Issuu on Google+

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

On our website can also find:

You will find: •

Methodology

Interesting Links

News

Articles

Photos

Events

Videos

and lots of

surprises

www.richmond.com.gt www.richmond.com.sv www.richmond.com.hn

Be Part of Our Online Community!


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

19


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

20

• • • • •

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

44


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

45


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

46

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

47


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

W NE

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

48


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

49


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

50

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

51


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

52

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

55


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

W NE

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

57


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

82


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

84

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

86

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.

88


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

89


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)

90


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

92

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

96


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 ?

97


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

98

61003180 61003176 61003177 61003225 61003178 61002862 61002619 61003232 61003179 61004498 61001224 61004495 61004494 61014326 61021281 61021282 61021283 61021284 61021286 61021275

61021273 61021274

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.

99


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

100

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

101


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

104


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

105


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

106

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

105


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


Catalogue Richmond Publishing 2011-2012