of the world’s specialist and technical knowledge is published in English and it is almost impossible to study a postgraduate qualification without being able to read international literature on your subject. Universities know this, which is why they ask for TOEFL, IELTS or Cambridge ESOL Main Suite test scores as part of their entry process. For us as teachers, one way in which we can gain professional respect, apart from joining associations such as TESOL or IATEFL, is by certifying what we can do. Just as lawyers and doctors have to take professional exams in order to work, we also feel the need to take tests such as those from Cambridge ESOL or Trinity College London combined with a language certification in order to be taken seriously as ELT experts. In some countries, language teachers cannot work without having studied a full university degree in the subject. Government bodies and schools are also realizing that it isn’t enough to employ teachers with a low level of English or education graduates who haven’t spent time on developing language skills. Parents are joining in, demanding higher quality for their children. In many countries, there are initiatives which aim to raise teaching standards and help students get better access to good language teaching so that they can participate in a world where international communication is paramount. So, as we can see, international language and teaching certifications are becoming an important thing for us as teachers to know about so that we can give advice to our students and continue to develop professionally. For more information, please visit the following useful websites or ask the Richmond Support Team! www.ets.org/toefl www.ets.org/toeic www.cambridgeesol.org www.trinitycollege.co.uk www.ielts.org
Darragh O' Grady Marketing Director Latin America Richmond
65
Exams
Number of levels 2 Authors
Sue Ireland Joanna Kosta
CEF levels: A2
Richmond´s new Target KET for Schools preparation course provides essential exam practice and training, as well as tips and strategies, plus focused practice of the key language used in the exam. Target KET for Schools is one of the most updated courses to help young students prepare for Cambridge ESOL´s main suite newest addition. With 40-50 hours of core material in the Student´s Book, Target KET for Schools offers a quick, effective route to exam success.
Components
Through its interactive CD-ROM, Target Ket for Schools offers two options: Exam Trainer and Practice Exam which will give students a very close “look n’ feel” to the real test.
Students • Student’s Book • Student’s CD-ROM Workbook
Key Features
Teachers • Teacher’s Book • Class Audio CD
• CD-ROM with items analog to Cambridge ESOL´s computer-based tests. • Online resources and preparation videos to the Interview section of the test (speaking Paper).
Website www.richmondelt.com/exams
Exam topics are dealt with in interesting ways to stimulate learner interest
Essential exam vocabulary is reviewed and practiced in context
Language Booster panels build on grammar or vocabulary sections
From Target KET for Schools Student’s Book
66
Texts are carefully graded and typical of the exam
ra Inte ctive
Exams -R CD
OM Training & Exam Modes
Extensive preparation & practice for each paper and section of the test
OM -R des ble D C clu iza er in om rain T st cu am Ex
Practice exam mode offers the experience of the real test
a tr ex for e s d lin rce an n s O sou er ts re ach den te stu
Target PET
Level 1
TARGET KET PACK (STD + CD + AUDIO) WORBOOK
9788466806817 9788466806824
67
Exams
Number of levels 2 Authors
Sue Ireland Joanna Kosta
CEF levels: B1
Richmond´s new Target PET short preparation course provides essential training and exam practice for both, paper and computer-based testing. With 40-50 hours of core material in the Student´s Book, Target PET offers a quick, effective route to exam success and it is perfect for both teenagers and young adults. Through its interactive CD-ROM Target PET two modalities: Exam Trainer and Practice Exam, students get a very close “look n’ feel” to the real test.
Components
Key Features
Students • Student’s Book • Student’s CD-ROM
• CD-ROM with items analog to Cambridge ESOL´s computer-based tests. • Online resources and access to preparation videos to the Interview section of the test (Speaking Paper).
Workbook Teachers • Teacher’s Book • Class Audio CD Website www.richmondelt.com/exams
Language Focus sections clearly present and practice key structures used in the exam
Exam tips provide strategies for each question type and cross references to the Exam Guide
From Target PET Student’s Book
68
Language focus sections are supported by a
Each spread ends with a productive communicative activity
comprehensive Language Summary at the back of the book
ra Inte ctive
Exams
-ROM CD
og al new sed t n A he -ba es T t er to put dge i m br co am C
Preparation & practice for the three papers of the test: Reading & Writing, Listening and Speaking
l na s o i e t di rc eb Ad sou W re the in
Target PET
Level 1
TARGET PET PACK (STD + CD + AUDIO) WORBOOK
9788466806817 9788466806824
69
Exams
Number of levels 1 Authors
Bess Bradfield
CEF levels: B2
Richmond´s Target FCE is an updated new First Certificate exam preparation course that combines essential exam practice, tips and strategies with thorough language and skills development. Revolving around 12 key exam topics and including realistic exam practice for all five papers in every unit, Target FCE offers an effective route to exam success; either paper or computer-based. Target FCE lively design makes it easy to deliver communicative lessons through highly engaging texts and focus on creative and individualized responses from students.
Components
Key Features
Students • Student’s Book • Student’s CD-ROM
• 90-120 hours of core material in the Student´s Book • Extensive writing sections, including analysis of model answers • Flexible format • Additional activity ideas in the Teacher´s Book.
Workbook Teachers • Teacher’s Book • Class Audio CD Website www.richmondelt.com/exams
• Computer-based Exam Training and Practice Tests sections included in the CD-ROM, which offers 50-60 hours additional material. • Smart answers on multiple choice exam tasks explaining why incorrect answers are wrong. • Additional online resources for students and teachers, including videos related to the Speaking Paper. Realistic exam tasks
Attractive and thought-provoking images
Additional input for productive tasks
Hints & strategies for each question type
From Target FCE Student’s Book
70
Common exam vocabulary practice
Sections end with a creative activity
ra Inte ctive
Exams
-R CD
OM Two modlities: Exam Trainer & Practice Exam
Analog to official computer-based tests
Additional resources in the web
Speaking Test Video
Target FCE
Level 1
PACK TARGET FCE STUDENT´S (SB+CDR) PACK TARGET FCE WORKBOOK + CD AUDIO
7506009817180 9788466802611
TARGET FCE TEACHER´S BOOK+CLASS CD
9788466802628
71
CLIL
CLIL
CLIL – a new trend in English language teaching worldwide CLIL or Content Integrated Language Learning, is becoming more and more popular worldwide as a method of instruction. This is especially true in primary school classrooms. Subjects covered in CLIL courses are usually related to science, geography or social studies but theoretically practically any subject could be taken as the basis for the syllabus. CLIL is based on the premise that we can expose learners to subject-specific content while at the same time attending to and developing their language needs. According to Do Coyle, an effective CLIL lesson combines elements of: • Content - Progression in knowledge, skills and understanding related to specific elements of a defined curriculum • Communication - Using language to learn whilst learning to use language • Cognition - Developing thinking skills which link concept formation (abstract and concrete), understanding and language • Culture - Exposure to alternative perspectives and shared understandings, which deepen awareness of otherness and self. The advantages of CLIL for our learners are manifold: 1. Because the focus is on content rather than on language for language’s sake, this methodology is highly motivating and as a result, fosters learning 2. Language is presented in context and is therefore acquired more effectively 3. Learners acquire the cultural knowledge connected to the language and this gives them a deeper understanding of nuance and register 4. Language needs are dealt with as they come up instead of as part of a linear grammatical syllabus; this is both meaningful and motivating For us as teachers, the biggest advantage of CLIL is that having motivated students in our classroom makes our job easier. We will have fewer discipline issues and our learners will have fewer learning problems. The challenge for teachers comes in the preparation of our lessons. It is important to look carefully at the material we will be using in class and try to predict what language problems it may present for our learners. We then need to either grade the text to suit the level of our students and/or come up with activities to help them understand and acquire the language they need to deal with the subject in class and beyond. Another challenge for us as teachers is to let go of the traditional grammar syllabus approach to teaching language and deal with language issues organically as part of the learning process. We need to let go of the notion that a set syllabus of language items needs to be covered in order for our students to have learnt something. Rather, we must evaluate students on the subject content they have covered and on their ability to comprehend and discuss issues related to that content.
Claudette Muñoz Molina Head of Academic Consultancy, Mexico Richmond For more information on CLIL and how you can use it in your classroom, please visit the following links: http://www.clilcompendium.com/ http://www.teachingenglish.org.uk/transform/teachers/specialist-areas/clilv
CLIL Number of levels 7 CEF levels: Starters - B1+
Spotlight on English is a comprehensive, Standards-based program for English language learners (ELLs) designed to help K-6 students gain and develop English language proficiency, access grade-level content and successfully transition to the mainstream classroom. Spotlight on English exposes students to grade-level Academic English and models of Standard English and provides educators with the tools necessary to empower ELLs to acquire the English language accurately and achieve competency in listening, speaking, reading and writing. Spotlight on English is a balanced program that not only provides the academic language students need, it also brings together proven methodologies and innovative teaching strategies.
Key Features
“Spotlight is a great way to learn real American English.”
Anna Norris
Editor, Spotlight at English
• Based on scientific research • Aligned to state ELA/ELD and the National Curriculum and Content-area Standards
• Created with a content-rich framework—language arts, math, science, social studies, music, and art
• Developed with multi-level teaching strategies for differentiated instruction in every lesson
• Designed to deliver direct, structured, and inclusive language instruction
Components Students • Student Book • Practice Book • Assesment Book • Thematic Library • Interactive CD-ROM (optional)
Teachers • Teacher’s Guide • Assessments Teacher’s Manual • Blackline Masters • Photo Cards • Audio CD • Big Books (only K) • Digital Pack
Eight Big Books (K only) introduce unit theme, present language structures, and develop reading skills
From Spotlight on English Big Book Level K
74
CLIL
Content-rich Student Book reading selections drive unit theme and vocabulary
Frontloads key vocabulary, providing opportunities for the development of oral fluency and phonemic awareness
From Spotlight on English Student’s Book Level 6
Includes Multiple Intelligences activities
Includes Targeting Proficiency Levels
Includes Home Connection activities through BLMs
From Spotlight on English Teacher’s Guide Level 1 Spothlight PACK SPOTLIGHT ON ENGLISH (SB + PB + ASSESSMENT) PACK SPOTLIGHT ON ENGLISH (SB + PB + ASSESSMENT + THEMATIC) INTERACTIVE CD -ROM STUDENT’S BOOK PRACTICE BOOK ASSESSMENTS THEMATIC LIBRARY (8 BOOKS)
Level K
Level 1
Level 2
Level 3
Level 4
Level 5
Level 6
7506009807273
-
-
-
-
-
-
-
7506009807211
7506009807228
7506009807235
7506009807242
7506009807259
7506009807266
7506009807716 -
7506009807785 9786070601262 9786070601279 9786070601286 7506009807983
7506009807792 9786070601316 9786070601323 9786070601330 7506009807990
7506009807808 9786070601408 9786070601415 9786070601422 7506009808003
7506009807815 9786070601453 9786070601460 9786070601477 7506009808010
7506009807822 9786070601507 9786070601514 9786070601521 7506009808027
7506009806634 9786070601545 9786070601552 9786070601569 7506009808034
75
CLIL
Science and Geography is a ground-breaking six-level series for primary school learners that incorporates content subjects (science and geography) with English language learning. Science and Geography is based on three main cornerstones: improving understanding, learning more, and acquiring habits and values for living in a community. Subject area skills and language skills are developed simultaneously.
Key Features
Number of levels 6
• Clearly presented information • A wide range of activities and exercises per unit • Vital language skills work in the Learning to Read sections • Regular unit review pages • Level-appropriate vocabulary • Self evaluation and awareness building • Cross-curricular and cross-cultural themes
Components Students • Student’s Book Teachers • Teacher’s Book • Resource Book • Posters
From Science and Geography Student’s Book Level 2
Science & Geography
Level 1
Level 2
Level 3
Level 4
Level 5
Level 6
STUDENT’S BOOK
9786076000465
9786076000557
9786076000502
9786076000779
9786076000472
9786076000878
76
CLIL
Science is a six-level series for primary students. It shows students how fundamental scientific concepts relate to all parts of their lives. It connects science content and experiences to other areas of the elementary curriculum. Science introduces students to scientific methods of inquiry, which are essential for investigating the natural world. It poses relevant questions, which help students develop their powers of reasoning. It also teaches students to use appropriate scientific processes and principles in making personal decisions.
Key Features
Number of levels 6
• Lists the science concepts, procedures and attitudes developed in each unit • Encourages students to argue and explain facts and phenomena • Draws on students’ current and potential interests to stimulate and motivate their interest for learning • Links new information to students’ prior knowledge to facilitate the integration of knowledge • Develops understanding in other curricular areas, such as art and social studies
Components Students • Student’s Book • CD Rom Teachers • Teacher’s Guide • Posters • Teachers Notes CD Rom
From Science Student’s Book Level 1
Science
Level 1
Level 2
Level 3
Level 4
Level 5
Level 6
PACK SCIENCE (STD + CD-ROM)
7506009803725
7506009803732
7506009803749
7506009803756
7506009803763
7506009803770
77
CLIL
Altogether is a practical and innovative six-level series for primary school students that combines language study and subject areas within each coursebook. Every two months students and teachers receive a new coursebook that includes all of the learning materials that they will need for those months. Altogether’s dual focus of language and content enables students to reinforce language skills, make connections among different content areas and therefore enhance their overall cognitive, academic and social development.
Key Features
Number of levels 6 CEF levels: Pre-Starters - B1
Students and teachers receive all of the following courses and components: English Language Courses
• My Language Course • My Vocabulary and Grammar • My Phonics and Spelling Course (levels 1-3) • My Pronunciation and Spelling Course (levels 4-6)
Content-focused Courses
• My Math • My Science
Components Students • Student’s Book • Student’s CD Teachers • Teacher’s Book • Teacher’s Resource CD-ROM • Class CD • Interactive Posters • Word Cards • Picture Cards
From Altogether Student’s Book Level 6 Altogether
Level 1
Level 2
Level 3
Level 4
Level 5
Level 6
PACK ALTOGETHER LVL (4 STD + CD’S)
7506009803787
7506009803794
7506009803800
7506009803817
7506009803824
7506009803831
78
Handbooks
Handbooks A series of practical guides to some of the key issues in English language teaching today.
Key Features • Practical, realistic suggestions for the language classroom • Jargon-free explanations of theory and methodology • Developmental tasks for the teacher • Consideration of everyday problems teachers face in the foreign language classroom
• Photocopiable activity worksheets • Provision for diversity of classroom teaching situations • Current educational methodologies and reforms
From Teaching Very Young Children Book
Handbooks EVALUATING YOURS STUDENTS HELPING STUDENTS TO SPEAK THE MIXED ABILITY CLASS TEACHING VERY YOUNG CHILDREN HELPING STUDENTS TO LEARN DEVELOPING RESOUCE FOR PRIMARY AN INTRODUCTION TO TEACHING ENGLISH TO CHILDREN THE LANGUAGE IN ENGLISH TEACHING AN INTRODUCTION TO TEACHING ENGLISH TO CHILDREN (ESPAÑOL)
9788429450675 9788429449266 9788429449273 9788429454468 9788429454475 9788429450668 9788429450682 9789685699136 9788429450941
79
Digital Components
Preschool
Richmond’s new Songs CDROM contains the most popular and fun songs that young children love. . The lyrics for each song are included and can be projected on interactive whiteboards. They help students get familiarized with the reading of the new language. They can accompany any EFL series at preschool level.
Richmond’s set of full-color projectable flashcards are organized by themes and are an excellent tool to present and reinforce vocabulary. The flashcards add variety to the class and are a great source of motivation for students. They are compatible with interactive boards and standard projectors. They can be used with any EFL series at preschool level.
80
Digital Components
Primary The Cool Kids Interactive CD-ROM (six levels) provides fun and engaging activities which help students reinforce basic structures and vocabulary, while developing listening and reading skills. The program can be used alongside any EFL series at an intermediate or advanced level.
Social development
Personal development
Health development
Knowing About the World and the Evironment.
Engaging eduactional activities
From Richmond Cool Kids Interactive level 1 Cool Kids
Level 1
Level 2
Level 3
Level 4
Level 5
Level 6
INTERACTIVE CD-ROM
7506009804616
7506009804623
7506009804630
7506009804647
7506009804654
7506009804661
81
Dictionaries
Reading and Writing in the 21st Century With the advent of digital media, as well as social networking sites there has been a surge in the amount of reading and writing that we do. Andrea Lunsford has argued that we are “in the midst of a literacy revolution the likes of which we haven’t seen since Greek civilization”. Lunsford’s ‘Stanford Study of Writing’ investigates over 14,000 samples of student writing and concludes that technology is reviving and developing our writing abilities. However, what we notice if we examine the writing of so-called “digital natives” (Prensky’s, 2001 term for young people who have grown up with digital media) is that the kind of reading and writing that learners are doing is different from the kind of reading and writing that we usually teach in the classroom. The first difference is that there is less of a distinction in the new literacy between reading and writing. There is much more interactivity between the reader and the writer than with ‘traditional’ reading and writing. Compare, for example, a typical newspaper or magazine article to an online blog. With the former there is usually no opportunity for the reader to respond to the piece of writing while with blogs the reader is able to and encouraged to respond to the blog with a comment, message or question. Connected to this is the notion of audience, the fact that writing is usually designed with a specific reader or readers in mind. With the new types of writing the sense of audience has to be very keen in the writer so that the writing is appropriate. As a result of these concepts of audience and interactivity, we find that the language used in new interactive reading and writing is often different. In text messages it is common to leave out letters and to use abbreviations. Why? Because we are trying to convey the message as quickly as possible and with as few characters as possible. Look at these examples:
Should we abandon teaching formal reading and writing and instead focus on new types of text like web searches, web pages, blogs, email, text messages and social networking sites? The answer is clearly no. Learners still need to be able to read and write traditional forms of text. In examinations and other academic situations standard written forms are expected of the learner and we would clearly be doing the learner a disservice if we only taught her/him how to write using abbreviations and emoticons. A better solution seems to be to teach both types of reading and writing, and more importantly to teach learners the differences between them. In terms of reading, learners definitely need help with new reading like how to do a web search, or how to read and evaluate websites, but they also need to be able to read print articles and academic papers– it’s not a question of changing what we teach, but rather a question of using different types of input texts. As for interactive writing, we need to teach learners both standard and non-standard forms and teach them that the latter is perfectly appropriate if you’re writing a text message, but that it is not appropriate when your audience demands standard language. Yes, we need to adapt to the new literacy, but at the same time we must not abandon strong traditional literacy skills – our learners need both.
Carol Lethaby Co-author of Awesome and Next Step
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Dictionaries
Richmond First Dictionary The Richmond First Dictionary contains striking section openers, full-sentence definitions with kid-friendly language, numbers that identify different meanings, an alphabet guide, large clear multiple-form headwords and example sentences that show the words in context.
Key Features • More than 5,000 word entries • Easy-to-read, colorful printed text • Clearly visible guide words at the top of every page to help students find entries quickly and easily
• Captions for all illustrations to explain the relationships between words and pictures
• Definitions in complete sentences with clearly numbered alternative meanings • Large, clear headwords with multiple forms clearly indicated • Feature panels with larger, more detailed illustrations for especially interesting words • Alphabet guide letters along the edge of every page • Selected word origin panels to explain the interesting history of special words • Easy to follow introductory section, How to Use Your Dictionary • Large page format allows the dictionary to lie open on students’ desks • Reference Sections that include timely United States geographic and demographic information, up-to-date world map, beautiful color illustration of the solar system and a comprehensive list of the presidents of the United States.
Large, clear Headwords
Alphabet Guide
Captions provide extra information
Full-sentence definitions with kid-friendly language
From Richmond First Dictionary RICHMOND FIRST DICTIONARY
9789707395015
83
Dictionaries
Richmond Fully Illustrated Dictionary The Richmond First Dictionary contains striking section openers, full-sentence definitions with kid-friendly language, numbers that identify different meanings, an alphabet guide, large clear multiple-form headwords and example sentences that show the words in context.
Key Features • Easy-to-read, colorful printed text • Captions and labels for illustrated words provide additional information • Large, clear headwords with multiple forms clearly indicated • Feature panels with larger, more detailed illustrations for especially interesting words • Alphabet guide letters along the edge of every page • Selected word origin panels to explain the history of special words • Language notes that show the correct way to use troublesome words and phrases • Easy-to-follow introductory section, How to Use Your Dictionary • Step-by-step sample pages illustrate the format for word entries • Large page format allows the dictionary to lie open on students’ desks • Reference Section that includes:
1.Timely geographic and demographic information about North America 2.Useful facts about the States of the United States 3.Up-to-date world map 4.Beautiful color illustration of the solar system 5.A comprehensive list of the presidents of the United States 6.Helpful information about the countries of the world 7.Comprehensive facts about population, languages, religions of the world 8.Colorful environmental information about the earth’s climate 9.The historic Journeys of Discovery from 2750 B.C. until 1969.
More than 3,000 full-color, in-depth illustrations and photographs
Language notes explain the right way to use words
Captions and labels for illustrated words provide extra information
Pronunciation quides show how words are spoken
From Richmond Fully Ilustrated Dictionary RICHMOND DICTIONARY FULLY ILLUSTRATED
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9789707394971
Example sentences help kids understand words and place them in context
Dictionaries
Richmond Pocket Dictionary The Richmond Pocket Dictionary contains all the essential vocabulary anyone needs in English and Spanish. It has 60,000 words and includes “false friends” (English words that cause problems for speakers of Spanish), useful expressions, and translations of sample letters.
Key Features • 60,000 words, phrases and examples • 70,000 translations • Spanish from Spain and Latin America • Colored headwords to make finding the right word easier • Full-page color pictures and maps to help you to learn new words CD-ROM
• An extended version of the dictionary • Compatible with PC, PDA and Smartphone • Intuitive search functions: - headword and full text search
Full-color ilustrations
Cultural Notes
/ A ne D / P ho le Pc artp tib a Sm omp c
From Richmond Pocket Dictionary
RICHMOND POCKET DICTIONARY
9788466812313
85
Dictionaries
Richmond Compact Dictionary The Richmond Compact Dictionary includes up-to-date vocabulary including internet, computing and entertainment, plus more than 110,000 words, sentences and examples, as well as 170,000 translations. It contains Spanish from Spain and Latin America as well as British and American English pronunciation and spelling differences. The CD-ROM is an extended version of the dictionary and is compatible with PC, PDA and Smartphone.
Key Features • 110,000 words, sentences and examples • 170,000 translations • Spanish from Spain and Latin America • Up-to-date vocabulary including internet, computing and entertainment • CD-ROM • An extended version of the dictionary • Compatible with PC, PDA and Smartphone • Quick finder with intuitive search functions: headword and full text search
/ A D one P / h le Pc artp tib a Sm omp c From Richmond Compact Dictionary RICHMOND COMPACT DICTIONARY
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9788466810340
Readers
Readers
Reading and Writing READING Like listening, reading is a receptive skill and learners need lots of exposure to written English before they can produce it for themselves. Reading helps learners extend their vocabulary and provides a variety of models for their own written skills. Teachers are often reluctant to spend time on reading in class as they think it can be done at home, but it is important that we equip learners with the skills they need to be able to read widely outside class. The first step to encouraging students to read more widely is to make them aware of how much or little they already read in English.
Reading period • If you do not already have one, you could introduce a reading period at the end of one of your lessons. • If you have access to graded readers, students can choose which one they want to read. • Students can bring in something they would like to read and this may stimulate other students to want to read it too. • Students can build up their own class library and have a system of lending and borrowing things that they have enjoyed. • Get students to bring in texts which they have enjoyed and to mount them on card to produce reading cards. They can write a comment about the text when they read it and compare their opinions with other students.
Class readers You may decide to have a book that everyone is reading. If possible, let the class choose which one they would like to read. You could read aloud to students while they follow in the book. People usually associate this with younger learners, but lots of older learners (including adults) enjoy being read to and it’s a good way for beginners to improve their reading speed. Many readers are accompanied by a cassette.
Student-produced work Students may enjoy reading things written by other students in their class. • You can introduce a slot where students read stories, plays, poems, jokes written by the rest of the class. • You can exchange things the students have written with another class in your school or another school. • It is also possible to swap texts with English students studying your language via the Internet which is an excellent way of proving a world-wide readership for your student’s work.
Motivation and purpose Some students may not enjoy reading if they are not very good at it, so it is important to try to develop their skills if they are to read more widely on their own. They need plenty of experience of being successful readers as this is likely to motivate them to want to read more.
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Readers
Reading is similar to listening in that we read differently for different purposes. For example, we need to understand all the instructions in a recipe, but we only need to understand the gist of a horoscope. In other words, a good reader chooses the right sort of reading for the purpose. Good readers Once students can read well on their own and enjoy it, our job is easy. Good readers: • guess unknown words from the context • predict what is going to come next • read whole chunks rather than individual words at a time • interact with the text as they go along • understand what they read • enjoy reading To give students the experience of being good readers, they need tasks and activities which get them to do what good readers do. As with listening, students often feel that they have to understand every word and that they are reading badly if they do not. They need to be more aware of different ways of reading. They can also choose how they want to read a particular text. For example, students can list three things they would like to find out from a text before they read it so they are setting their own task. This way they create their own reason for reading the text.
Timed and speed reading Students can become better readers by practicing timed and speed reading against the clock to get them beyond the level of reading and translating. They will probably enjoy trying to get faster and can check their understanding with self-marking comprehension questions.
Reading club Some students might enjoy forming their own reading club to exchange materials, ideas and opinions and they could probably organize it themselves, given a little help.
Taken from: Richmond Handbooks for Teachers series - Helping Students to Learn - A Guide to Learner Autonomy -Series Editor Paul Seligson
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Readers
Richmond Reading Frameworks Mix and match your Richmond Readers and discover a whole new world with your students!
A. Historical Reading Framework PLACE & TIME
TITLE
SERIES
LANGUAGE LEVEL
AGE LEVEL
TOPICS
Prehistoric world
Crickle, Crackle, Pop
LITTLE READERS
Level C
3 - 5 years
Eggs, Dinosaurs
Prehistoric world
Ice Age 1
POPCORN
Level 1
6 - 11 years
Prehistoric animals & what they do
Prehistoric world
Ice Age 1 with CD
POPCORN
Level 1
6 - 11 years
Prehistoric animals & what they do
Prehistoric world
Ice Age 2: The Meltdown
POPCORN
Level 2
6 - 11 years
Prehistoric animals & what they do
Prehistoric world
Ice Age 2: The Meltdown with CD
POPCORN
Level 2
6 - 11 years
Prehistoric animals & what they do
Prehistoric world
Ice Age: Dawn of the Dinosaurs
POPCORN
Level 3
6 - 11 years
Prehistoric animals & what they do
Prehistoric world
Ice Age: Dawn of the Dinosaurs with CD
POPCORN
Level 3
6 - 11 years
Prehistoric animals & what they do
Ancient World
Gifts from Greece
INFOQUEST
Level 3
6 - 8 years
Greek History
Ancient World
Ancient China
INFOQUEST
Level 5
10 - 12 years
Ancient China, Inventions
Ancient World
Monuments & Mummies
INFOQUEST
Level 6
12 -14 years
Ancient Egypt
Ancient World
Kung Fu Panda
POPCORN
Level 2
6 - 11 years
Sports, Martial arts, Animals & what they do
Ancient World
Kung Fu Panda with CD
POPCORN
Level 2
6 - 11 years
Sports, Martial arts, Animals & what they do
Ancient World
Kung Fu Panda: The Kaboom of Doom
POPCORN
Level 3
6 - 11 years
Sports, Martial arts, Animals & what they do
Ancient World
Kung Fu Panda: The Kaboom of Doom with CD
POPCORN
Level 3
6 - 11 years
Sports, Martial arts, Animals & what they do
Ancient World
Medieval Days
INFOQUEST
Level 4
7 - 9 years
Medieval life
Ancient World
Shrek 1
POPCORN
Level 1
6 - 11 years
Action heroes, Adventure
Ancient World
Shrek 1 with CD
POPCORN
Level 1
6 - 11 years
Action heroes, Adventure
Ancient World
Shrek 2
POPCORN
Level 2
6 - 11 years
Action heroes, Adventure
Ancient World
Shrek 2 with CD
POPCORN
Level 2
6 - 11 years
Action heroes, Adventure
Ancient World
Shrek The Third
POPCORN
Level 3
6 - 11 years
Action heroes, Adventure
Ancient World
Shrek The Third with CD
POPCORN
Level 3
6 - 11 years
Action heroes, Adventure
Ancient World
Shrek Forever After
POPCORN
Level 3
6 - 11 years
Action heroes, Adventure
Ancient World
Shrek Forever After with CD
POPCORN
Level 3
6 - 11 years
Action heroes, Adventure
Ancient World
Robin Hood
MEDIA READERS
Level 2
12 - 14 years
Action heroes, Adventure
18th Century World
Amazing Grace
MEDIA READERS
Level 3
14 - 18 years
Slavery, Human rights
19th Century World
Nanny McPhee & The Big Bang
POPCORN
Level 3
6 - 11 years
Family, Friendship
19th Century World
Nany McPhee & The Big Bang with CD
POPCORN
Level 3
6 - 11 years
Family, Friendship
19th Century World
Jane Eyre
MEDIA READERS
Level 2
12 - 14 years
Teenage life
19th Century World
Pride & Prejuice
MEDIA READERS
Level 3
12 - 14 years
Teenage life
20th Century History
Angela’s Ashes
MEDIA READERS
Level 3
12 - 14 years
Family, Emigration, Poverty
World History
Night in the Museum
MEDIA READERS
Level 1
12 - 14 years
Animals, History (Prehistory, Ancient, Medieval, Modern)
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Readers
B. The Fantasy Reading Framework PLACE & TIME
TITLE
LANGUAGE
SERIES
LEVEL
AGE LEVEL
TOPICS
Contemporary Fantasy
Spooky Skaters
MEDIA READERS
STARTER LEVEL
12 - 14 years
Skating, Ghosts
Contemporary Fantasy
Buffy The Vampire Slayer
MEDIA READERS
LEVEL 1
14 - 18 years
Vampires, Action heroes, Teenage life
Contemporary Fantasy
Spider-Man
MEDIA READERS
LEVEL 1
14 - 18 years
Action Heroes
Contemporary Fantasy
Monster House
MEDIA READERS
LEVEL 1
12 - 14 years
Ghosts
Contemporary Fantasy
Smallville
MEDIA READERS
LEVEL 1
14 - 18 years
Action Heroes
Contemporary Fantasy
X-Men
MEDIA READERS
LEVEL 1
14 - 18 years
Action Heroes
Contemporary Fantasy
X-Men 2
MEDIA READERS
LEVEL 2
14 - 18 years
Action Heroes
Contemporary Fantasy
Spider-Man 2
MEDIA READERS
LEVEL 2
14 - 18 years
Action Heroes
Contemporary Fantasy
AVP: Alien vs. Predator
MEDIA READERS
LEVEL 2
14 - 18 years
Space, Geography, Aliens
Contemporary Fantasy
Batman Begins
MEDIA READERS
LEVEL 2
14 - 18 years
Action Heroes
Contemporary Fantasy
Buffy The Vampire Slayer: Inca Mummy Girl
MEDIA READERS
LEVEL 2
14 - 18 years
Vampires, Action heroes, Teenage life
Contemporary Fantasy
Superman Returns
MEDIA READERS
LEVEL 3
12 - 1 4 years
Action Heroes
Contemporary Fantasy
Buffy The Vampire Slayer: I Robot, You Jane
MEDIA READERS
LEVEL 3
14 - 18 years
Vampires, Action heroes, Teenage life
Contemporary Fantasy
Catwoman
MEDIA READERS
LEVEL 3
12 - 14 years
Action Heroes
Contemporary Fantasy
X-Men 3
MEDIA READERS
LEVEL3
14- 18 years
Action Heroes
C. American Culture Framework PLACE & TIME
LANGUAGE LEVEL
TITLE
SERIES
Contemporary United States
Splish, Splosh, Splash
LITTLE READERS
LEVEL A
3 - 5 years
Weather, Clothes
Contemporary United States
Party Time
LITTLE READERS
LEVEL A
3 - 5 years
Parties, Food
Contemporary United States
Hop, Skip, Jump
LITTLE READERS
LEVEL A
3 - 5 years
Exercise, Games
Contemporary United States
Clowning Around
LITTLE READERS
LEVEL B
3 - 5 years
Clowns, Summer
Contemporary United States
Dad and me
LITTLE READERS
LEVEL B
3 - 5 years
Family activities
Contemporary United States
Rainy Days
LITTLE READERS
LEVEL C
3 - 5 years
Weather, Clothes Indoor activities
Contemporary United States (seaside)
By the Sea
INFOQUEST
LEVEL 1
6- 7 years
Seaside Activities
Contemporary United States (Countryside)
Down on the Farm
INFOQUEST
LEVEL 1
6- 7 years
Farm animals, Crops, Vegetables, life in the countryside
Contemporary United States (Gardens)
In My Garden
INFOQUEST
LEVEL 1
6- 7 years
Garden wildlife, gardening
Contemporary United States (Ponds)
Jeepers Creepers
INFOQUEST
LEVEL 1
6- 7 years
Pond wildlife, frogs
Contemporary United States
Friends and Families
INFOQUEST
LEVEL 2
6- 7 years
Friendship, Family, Writing letters, Planning a vacation
Contemporary United States
Fun and Games
INFOQUEST
LEVEL 2
6- 7 years
Games, Sounds associated with games
Contemporary United States
What’s Cooking?
INFOQUEST
LEVEL 2
6- 7 years
Food, Cooking
AGE LEVEL
TOPICS
91
Readers
D. Contemporary World Framework PLACE & TIME
TITLE
SERIES
LANGUAGE LEVEL
AGE LEVEL
TOPICS
Contemporary world
Hiss, Roar, Purr
LITTLE READERS
LEVEL A
3 - 5 years
Cats (wild & domestic), Animal sounds
Contemporary world
Animal Antics
LITTLE READERS
LEVEL B
3 - 5 years
Animals & what they do
Contemporary world
Walk on the Wild Side
LITTLE READERS
LEVEL B
3 - 5 years
Animals & what they do
Contemporary world
Flip, Flap, Fly
LITTLE READERS
LEVEL C
3 - 5 years
Birds & what they do, Flying
Contemporary world
Shake and Shiver
LITTLE READERS
LEVEL C
3 - 5 years
Weather, Clothes Winter, Eskimos
Contemporary world
Those Animals
INFOQUEST
LEVEL 2
6 - 7 years
Animals & what they do
Contemporary world
A World of Treats
INFOQUEST
LEVEL 3
6 - 8 years
Food, Cooking, World Cuisine
Contemporary world
Tap into Sap
INFOQUEST
LEVEL 3
6 - 8 years
Contemporary world
The Insect Army
INFOQUEST
LEVEL 3
6 - 8 years
Insects & how they live
Contemporary world
Designed for Living
INFOQUEST
LEVEL 4
7 - 9 years
Mammals & how they live
Contemporary world
Grassland Safari
INFOQUEST
LEVEL 4
7 - 9 years
Grasslands & the animals that live there
Contemporary world
On the Wild Side
INFOQUEST
LEVEL 4
7 - 9 years
Environmentalism
Contemporary world
A Way with Words
INFOQUEST
LEVEL 5
10 - 12 years
Languages, Technology
Contemporary world
Cell City
INFOQUEST
LEVEL 5
10 - 12 years
Biology of human cells
Contemporary world
Getting Together
INFOQUEST
LEVEL 5
10 - 12 years
Friendship, Hobbies, Group behavior, Clubs
Contemporary world
Close Up on Careers
INFOQUEST
LEVEL 6
12 -14 years
Jobs, Career guidance
Contemporary world
Giants of the Deep
INFOQUEST
LEVEL 6
12 -14 years
Ocean life
Contemporary world
Secrets of the Sky
INFOQUEST
LEVEL 6
12 -14 years
Astronomy
Contemporary world
Madagascar 1
POPCORN
LEVEL 1
6 -11 years
Animals & what they do
Contemporary world
Madagascar 1 with CD
POPCORN
LEVEL 1
6 -11 years
Animals & what they do
Contemporary world
Mr. Bean: Royal Bean
POPCORN
LEVEL 1
10 -12 years
Cultural differences, Comedy
Contemporary world
Mr. Bean: Royal Bean with CD
POPCORN
LEVEL 1
10 - 12 years
Cultural differences, Comedy
Contemporary world
Madagascar: Return to Africa
POPCORN
LEVEL 2
6 - 11 years
Animals & what they do
Contemporary world
Madagascar: Return to Africa with CD
POPCORN
LEVEL 2
6 - 11 years
Animals & what they do
Contemporary world
Mr. Bean: Toothache
POPCORN
LEVEL 2
10 - 12 years
Cultural differences, Comedy, Medicine
Contemporary world
Mr. Bean: Toothace with CD
POPCORN
LEVEL 2
10 - 12 years
Cultural differences, Comedy, Medicine
Contemporary world
Mr. Bean: The Palace of Bean
POPCORN
LEVEL 3
10 - 12 years
Cultural differences, Comedy
Contemporary world
Mr. Bean: The Palace of Bean with CD
POPCORN
LEVEL 1
10 - 12 years
Cultural differences, Comedy
Contemporary world
Date with Disaster
MEDIA READERS
LEVEL 1
14 -18 years
Teenage life
Contemporary world
Goal II
MEDIA READERS
LEVEL 1
14 -18 years
Sport, Football
Contemporary world
Billy Elliot
MEDIA READERS
LEVEL 1
14 -18 years
Teenage life, Dance
Contemporary world
Mr. Bean’s Holiday
MEDIA READERS
LEVEL 2
14 -18 years
Holidays, Cultural differences, Comedy
Contemporary world
The OC: The Outsider
MEDIA READERS
LEVEL 2
14 -18 years
Teenage life
Contemporary world
The Pink Panther
MEDIA READERS
LEVEL 2
14 -18 years
Crime, Comedy, Cultural differences
Contemporary world
The In-Crowd
MEDIA READERS
LEVEL 2
14 -18 years
Teenage life
Contemporary world
DJ Ambitions
MEDIA READERS
LEVEL 2
14 -18 years
Teenage life
Contemporary world
Hoot
MEDIA READERS
LEVEL 2
12 - 14 years
Teenage life
Contemporary world
Rocky Balboa
MEDIA READERS
LEVEL 2
14 -18 years
Sport, Boxing
Contemporary world
The OC: The Gamble
MEDIA READERS
LEVEL 3
14 -18 years
Teenage life
Contemporary world
The OC: The Misfits
MEDIA READERS
LEVEL 3
14 -18 years
Teenage life
Contemporary world
Touching the Void
MEDIA READERS
LEVEL 3
14 -18 years
Sport, Mountain Climbing, Survival skills
Contemporary world
Dreamgirls
MEDIA READERS
LEVEL 3
14 -18 years
Stardom, Music, Dreams
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Plant biology, birds and insects that feed of plants
Readers
Little Readers is a colorful series that includes interesting stories and appealing pictures, encouraging children to read for pleasure and engage in creative writing and project work. These readers combine fiction and facts in a real environment and help learners to consolidate and enlarge their knowledge of the language and of the world.
Key features: • Graded according to the level of language. • Respond to the learner’s needs. • Engaging topics. • Delightful stories. • Contemporary settings.
From Richmond Little Readers “Dad and Me” level B
From Richmond Little Readers “Dad and Me” level B
93
Readers
From Richmond Little Readers “Clowing Around” level B
From Richmond Little Readers “Dad and Me” level B
94
Little Tots
Level A
Level B
Level C
HISS ROAR PURR HOP SKIP JUMP PARTY TIME SPLISH SPLOSH SPLASH CLOWNING AROUND ANIMAL ANTICS DAD AND ME WALK ON THE WILDES CRICKLE CRACKLE POP FLIP FLAP FLY ! RAINY DAYS SHAKE AND SHIVER
9789707392144 9789707392151 9789707392137 9789707392168 -
9789707392175 9789707392205 9789707392182 9789707392199 -
9789707392229 9789707392243 9789707392212 9789707392236
Readers
Infoquest is a six-level series of exciting, interesting and authentic stories, especially written to motivate children and young teenagers to read. Each book has a central theme which encourages cross-curricular work and the discussion of wider topics. The series includes two-page spreads with graded activities, puzzles, comics and cultural information. This series develops students’ needs for investigation and focuses on their interests in the world. The new readers include appealing pictures and interesting stories, encouraging students to read for pleasure. They combine fiction and facts in a real environment. The series also helps them consolidate and build on build on their knowledge of the language.
Key features: • Graded according to the level of language. • Respond to the learner’s needs. • Contemporary settings. • Catchy and motivating stories. • Presents vocabulary in an engaging context. • Introduces cross-curricular contents in history, science and geography • Suitable for working on projects. Hands-on relevant activities
From Richmond Infoquest “Tap into Sap” level 3
95
Readers
Readings enhance multi-cultural awarebess
From Richmond Infoquest “Ancient China” level 5 INFOQUEST READER’S Level 1
Level 2
Level 3
BY THE SEA DOWN ON THE FARM IN MY GARDEN JEEPERS CREEPERS
61002003 61002010 61001991 61001983
FRIENDS AND FAMILIES FUN AND GAMES THOSE ANIMALS WHAT’S COOKING ?
61001989 61002005 61002012 61001984
A WORLD OF TREATS GIFTS FROM GREECE THE INSECT ARMY TAP INTO SAP
61001999 61001987 61001981 61001988
Level 4 DESIGNED FOR LIVING GRASSLAND SAFARI MEDIEVAL DAYS ON THE WILD SIDE
61002008 61002000 61001997 61001996
Level 5 A WAY WITH WORDS ANCIENT CHINA CELL CITY GETTING TOGETHER
61002001 61001990 61001993 61001992
Level 6 CLOSE UP ON CAREERS GIANTS OF THE DEEP MONUMENTS AND MUMMIES SECRETS OF THE SKY
61001977 61001985 61001980 61001978
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Readers
Richmond Media Readers Richmond Media Readers is a specially-selected series of readers based on popular TV shows and films, designed to draw teenagers into reading for fun.
Key features: • A fantastic range of modern fullcolour titles your students will love • Teen/young-adult focussed stories based on popular film and TV hits • Free downloadable teachers’ resource material from www.richmond.com.mx • Carefully graded language • Audio CD with every reader allows reading and listening skills to be practiced • Three levels tied in with CEF stages A1–B2 (see chart below) • Integrated study section with real world ‘Fact Files’ Each level of reader adheres to a carefully conceived syllabus and wordlist. STARTER LEVEL
300 headwords
0–1 years of English
CEF stage Pre-A1
LEVEL 1
600 headword s (story: up to 4,000 words)
1–2 years of English
CEF stage A1
LEVEL 2
1000 headwords (story: up to 7,000 words)
2–3 years of English
CEF stage A2
LEVEL 3
1500 headwords (story: up to 10,000 words)
3+ years of English CEF stage B1
LEVEL 4
2,000 headwords (story: up to 13,000 words)
4+ years of English CEF stage B2
(Beginners)
(Elementary) (Pre-Intermediate/Intermediate) (Intermediate ) (Advanced)
Resource sheets show you how to use your Richmond Media Readers • • • • • • •
Choosing and motivating Organising Using the CD Using the DVD Glossary and casual language Fact Files What did they think ?
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Readers
From Richmond Resource Sheet Student Activities MEDIA READER’S Level Starter SPOOKY SKATERS - THE SKATE PARK + CD 61014321 MALCOLM IN THE MIDDLE + CD 61014322 ROBIN HOOD - THE TAXMAN + CD 61014323 ZOEY 101 + CD 61021277
Level 2 X-MEN 2 + CD BATMAN BEGINS + CD THE PINK PANTHER + CD ALIEN VS PREDATOR + CD SPIDER-MAN 2 + CD THE OC-THE OUTSIDER + CD BUFFY THE VAMPIRE SLAYER- INCA MUMMY+ CD THE IN-CROWD + CD DJ AMBITION + CD HOOT - TIME TO FIGHT +CD JANE EYRE + CD ROCKY BALBOA + CD ROBIN HOOD - THE SILVER ARROW + CD THE DEVIL WEARS PRADA + CD NIGHT AT THE MUSEUM: BATTLE OF THE SMITHSONIAN + CD STAR WARS: CLONE WARS + CD SENSE & SENSIBILITY + CD THE MUMMY: TOMB OF THE DRAGON EMPEROR + CD BARACK OBAMA + CD THE MASK OF ZORRO + CD
Level 4 SLUMDOG MILLIONAIRE + CD A LION CALLED CHRISTIAN + CD
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61003180 61003176 61003177 61003225 61003178 61002862 61002619 61003232 61003179 61004498 61001224 61004495 61004494 61014326 61021281 61021282 61021283 61021284 61021286 61021275
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Level 1 BUFFY THE VAMPIRE SLAYER-HALLOWEEN + CD BILLY ELLIOT + CD SMALLVILLE ARRIVAL + CD MONSTER HOUSE + CD SPIDER-MAN + CD X-MEN + CD DATE WITH DISASTER! + CD GOAL II - LIVING THE DREAM + CD MR. BEAN’S - HOLIDAY + CD NIGHT AT THE MUSEUM + CD TRANSFORMERS + CD CITY OF EMBER + CD HOTEL FOR DOGS + CD THE ADVENTURES OF MERLIN: ARTHUR AND THE UNICORN + CD
61003162 61003175 61002954 61002623 61003163 61002959 61002622 61004493 61004490 61004491 61014324 61014325 61021278 61021279
Level 3 BUFFY THE VAMPIRE SLAYER-1 ROBOT UOU + CD CATWOMAN + CD SUPERMAN RETURNS + CD THE OC-THE GAMBLE + CD THE OC-THE MISFITS + CD AMAZING GRACE + CD ANGELA’S ASHES + CD DREAMGIRLS + CD PRIDE & PREJUDICE + CD TOUCHING THE VOID + CD X-MEN: THE LAST STAND + CD INDIANA JONES - AND THE KINGDOM OF + CD ELIZABETH THE GOLDEN AGE + CD THE QUEEN + CD FAST FOOD NATION - THE TRUTH BEHIND + CD THE LOST CHRONICLES PART 1 + CD THE LOST CHRONICLES PART 2 + CD VANITY FAIR + CD BLACK GOLD + CD IRAQ IN FRAGMENTS + CD MICHAEL JACKSON THE MAN MUSIC MISTERY
61002620 61003287 61002621 61003029 61003028 61004497 61004499 61004492 61001228 61004496 61014327 61014328 61014329 61014330 61014331 61014332 61014333 61021270 61021271 61021272 61019324
Readers
Pop Corn ELT Readers is the new series of low-level, graded readers From Richmond. Based on popular films, TV series, and classic children’s literature, Popcorn ELT Readers targeted at students in the early stages of learning English.
Pop Corn ELT Readers The Popcorn Readers make reading fun by bringing instantly recognizable films and TV series into the classroom. Students will be motivated to read and most I importantly to keep on reading! Illustrated throughout with fullcolor graphics, the readers are designed to appeal to the new media-conscious generation of young language learner. Images on every page bring each story to life and are a valuable comprehension tool.
Inside Every Popcorn ELT Reader… • Meet… Introduction to the key characters before the start of every story. • Real world… Cross-curricular and cross-cultural information, linked to the topics • • • •
or themes of the reader. Puzzle time… A range of fun activities for different learning styles. Imagine… and Chant Motivating drama and chanting activities. Appropriate level of challenge. Teacher’s notes, audio and extra resources.
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A world of possibilities with Richmond!
LEARNING MATCHES PRESCHOOL
PRIMARY
•
LITTLE TOTS
• • •
• •
JELLY BEANS NEW SPRINKLES
• •
SECONDARY • • • •
GO FOR IT COOL TIME TEEN WINNERS EVERYTHING
FUN WAY JOIN IN COOL KIDS
LIGHTHOUSE TWISTAROUND
•
EVERYTHING
CAN DO NEXT STEP AWESOME CAN DO NEXT STEP AWESOME
•
I CAN
•
STAR PLAYERS
• • •
•
TIPPY TOES
• •
STEP UP HIGHER ALTOGETHER
• • •
ADULTS • • •
ENGLISH EXPRESS ELEVATOR NEW AMERICAN FRAMEWORK
• •
ELEVATOR ESSENTIAL AMERICAN ENGLISH NEW AMERICAN FRAMEWORK
• • • •
•
ESSENTIAL AMERICAN ENGLISH ELEVATOR NEW AMERICAN FRAMEWORK NEW AMERICAN FRAMEWORK
LEARNING BOOSTERS SERIES / LEVEL
SUPPLEMENTARY MATERIAL LITTLE READERS
NEW SPRINKLES JELLY BEANS
I CAN DO MATH I CAN TRACE AND CUT
Preschool
MY FIRST LETTERS AND SOUNDS LITTLE READERS I CAN
I CAN DO MATH I CAN TRACE AND CUT MY FIRST LETTERS AND SOUNDS LITTLE READERS
TIPPY TOES
I CAN DO MATH I CAN TRACE AND CUT
Primary
TIPPY TOES 3
READING PATHS K SPOTLIGHT K CD ROM
FUN WAY 5 – 6 COOL KIDS 4 – 6 TWISTAROUND 4 – 6 LITGHTHOUSE 1 – 2 SPRINT 1 – 2 STEP UP 1 STAR PLAYERS 1
INFOQUEST LEVEL 1
LIGHTHOUSE 3 – 4 SPRINT 3 – 4 STEP UP 2 STAR PLAYERS 2
INFOQUEST LEVEL 2
LIGHTHOUSE 5 SPRINT 5 STEP UP 3 STAR PLAYERS 3
INFOQUEST LEVEL 3
LIGHTHOUSE 6 SPRINT 6 STEP UP 4 STAR PLAYERS 4
INFOQUEST LEVEL 4
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RICHMOND DICTIONARIES
A world of possibilities with Richmond!
LEARNING BOOSTERS SERIES / LEVEL
SUPPLEMENTARY MATERIAL INFOQUEST LEVEL 5
STEP UP 6 STAR PLAYERS 6
INFOQUEST LEVEL 6
STEP UP 1 – 6 STAR PLAYERS 1 - 6
READING PATHS 1 – 6 SCIENCE 1 – 6 SCIENCE & GEO 1 – 6 AMAZE 1 – 6 TARGET KET
ALTOGETHER 1 - 6
TARGET KET READING PATHS 1 - 6
STEP UP HIGHER 1 – 6
TARGET KET / PET READING PATHS 1 – 6 SCIENCE 1 – 6 SCIENCE 1 – 6 SCIENCE & GEO 1 – 6 AMAZE 1 – 6
SPOTLIGHT K – 2
SPOTLIGHT CD ROM RICHMOND FIRST DICTIONARY
SPOTLIGHT 3 - 6
SPOTLIGHT CD ROM RICHMOND FULLY ILLUSTRATED DICTIONARY
MEDIA READERS LEVEL 1 / 2
GO FOR IT 3 COOL TIME 3 TEEN WINNERS 3 EVERYTHING 3 CAN DO 3 NEXT STEP 3 AWESOME 2 ENGLISH EXPRESS 2 REEC 3 ELEVATOR 2 NEW AMERICAN FRAMEWORK 2
MEDIA READERS LEVEL 2 TARGET KET
CAN DO 4 NEXT STEP 4 AWESOME 3 ENGLISH EXPRESS 3 REEC 4 ELEVATOR 3 NEW AMERICAN FRAMEWORK 3
MEDIA READERS LEVEL 3 TARGET PET
AWESOME 4 REEC 5 ELEVATOR 4 NEW AMERICAN FRAMEWORK 4
MEDIA READERS LEVEL 3 TARGET PET
RICHMOND DICTIONARIES Secondary, Young Adult and Adult
GO FOR IT 1 – 2 COOL TIME 1 – 2 TEEN WINNERS 1 – 2 EVERYTHING 1 – 2 CAN DO 1 – 2 NEXT STEP 1 – 2 AWESOME 1 ENGLISH EXPRESS 1 REEC 1 – 2 ELEVATOR 1 NEW AMERICAN FRAMEWORK 1
Primary
STEP UP 5 STAR PLAYERS 5
NEW AMERICAN FRAMEWORK 5
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AST
ACADEMIC SUPPORT TEAM
Teaching is a rewarding and satisfying profession. Our Academic Support Team is made up of highly qualified consultants with extensive experience. This service ensures that Richmond maintains high standards of quality to consolidate its prestige and value as an international company.
MISSION Our passion and commitment is to maintain high standards, to provide guidance and academic strategies as well as to share innovative ideas and techniques, offering solutions based on your needs. We face and meet the new challenges in education and will lead teachers and institutions to grow and succeed.
SERVICES • Training on how to get the most out of your textbook • Guidance on how to make your program work • Updating teachers on the latest English language teaching methodology • Helping teachers to get their students to international standards • Bringing teachers together through our social networks
AST
Knowing more than a language shapes our vision and spirit. Knowing how to teach a language can have a tremendous impact on a person’s life. Knowing how to help teachers has made me come to see the work of a professional inside and out. It takes a lot of heart and mind. Claudette Muñoz
Being an academic consultant is one of the rewarding things I have done I get to learn a lot from teachers since it is a great opportunity to share things I have found useful and practical during the twenty years I have been involved in ELT. Rosy Cortés
Academic consultancy is teaching, sharing and interacting with teachers. After 40 years of teaching, I believe there is still so much we can share and do with teachers in our country. Inés Fauchey
Academic consultancy has enriched my life, both personally and professionally. It means becoming better by helping educators to improve and learn from their experience. Homero Pineda
It was a matter of hard work and countless hours of dedication that led me to become an ELT Consultant. I embraced a path of methodological specialization to help teachers become better professionals… they have helped me become a better human being by showing me that any act of teaching is an act of love; now I have something really valuable to share. Mauricio Cortés
The greatest joy I have found as a consultant is to empower teachers by recognizing their own worth. Blanca Rey
Working with teachers and learning from them is the most satisfying part of my job as an academic consultant. Having the chance to share time and great experiences with teachers is fulfilling. Eduardo Carmona
Author Index
Alves, Evania
60
Kim, Robin
34
Blair, Alison
27
Kim, Soo
34
Bolton, David
95
Kosta, Joanna
62, 64
Bonilla, Claudia
25, 26, 27, 28, 30, 32
Lawley, Jim
47
Bradfield, Bess
66
Lee, Jayne
34
Brewster, Simon
42, 44
Lethaby, Carol
42, 44
Brogan, Dan
60
Littlewood, Andrea
27
Buere, Patricia
32
Lizárraga Erika
28
Cadwallader, Jane
27
Lloyd, Mark
54
Carvalho, Marcos
60
Martínez, Hilda
32
Cervantes, Patricia
25
Metcalf, Rob
54
Castro-Gustavsson, Karen
28
Milne, Kim
33
Domoney, Elizabeth
14
Newton, Robin
30, 31
Dopazo, Adriana
46, 47
Norris, Lucy
54, 57
Downie, Michael
31, 45, 57
Ottway, Thomas
57
Dunne, Brendan
31
Piekarowicz, Justyna
25, 32
Edwards, Lynda
57
Pombo, Diana
25
Edgar, Jeremy
33
Rowe, Michael
28
Estrada, Yadira
47
Scott, Katharine
30, 32
Fernández, Rodrigo
47
Scott, Roxanne
26
Fernández, Martha
28
Seligson, Paul
42, 44, 45, 58
Foncerrada, Ana
26, 28
Skibelski, Debbie
60
Goldstein, Ben
54
Smith, Katy
11
Gontow, Cris
60
Starling, Andrew
26, 28
Goodey, Noel
95
Taylor, Nicole
30
Gray, David
31, 45, 54, 57
Thorpe, Michael
33
Greenwell, Jeanette
28
Tomlin, Liz
33
Guerrero, Suzanne
28
Trabolsi, Adela
11
Guppy, Amanda
25, 32
Trejo, Julián
28
Heald, Anita
32
Van Der Werff, Joep
28
Henrique, Paulo
60
Varella, Vidal
60
Hobbs, Martyn
30
Wilburn, Jason
34
Holley, Gill
54
Williams, Melanie
30
House, Susan
30, 32
Williams, Rebecca
11, 12, 14, 15, 32, 33
Ireland, Sue
62, 64
Witzler, Eugenia
60
Jeffery, Peter
27, 54
Wyatt, Robert
60
Jiménez, Juan Manuel
31, 45, 57
Zanatta, Theressa
27
Jones, Ceri
54
Zapiain, Gabriela
10, 25, 28
Keddle, Julia
30
Zapiain, Silvia
27, 28
Kim, Casey
34
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Friends Program
Levels 1 to 4 Friends Beginners is a four-level course for students in preschool which is based on thematic units. Your students will learn vocabulary and basic grammar structures through fun methods which are oriented towards everyday communication.
Key Features • Lessons adequately planned for a class period • Relevant vocabulary per unit • Frequent expressions for student use • Fine-motor skill development throughout the unit • Songs and cutouts to use with the units
Components Teachers • Teacher’s guide Students • Student book
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Friends Program
Levels 1 to 6 Friends is a six-level course for primary which is based on thematic units and accomplishments oriented towards communication. In each unit you will find key vocabulary and inductive grammar which allow the student to reach productive areas according to his/her age.
Key Features • Clear and easy-to-follow methodological suggestions • Extra activities for the development of the four basic skills • Short term goals which allow students to nottice their immediate progress • Games and dynamic activities which make learning a fun process for both teachers and students
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Components Teachers • Teacher’s guide Students • Student book
Friends Program
RICHMOND CATALOG 2011-2012
Friends is a five-level program for secondary schools. It presents English in a fun and practical way, thus making it easier to acquire. Friends has been specially edited for Guatemala, El Salvador and Honduras, which creates a more familiar context for students from these countries and makes learning more meaningful for them.
Key Features • Provides a familiar context for students learning English in Central America. • Language presentations clearly illustrated at the beginning of every unit. • Fun activities to make language practice more effective. • Review pages which consolidate learning. • “Survival English” sections for immediate application.
Components Teachers • Teacher’s annotated edition • CD with teaching material (levels 7, 8, and 9) Students • Student’s book
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GUATEMALA Ciudad Capital 26 avenida 2-20 zona 14. PBX (502) 2429-4300 FAX(502) 2429-4343 Quetzaltenango 9ª. Calle 3-62, Zona 9, Colonia Los Cerezos I. PBX (502) 7763-7672, 7763-7844
HONDURAS Tegucigalpa Colonia Lomas de Tepeyac, Casa No. 1626, Contiguo al Autobanco Cuscatlán, Boulevard Juan Pablo II. PBX. (504) 22399884
EL SALVADOR San Salvador Calle Siemens # 48 Zona Industrial Santa Elena, Antiguo Cuscatlan, La Libertad. PBX. (503) 2505-8920, (503) 2505-8937, (503) 2505-8959, FAX.: (503) 2505-8947, (503) 2505-8949
San Pedro Sula Centro Comercial Metroplaza, salida a Puerto Cortés, 300 mts al norte de la 105 Brigada, atrás del centro comercial Santa Mónica. PBX. (504) 5507296